Education Preparation Program Handbook 2019 – 2020

High Point University Stout School of Education

EDUCATOR PREPARATION PROGRAM HANDBOOK

Leaders for Learners in a Global World 2019-2020

Offices: 237 Stout School of Education Telephone: 336.841.9188 Stout School of Education Website: http://www.highpoint.edu/education/ Email: schoolofed@highpoint.edu http://www.facebook.com/HPUEducation Administrative Faculty Dr. Mariann Tillery Professor of Education Dean, Stout School of Education Dr. Sarah Vess Associate Professor of Education Associate Dean, Stout School of Education Department of Educator Preparation Dr. Leslie Cavendish, Chair Associate Professor of Education Ms. Debbie Albert Dr. Kristy Davis Clinical Instructor Assistant Professor of Education Internship I/II Coordinator Special Education Elementary Education Coordinator for Graduate Special Education Dr. Tom Albritton Associate Professor of Education Secondary Education Coordinator

Dr. Shirley Disseler Associate Professor of Education STEM Coordinator/Elementary Ed

Dr. Claire Lambert Assistant Professor of Education Literacy/edTPA Coordinator Elementary/Middle Grades Education

Dr. Anne Leak Assistant Professor of Education STEM Elementary Education

Ms. Teresa Owens Clinical Instructor Coordinator for Undergraduate Special Education

Dr. Rick Overstreet Assistant Professor of Education Health/PE Licensure Coordinator, PEC Activity

Dr. Heidi Summey Assistant Professor of Education Technology/Special Education

Ms. Rosie Tarara Coordinator of EDU Fellows, Instructor Health/PE

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Department of Leadership Studies Dr. Amy Holcombe, Chair Clinical Professor of Education Dr. Tawannah Allen Dr. Michelle Bartlett Associate Professor Assistant Professor of Education Ed.D. in Educational Leadership Ed.D. in Educational Leadership Dr. Steve Bingham Professor of Education Ed.D. in Educational Leadership

Dr. Allison Blosser Assistant Professor of Education Coordinator, Education Studies

Dr. Dustin Johnson Associate Professor M.Ed. Educational Leadership

Dr. Barbara Zwadyk Associate Professor of Education Project Director, HPULA

Licensure Coordinators Dr. Adam Graham-Squire Dr. Nicole Hughes Assistant Professor of Mathematics Associate Professor of Biology Secondary Mathematics Licensure Program Sec Biology/Comprehensive Science Licensure Dr. Cara Kozma Associate Professor of English Secondary English Licensure

Ms. Teresa Parker Assistant Professor of Spanish Spanish K-12 Licensure

Dr. Paul Ringel Associate Professor of History Secondary Social Studies Licensure Adjunct Faculty Ms. Melanie Crowder Internship I/II Supervisor; Elementary

Ms. Madeline Fuentes Methods/Internship I/II; Spanish K-12

Dr. Debbie Hill Internship Supervisor; School Administration HPULA

Dr. Tina Johnson Educational Leadership

Ms. Kelli Jackson Internship Supervisor, PREPARE Residency Program

Ms. Wendy Klutz Internship I/II Supervisor; Elementary

Ms. Joane Mapas American Sign Language I/II

Dr. Don Martin Educational Leadership

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Ms. Tina Mashburn Data and edTPA

Dr. Melissa Nixon Educational Leadership

Ms. Leni Fragakis Integrated Arts and Children’s Literature

Mr. Kent Reichert Internship I/II Supervisor; Elementary

Ms. Libby Scandale Integrated Arts: Elementary Education

Dr. Sandy Sikes Educational Leadership

Ms. Cathi Smith Internship Supervisor; School Administration & I/II Methods Math; Behavior Management

Dr. William Stewart Internship Supervisor; School Administration Educational Leadership

Administrative Staff Ms. Tammy Hines Administrative Assistant

Ms. Heather Slocum Data Manager/Admin.

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Table of Contents Faculty and Staff ............................................................................................................................ 0 Licensure Coordinators: .................................................................................................... 1 Adjunct Faculty: (Non-University Employed)................................................................. 1 Introduction .................................................................................................................................... 6 Calendar of Events/School of Education Website/Facebook Page .............................................. 7 Knowledge Base & Conceptual Framework................................................................................ 8 Code of Professional and Ethical Behaviors ............................................................................... 11 HPU School of Education Diversity Vision Statement ............................................................ 13 Information on Becoming a Teacher........................................................................................... 14 Freshman Year ................................................................................................................. 14 Sophomore Year............................................................................................................... 14 Foliotek ............................................................................................................................. 15 Junior Year....................................................................................................................... 16 Senior Year ....................................................................................................................... 17 Degree Programs/Areas of Licensure ......................................................................................... 18 Professional Education Core ........................................................................................... 21 Non-Licensure Degree Program.................................................................................................. 21 Add-on Licensure Program ......................................................................................................... 22 University General Education Requirements ............................................................................. 22 Program Descriptions and Guides .............................................................................................. 23 Department of Educator Preparation ............................................................................ 23 Elementary Education ......................................................................................... 23 B.A. to M.Ed. in Elementary Education ............................................................. 29 3

Middle Grades Education .................................................................................... 34 Academically Gifted (Add-on) ............................................................................. 39 Department of Specialized Curriculum ....................................................................... 40 Special Education: General Curriculum K-12 & Adapted Curriculum ................ 40 Minor in Special Education ..................................................................................... 49 B.A. to M.Ed. in Elementary Education w/Concentration in Intellectual Disabilities ............................................................................................................ 50 Health and Physical Education ................................................................................ 53 Minor in Athletic Coaching ...................................................................................... 57 Minor in Health Education....................................................................................... 57 Secondary Education 9-12/Special Subjects K-12 ....................................................... 59 Biology/Comprehensive Science 9-12 .................................................................. 61 English 9-12 .......................................................................................................... 64 Social Studies 9-12 ............................................................................................... 68 Mathematics 9-12 ................................................................................................ 71 MAT Program in Secondary Mathematics 9-12 ............................................... 74 Spanish K-12......................................................................................................... 77 Department of Leadership Studies ............................................................................... 82 Education Studies Major .......................................................................................... 82 Minor in Education Studies ...................................................................................... 85 B.A. to M.Ed. in Educational Leadership ................................................................ 86 Governance of the Educator Preparation Programss ................................................................ 88 The Teacher Education Council: 2019-2020 ................................................................. 89 School of Education Governance: 2019-2020 ............................................................... 91 Entry into the Educator Preparation Program .......................................................................... 92 Undergraduate Candidates.............................................................................................. 92 Candidates for Licensure-Only ....................................................................................... 92 HPU Away Summer Program ........................................................................................ 93 Provisional Status ............................................................................................................ 93 Admission to the Educator Preparation Program ....................................................... 95

Progression in the Educator Preparation Program ................................................................. 95 Candidate Disposition Evaluation ................................................................................. 95 Criminal Backgroud Checks .......................................................................................... 96 Conduct Report ............................................................................................................... 96 The Junior Year Review ................................................................................................. 97 Student Teaching ............................................................................................................. 98 edTPA Performance Based ............................................................................................ 99 Food Services Information for Student Teachers ...................................................... 100 4

Transportation for Field Experience and Student Teaching .................................... 100 Evaluation Process of Student Teaching ....................................................................... 100 Appeal Process ............................................................................................................... 101 Completion of Teacher Licensure Program ................................................................. 101 Filing for the N.C. Teaching License: .......................................................................... 102 Filing for Additional Licenses ...................................................................................... 102 Program Evaluation ....................................................................................................... 102

Teacher Education Student Awards/Honors .......................................................................... 103 Student Organizations .............................................................................................................. 103 Teachers of Tomorrow .................................................................................................. 103 North Carolina Association of Elementary Educators (NCAEE) ............................ 104 Council for Exceptional Children.................................................................................. 104 Kappa Delta Pi ............................................................................................................... 104

Assessment Gateways for Teacher Education Candidates .................................................... 105

Educator Preparartion Program Complaint Process .............................................................. 122

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Introduction Today’s educator preparation programs must be designed to equip graduates with the knowledge and skills to create rich learning environments that foster opportunities for students to succeed in life, career, and citizenship. In keeping with North Carolina’s mission to produce globally competitive students, the Stout School of Education is pleased to offer programs of study that reflect the latest research on best practices in teaching. To meet this goal, our undergraduate and graduate courses focus on inquiry-based teaching methodologies fused with extensive clinical experience to connect theory, practice, and reflection. Seeped in the tradition of the liberal arts, great teachers do not just simply “do” the job of teaching, they must be change agents who are continuously challenged to think about what they are doing and why they are doing it. Students enrolled in the Educator Preparation programs at HPU may choose from among many opportunities including our EDU-Fellows program, service and experiential learning, international study, leadership development through The Washington Center in Washington D.C., and B.A. to M.Ed. advanced programs of study. Through our LEGO Education outreach program and STEM Summer Enrichment Camp, the Stout School of Education has hosted more than 10,000 children from area schools for field-day events in mathematics, engineering, robotics, and science.

All education programs at High Point University are approved by the North Carolina Department of Public Instruction (DPI) and the Council for the Accreditation of Educator Preparation (CAEP). Our faculty includes former school superintendents, classroom teachers, school psychologists, principals and curriculum specialists, all of whom are currently engaged in scholarship and public school PK– 12 initiatives. In the spring of 2019 the School of Education’s Elementary Education (K-6) and Secondary Education (9-12) programs were highlighted by the National Council of Teacher Quality (NCTQ) as a top 10% educator preparation program.

To obtain more information about our undergraduate or graduate programs, please feel free to visit the Stout School of Education and meet with any one of our faculty or staff.

Please direct any questions concerning information in the Educator Preparation Handbook to: Dr. Mariann Tillery, Dean Stout School of Education High Point University mtillery@highpoint.edu (336) 841-9286

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Stout School of Education Calendar The complete calendar of events occurring in the School of Education can be found on the website by following the below link: http://www.highpoint.edu/education/events/ Please be sure to visit the site often for deadlines, updates, etc.

School of Education Website All students majoring in teacher education are strongly encouraged to regularly visit the School of Education website which can be accessed directly from the university’s main page: www.highpoint.edu in the drop down menu called Academics. The School of Education website will allow students to review all current news, programs, and items of interest related to the licensure programs for teacher education. Each respective degree program and licensure area has specific course requirements and a suggested four-year plan of study. Current handbooks, news items, faculty information and scholarship applications as well as the updated SOE calendar also can be accessed through the website.

Facebook Page Students are encouraged to also “like” use on Facebook at http://www.facebook.com/HPUEducation.

This will allow all students majoring in Education to stay informed on current news and upcoming events and meetings.

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Knowledge Base & Conceptual Framework (Approved by Teacher Education Council March 2011) High Point University Stout School of Education

Background: The knowledge base for an educator preparation program is the body of the research, expert opinion, and professional practice that undergirds and informs that particular program. The knowledge base helps to define what an effective teacher needs to know and be able to do, and it helps to determine the essential knowledge, skills, and dispositions that each candidate in the program will have an opportunity to acquire.

In August 2006, the State Board of Education adopted a new guiding mission for North Carolina Public Schools which ensures that “every student graduates from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century”.

Within this initiative, several goals were outlined to guide professional educators to make the necessary and sweeping changes needed to achieve this mission. Broadly, these goals include a focus on the development of 21st century curriculum that is both rigorous and inclusive with visionary leaders who are capable of using innovative 21st century systems.

In 2006, the State Board of Education charged the North Carolina Professional Teaching Standards Commission with the task of aligning its standards for teachers with this newly adopted mission. Critical to the success of these new initiatives is the recognition that in an increasingly challenging, and ever-changing environment, today’s practicing teachers must effectively possess the knowledge, skills, and dispositions to lead in the real-world environment of 21st century schools. Different demands dictate new roles for teachers in their classrooms and in their schools. An increased focus on the development of teacher leadership skills, collaboration, and delivery of instruction that is integrated with 21st century technologies has become paramount in significance in the newly approved North Carolina Professional Teaching Standards (2008).

The teacher as leader for learners in a global world.

The Educator Preparation Programs at High Point University: The conceptual framework, “The teacher as leader for learners in a global world," reflects an intention to create a learning environment in which teacher candidates become reflective practitioners who collaborate and lead in their classrooms and schools for the purpose of preparing students to meet the challenges of a global society.

With the beginning of the 21st century and the explosion of digital technologies, the classroom has become the 8

world. The learner must now navigate the world with 21st century literacies. The teacher facilitating the development of the learner must not only be a reflective decision-maker, continue to have a strong knowledge base and understanding of the learner, but also to be an effective leader and collaborator.

The professional development of the effective teacher is portrayed in the triangle which showcases the characteristics of reflection, collaboration and leadership. The effective teacher must be able to reflect in order to make informed decisions and develop the skills needed to collaborate with colleagues, parents and the community to improve the ability of the learner to succeed in the P-12 environment. Along with reflection and collaboration, the effective 21st Century teacher must expand the role by development of leadership skills.

With the combination of these three characteristics, the effective teacher can facilitate change and innovation in the experiences of the learner, via the classroom and the school as well as professional development.

Surrounding the professional development of the teacher candidate is the 21st century knowledge of the learner, knowing the developmental, emotional and cultural aspects of each learner. This leads to the teacher’s facilitation of the acquisition of 21st century skills needed by the learner to critically think, problem solve, utilize technology, communicate, and collaborate. All this occurs in the 21st century classroom which mirrors the world both in diversity and communication but also provides the learner an environment that is nurturing, inclusive, healthy and safe.

Toward this end, the educator preparation programs at High Point University have adopted the following program objectives: 1.

To provide an educator preparation program that provides candidates with the experiences needed to become 21st century professionals.

2. To facilitate the teacher education candidate’s acquisition of the 21st century knowledge, skills, and dispositions needed to produce globally competitive P-12 students.

3. To help prospective teachers to develop the leadership skills needed to effectively collaborate, facilitate change and innovation, and make informed decisions which impact student success.

4. To promote the teacher education candidate’s understanding of how to develop a learning environment that is nurturing, inclusive, healthy, and safe.

In addition, those completing the High Point University Educator Preparation Program are expected to meet or exceed proficiency in the following areas:           

Content Knowledge in the Major Using Data to Make Instructional Improvements Formative, Summative and Value-Added Assessments Leadership skills Collaboration Skills Relationship Building Use of Technology A knowledge of Research Media and Financial Literacy A knowledge of diverse cultures and global issues A knowledge of multiple languages 9

    

An understanding of the process of life-long learning Reading, Science, Mathematics, and Communication Skills Critical Thinking and problem solving skills Innovative and Creative Thinking Reflection and Informed Decision Making

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Educator Preparation Program Code of Professional and Ethical Behaviors Approved by Teacher Education Council August 2019 All school system employees hold positions of public trust. They are responsible for the education of students and also serve as examples and role models to students. As prospective and current employees of the school system, candidates enrolled in both the initial and advanced teacher education and administration programs at High Point University are responsible for both the integrity and the consequences of their own actions.

The highest standards of honesty, integrity, and fairness should be exhibited by each candidate when engaging in any activity concerning teaching or school administration, particularly in relationships with their peers, faculty, P-12 students, parents, the public, and other employees of the school system.

(Adopted from the Code of Ethics for North Carolina Educators approved by the North Carolina State Board of Education in March, 2002).

Candidates enrolled in the Stout School of Education are provided with many opportunities to develop the attributes necessary for successful teaching and/or school administration careers. Along with these opportunities come the serious responsibilities of the candidate to students, school, community, and the University. Each candidate, initial and advanced, is required to comply with the following expectations: 1. Adhering to the University Honor Code adopted and endorsed by the faculty and Board of Trustees of High Point University.

2. Maintaining regular attendance, being punctual and, when engaged in field-work, staying in the school for the time scheduled. Only illness or true emergencies excuse an absence or tardy. Interns are expected to notify cooperating teachers and university supervisors by phone immediately if the schedule cannot be met. After these contacts are made you are to contact the Student Teaching Coordinator (Ms. Debbie Albert (336) 841-9472) or email (dalbert@highpoint.edu) and leave a message to state the date of your absence and reason. This process is expected on any day the intern is absent even in the event of consecutive days absent.

3. Exemplifying the attitudes and actions expected of a teacher or school administrator rather than those which characterize a student. Interns should never engage in any inappropriate social interaction (including but not limited to, profane or lewd remarks, dating, phone calls, texting etc.) with the students of the cooperating school.

4. Placing school duties and responsibility as a first priority and willingly accepting all reasonable duties assigned.

5. Never misrepresenting one’s professional qualifications.

6. Conforming to university and school policies regarding standards of behavior.

7. Safeguarding all personal and confidential information concerning pupils and use it only for professional purposes. Remember that much damage can be done to students as a result of inappropriate sharing of information. This includes refraining from texting and discussions on social networking websites and emails.

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8. Acknowledging the diverse views of P-12 students, their families, and professional colleagues. Students should be challenged to look at all sides of controversial issues and refrain from exerting one’s own personal beliefs on others.

9. Following the rules of basic courtesy toward school administrators, teachers, pupils, staff, and members of the community. Refraining from making unfavorable remarks about the students, the cooperating teacher, the school, the staff, the community, and the University or its faculty.

10. Dressing appropriately and in keeping with faculty and University standards. Personal hygiene and grooming should be of the highest order. Provocative or sloppy dress is always unacceptable. Visible body piercing and tattoos may be unacceptable depending upon local school policies. Schools have differing policies so principals or cooperating teachers should be consulted and the policies of the school strictly followed.

11. Avoiding all partiality and favoritism toward students.

12. Maintaining good professional relationships. Always deal with the personnel of the cooperating school in an open, honest, and fair way. Without the cooperation of the area schools, High Point University could not properly train its undergraduate and graduate students. It is the responsibility of each of these students to maintain a good professional relationship with the cooperating schools.

13. Insubordination (failure to comply) with directives given by the University/School of Education faculty or administrators can result in dismissal from the internship and/or degree program.

14. Refraining from using personal cellphones, computers and other personal devices in the school setting unless approved by the cooperating teacher, administration and University.

15. Refraining from using social networking sites [such as Facebook, Twitter, Instagram and others.] in the school setting other than for instructional purposes. Texting and friending students, parents and teachers (unless the school administration approves) is not permitted.

16. Transmission on any social media platform with K-12 students or posting information about K-12 students or partnering schools is strictly prohibited. (this may include but is not limited to Facebook, Instagram, SnapChat, etc.)

17. Absolutely no posting of any pictures of students on any website or social networking sites or picture sites such as Instagram. Pictures/videos of students can only be posted on approved websites approved by the school principal or a protected website approved by the High Point University Technology Coordinator.

18. Showing good common sense in all situations. If one is unsure, questions should be taken to the University supervisors, Student Teaching Coordinator, the Associate Dean or Dean of the Stout School of Education.

19. All initial and advanced students enrolled in the educator preparation program are expected to be familiar with the Code of Ethics for North Carolina Educators adopted by the North Carolina State Board of Education in March, 2002.

Each student must seriously assume the above responsibilities to maintain good standing in the Educator Preparation Program. Failure to do so could result in removal from the program.

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HPU Stout School of Education Diversity Vision Statement In conjunction with High Point University’s Commitment to Diversity, Equity, and Inclusion and the School of Education’s Conceptual Framework, the School of Education envisions an inclusive community that reflects the diversity of America’s public schools. This vision for diversity encompasses three goals. First, in keeping with the university’s perspective that inclusivity “creates a path by which all individuals can achieve their highest potential” and recognition that U.S. students benefit from having a diverse body of educators, the School of Education aims to recruit and retain a diverse population of students, faculty, and staff. Second, the School of Education’s Conceptual Framework maintains that part of preparing teachers for 21st century classrooms includes ensuring teacher candidates can recognize the “developmental, emotional, and cultural aspects of each learner.” Thus, the School of Education strives to impart in its students the knowledge and skills that will enable them to advocate for and recognize and meet the needs of the learners in their schools.

Third, the School of Education acknowledges the national demands for teachers in high-need schools and specialty fields, like STEM, special education, and English language instruction. Therefore, it seeks to help meet those demands through promoting careers in high-need schools and specialty fields among its teacher candidates and graduate students.

Approved by the High Point University Teacher Education Council, March 2015

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Information on Becoming a Teacher Freshman Year Entering students are assigned a Freshman Success Coach as an advisor in their declared major or area of interest. The Freshman Success Coach will assist the student in the creation of his/her schedule in the freshman year. Generally, freshman students take university core courses and begin to take specified required and supporting courses for their majors. Students are encouraged to study the university catalog carefully and to plan their schedules with their specific major in mind. Students who are majoring in Education or those who wish to seek a N.C. teaching license must take EDU 1200 (Introduction to Teaching), a two-hour course, which will allow them to work in the schools and meet for weekly seminars with a faculty member in the School of Education. *Please note that a criminal background check is requested of first and second year students who are observing in a public school classroom.

During EDU 1200, students who have not met the requirements for submitting SAT or ACT substitution scores for the Praxis Core Academic tests in Reading, Math and Writing will complete preparation modules for Praxis Core as part of their EDU 1200 coursework. The EPP currently uses the online course and practice tests offered through Longsdale Publishing and these modules will be available for students in EDU 1200.

Effective 2019-2020, all students intending to pursue N.C. licensure will be required to take the Praxis Core Academic Tests during the summer between freshman and sophomore year. SAT scores of 1170 exempt students from the Praxis I testing requirements. Score of at least 600 on the evidence-based reading and writing test are exempt from the Pre-Professional Skills Tests in Reading and Writing for teacher education program admission. Students with a score of at least 570 on the Math test are exempt from the Pre-Professional Skills Test in Mathematics for teacher education program admission. Combined ACT scores of 24 or scores of 24 in English and/or Mathematics may be used to substitute for Praxis I in Reading/Writing and/or Mathematics.

Sophomore Year By the end of the freshman year or beginning of the sophomore year, students choose their major and are assigned an advisor in the School of Education. Students are instructed to meet with their advisor to plan their course of study. During the sophomore year, students continue with university core courses and specific required and supporting courses in the major.

All Education majors and students seeking teaching licenses continue by taking professional education studies courses in the sophomore year. Also during this semester all sophomores will attend a mandatory meeting to review the requirements for admission to Educator Preparation Program and the requirements for NC licensure. Students will take EDU 2100 (The Nature of the Learner) and EDU 2200 (The 21st Century Classroom). As part of EDU 2200, students will begin to learn about 14

the required edTPA performance portfolio that must be completed during student teaching and will engage in discussions about lesson planning and teaching in today’s 21st century classrooms.

During the first part of the spring semester of the sophomore year, students will make formal application to the Educator Preparation Program and declare whether they are considering the licensure track within the major or the non-licensure track (degree only). Students who choose the licensure track will be required to complete all additional licensure requirements including passing North Carolina mandated teacher examinations and submitting the edTPA Performance-Based portfolio during student teaching.

Non-licensure options allow students to complete an internship in an area of interest within education and are not required to complete teaching examinations or the edTPA portfolio. As a third option, students may also consider a major in Education Studies which is a liberal arts-focused program of study that may be combined with another major in an area such as Psychology, Sociology, Non-Profit, Political Science, Business, etc. ALL students must complete an application and upload references by obtaining a 3 year subscription to Foliotek. A disposition evaluation, criminal background check and a conduct report from Student Life will also need to be completed at this time. The application will provide an opportunity for the student to indicate whether he/she is pursuing licensure, non-licensure or Education Studies.

Foliotek is a software data management system used in the assessment of knowledge, skills, and disposition. Students are required to use their Foliotek account for the duration of their enrollment in the School of Education in order to access and upload important applications, course assignments, and required edTPA artifacts as required by the North Carolina Department of Public Instruction. The School of Education will track student progress in the educator preparation program through this data and verify that they have successfully met the competencies required in the program of study for which they are seeking licensure.

The School of Education requires all teacher education majors pursuing the licensure track to have a 3.0 cumulative grade point average when applying to be admitted. For the purposes of preregistration in March, students must apply and provide evidence of either (1) passing scores on the Praxis I Core Academic Skills for Educators (Reading, Writing, and Mathematics) examinations or (2) substitute SAT/ACT scores or (3) documentation of registration for the tests. In March during pre-registration students will be considered provisional in order to be able to register for 3000 level courses provided they have submitted an application, references and the appropriate testing information.

The Teacher Education Council meets annually in April and will formally admit students who have met all admission requirements. Students who have not yet passed the Praxis Core will continue to be classified as provisional until all deficiencies have been met.

Licensure Area(s) All Areas K-12

Tests Required

Test Code

Qualifying Score

Praxis Core Academic Skills: Reading

5713

156

Praxis Core Academic Skills: Writing Praxis Core Academic Skills: Math Total Composite

5723 5733

162 150 468

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As a reminder, a substitute for the Core Praxis I tests may include documentation of the following: SAT Requirements Individuals with a total SAT score of 1170 are exempt from Praxis I testing requirements for teacher education program admission.

Individuals with a total SAT score of less than 1170, but a score of at least 600 on the reading and writing test are exempt from the Pre-Professional Skills Tests in Reading and Writing for teacher education program admission.

Individuals with a total redesigned SAT score of less than 1170, but a score of at least 570 on the Math test are exempt from the Pre-Professional Skills Test in Mathematics for teacher education program admission.

ACT Requirements Combined ACT scores of 24 or scores of 24 in English and/or Mathematics may be used to substitute for Praxis I in Reading/Writing and/or Mathematics.

Information about program admission will be presented during the required sophomore meeting and is also available on the School of Education website.

Approved by Teacher Education Council 4/26/19 Effective 2019-2020 Praxis Core and Admission to the EPP: Students in their sophomore year of study who are wishing to pursue the licensure track option in the School of Education may pre-register for 3000-level coursework provided they (1) have a minimum GPA of 3.0, (2) submit the required application to the Educator Preparation Program by setting up a Foliotek account, (3) provide documentation that they have registered or attempted the required Praxis Core tests in Reading, Math, or Writing (or provide substitute SAT or ACT scores), and (4) are currently in good academic standing in required 2000-level education coursework.

Students will be classified with provisional status until all criteria for full admission to the EPP have been met. Provisional status for any student seeking the licensure track in the School of Education may not extend beyond the pre-registration period of the junior year. Students who are still designated as provisional will NOT be permitted to pre-register for EDU 4134/44/54/64/74: Introduction to Student Teaching. A student whose provisional status is expiring should discuss programming options with his/her academic advisor.

Junior Year During the junior year, students continue with university core courses and specifically required professional and supporting courses in their major. Students may enroll in 3000-level Education courses 16

if they have been formally admitted into the School of Education or they have been granted provisional status. Fieldwork is again required during both semesters.

Beginning in April, the Associate Dean of the School of Education will review the progress of each student with junior status. As a critical gateway, the student’s academic and clinical field performance, disposition ratings, and progress toward completion of the required edTPA assignments (including demonstrating a working knowledge of the edTPA handbook required for the student’s licensure area) will be reviewed. Any junior who is judged to be exhibiting problematic behavior of any kind is recommended for an individual conference with the Associate Dean of the School of Education. The following policies/procedures are utilized during the junior year review: 

During April and May, the Associate Dean conducts the Junior Year Review by evaluating each student’s overall disposition ratings, feedback from cooperating teachers and faculty, and edTPA required assignments. The Junior Year Review Evaluation Rubric is completed for each candidate and assesses progress with regard to the following criteria: (1) GPA, (2) Disposition, (3) Conduct/Criminal Background check, (4) Feedback from Cooperating Teachers from Candidate Performance in Field Experience Forms, (5) EdTPA Orientation attendance and completion of required edTPA assignments, (6) Overall recommendation regarding readiness for student teaching, and (7) Progress toward the required GPA of 3.0 the composite Praxis I score of 468 in the case of those who were admitted with either of these deficiencies

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Any student of concern receives a letter from the Associate Dean of the School of Education requesting a conference.

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Prior to the first day of classes in their senior year the student meets with the Associate Dean of the School of Education. The concerns are noted and a plan of improvement is developed.

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The student’s progress is reviewed again at the fall mid-semester of the senior year.

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Students who have not made adequate improvement may be asked to delay student teaching.

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Any student has the right to appeal a decision regarding a delay of student teaching (see Appeals Process outlined in the Educator Preparation Handbook).

Note: Specific Testing Policies and related requirements for each licensure area in the junior year appear in the sections that follow under that major/licensure area.

Senior Year During the fall semester of the senior year, students complete their course work and enroll in Introduction to Student Teaching. All applicants will be required to submit an updated criminal background check prior to being approved for the student teaching internship. An updated conduct report will also be 17

requested from Student Life at this time. Effective Fall 2019, all licensure track students must enroll in EDU 4000: Teacher Performance Assessment during the fall semester which is an orientation to the edTPA performance-based portfolio.

During the spring semester, students continue into their full-time student teaching internship and also enroll in EDU 4166 (Using Data to Assess Student Impact in K-12 Classrooms) as well as EDU 4112 (edTPA modules).

At the conclusion of student teaching all interns meet for one final seminar to receive instructions on filing online for the North Carolina teaching license. During this final seminar, outstanding student teachers and clinical educators will be recognized and student’s will have the opportunity to hear from a distinguished teacher in the field who has been recognized for exemplary teaching. Attendance at this final seminar is mandatory. The School of Education is not responsible for any student who is delayed in receiving his/her license due to an unexcused absence from this seminar.

Note: Specific Testing Policies and related requirements for each licensure area in the senior year appear in the sections that follow under that major/licensure area.

Degree Programs: The Stout School of Education offers the following degree programs leading to N.C. licensure: Elementary Grades (Grades K-6) - Students major in this area and are advised in the School of Education. Advanced degree options in elementary education are offered through the following programs: 

B.A. to M.Ed. Program in Elementary Education – Students may apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine to twelve hours of graduate equivalent course work. The B.A. to M.Ed. Program of Study for elementary education majors follows the Literacy or STEM Concentration Programs of Study (depending on which area the candidate chooses to pursue).



BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

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MAT (Master of Arts in Teaching: Elementary Grades (K-6)- The Master of Arts in Teaching (MAT) is an accelerated teacher licensure program that is designed for candidates who already hold a baccalaureate degree from a regionally accredited institution. The 45hour program of study includes an initial 36-hour sequence of courses which culminates in a capstone student teaching internship experience. The individual choosing to receive the 18

MAT degree in Elementary Education K-6 must apply for graduate candidacy and be admitted to PHASE II of the program. In PHASE II the candidate enrolls in an additional 9 hours of graduate coursework in order to complete the remaining requirements for the MAT degree and to be eligible for the "M" level N.C. license in Elementary Education K-6. 

PREPARE Residency Program: The PREPARE Teacher Residency Program is a TQP federal grant which is funded by the US Department of Education. PREPARE is a partnership between High Point University, North Carolina Agricultural and Technical University and Guilford County Schools. This partnership was formed out of the necessity to recruit and retain highly effective, diverse teachers who have the desire to teach STEM education in high-need areas and schools. The grant will provide funds for recruiting, educating and retaining 100 teacher residents over the next four years. Each cohort will consist of 25 residents. Residents will have the opportunity to complete a MAT (Masters of Art in Teaching) in Elementary Education K-6 with a STEM concentration or the MAT in Math Education (9-12) with a STEM concentration. The residency program is designed to facilitate peer mentoring, networking and professional collaboration. Residents will complete a 12-month program which consist of rigorous, graduate-level coursework and a full-time clinical residency which culminates in full licensure and a master’s degree.

Seniors completing majors at High Point University who have an interest in teaching in Guilford County are eligible to apply for this program which would begin in the summer following May graduation.



Special Education (K-12 Licensure in General Curriculum or K-12 Adapted Curriculum) - Students major in this area and are advised in the School of Education. The special education minor is offered through this program of study. Advanced degree options in special education are offered through the following programs:



B.A. to M.Ed. Program in Special Education with a Concentration in Intellectual Disabilities - Students applying for this program MUST be on the Special Education K-12 Adapted Curriculum tract and will submit their application during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work. The B.A. to M.Ed. Program of Study for special education adapted curriculum majors follows the Special Education Intellectual Disabilities Program of Study.



BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

Middle Grades (Grades 6-9) - Students major in this area, are advised in the School of Education, and must choose one area of concentration from the following: 19

Language Arts Mathematics

Science Social Studies

Advanced degree options in middle grades education is offered through the following program: 

BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

Health/Physical Education (Grades K-12)- Students major in this area, are advised in the School of Education, and complete coursework in both health and physical education. The Athletic Coaching and Health Education minor are offered through this program of study. Advanced degree options in Health/Physical Education is offered through the following program: 

BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

Licensure Programs: Secondary Grades (Grades 9-12) – Students major in a specific subject area in the College of Arts and Sciences, are advised in their major department and are also assigned an advisor in the School of Education (Dr. Tom Albritton). Students completing the licensure program will be recommended for a teaching license through the Stout School of Education.

Available subjects: Biology Comprehensive Science English

Mathematics (MAT option available) Social Studies

Advanced degree options in Secondary Education is offered through the following program: 

BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

Spanish (K-12 Licensure) - Students who major in Spanish are advised in their major department in the College of Arts and Sciences and are also assigned an advisor in the School of Education. Students completing the Spanish

K-12 licensure program will be recommended for a teaching license through the Stout School of Education.

20

Advanced degree options in Spanish K-12 Education is offered through the following program: 

BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

Professional Education Core All students majoring in education who are seeking N.C. licensure take a common course of professional education courses during their program. These course requirements are based on the guidelines for licensure in North Carolina and accreditation mandates by the national Council for the Accreditation of Educator Preparation (CAEP).

Supporting course grades for majors in Elementary Education, Special Education and Middle Grades Education should be C or higher. One C- in a supporting course is permitted. Any subsequent course with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course.

The GPA for admission and progression in all licensure-track educator preparation programs is 3.0. The GPA for admission and progression in all non-licensure-track educator preparation programs is 2.75.

Non-Licensure Degree Programs: Education Studies - Students major in this area and are advised in the School of Education. The Education Studies major is an interdisciplinary, 40-credit hour major emphasizing the educational foundations and liberal arts. It will offer students the opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several specialty areas (policy studies, community engagement, family and society, or psychology) or interdisciplinary courses of their choosing related to their particular interests and aspirations. The major requires 15-16 credits of core coursework in the history, ethics and sociological trends in education, 12-14 credits of pedagogy including a required course in undergraduate educational research, an internship experience, and 8 credits of interdisciplinary coursework in one of the following categories noted above. The minor in Education Studies is offered through this program. Advanced degree options in special education are offered through the following programs: 

BA to M.Ed. program in Educational Leadership Students apply for this program during the spring semester of their junior year. They will continue to be advised in the School of Education. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate equivalent course work.

21

Non-Licensure Degree Programs in Elementary Education, Middle Grades Education, Special Education or Heath/PE (effective 2019-2020): Students who choose the non-licensure track in the degree program will earn a B.A. degree in Elementary, Special, Middle Grades or Health/Physical Education. Instead of student teaching students choose other university electives to reach the required 128 credits for graduation and a four credit internship that is not student teaching (EDU 4275). The student is not required to take or pass required licensure examinations or complete the edTPA Performance-Based portfolio (enrollment in EDU 4000 or EDU 4112 is therefore not required). Students choosing the non-licensure track are not eligible to earn a N.C. teaching license.

Add-On Licensure Academically/Intellectually Gifted (AIG) - This is an add-on licensure program available to current students and/or public school teachers who hold (or are going to hold at program completion) a license in a related teaching area. Students wishing to add this license should consult with their advisors for planning purposes.

University General Education Requirements All High Point University students majoring in education must fulfill the general university requirements as well as the specific requirements of the licensure area being sought. Many of the university core curriculum requirements will also fulfill specific licensure needs as well. The university general education requirements are as follows: 128 TOTAL HOURS REQUIRED FOR GRADUATION University Core= 22 credits       

EXP 1101: President’s Seminar/Health & Wellness ENG 1101 & 1102 or ENG 1103 Foreign Language: 1 course 1020 or higher level (SPN/FRE/GER/ITA/JPN/ARA/CHI/POR/RUS) MTH 1110 or higher (two math required for Elementary and Special Education) Ethics: (choose 1) REL 2015; PHL 2008/2010/2013/2017/2043; PHL/REL 2019; PHL/WGS 2016 First Year Seminar –FYS 1000 (offered only in fall) PEC Activity (1 credit)

Area I Electives = 16 credits  

History: any 1000 or 2000 level (Elementary and Special Education majors must take one of the following HST 1201,1202, 1203, 2201 or 2235) Religion: 1001-1009; 2001; 2003-2004; 2006; 2020; 2023; 2036-2037; 2900; 3028; 3033-3035; REL/PHL 2021; REL/WGS 3007; REL/GBS 3332 22

 

Performing Visual Arts: ART 1020; 1021; 1050; 1060; 2000; 2050; 2080; 2090; 2120; 2220; 2888; 3680; 3850/ MUS 1000; 1600; 1610; 1620; 1630; 1640; MUS/GBS 3650/ THE 1000; 1200; 1401; 1710; 1720; 1730; 1740; 2400; THE/GBS 3550 Literature: ENG 2000; 2217; 2225; 2230; 2239; 2249; 2720; 2730; 2820; 2830; ENG/WGS 2200; ENG/GBS 3299; ENG/WGS/GBS 3298

Area II Electives= 12 credits 



Lab Science (select one): BIO 1100; 1120; 1399/BIO/PHS 2060/BIO/ANA 2070/CHM 1000; 1008; 1010; 1510; 1616/ENV 1110/NSC 2200/PHY 1000; 1050; 1100; 1200; 1510; 2010 (Elementary Education majors must take two lab science course. They must choose one from either BIO 1100, BIO 1399 or PHY 1510 and one from either ENV 1110 or NSC 2200) (Special Education majors must take one lab science and choose from either BIO 1100, BIO 1399, CHM 1000, CHM 1010, ENV 1110, NSC 2200, or PHY 1510) (Health/PE majors must take BIO 1120) Social Sciences (2 required from different department): ECO 2030; 2050/PSC 2310; 2710/PSY 2000/ SOA 1010; 1020; 2450 (Elementary Education majors must take PSY 2000 and PSC 2310) (Special Education majors seeking licensure in General Curriculum must take PSC 2310)

Other Requirements to be met for Graduation  Maturity Requirement: Successfully complete at least 2 courses at 2000 level and 1 course at 3000 level in any discipline not used to satisfy requirements in your major  Global Studied Requirement: Successfully complete at least one with a GBS prefix, with the provision: this course must be able to satisfy either a major or a General Education elective requirement.

Department of Educator Preparation Program Descriptions and Guides Dr. Leslie Cavendish, Chair Stout School of Education 243 336.841.9315 lcavendi@highpoint.edu

Elementary Education Program Goals and Objectives Goal 1: Prospective K-6 teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

1.1: To develop the skills needed to engage in collaborative and collegial professional learning activities.

1.2: To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, The Code of Ethics for North Carolina Educators and the 23

Standards for Professional Conduct.

Goal 2: Prospective K-6 teachers will develop the skills necessary to establish a respectful environment for diverse students.

2.1: To develop the skills to work with specialists to support the learning needs of all students.

2.2: To learn how to use materials or lessons that counteracts stereotypes and incorporates different points of view in instruction to produce global citizens in a democratic society.

Goal 3: Prospective K-6 teachers will demonstrate knowledge in the content they teach.

3.1: To learn how to integrate 21st Century skills, technologies and content in instruction.

3.2: To develop the skills to integrate literacy instruction throughout the curriculum and across content areas.

3.3: To enhance content knowledge in the areas of math, science and STEM-related subjects.

Goal 4: Prospective K-6 teachers will develop the knowledge and skills to facilitate student learning.

4.1: To develop and apply lessons based on the Common Core State and Essential Standards.

4.2: To develop the skills to integrate art throughout the elementary K-6 curriculum.

4.3: To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving, cooperation, and collaboration.

4.4: To develop an understanding of how to maintain a safe and orderly classroom that empowers students to make healthy lifestyle choices.

Goal 5: Prospective K-6 teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

5.1: To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

5.2: To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.

5.3: To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

5.4: To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

Professional Education Course EDU 1200 EDU 2100 EDU 2200 EDU 3100

Credit Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models 24

2 4 4 4

EDU 3110 EDU 3130

Educational Technology for Teachers Methods of Teaching Reading and Writing in the Primary Grades (K-2) EDU 3131 Integration of Fiction and Nonfiction Texts in the Elementary Classroom EDU 3230 Methods of Teaching Reading and Writing in the Intermediate Grades (3-6) EDU 3232 Integrated Practicum in the Elementary Classroom EDU 3233 Methods of Teaching Mathematics EDU 3234 Behavioral Intervention and Supports in the Elementary Setting EDU 4000 Investigation in Teacher Performance Assessment I EDU 4110 Technology Integration for Elementary K-6 Classrooms EDU 4130 Classroom and Behavioral Management: Elementary Focus EDU 4135 Integrated Arts in the Elementary School *Taught by the Department of Visual Arts and not included in the hours for the major EDU 4133 Methods Teach Social Studies K-6 EDU 4134 Introduction to Student Teaching EDU 4166 Using Data to Assess Student Impact in K-12 Classrooms EDU 4200 Diverse Learners and Culturally Relevant Pedagogy EDU 4230 Student Teaching Continuation* EDU 4233 Principles of Integrated Instruction I: Math/Science EDU 4001 Investigation in Teacher Performance Assessment II* Total Hours Req. in Major: 65

2 4 2 4 2 4 2 1 2 2 2

2 4 2 4 8 4 2

*Non-licensure track: Instead of student teaching students choose other university electives to reach the required 128 credits for graduation and a four credit internship that is not student teaching (EDU 4275). The student is not required to take or pass required licensure examinations or complete the edTPA Performance-Based portfolio (enrollment in EDU 4000 or EDU 4XXX is therefore not required).

Elementary Education (K-6): Supporting Required Courses Course 2 Courses MTH 1110 or higher

PEC 2130 Lab Science

Students’ placement into the appropriate mathematics course will be made by the Mathematics Department based on a review of Math SAT scores or the results of the mathematics placement test administered by that department.

MTH 2010: Mathematical Ideas is strongly encouraged for Elementary and Special Education majors.

Healthy Living for the Elementary Child Choose one of the following: BIO 1100: Biology: A Human Perspective BIO 1399: Biological Principles BIO 1500: Principles of Cell Biology 25

8

4 4

PHY 1510: General Physics Choose one of the following: NSC 2200: Earth Science 4 ENV 1100: Environmental Science American Politics 4 Choose one of the following: History HST 1201: American Beginnings HST 2201: American 4 Identities HST 1202: American Expansions HST 2235: US in the World HST 1203: American Aspirations PSY 2000 Introduction to Psychology *Recommended as one of the required 4 social sciences, but it is NOT a supporting course NOTE: One C- in a supporting course is permitted. Any subsequent course with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course.

Earth/ Environmental Science PSC 2310

Elementary Education Suggested Four-Year Plan of Study

UC UC

Freshman – Fall English/Communication Skills Modern Foreign Language

4 4

A1 UC

Religion President’s Seminar

4 1

UC

First Year Seminar

4

A1 U C A2 A1

Freshman – Spring Visual/Performing Arts MTH 1110 or higher BIO 1100, BIO 1399 or PHY 1510 HST 1201, 1202, 1203, 2201 or 2235 EDU 1200: Introduction to Teaching

17

UC A2

UC

Sophomore – Fall Ethics Course* PSY 2000: Introduction to Psychology ** EDU 2200: 21st Century Classroom PSC 2310: American Politics Physical Education Elective

4 4

A1 A2

A2

Sophomore - Spring MTH2010: Mathematical Ideas PEC 2130: Healthy Living for the Elementary Child EDU 2100: Nature of the Learner ENV 1100: Environmental Science

17 Junior – Fall English Literature (GBS) *** EDU 3100: Students w/Disabilities: Characteristics & Service Delivery Models

4 4 2 18

4 4

4 4

4 4 4 4 16

4 4

M B 26

Junior – Spring Elective EDU 3230: Methods of Teaching Reading and Writing in the Intermediate Grades (3-6)

4 4

EDU 3130: Methods of Teaching Reading and Writing in the Primary Grades (K-2) EDU 3131: Integration of Fiction and Nonfiction Texts in the Elementary Classroom EDU 3110: Technology for Teachers

4

M B

EDU 3232: Integrated Practicum in the Elementary Classroom

2

2

M B

EDU 3233: Methods of Teaching Mathematics

4

2

EDU 4130: Classroom Management

2

EDU 3234: Behavioral Intervention and Supports in the Elementary Setting EDU 4135: Integrating Arts – Elementary

2

18

MB

MB MB MB

MB

Senior – Fall EDU 4110: Technology Integration for Elementary K-6 Classrooms EDU 4133: Social Studies Methods EDU 4134: Introduction to Student Teaching EDU 4233: Integrated Principles of Math and Science EDU 4200: Diverse Learners and Culturally Relevant Pedagogy EDU 4000: Investigation in Teacher Performance Assessment I

2 18

Senior - Spring EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms

2

2

EDU 4230: Student Teaching Continuation EDU 4001: Investigation in Teacher Performance Assessment II ++ By the end of student teaching the edTPA Portfolio must be completed and uploaded for scoring

4 4

2

8 2

4 1

17

12

UC-University Core A1-Area I: Humanities/Art A2-Area II: Natural Social Sciences MB-Methods Block-Courses must be taken together

*It is recommended that elementary education majors take PHL2013: Ethics in Education (if offered in the semester in which you plan to take your ethics requirement). Some exceptions apply (please see advisor). **Students majoring in elementary education should take PSY 2000 as one of their social science requirements. ***Suggested GBS 3298 or EDU 3299 which takes into account both ENG LIT and GBS requirement. Note: students can take other GBS courses that will count, but they must have an ENG LIT course. Needs to be 3000 level to meet maturity requirement.

27

Important: Changes to Testing for Elementary Education: In March 2019 an adjustment to policy LICN-003 made the following changes to the testing requirements for Elementary Education (K-6) and EC-GC candidates which became effective April 6, 2019.

1 In addition to the Pearson Test 203 Mathematics Subtest, the Praxis Test 7803 – CKT Math Subtest was approved to fulfill the math subtest licensure requirement.

2 The Pearson Test 103 – Multi-subject Subtest is no longer a requirement for an elementary education or EC-GC license.

For elementary education students, this policy change means that there are two tests that fulfill the mathematics subtest requirement and that the Pearson Test 103 – Multi-subject Subtest is no longer a requirement for the above licenses. Therefore, a student seeking North Carolina licensure in Elementary Education K-6, must take and pass the following tests: • One of the following math subtests approved by the SBE ◦ Pearson Test 203 – Mathematics Subtest with a score of 227 or higher OR ◦ Praxis Test 7803- CKT Math Subtest with a score of 150 or higher AND • The Pearson Test 090 – Foundations of Reading with a score of 229 or higher.

28

Pearson Foundations of Reading and General Curriculum Tests: Praxis II Tests: Students in their junior year of study seeking the licensure track option in the School of Education will be asked to sign a contract indicating their agreement with the conditions as they are outlined below during the mandatory junior-level meeting held each spring. Approval of applications to Student Teaching and progression in EDU 4134/44/54/64/74 and EDU 4230/40/50/60/70 will be contingent upon meeting these requirements.

Elementary Education (Licensure track)  



Students majoring in Elementary Education are required to complete the Pearson Foundations of Reading and one of the following--Pearson Math Test 203 or Praxis Test 7803-CKT) during the summer between the junior and senior year.

Progression into EDU 4134 or EDU 4144 (Introduction to Student Teaching) will be permitted for students who, at the start of classes in August, meet one of the following four conditions: (1) they have satisfied summer testing requirements and provide documentation of passing scores in the required tests, (2) provide documentation that they have registered for the two required tests, (3) have not yet passed all required tests but provide documentation that they have re-registered, or (4) are awaiting scores from summer tests.

Any student who does not provide documentation of any of the four conditions noted above WILL NOT be permitted to continue into EDU 4134 or EDU 4144.

At the completion of the fall semester, students who have not yet provided documentation of passing scores WILL NOT be permitted to progress into EDU 4230 or EDU 4240 (Student Teaching Continuation) in the spring. These students will be moved to the NonLicensure Track and will earn degrees in Elementary or Special Education at the conclusion of the spring semester. Should these students continue to attempt and pass the required tests they can choose to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Master of Education in Elementary Education Literacy or STEM Concentration B.A. to M.Ed. Program B.A. to M.Ed. Program of Study: The B.A. to M.Ed. program is designed for those students in the undergraduate Elementary Education program who have proven academic success in the first three years of the program. These students will be admitted into the graduate program at the end of the junior year. During the senior year while completing their undergraduate studies the student will be enrolled in nine to twelve hours of graduate course work. The graduate program will be completed in one summer session and 29

a fifth year following graduation from the undergraduate program.

PROGRAM OF STUDY Description: Upon acceptance into the B.A. to M.Ed. program, elementary education students will be permitted to enroll in up to 12 hours of graduate level coursework during the senior year. The 12 credit hours (up to four courses permitted) will count toward graduation for the undergraduate and graduate programs upon receipt of the Baccalaureate degree and acceptance into the graduate program. Nine hours (three courses) may be taken in the fall and the remaining three hours will be taken in the spring for students wishing to participate in The Washington Center Internship May term trip. Students will enroll in nine to twelve hours of credit for the summer sessions following graduation from the undergraduate program, six to nine hours in the fall semester of the fifth year and the final six in the spring semester of the fifth year. (36 hours total) Literacy Concentration B.A. to M.Ed. Elementary Education Program (5th Year)-Literacy Courses Core EDU 4510/5010 EDU 4540/5040

Credit

Advanced Instructional Technology for the 21st Century Diversity in Education: Societal and Organizational Perspectives Integrated Principles of Literacy and Social Studies Integration Developing Leaders in 21st Century Systems Design Thinking and Creative Thought

3 3

3

EDU 5132 EDU 5134 EDU 5135 EDU 5136 EDU 5231

Literature and Informational Texts for Children and Young Adults Foundations of Writing Instruction Foundations of Reading Instruction Diagnosis and Assessment in the Teaching of Reading Content Area Literacy Supervised Practicum in Literacy Program Implementation

Capstone Experience EDU 5030 EDU 5300 OR EDU 5200

Methods of Educational Research Product of Learning (Literacy Product) OR Thesis (Literacy Focus)

3 3

EDU 4536/5136 EDU 4260/5060 EDU 5000 Instructional EDU 5131

30

3 3 3

3 3 3 3 3

B.A. to M.Ed. Elementary Education Program (5th Year) – Literacy Suggested Program of Study Senior – Fall - Undergraduate EDU 4510: Advanced Instructional Technology for the 21st Century (replaces EDU 4110) EDU 4540: Diversity in Education: Societal and Organizational Perspectives (replaces EDU 4200) EDU 4536: Integrated Principles of Literacy and Social Studies Integration replaces EDU 4133) Remaining courses are to be taken from the methods block for senior elementary education majors.

Senior – Spring - Undergraduate During the spring semester students complete their Student Teaching Continuation.

EDU 4560 (Counts for EDU 5060) The Washington Center May Term

3

3

8

3

3

May Term The Washington Center Experience in Leadership/Advocacy Summer I (June) Graduate School Summer II (July) Graduate School EDU 5132: Foundations of Writing 3 Instruction 8 Week Summer Session (June – July) EDU 5231: Supervised Practicum in Literacy Program Implementation * if not completed during this period it can be completed during spring in the candidate’s classroom EDU 5135: Diagnosis and Assessment in the Teaching of Reading Fall Semester Graduate School EDU 5030: Methods of Educational Research EDU 5134: Foundations of Reading Instruction

Spring Semester Graduate School EDU 5000: Design Thinking and Creative Thought EDU 5300: Product of Learning OR EDU 5200: Thesis EDU 5131: Literature and Informational Texts for Children and Young Adults

3 3

3

31

3

3

3 3

3

STEM Concentration B.A. to M.Ed. Elementary Education Program (5th Year)-STEM Courses Core EDU 4511/5011 EDU 4540/5040

Credit

Technology Integration for Elementary STEM Based Programs Diversity in Education: Societal and Organizational Perspectives Developing Leaders in 21st Century Systems Design Thinking and Creative Thought

3 3

3

EDU 4533/5133 EDU 5137 EDU 5232 EDU 5233 EDU 5234

Numerical Representation & Number Concepts in Elementary Mathematics Integrated Principles of Science and Social Studies Instruction Integrating STEM Instruction into the Elementary Classroom Practicum Infused STEM Strategies for K-6 Classrooms Connected Systems and Interdependence in Science STEM Infused Principles of Robotics and Technology

Capstone Experience EDU 5030 EDU 5300 OR EDU 5200

Methods of Educational Research Product of Learning (STEM Product) OR Thesis (STEM Focus)

3 3

EDU 4560/5060 EDU 5000 Instructional EDU 5130

3 3

3 3 3 3 3

B.A. to M.Ed. Elementary Education Program (5th Year) - STEM Suggested Program of Study Senior – Fall - Undergraduate EDU 4511: Technology Integration for Elementary STEM Based Programs (replaces EDU 4110) EDU 4533: Integrated Principles of Science and Social Studies Instruction (replaces EDU 4133) EDU 4540: Diversity in Education: Societal and Organizational Perspectives (replaces EDU 4200)

Senior – Spring - Undergraduate During the spring semester students complete Student Teaching Continuation

3

3

EDU 4560 (Counts for EDU 5060) The Washington Center May Term

3

32

8

3

Remaining courses are to be taken from the methods block for senior elementary education majors.

May Term The Washington Center Experience in Leadership/Advocacy Summer I (June) Graduate School Summer II (July) Graduate School EDU 5137: Integrating STEM 3 Instruction into the Elementary Classroom 8 Week Summer Session (June – July) EDU 5232: Practicum Infused STEM Strategies for K-6 Classrooms EDU 5233: Connected Systems and Interdependence in Science Fall Semester Graduate School EDU 5030: Methods of Educational Research EDU 5130: Numerical Representation & Number Concepts Interdependence in Science

Spring Semester Graduate School EDU 5300: Product of Learning OR EDU 5200: Thesis EDU 5234: STEM Infused Principles of Robotics and Technology EDU 5000: Design Thinking and Creative Thought

3

3

33

3 3

3

3

3

Middle Grades Education (6-9) Program Goals and Objectives Goal 1: That prospective 6-9 teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

1.1: To develop the skills needed to engage in collaborative and collegial professional learning activities.

1.2: To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

Goal 2: That prospective 6-9 teachers will develop the skills necessary to establish a respectful environment for diverse students.

2.1: To learn how to use materials or lessons that counteracts stereotypes and incorporates different points of view in instruction.

2.2: To develop the skills to work with specialists to support the learning needs of all students.

2.3: To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

Goal 3: That prospective 6-9 teachers will demonstrate knowledge in the content they teach.

3.1: To demonstrate content knowledge in areas of language arts, science, mathematics and social studies relevant to the licensure areas being sought.

3.2: To demonstrate success in passing the required Praxis II Subject Assessments in the licensure area(s) being sought (effective 2015).

3.3: To develop an awareness of the interconnectedness of content areas/disciplines.

Goal 4: That prospective 6-9 teachers will develop the knowledge and skills to facilitate student learning.

4.1: To develop an understanding of the unique issues facing adolescents in order to maintain a safe and orderly classroom that facilitates student learning.

4.2: To acquire the knowledge needed to apply theories, concepts, and research related to young adolescent development that support student learning.

4.3: To develop an understanding of the philosophical foundations of a developmentally responsive middle school program and school to support adolescent development.

4.4: To develop and apply lessons based on the Common Core State and Essential Standards in the content areas of mathematics, language arts, science, and social studies.

4.5: To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

Goal 5: That prospective 6-9 teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

5.1: To acquire the knowledge and skills to use appropriate data to develop classroom and 34

instructional plans.

5.2: To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

5.3: To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

Course Requirements: The student must complete the requirements in the following three areas:  High Point University Core Curriculum  Professional Education  One area of specialization  language arts  mathematics  science  social studies Professional Education Level EDU 1200 EDU 2100 EDU 2200 EDU 3100 EDU 3110 EDU 3280 EDU 4000 EDU 4008 EDU 4150 EDU 4160 or EDU 4161 or EDU 4162 or EDU 4163 EDU 4154 EDU 4166 EDU 4200 EDU 4250 EDU 4280 EDU 4001

Curriculum Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models Educational Technology for Teachers Literacy in the Content Areas Investigation in Teacher Performance Assessment I Technology Integration for Middle and Secondary Level Classrooms Interdisciplinary Methods of Instruction for Middle Grades Methods of Teaching Middle Grades and Secondary English Methods of Teaching Middle Grades and Secondary Math Methods of Teaching Middle Grades and Secondary Social Studies Methods of Teaching Middle Grades and Secondary Science Introduction to Student Teaching Using Data to Assess Student Impact in K-12 Classrooms Diverse Learners and Culturally Relevant Pedagogy Student Teaching Continuation Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers Investigation in Teacher Performance Assessment II

35

Credit 2 4 4 4 2 4 1 2 4 4

2 2 4 8 2 2

Suggested Four Year Plan of Study: *meet with your Education Advisor to plan for Concentration

Freshman - Fall

Credit

ENG/Communication Skills Modern Foreign Language Math 1110 or higher First Year Seminar—Fall only President’s Seminar—Fall only

4 4 4 4 1

Sophomore - Fall Ethics Course PSY 2000

4 4

EDU 2100: Nature of the Learner or EDU 2200: The 21st Century Classroom Literature (GBS) Physical Education Junior - Fall EDU 3100: Students with Disabilities: Characteristics and Service Delivery Models EDU 4150: Interdisciplinary Methods of Instruction for Middle Grades

Senior - Fall EDU 4000: Investigation in Teacher Performance Assessment I (licensure only) EDU 4008: Technology Integration for Middle & Secondary Level Classrooms EDU 4154: Introduction to Student Teaching EDU 4160: Methods of Teaching Middle Grades and Secondary

4

Freshman – Spring

EDU 1200: Intro to Teaching Religion Lab Science History: 1000 or 2000 level Elective Sophomore - Spring Visual/Performing Arts EDU 2200: The 21st Century Classroom or EDU 2100: Nature of the Learner Elective

Credit

2 4 4 4 4

4 4 4

4 1

4

Junior - Spring EDU 3110: Educational Technology for Teachers

2

4

EDU 3280: Literacy in Content Areas

4

EDU 4280: Discipline & Classroom Management Issues (or Senior YearSpring)

2

1

Senior - Spring EDU 4250: Student Teaching Continuation

8

2

EDU 4001: Investigation in Teacher Performance Assessment II

2

2

EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms EDU 4280: Discipline & Classroom Management Issues

2

2

36

2

English OR EDU 4161 Math OR EDU 4162 Social Studies OR EDU 4163 Science EDU 4200: Diverse Learner and Culturally Relevant Pedagogy

4

Discipline Specializations Requirements (Choose ONE) Language Arts: EDU 3251. Literature for Young Adults (4) ENG 3115. Style (4) ENG 2200. Critical Reading & Interpretation (4) Choose one: (4) ENG 2125 Introduction to Public and Professional Writing ENG 2135 Technical Writing Choose one: (4) ENG 2720. British Literature I ENG 2730. British Literature II ENG 2820. American Literature I ENG 2830. American Literature II ENG 2225. African American Literature ENG 2239. Literature of the American South ENG 2249. American Humor ENG 3910. Multi-Ethnic Literature of the United States Choose one: (4) ENG/WGS 2200. Women’s Literary Tradition ENG/WGS/GBS 3298. Women Writing Worldwide ENG/GBS 3299. Other Americas.

ENG 3920. World Literatures Social Studies: Choose one 1000 level HST course (4)* Choose one 2000 level HST course.(4)* Choose one 3000 level HST course (4) HST 2901 Historiography Select one of the following: HST 3901. History Detectives (4) HST 3902. A Lens on History (4) 37

HST 3903. Public History (4) HST 3904. Oral History (4) *These courses should be centered on two different geographical regions Mathematics: MTH 1410. Calculus I (4) MTH 1420. Calculus II (4) MTH 2210. Introduction to Mathematical Thought (4) MTH 2310. Linear Algebra (4) MTH 3710. Geometry (4) STS 2020. Introduction to Statistics (4) Science: ENV 1110/1111. Environmental Science + Lab (4) CHM 1010/1011.* General Chemistry I + Lab (4) BIO 1100.* Biology. A Human Perspective (4) PHY 1510/1511.* General Physics I + Lab (4) Select two courses from the following: (8) ENV 1120. Issues in Environmental Science (4) BIO 1500/1501. * Principles of Cell Biology + Lab (4) BIO 2000/2001. Principles of Genetics + Lab (4) CHM 1020/1021. General Chemistry II + Lab (4) CHM 1616. Forensic Chemistry (4) PHY 1000. Astronomy of the Solar System (4) PHY 1050. Astronomy of Stars, Galaxies, and the Cosmos (4) PHY 1100. Physics of Sound and Music (4) PHY 1200. Physics for Video Games (4) PHY1520/1521. General Physics II + Lab (4) Testing Requirements and Policies: Middle Grades Education (effective 2019-2020)  Students majoring in Middle Grades Education will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4144, 4154 or EDU 4174.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4250 (Student Teaching Continuation). Those who have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W” and will be moved to the NonLicensure Track. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.

38



As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Licensure Area(s) Middle Grades

Tests Required

Test Code

Qualifying Score

Middle School Language Arts Middle School Mathematics Middle School Science Middle School Social Studies

5047 5169 5440 5089

164 165 150 149

Academically Gifted (Add-On) The Academically Gifted Licensure Program is an add-on program whereby teachers who hold a teaching license in a related area can, upon successful completion of the designated four courses (12 academic hours) be endorsed to teach academically gifted students.

Program Goals 1. That prospective AIG teachers will develop the knowledge, skills, and dispositions necessary to prepare gifted learners for the 21st century.

2. That prospective AIG teachers will develop the skills necessary to prepare gifted learners to become capable, valuable, effective, and successful contributors to our global society.

3. That prospective AIG teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

Program Objectives 1. That prospective AG teachers will demonstrate knowledge of the historical foundations, key issues and trends, legislation and policies of gifted and talented education.

2. That prospective AG teachers will demonstrate knowledge of multiple non-biased assessment measures used to identify learners with gifts including those from diverse backgrounds and special populations.

3. To demonstrate knowledge of the cognitive affective and sociocultural characteristics of gifted learners including those from diverse backgrounds and special populations.

4. To demonstrate knowledge of effective curricular, instructional, management, and assessment strategies for gifted learners.

AIG Program of Study Course Number EDU 4360 EDU 4390 EDU 4410

Course Title The Gifted Child Trends and Issues in Gifted Education Curriculum Development and Differentiation for the 39

Semester Hours 3 3 3

EDU 4420

Gifted Teaching and Learning Strategies for Gifted Education (includes a practicum)

3

Special Education: General Curriculum K-12 or Adapted Curriculum K-12 Ms. Teresa Owens, Program Coordinator Education majors, who wish to teach children with disabilities, will qualify for a licensure in Special Education General Curriculum (K-12).

Program Goals and Objectives – General Curriculum K-12 Goal 1: That prospective General Curriculum Teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

1.1: To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, The Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

1.2: To develop the skills needed to engage in collaborative and collegial professional learning activities.

Goal 2: That prospective General Curriculum Teachers will develop the knowledge and skills needed to implement the policies, process and procedures for providing special education services.

2.1: To demonstrate the knowledge of the policies, process, and procedures for providing special education services from pre-referral to placement.

2.2: To demonstrate the knowledge of the policies, process, and procedures for providing special education services after placement and during implementation of the IEP. Goal 3: That prospective General Curriculum Teachers will develop the knowledge and skills needed to implement assessment and understand how it drives research-validated instructional and behavioral intervention.

3.1: To demonstrate the knowledge and skills to use a variety of assessment techniques to plan and implement instruction, monitor student progress and document learning.

3.2: To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

3.3: To demonstrate the knowledge and skills to teach K-12 students to use behaviors that promote success in the learning environment, which include the development of social competence.

3.4: To learn how to incorporate instructional strategies designed to facilitate K-12 student cooperation, collaboration and learning.

40

Goal 4: That prospective General Curriculum Teachers will develop the knowledge and skills needed to implement mathematics, language and literacy instruction in a systematic multi-sensory approach to teaching.

4.1: To demonstrate the knowledge and skills to use multi-sensory methods to teach communication skills, reading, written expression and mathematics.

4.2: To learn how to integrate 21st Century skills, technologies and content in instruction.

Goal 5: That prospective General Curriculum Teachers will develop the knowledge, skills and dispositions needed to work effectively with families, general education teachers, and other professionals.

5.1: To develop the skills needed to collaborate and consult with families, general education teachers, and other professionals.

5.2: To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction to produce global citizens in a democratic society.

5.3: To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

General Curriculum K-12 Professional Education Courses: Course EDU 1200 EDU 2100 EDU 2200 EDU 3100 EDU 3110 EDU 3130 EDU 3140 EDU 3233 EDU 3243 EDU 3244 EDU 3245 EDU 4000 EDU 4009 EDU 4141 EDU 4142 EDU 4144 EDU 4166 EDU 4200 EDU 4240

Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models Educational Technology for Teachers Methods of Teaching Reading and Writing in the Primary Grades (K-2) Special Education Policies and Procedures I Methods of Math Struggling Readers and Writers Teaching and Learning Strategies: Practicum in Special Education Classroom and Behavioral Management for Special Education Teachers K-12 Investigation in Teacher Performance Assessment Technology Integration for Special Education K-12 Classrooms Instructional Strategies in the Content Areas for Secondary Students with Disabilities Special Education Policies and Procedures II Introduction to Student Teaching Using Data to Assess Student Impact in K-12 Classrooms Diverse Learners and Culturally Relevant Pedagogy Student Teaching Continuation* 41

Credit 2 4 4 4 2 4 4 4 4 2 4 1 2 4 4 4 2 4 8

EDU 4001

Investigation in Teacher Performance Assessment II* Total Hours in Major:

2 69

* Non-licensure track: Instead of student teaching, students choose other university electives to reach the required 128 credits for graduation and a four credit internship (EDU4275) instead of student teaching. The student is not required to take or pass required licensure examinations or complete the edTPA Performance-Based portfolio (enrollment in EDU 4000 or EDU 4112 is therefore not required).

Special Education (K-12): Supporting Required Courses Course 2 Courses

Students’ placement into the appropriate mathematics course will be made by the Mathematics Department based on a review of Math SAT 8 MTH scores or the results of the mathematics placement test administered by 1110 or that department. The math department highly recommends that higher students enroll in MTH 1130, MTH 1210, MTH 1310 or MTH 1410 BEFORE taking MTH 2010 or MTH 1420. and Mathematical Ideas MTH 2010 Calculus II (for students who were placed in MTH 1410) or MTH 1420 Choose one of the following: Lab BIO 1100: Biology: A Human Perspective 4 Science ENV 1110: Environmental Science BIO 1399: Biological Principles BIO 1500: Principles of Cell Biology NSC 2200: Earth Science CHM 1000: The World of Chemistry PHY 1510: General Physics CHM 1010: General Chemistry I PSC American Politics 4 2310 Choose one of the following: HST 1201: American Beginnings HST 2201: American Identities 4 HST 1202: American Expansions HST 2235: US in the World HST 1203: American Aspirations NOTE: One C- in a supporting course is permitted. Any subsequent course with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course.

Special Education Suggested Four Year Plan of Study Freshman – Fall

Freshman – Spring 42

UC English/Written Communication Skills UC Modern Foreign Language

4

A1 Religion UC President’s Seminar

4 1

EDU 1200: Introduction to Teaching

4

2

U C U C A2 A1

First Year Seminar

4

MTH 1110 or higher

4

Lab Science (see choices above) HST 1201, 1202, 1203, 2201 or 2235 US PEC Activity

15 Sophomore – Fall UC Ethics Course A2 Social Science EDU 2100: Nature of the Learner or EDU 2200: 21st Century Classroom A1 Visual/Performing Arts Junior – Fall EDU 3100: Students with Disabilities: Characteristics and Service Delivery Models EDU 3130: Methods of Teaching Reading and Writing in the Primary Grades (K-2) EDU 3245: Classroom and Behavioral Management for Special Education Teachers K-12 MTH 2010 or 1420

4 4 4

1 17

A1 A2

4 16

Sophomore - Spring English Literature PSC 2310: American Government EDU 2200: 21st Century Classroom or EDU 2100: Nature of the Learner Global Studies Course Junior – Spring EDU 3140: Special Education Policies and Procedures I

4

4 4 4

4 16

4

4

M B

EDU 3233: Methods of Teaching Math

4

4

M B

EDU 3243: Struggling Readers and Writers

4

4

M B

EDU 3244: Teaching and Learning Strategies: Practicum in Special Education EDU 3110: Technology for Teachers

2

16 Senior – Fall EDU 4000: Investigation in Teacher Performance Assessment I EDU 4142: Special Education Policies and Procedures II

4 4

2 16

Senior - Spring EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms

1

4

EDU 4240: Student Teaching Continuation (required for those students seeking licensure) 43

2

8

M B M B

M B

EDU 4009: Technology Integration for Special Education K-12 Classrooms EDU 4141: Instructional Strategies in the Content Areas for Secondary Students with Disabilities EDU 4144: Introduction to Student Teaching EDU 4200: Diverse Learners and Culturally Relevant Pedagogy

2

EDU 4001: Investigation in Teacher Performance Assessment II

2

4

4 4 19

12

UC-University Core A1-Area I: Humanities/Art A2-Area II: Natural Social Sciences MB-Methods Block-Courses must be taken together

Testing Policies: General Curriculum (Effective 2019-2020): General Curriculum (Degree Program)  Students majoring in Special Education: General Curriculum are required to complete the Pearson Foundations of Reading and one of the following--Pearson Math Test 203 or Praxis Test 7803-CKT) during the summer between the junior and senior year.  Progression into EDU 4144 (Introduction to Student Teaching) will be permitted for students who, at the start of classes in August, meet one of the following four conditions: (1) they have satisfied summer testing requirements and provide documentation of passing scores in the required tests, (2) provide documentation that they have registered for the two required tests, (3) have not yet passed all required tests but provide documentation that they have re-registered, or (4) are awaiting scores from summer tests. Any student who does not provide documentation of any of the four conditions noted above WILL NOT be permitted to continue into EDU 4144.  At the completion of the fall semester, students who have not yet provided documentation of passing scores WILL NOT be permitted to progress into EDU 4240 (Student Teaching Continuation) in the spring. These students will be moved to the Non-Licensure Track and will earn degrees in Elementary or Special Education at the conclusion of the spring semester. Should these students continue to attempt and pass the required tests they can choose to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

General Curriculum: Praxis II Required Tests:

44



Students majoring in Special Education: General Curriculum will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4144.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4240 (Student Teaching Continuation). Those who have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W” and will be moved to the NonLicensure Track. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.  As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Licensure Area(s) Special Education: General Curriculum

Tests Required

Test Code

Qualifying Score

Special Education Core Knowledge: Mild to Moderate Applications

5543

158

Program Goals and Objectives-Adapted Curriculum K-12 Goal 1: That prospective Adapted Curriculum Teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

1.1: To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, The Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

1.2: To develop the skills needed to engage in collaborative and collegial professional learning activities.

Goal 2: That prospective Adapted Curriculum Teachers will develop the knowledge and skills needed to implement the policies, process and procedures for providing special education services.

2.1: To demonstrate the knowledge of the policies, process, and procedures for providing special education services from pre-referral to placement.

2.2: To demonstrate the knowledge of the policies, process, and procedures for providing special education services and transition planning during implementation of the IEP. 45

Goal 3: That prospective Adapted Curriculum Teachers will develop the knowledge and skills needed to implement assessment and understand how it drives research-validated instructional and behavioral intervention.

3.1: To demonstrate the knowledge and skills to use a variety of assessment techniques to plan and implement instruction, monitor student progress and document learning.

3.2: To develop the skills needed to use both formative, summative and functional behavioral assessment data to monitor, evaluate, and inform instruction.

3.3: To demonstrate the knowledge and skills to teach K-12 students to use behaviors that promote success in the learning environment, which include the development of social competence.

3.4: To learn how to incorporate instructional strategies designed to facilitate K-12 student cooperation, collaboration and learning.

Goal 4: That prospective Adapted Curriculum Teachers will develop the knowledge and skills needed to implement best practices in curriculum, assessment and instructional methods for students with low incidence disabilities.

4.1: To demonstrate the knowledge and skills to use multi-sensory methods to teach functional, academic, social and life skills and accommodations for students with low-incidence disabilities.

4.2: To demonstrate knowledge of transition to community, workplace, and post-secondary education for students with low-incidence disabilities at the secondary level.

4.3: To demonstrate basic proficiency in American Sign Language and understanding of the American Deaf Culture.

Goal 5: That prospective Adapted Curriculum Teachers will develop the knowledge, skills and dispositions needed to work effectively with families, general education teachers, and other professionals.

5.1: To develop the skills needed to collaborate and consult with families, general education teachers, and other professionals.

5.2: To become familiar with community and health agencies which serve the adapted population and their families.

5.3: To demonstrate the knowledge needed to effectively implement advocacy skills to assist in the transition of students with low-incidence disabilities to across K-12 settings, and into employment and future living opportunities.

Adapted Curriculum K-12 Professional Education Courses: Special Education (K-12) Adapted Curriculum Licensure: Professional Education Courses Course Credit EDU 1200 EDU 2100 EDU 2200 EDU 3100 EDU 3110

Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models Educational Technology for Teachers 46

2 4 4 4 2

EDU 3130 EDU 3140 EDU 3244 EDU 3245 EDU 3246 EDU 3290 EDU 4000 EDU 4009 EDU 4142 EDU 4144 EDU 4166 EDU 4200 EDU 4240 EDU 4290 EDU 4001

Methods of Teaching Reading and Writing in the Primary Grades (K-2) Special Education Policies and Procedures I Teaching and Learning Strategies: Practicum in Special Education Classroom and Behavioral Management for Special Education Teachers K-12 Behavior Strategies for Students with Moderate to Severe Disabilities Systematic Instruction for Students with Moderate to Severe Disabilities Investigation in Teacher Performance Assessment I Technology Integration for Special Education K-12 Classrooms Special Education Policies and Procedures II Introduction to Student Teaching Using Data to Assess Student Impact in K-12 Classrooms Diverse Learners and Culturally Relevant Pedagogy Student Teaching Continuation* Methods of Teaching Adapted Curriculum K-12 Investigation in Teacher Performance Assessment II*

4 4 2 4 4 4 1 2 4 4 2 4 8 4 2

* Non-licensure track: Instead of student teaching, students choose other university electives to reach the required 128 credits for graduation and a four credit internship (EDU4275) instead of student teaching. The student is not required to take or pass required licensure examinations or complete the edTPA Performance-Based portfolio (enrollment in EDU 4000 or EDU 4112 is therefore not required).

Special Education (K-12) Adapted Curriculum Licensure: Supporting Required Courses Course Candidates must successfully complete High Point University’s General Education Requirements EDU 1010

In addition to the General Education requirements, the following supporting course is required.

American Sign Language I 4 NOTE: One C- in a supporting course is permitted. Any subsequent course with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course.

Special Education Adapted Curriculum Suggested Four Year Plan of Study Freshman – Fall UC English/Written Communication Skills UC Modern Foreign Language

4

U C U

4 47

Freshman – Spring First Year Seminar

4

MTH 1100 or higher

4

A1 Religion UC President’s Seminar EDU 1200: Introduction to Teaching

4 1 2

C A2 Lab Science A1 History U Physical Education C

15 Sophomore – Fall UC Ethics Course A2 Social Science EDU 2100: Nature of the Learner or EDU 2200: 21st Century Classroom EDU 1010: American Sign Language I

17

4 4 4

A1 A2

4

A1

Sophomore - Spring English Literature Social Science EDU 2200: 21st Century Classroom or EDU 2100: Nature of the Learner

4 4 4

Visual/Performing Arts

4

16 Junior – Fall EDU 3100: Students with Disabilities: Characteristics and Service Delivery Models EDU 3130: Methods of Teaching Reading and Writing in the Primary Grades (K-2) EDU 3245: Classroom and Behavioral Management for Special Education Teachers K12 GBS

16 Junior – Spring EDU 3110: Technology for Teachers

4

4

EDU 3140: Special Education Policies and Procedures I

4

M B

EDU 3244: Teaching and Learning Strategies: Practicum in Special Education

2

4

M B

EDU 3246: Behavior Strategies for Students with Moderate to Severe Disabilities EDU 3290: Systematic Instruction for Students with Moderate to Severe Disabilities

4

16

M B

Senior – Fall EDU 4009: Technology Integration for Special Education K-12 Classrooms EDU 4144: Introduction to Student Teaching

2

4

M B

M B

4 4 1

4

16 Senior - Spring EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms

2

4

EDU 4240: Student Teaching Continuation

48

2

8

M B

EDU 4290: Methods of Teaching Adapted Curriculum

4

EDU 4142: Special Education Policies and Procedures II EDU 4200: Diverse Learners and Culturally Relevant Pedagogy EDU 4000: Investigation in Teacher Performance Assessment I

4

EDU 4001: Investigation in Teacher Performance Assessment II

2

4

1

19 12 UC-University Core A1-Area I: Humanities/Art A2-Area II: Natural Social Sciences MB-Methods Block-Courses must be taken together

Required Testing and Policies: Special Education: Adapted Curriculum:  Students majoring in Special Education: Adapted Curriculum will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4144.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4240 (Student Teaching Continuation). Those who have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W” and will be moved to the NonLicensure Track. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.  As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Licensure Area(s) Special Education: Adapted Curriculum

Tests Required

Test Code

Qualifying Score

Special Education Core Knowledge: Severe to Profound Applications

5545

158

Fundamental Subjects: Content Knowledge

5511

148

49

Minor in Special Education: (Access Application to Apply via SOE Website) Track 1: Special Education Minor for Education Majors Elementary, Middle Grades, Secondary, Health & PE, and Special Subjects (K-12) Majors Core and Specialty Courses: Course Title Credit EDU 3100 Students with Disabilities: Characteristics and Service Delivery Models 4 (Fall) EDU 3140 Special Education Policies and Procedures-I (Spring) 4 EDU 3244 Teaching and Learning Strategies: Practicum in Special Education 2 (Spring) EDU 3245 Classroom and Behavioral Management: Special Education (Fall) 4 EDU 3243 Struggling Readers and Writers (Spring) OR OR 4 EDU 4141 Instructional Strategies in the Content Areas for Secondary Students with Disabilities (Fall) EDU 4009 Technology Integration for Special Education K-12 Classroom (Fall) 2 Total 20 Track 2: Special Education Minor for Non-Education Majors, Education Studies, and all other University Majors Course EDU 1200 EDU 3100 EDU 3140 EDU 3244 EDU 3245 EDU 1010 Or EDU 3246 Or EDU 4330 Total

Title Introduction to Teaching (Fall and Spring) Students with Disabilities: Characteristics and Service Delivery Models (Fall) Special Education Policies and Procedures I (Spring) Teaching and Learning Strategies: Practicum in Special Education (Spring) Classroom and Behavioral Management: Special Education (Fall) American Sign Language I (Fall and Summer)

Credit 2 4 4 2 4 4

Behavior Strategies for Students with Moderate to Severe Disabilities (Spring) Research in Education (Spring) 20

Master of Education in Special Education Intellectual Disabilities B.A. to M.Ed. Program 50

B.A. to M.Ed. Program of Study: The B.A. to M.Ed. program is designed for those students in the undergraduate special education adapted curriculum program who have proven academic success in the first three years and a desire to teach students with intellectual disabilities. This option provides students with an additional year of advanced study in special education. Students choosing this option should meet with their academic advisor early on in their program of study to plan accordingly. Students must apply and be admitted into the B.A. to M.Ed. Program in Special Education during the spring semester of the junior year.

Description: Upon acceptance into the B.A. to M.Ed. program, special education students will be permitted to enroll in twelve hours of graduate level coursework during the senior year. The twelve credit hours will only be applied to the graduate program of study upon receipt of the Baccalaureate degree and acceptance into the graduate program. Nine of the six hours will be taken in the fall and the remaining three hours will be taken in the spring. The student will enroll in twelve hours’ credit for the summer sessions following graduation from the undergraduate program, six to nine hours in the fall semester of the fifth year and the final six-hour capstone experience in the spring semester of the fifth year.

(36 hours total) B.A. to M.Ed. in Special Education: Intellectual Disabilities Courses Core EDU 4540/5040 EDU 4560/5060 EDU 5090 EDU 5000 Instructional EDU 5141 EDU 5142 EDU 4543/5143 EDU 5144 EDU 4545/5145 EDU 5146

Credit

Diversity in Education: Societal and Organizational Perspectives Developing Leaders in 21st Century Schools Individuals with Intellectual Disabilities: Legal, Ethical and Historical Perspectives Design Thinking and Creative Thought

3

Curriculum Assessment and Planning for Students with Intellectual Disabilities Instructional and Transition Planning for Elementary Students with Intellectual Disabilities Occupational and Transition Planning for Secondary Students with Intellectual Disabilities Consultation and Collaboration with Families and Community Agencies Assistive Technology and Instructional Support for the 21st Century Classroom Building Self-Determination and Advocacy Skills in Students with Intellectual Disabilities

3

51

3 3 3

3 3 3 3 3

Capstone Experience EDU 5030 EDU 5300*** OR EDU 5200** OR EDU 5240*

Methods of Educational Research Product of Learning OR Thesis OR Clinical Internship

3 3

Program EC Administrators Option *Leads to the license in Program EC Administrators. Students selecting this capstone track must also complete the following three courses in Educational Leadership in order to be eligible for the EC Program Administrator license:  EDU 5171: Strategies for Student Learning and Development  EDU 5172: Implementing Distributed Leadership for Teacher Empowerment  EDU 5174: Organizational Management and Legal Issues t for 21st Century Schools Thesis Option ** Candidates choosing Thesis will need to enroll during the fall semester of their final year and MUST enroll in the Thesis continuation course during the following spring.

Capstone Option *** Candidates choosing Product of Learning must enroll in EDU 5300 during the spring semester of the final year.

B.A. to M.Ed. in Special Education with a Concentration in Intellectual Disabilities Suggested Program of Study Senior – Fall - Undergraduate EDU 4540: Diversity in Education: Societal and Organizational Perspectives (replaces EDU 4200) EDU 4543: Occupational and Transition Planning for Secondary Students with Intellectual Disabilities (replaces EDU 4290) EDU 4545: Assistive Technology and Instructional Support for the 21st Century Classroom (replaces EDU 4009) EDU 4000: Investigation in Teacher Performance Assessment I

Spring Semester Year 1 During the spring semester, students complete Student Teaching Continuation

8

3

EDU 4560 (Counts for EDU 5060) The Washington Center May Term

3

3

EDU 4001: Investigation in Teacher Performance Assessment II

2

1 May Term 52

The Washington Center Experience (4560) OrEDU 5060 Online Summer I (June) Year 1 EDU 5141: Curriculum Assessment and Planning for Students with Intellectual Disabilities EDU 5142: Instructional and Transition Planning for Elementary Students with Intellectual Disabilities Fall Semester Year 2 EDU 5030: Methods of Educational Research

EDU 5090: Individuals with Intellectual Disabilities: Legal, Ethical, and Historical Perspectives

Summer II (July) Year 2 3

3

EDU 5144: Consultation and Collaboration with Families and Community Agencies

Spring Semester Year 2 EDU 5146: Building SelfDetermination and Advocacy Skills in Students with Intellectual Disabilities EDU 5300: Product of Learning OR EDU 5240: Clinical Internship

3

3

3

3

3

EDU 5000: Design Thinking and 3 Creative Thought EDU 5200: Thesis 3 EDU 5200a: Thesis Continuation 0 * *Candidates may choose to complete a Product of Learning, Thesis or Clinical Internship as their capstone project.

Health/Physical Education Ms. Rosie Tarara, Coordinator Stout School of Education 246 336.841.9647 rtarara@highpoint.edu Program Goals and Objectives Goal 1: That prospective K-12 Health/Physical Education teachers will develop the knowledge, skills, and dispositions necessary to assume the roles and responsibilities for educators in the 21st century.

1.1: To develop the skills needed to engage in collaborative and collegial professional learning activities.

1.2: To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

53

Goal 2: That prospective K-12 Health/Physical Education teachers will develop the skills necessary to establish a respectful environment for diverse students.

2.1: To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction.

2.2: To develop the skills to work with specialists to support the learning needs of all students.

Goal 3: That prospective K-12 Health/Physical Education teachers will demonstrate knowledge in the content they teach.

3.1: To develop the content knowledge needed to teach fitness and nutrition concepts to reduce and prevent obesity.

3.2: To develop the content knowledge needed for developing and implanting effective practices that foster health literacy.

3.3: To develop the content knowledge to effectively teach safe and appropriate motor skills, movement forms, multiple sports, and physical activities.

Goal 4: That prospective K-12 Health/Physical Education teachers will develop the knowledge and skills to facilitate student learning.

4.1: To develop and apply lessons based on the Common Core State and Essential Standards in the areas of Health/Physical Education.

4.2: To develop the knowledge, skills and disposition to effectively teach safe and appropriate motor skills, movement forms, multiple sports, and physical activities.

4.3: To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

4.4: To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

Goal 5: That prospective K-12 Health/Physical Education teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

5.1: To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.

5.2: To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

5.3: To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

Health/PE Degree Requirements: Licensure Track: The student who wishes to obtain a licensure to teach health/physical education in grades K-12 must follow the catalog requirements for that major. In addition, the student must complete the High Point University Core Curriculum, the required professional education courses and pass the required Praxis II test for K-12 specialty area licensure. (Praxis II test for Health/Physical Education: test #5856: Health and Physical Education: Content Knowledge) 54

Health/Physical Education (K-12) Course

EDU 1200 EDU 2100 EDU 2200 EDU 3100 EDU 3110 EDU 3280 EDU 4000 EDU 4008 EDU 4166 EDU 4173 EDU 4174 EDU 4200 EDU 4270 EDU 4280 EDU 4001

Credit Professional Education Courses Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models Educational Technology for Teachers Literacy in the Content Areas Investigation in Teacher Performance Assessment I Technology Integration for Middle and Secondary Level Classrooms Using Data to Assess Student Impact in K-12 Classrooms Methods Teaching Health & Physical Education K-12 Introduction to Student Teaching Diverse Learners and Culturally Relevant Pedagogy Student Teaching Continuation Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers Investigation in Teacher Performance Assessment II Total Professional Education Courses:

2 4 4 4 2 4 1 2 2 4 2 4 8 2 2 46

Health/Physical Education Courses BIO 1120 The Human Body & Exercise 4 HED 1200 Nutrition & Healthy Living 4 HED 2100 Prevention & Substance Abuse 2 HED 2200 Human Sexuality & Relationships 4 HED 3100 Contemporary Health Issues 2 PEC 1331 Social Dance 1 PEC 2100 Motor Development & Learning 2 PEC 2101 Team Sports: Skill Development & Analysis 4 PEC 2201 Individual Sports: Skill Development & Analysis 4 PEC 3100 Trends & Issues of Teaching Elementary Physical 4 Education PEC 3101 The Application of Physical Education in the 2 Elementary Setting PEC 3200 Trends & Issues Adolescent P.E. 4 PEC 4210 Coaching & Field Experience I 2 Total Health/Physical Education Courses: 39 NOTE: One C- in a supporting course is permitted. Any subsequent course 55

with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course. *By completion of the Health/PE program, candidates must show proof of a first aid/CPR certification. This documentation is a program and licensure requirement.

Health/PE License Suggested Plan of Study Freshman - Fall ENG COMM SKILLS MFL REQ REL REQ First Year Seminar President’s Seminar

Sophomore - Fall EDU 2100: Nature of the Learner or EDU 2200: The 21st Century Classroom Performing/Visual Arts HED 2100: Prevention & Substance Abuse or PEC 2100: Motor Development & Learning PEC 2101: Team Sports: Skill Development/ /Analysis Elective

Credit 4 4 4 4 1 17

Freshman - Spring EDU 1200: Introduction to Teaching MTH REQ BIO 1120: Human Body & Exercise HED 1200: Nutrition & Healthy Living HST REQ

Sophomore - Spring EDU 2200: The 21st Century Classroom or EDU 2100: Nature of the Learner Ethics (REL or PHL) HED 2200: Human Sexuality & Relationships

4

4 2

4

PEC 2201: Individual Sports: Skill Development/ /Analysis PEC 1331 – Social Dance – PEC Activity

4 18

Junior - Fall PEC 3100: Trends/Issues of Teaching Elementary Physical Education PEC 3101:The Application of Physical Education in the Elementary Setting HED 2100: Prevention & Substance Abuse or PEC 2100: Motor Development & Learning HED 3100: Contemporary Health Issues

Credit 2 4 4 4 4 4

4

4 4

4 1 17

Junior - Spring EDU 3280: Literacy in the Content Areas EDU 3110: Educational Technology for Teachers

4 2

4 2

2

PEC 3200: Trends/Issues Teaching Adolescent Physical Education

4

2

ENG LIT REQ (GBS)

4

56

EDU 3100: Students with Disabilities: Characteristics and Service Delivery Models Elective (if necessary)

Senior - Fall EDU 4173: Methods of Teaching Health/Physical Education EDU 4174: Introduction to Student Teaching

4

Elective (if necessary)

4

4 18

18 Senior - Spring EDU 4270: Student Teaching Continuation EDU 4280: Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms

4 2

EDU 4008: Technology Integration for Middle & Secondary Level Classrooms EDU 4200: Diverse Learners and Culturally Relevant Pedagogy PSY COURSE (Area II)

2

EDU 4000: Investigation in Teacher Performance Assessment I

1

4

PEC 4210: Coaching and Field Experience I EDU 4001: Investigation in Teacher Performance Assessment II

4

8 2

2

2 2

17

16

* Students pursuing licensure track are required to meet all degree and licensure requirements including passing all teacher examinations, completing student teaching and receiving a passing score on the edTPA Performance-Based Portfolio.

Athletic Coaching Minor (20 hours) Dr. Rick Overstreet, Coordinator Stout School of Education 254 336.841.9273 roverstr@highpoint.edu Course Number PEC 2101 PEC 2201 PEC 3110 PEC 3210 PEC 4210 PEC 4211

Course Title Team Sports: Skill Development and Analysis Individual Sports: Skill Development and Analysis Coaching Strategies and Officiating Responsibilities of the Athletic Coach Coaching and Field Experience I Coaching and Field Experience II 57

Hours Credit 4 4 4 4 2 2

Health Education Minor (Minimum of 20 credits required) Required Courses (10 credits): Course Title EDU Seminar in Teaching 1201* EDU Internship in Health Education 4275* HED 3100 Contemporary Health Issues HED 1200 Nutrition & Healthy Living Total *These courses should be taken at the end of the course sequence.

A minimum of 10 Credits from the following list: Course Title EXS 4400 Health Behavior Change HED 2100 Prevention & Substance Abuse HED 2200 Human Sexuality & Relationships HED 3200 Women’s Health Issues HED 3300 Aging & Life Choices PEC 2130 Healthy Living for the Elementary Child PSY 3610 Health Psychology (Prerequisite: PSY 2000) SPN 2141 Spanish for the Medical Professions (Prerequisite: SPN 2130 or SPN 2140 or permission of the instructor) Total

Credit 2 2 2 4 10

Credit 4 2 4 4 4 4 4 4 Min 10

Testing Requirements and Policies (Effective 2019-2020): Health/PE: 

Students majoring in Health/PE will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4174.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4270 (Student Teaching Continuation). Those who have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W” and will be moved to the NonLicensure Track. Should the student be short of the required hours for graduation, the 58

university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.  As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).  Students majoring in Health/PE will also be required to show documentation that they have completed the required First Aid/CPR certification which is also required for licensure in this area.

Licensure Area(s) Health/PE

Tests Required

Test Code

Qualifying Score

Health and Physical Education: Content Knowledge

5857

160

Right to Appeal: As with all Stout School of Education policies, all students have the right to appeal decisions they feel are improper. In these cases the student should first appeal directly to the Associate Dean of the School of Education. If the problem cannot be resolved by the Associate Dean, the student may make a subsequent written appeal to the Dean of the School of Education.

Appeals regarding decisions concerning the above policy must be made within three days from notification of delay in the progression of Introduction to Student Teaching (EDU 4174) or Student Teaching Continuation (4270).

If the problem cannot be resolved at the School of Education level, the student may make a subsequent appeal to the University Provost within a week of receiving written notification from the Dean.

Secondary Education 9-12 (Licensure-Only) Specialty Areas K-12 (Licensure-Only) Dr. Tom Albritton, Advisor Stout School of Education 240 336.841.9297 talbritt@highpoint.edu Students who wish to obtain licensure to teach courses in secondary schools must major in the specific area they choose. The students are advised in their major department in the College of Arts and Sciences and consult with the advisor in the School of Education throughout the program of study for planning 59

purposes. Students follow the requirements of the major, the requirements of the university core curriculum, the professional education requirements and pass the required Praxis II for the appropriate area. The professional education requirements are printed below. Specific information about each licensure area can be found on the pages which follow.

Professional Education Course EDU 1200 EDU 2100 EDU 2200 EDU 3100 EDU 3110 EDU 3251 EDU 3280 EDU 4000 EDU 4008

EDU 4160 EDU 4161 EDU 4162 EDU 4163 EDU 4164 EDU 4166 EDU 4200 EDU 4260 EDU 4280 EDU 4001

Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models Educational Technology for Teachers Literature for Young Adults Literacy in the Content Areas Investigation in Teacher Performance Assessment I Technology Integration for Middle and Secondary Level Classrooms Principles of Integrated Instruction *Choose one according to licensure area Methods Teaching Middle Grades and Secondary English 9-12 Methods Teaching Middle Grades and Secondary Mathematics 9-12 Methods Teaching Middle Grades and Secondary Social Studies 9-12 Methods Teaching Middle Grades and Secondary Science 9-12 Introduction to Student Teaching Using Data to Assess Student Impact in K-12 Classrooms Diverse Learners and Culturally Relevant Pedagogy Student Teaching Continuation Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers Investigation in Teacher Performance Assessment II

Credit 2 4 4 4 2 4 4 1 2 4

2 2 4 8 2 2

Suggested Plan of Study

Freshman - Fall FYS: First Year Seminar Sophomore- Fall EDU 2100: Nature of the Learner or EDU 2200: The 21st Century Classroom

Credit

Freshman - Spring EDU 1200: Introduction to Teaching Sophomore - Spring EDU 2200: The 21st Century Classroom or EDU 2100: Nature of the Learner

4

Junior - Fall

Junior - Spring 60

Credit 2

4

EDU 3100: Students with Disabilities: Characteristics and Service Delivery Models EDU 3110: Educational Technology for Teachers Senior - Fall EDU 4008: Technology Integration for Middle & Secondary Level Classrooms *Choose one according to licensure area EE#3 EDU 4160: Methods of Teaching Secondary English 9-12 EDU 4161: Methods of Teaching Secondary Mathematics 9-12 EDU 4162: Methods of Teaching Secondary Social Studies 9-12 EDU 4163: Methods of Teaching Secondary Science 9-12 EDU 4164: Introduction to Student Teaching

*EDU 4200: Diverse Learners and Culturally Relevant Pedagogy EDU 4000: Investigation in Teacher Performance Assessment I

4

EDU 3280: Literacy in Content Areas

4

2

EDU 3251: Literature for Young Adults

4

Senior - Spring EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms

2

2

4

EDU 4260: Student Teaching Continuation

8

2

EDU 4280: Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers EDU 4001: Investigation in Teacher Performance Assessment II

2

4

2

1

Biology and Comprehensive Science Nicole Hughes, Licensure Coordinator Congdon Hall 136 336.841.4656 nhughes@highpoint.edu

Program Goals 1. That prospective 9-12 Science teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

2. That prospective 9-12 Science teachers will develop the skills necessary to establish a respectful 61

environment for diverse students.

3. That prospective 9-12 Science teachers will demonstrate knowledge in the content they teach.

4. That prospective 9-12 Science teachers will develop the knowledge and skills to facilitate student learning.

5. That prospective 9-12 Science teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

Program Objectives The following objectives are designed to achieve these goals and are based on the North Carolina Professional Teaching Standards (2008) and the Standards for Science Teacher Candidates approved by the SBE (2009): 1.

2.

To understand safety and liability concerns in science in the classroom, laboratory, and field.

To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.

3. To develop an understanding of how to maintain a safe and orderly classroom that facilitates student learning.

4. To develop the skills needed to engage in collaborative and collegial professional learning activities.

5. To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

6. To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

7. To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction.

8. To develop the skills to work with specialists to support the learning needs of all students.

9. To develop and apply lessons based on the Common Core State and Essential Standards in the content areas of science.

10. To demonstrate an understanding of the nature of science, the historical development of scientific thought, process and scientific inquiry.

11. To develop an awareness of the interconnectedness of content areas/disciplines.

12. To develop the skills to integrate literacy instruction throughout the curriculum and across content areas.

13. To learn how to integrate 21st Century skills, technologies and content in instruction.

14. To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

15. To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

16. To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

62

Course Requirements The student who wishes to obtain a biology license in the secondary school (grades 9-12) should pursue a B.A. or B.S. degree and follow the catalog requirements for that major. In addition, the student must complete the High Point University Core Curriculum, the required professional education courses and pass the required Praxis II for secondary licensure. (Praxis II tests for Biology: test #5235: Biology: Content Knowledge and test #5624: Principles of Learning and Teaching: Grades 7-12)

BIO 1399 BIO 2000 MTH 1400 CHM 1010/1011 CHM 1020/1021 BIO 2110 BIO 2120 BIO/EXS 2060 BIO/EXS 2070 ENV 1110 BCH 3220 Any 3000 or 4000 level BIO 4111 & BIO 4112 BIO 4980 BIO 4990

BA in Biology Required Major Core: Introduction to Biological Principals and Literature I: Cellular and Molecular Processes (4) Introduction to Biological Principles and Literature II: Evolutionary and Ecological Processes (4) Pre-Calculus (4) General Chemistry I and Lab (3/1) General Chemistry II and Lab (3/1) Two courses (8 credits) selected from the following: Organismal Biology I: Prokaryotes, Protists, Fungi & Plants (4) Organismal Biology II: Zoology (4) Human Physiology (4) Human Anatomy (4) Eight Credits from the following: Environmental Science (4) Biochemistry (4) Biology Courses One course selected from the following: Undergraduate Research (2) Biology Journal Club (2) Senior Seminar (2)

*The professional education courses are required for licensure.

Special Note: Students may now elect to complete the requirements for the teaching license in Comprehensive Science 9-12 with a concentration in Biology by completing the following additional courses: (Praxis II tests for Comprehensive Science: test #5435: General Science: Content Knowledge and test #5624: Principles of Learning and Teaching: Grades 7-12) 63

PHY 1510/1511: General Physics I (3/1) PHY 1520/1521: General Physics II (3/1) NSC 2200: Earth Science (4) *A grade of C (2.0) or better in 24 hours of content coursework will be required *Students completing the B.S. in Biology should see the university catalog for course requirements.

Testing Requirements and Policies: Effective 2019-2020 Secondary Education 9-12 (licensure-only):  Students majoring in Secondary licensure programs in Biology will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4164.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4260 (Student Teaching Continuation). Those have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W”. Since these students have a primary degree in another area they will earn their primary degree only. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.  As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Licensure Area(s) Secondary Education

Tests Required

Test Code

Qualifying Score

Biology Content Knowledge

5235

150

And Principles of Learning and Teaching (PLT) Grades 7-12 Not Required with passing edTPA

5624

157

64

English Dr. Bryan Vescio, Chair, English Department Norcross 207 336.841.9721 bvescio@highpoint.edu Dr. Cara Kozma, Licensure Coordinator Norcross 203 Norcross 203 Norcross 203

Program Goals 1. That prospective 9-12 English/Language Arts teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

2. That prospective 9-12 English/Language Arts teachers will develop the skills necessary to establish a respectful environment for diverse students.

3. That prospective 9-12 English/Language Arts teachers will demonstrate knowledge in the content they teach.

4. That prospective 9-12 English/Language Arts teachers will develop the knowledge and skills to facilitate student learning.

5. That prospective 9-12 English/Language Arts teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

Program Objectives The following objectives are designed to achieve these goals and are based on the North Carolina Professional Teaching Standards (2008) and the Standards for English/Language Arts Teacher Candidates approved by the SBE (2009): 1.

2.

3.

4.

5.

6.

To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.

To develop an understanding of how to maintain a safe and orderly classroom that facilitates student learning.

To develop the skills needed to engage in collaborative and collegial professional learning activities.

To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction.

65

7.

8.

9.

10.

11.

12.

13.

14.

To develop the skills to work with specialists to support the learning needs of all students.

To develop and apply lessons based on the Common Core State and Essential Standards in the content area of Secondary English/Language Arts.

To develop an awareness of the interconnectedness of content areas/disciplines.

To demonstrate the knowledge and use of reading processes through the use of a wide range of texts, multiple composing processes, integrated practices of multimodal literacies and the diversity of language.

To learn how to integrate 21st Century skills, technologies and content in instruction.

To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

Course Requirements The students who wish to obtain licensure to teach English in the secondary school (grades 9-12) must follow the catalog requirements for that major. In addition, the student must complete the High Point University Core Curriculum, the required professional education courses (including EDU 3251) and pass the required Praxis II tests for secondary licensure. (Praxis II tests for English: test #5038: English Language Arts: Content Knowledge and test #5624: Principles of Learning and Teaching: Grades 712) Level Curriculum Writing: Choose One of the Following ENG 2100 – 2199 Introduction to Writing Studies or Introduction to Creative Writing (2121 or 2122) OR Studies in Writing, Language, and Literacy or Style OR ENG 3110 or 3115 British Literature: Choose One of the Following ENG 2720 British Literature I OR OR ENG 2730 British Literature II American Literature: Choose One of the Following ENG 2820 American Literature I OR OR ENG 2830 American Literature II Diversity: Choose One of the Following ENG 3900 – 3999 Multi-Ethnic Literature of the United States or World Literatures 66

(3910 or 3920) Upper Level: Choose One of the Following ENG 3100 – Consult the undergraduate bulletin for the list of courses available 3999 OR Consult the undergraduate bulletin for the list of courses available ENG 4200 – 4899 English Traditions: Choose One of the Following ENG 4300 – 4399 English Traditions or Shakespeare (4305 or 4320) Modern Contemporary Authors: Choose One of the Following ENG 44004499 Modern and Contemporary Authors or Independent Study (4400 or 4444) Approaches to/Artifacts in English: Choose Two of the Following ENG 3500 – Consult the undergraduate bulletin for the list of courses available 3899 OR Consult the undergraduate bulletin for the list of courses available ENG 4500 4899 ENG 4998

Senior Portfolio

*The professional education courses are required for licensure. *A grade of C (2.0) or better in 24 hours of content coursework will be required.

Testing Requirements and Policies: Effective 2019-2020 Secondary Education 9-12 (licensure-only):  Students majoring in Secondary licensure programs in English will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4164.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4260 (Student Teaching Continuation). Those have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W”. Since these students have a primary degree in another area they will earn their primary degree only. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.

67



As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Licensure Area(s) Secondary Education

Tests Required

Test Code

Qualifying Score

English Language Arts Content Knowledge

5038

167

5624

157

And Principles of Learning and Teaching (PLT) Grades 7-12 Not Required with passing edTPA

Right to Appeal: As with all Stout School of Education policies, all students have the right to appeal decisions they feel are improper. In these cases the student should first appeal directly to the Associate Dean of the School of Education. If the problem cannot be resolved by the Associate Dean, the student may make a subsequent written appeal to the Dean of the School of Education.

Appeals regarding decisions concerning the above policy must be made within three days from notification of delay in the progression of Introduction to Student Teaching (EDU 4164) or Student Teaching Continuation (4260).

If the problem cannot be resolved at the School of Education level, the student may make a subsequent appeal to the University Provost within a week of receiving written notification from the Dean.

Social Studies Dr. Rick Schneid, Department Chair David Hayworth 129 336.841.9238 fschneid@highpoint.edu Dr. Paul Ringel, Licensure Coordinator David Hayworth 130 336.841.4547 pringel@highpoint.edu Program Goals 68

1. That prospective 9-12 Social Studies teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

2. That prospective 9-12 Social Studies teachers will develop the skills necessary to establish a respectful environment for diverse students.

3. That prospective 9-12 Social Studies teachers will demonstrate knowledge in the content they teach.

4. That prospective 9-12 Social Studies teachers will develop the knowledge and skills to facilitate student learning.

5. That prospective 9-12 Social Studies teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

Program Objectives The following objectives are designed to achieve these goals and are based on the North Carolina Professional Teaching Standards (2008) and the Standards for Social Studies Teacher Candidates approved by the SBE (2009): 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.

To develop an understanding of how to maintain a safe and orderly classroom that facilitates student learning.

To develop the skills needed to engage in collaborative and collegial professional learning activities.

To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction.

To develop the skills to work with specialists to support the learning needs of all students.

To develop and apply lessons based on the Common Core State and Essential Standards in the content area of Social Studies.

To demonstrate an understanding of how human beings, relate to their environment and the impact of that relationship on culture.

To demonstrate an understanding of historical periods and patterns which include diverse perspectives and information that informs understanding of past, present and future.

To demonstrate an understanding of how economic forces, affect individuals and communities in a global economy.

To develop an awareness of the interconnectedness of content areas/disciplines.

To develop the skills to integrate literacy instruction throughout the curriculum and across content areas.

To learn how to integrate 21st Century skills, technologies and content in instruction.

69

15. To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

16. To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

17. To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

History Major with License to Teach Social Studies Students may obtain the license to teach comprehensive social studies in the secondary school (grades 9-12) by following the catalog requirements for the major in History (a student who desires to become licensed to teach social studies at the secondary level must complete 39 hours in history), the required professional education courses and pass the required Praxis II test for secondary licensure. (Praxis II tests for Social Studies: test #5081: Social Studies: Content Knowledge and test #5624: Principles of Learning and Teaching: Grades 7-12) Note: Completion of the major in history is required (making sure to take at least one course in U. S. History.

Level

Curriculum

Introductory and Intermediate-Level Courses (8 credits) -

Any 1000 or 2000 level course in the major field (4) Any two 1000 or 2000 level course in the minor fields (4)

*To satisfy this requirement, at least 4 credits must be completed at the 2000 level.

Research and Experiential Courses (8 credits) -

HST 2901: Historiography (4) Any 3900 level course (4)

Advanced Courses (20 credits) -

Any two 3000 level courses in the major field (8) Any two 3000 level courses from two different minor fields (8) Any one 3000 level elective course in History (4)

*Students may elect to substitute a history internship of 4 credits or more for one 4credit course in their major field.

HST 4001: Senior Seminar (4 credits) Supporting Courses Required for Licensure: NSC 2200 ECO 2030

Earth Science Principles of Macroeconomics 70

PSC 2310

American Politics

*The professional education courses are required for licensure. **A grade of C (2.0) or better in 24 hours of content coursework will be required Testing Requirements and Policies: Effective 2019-2020

Secondary Education 9-12 (licensure-only):  Students majoring in Secondary licensure programs in History/SS will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4164.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4260 (Student Teaching Continuation). Those have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W”. Since these students have a primary degree in another area they will earn their primary degree only. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.  As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Right to Appeal: As with all Stout School of Education policies, all students have the right to appeal decisions they feel are improper. In these cases the student should first appeal directly to the Associate Dean of the School of Education. If the problem cannot be resolved by the Associate Dean, the student may make a subsequent written appeal to the Dean of the School of Education.

Appeals regarding decisions concerning the above policy must be made within three days from notification of delay in the progression of Introduction to Student Teaching (EDU 4164) or Student Teaching Continuation (4260).

71

If the problem cannot be resolved at the School of Education level, the student may make a subsequent appeal to the University Provost within a week of receiving written notification from the Dean.

Mathematics Dr. Adam Graham-Squire, Licensure Coordinator Congdon 106 336.841.4532 agrahams@highpoint.edu

Program Goals 1. That prospective 9-12 Mathematics teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

2. That prospective 9-12 Mathematics teachers will develop the skills necessary to establish a respectful environment for diverse students.

3. That prospective 9-12 Mathematics teachers will demonstrate knowledge in the content they teach.

4. That prospective 9-12 Mathematics teachers will develop the knowledge and skills to facilitate student learning.

5. That prospective 9-12 Mathematics teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

Program Objectives The following objectives are designed to achieve these goals and are based on the North Carolina Professional Teaching Standards (2008) and the Standards for Mathematics Teacher Candidates approved by the SBE (2009): 1.

2.

3.

4.

5.

6.

To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.

To develop an understanding of how to maintain a safe and orderly classroom that facilitates student learning.

To develop the skills needed to engage in collaborative and collegial professional learning activities.

To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction.

72

7.

8.

9.

10.

11.

12.

13.

14.

To develop the skills to work with specialists to support the learning needs of all students.

To develop and apply lessons based on the Common Core State and Essential Standards in the content area of mathematics including the development of skills in problem solving and connections between various branches of mathematics.

To develop an awareness of the interconnectedness of content areas/disciplines.

To develop the skills to integrate literacy instruction throughout the curriculum and across content areas.

To learn how to integrate 21st Century skills, technologies and content in instruction.

To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.

To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

Course Requirements The student who wishes to obtain licensure to mathematics in the secondary school (grades 9-12) may pursue either the B.A. or B.S. degree in Mathematics and follow the catalog requirements for that major.

In addition, the student must complete the High Point University Core Curriculum, the required professional education courses and pass the required Praxis II tests for secondary licensure. (Praxis II tests for Mathematics: test #5161: Mathematics: Content Knowledge and test #5624: Principles of Learning and Teaching: Grades 7-12) Level MTH 1410 MTH 1420 MTH 2210 MTH 2310 MTH 3960 CSC 1710 MTH 4910 MTH 4920 MTH 4110

Curriculum Calculus I Calculus II Introduction to Mathematical Thought Linear Algebra Historical Development of Mathematics Introduction to Programming Undergraduate Research I Undergraduate Research II Abstract Algebra *If student is seeking teacher certification, they must take MTH 4110 instead of MTH 4310

Choose three from the following: MTH 2000 level or above (not to include MTH 3610, 4910 or 4920) * If seeking Teacher certification one of the choices must be MTH 3710: Geometry Supporting Courses Required for Licensure: STS 2020 Introduction to Statistics OR 73

STS 3200

Mathematical Statistics and Data Analysis

*A grade of C (2.0) or better in 24 hours of content coursework will be required *The professional education courses are required for licensure.

Testing Requirements and Policies: Effective 2019-2020 Secondary Education 9-12 (licensure-only):  Students majoring in Secondary licensure programs in Mathematics will be required to show documentation that they have registered for the required Praxis exams by the midterm of the fall semester’s enrollment in EDU 4164.  At the completion of the fall semester, students who do not provide documentation of passing scores on Praxis II or who are still awaiting scores on Praxis II at the start of the spring semester will be classified as having Provisional Status during their enrollment in EDU 4260 (Student Teaching Continuation). Those have not provided documentation of passing Praxis II scores by the end of the drop period for the spring semester will be withdrawn from student teaching with a grade of “W”. Since these students have a primary degree in another area they will earn their primary degree only. Should the student be short of the required hours for graduation, the university’s Walker Policy shall apply and the student can participate in graduation in May and complete additional coursework for degree completion in May/Summer.  As another option, these students may continue to attempt to pass the required tests and would be eligible to complete the School of Education’s Residency Licensure program the following fall (Complete Student Teaching Continuation, submit edTPA portfolio and the School of Education approves for licensure).

Right to Appeal: As with all Stout School of Education policies, all students have the right to appeal decisions they feel are improper. In these cases the student should first appeal directly to the Associate Dean of the School of Education. If the problem cannot be resolved by the Associate Dean, the student may make a subsequent written appeal to the Dean of the School of Education.

Appeals regarding decisions concerning the above policy must be made within three days from notification of delay in the progression of Introduction to Student Teaching (EDU 4164) or Student Teaching Continuation (4260).

If the problem cannot be resolved at the School of Education level, the student may make a subsequent appeal to the University Provost within a week of receiving written notification from the Dean.

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MAT Program in Secondary Mathematics 9-12 The HPU Master of Arts in Teaching (MAT) Secondary Mathematics 9-12 is designed for current undergraduate students majoring in Mathematics who have proven academic success in the first three years of study. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate course work. Upon completion of the undergraduate program in mathematics candidates may continue in Phase I of the MAT program by applying to the Graduate School during the semester of anticipated graduation. Students majoring in mathematics must apply and be admitted to the MAT program during the second semester of their junior year.

During Phase I, the initial 36-hour sequence of courses will focus on 21st century teaching and learning which culminates in a capstone student teaching experience. Successful completion of Phase I is designed to lead to the initial teaching license in Secondary Mathematics (9-12) upon passing the required Praxis II Specialty Area Exams in Mathematics (test #5161: Mathematics: Content Knowledge and test #5624: Principles of Learning and Teaching: Grades 7-12). Should the individual choose not to proceed to Phase II, he/she will have completed the requirements for the initial teaching license in Secondary Mathematics 9-12.

The individual choosing to receive the MAT degree must apply for graduate candidacy and be admitted to Phase II of the program. In Phase II the candidate enrolls in an additional 9 hours of graduate coursework in order to complete the remaining requirements for the MAT and be eligible of the "M" level NC license in Secondary Mathematics 9-12.

Master of Arts in Teaching Secondary Mathematics 9-12 (MAT) Program – Phase I ** HPU STUDENTS ONLY ** Courses Math Two Math Courses (Taken during Senior Year of Undergraduate Program) (Choose Three) MTH 5001 MTH 5002 MTH 5003 MTH 5007 MTH 5008 MTH 5009 MTH 5010 MTH 5013 MTH 5040

Credit

3000 or 4000 level course - TBA

6

Historical Development of Mathematics Combinatorics Graph Theory Number Theory Geometry Mathematical Models Topology Probability & Statistics Special Topics

9

75

Education EDU 4540/5040 EDU 5010 EDU 5050 EDU 5070 OR EDU 5080 EDU 5160

Capstone Experience EDU 5166 EDU 5261

Diversity in Education: Societal and Organizational Perspectives Advanced Instructional Technology for the 21st Century Classroom Organization and Management Trends and Issues in Education OR Advanced Educational Psychology Instructional Planning and Assessment in Secondary Mathematics

3

Using Data for Instructional Improvement Clinical Internship in Secondary Mathematics

3 3

3 3 3

3

Initial License in Secondary Mathematics Awarded after Passing Praxis II

Master of Arts in Teaching Secondary Mathematics 9-12 (MAT) Program – Phase II Courses

Credit

MATH: MTH 5099

Product of Learning

3

EDUCATION: EDU 5030 EDU 5060

Methods of Educational Research Developing Leaders in 21st Century Schools

3 3

“M” Level is added to the Initial License after Completion of Phase II

Master of Arts in Teaching Secondary Mathematics 9-12 (MAT) Program Suggested Program of Study PHASE I Senior - Fall – Undergraduate Year 1

Senior - Spring – Undergraduate Year 1 76

Math Course (1)

3

Math Course (2)

3

Summer I (June) Graduate School Year 1 Math Course (3)

3

Math Course (4)

3

Fall Semester Graduate School Year 2 Math Course (5) EDU 5160: Instructional Planning and Assessment in Secondary Mathematics EDU 5010: Advanced Instructional Technology for the 21st Century

EDU 4540: Diversity in Education: Societal and Organizational Perspectives (Or Fall of Senior Yr)

Summer II (July) Graduate School Year 1 EDU 5050: Classroom Organization and Management EDU 5070: Trends and Issues in Education OR EDU 5080: Advanced Educational Psychology

3

3 3

Spring Graduate School Year 2 3

EDU 5261: Clinical Internship in Secondary Mathematics EDU 5166: Using Data for Instructional Improvement

3

3 3

3

PHASE II Summer or Fall Semester Year 3 EDU 5030: Methods of Educational 3 Research EDU 5060: Developing Leaders in 3 21st Century Schools

Fall or Spring Semester Year 3 MTH 5099: Product of Learning

Spanish K-12 Dr. Daliang Wang, Department Chair Commerce 102 336.841.9483 dwang@highpoint.edu Ms. Teresa Parker, Licensure Coordinator Commerce 113 336.841.9211 tparker@highpoint.edu 77

3

Program Goals 1. That prospective K-12 Spanish teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.

2. That prospective K-12 Spanish teachers will develop the skills necessary to establish a respectful environment for diverse students.

3. That prospective K-12 Spanish teachers will demonstrate knowledge in the content they teach and empower K-12 students to function proficiently at global citizens in the 21st century.

4. That prospective K-12 Spanish teachers will develop the knowledge and skills to facilitate student learning.

5. That prospective K-12 Spanish teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.

Program Objectives The following objectives are designed to achieve these goals and are based on the North Carolina Professional Teaching Standards (2008) and the Standards for Modern Foreign Language Teacher Candidates approved by the SBE (2009): 1. To develop the skills needed to demonstrate a high proficiency in all modes of communication (presentational, interpretive and interpersonal).

2. To develop an understanding of how to maintain a safe and orderly classroom that facilitates student learning.

3. To develop the skills needed to engage in collaborative and collegial professional learning activities.

4. To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.

5. To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

6. To learn how to use materials or lessons that counteract stereotypes and incorporates different points of view in instruction.

7. To demonstrate the ability to integrate knowledge of socio-cultural products, practices, and perspectives into instruction.

8. To develop the skills to work with specialists to support the learning needs of all students.

9. To develop and apply differentiated lessons based on the Common Core State and Essential Standards in the areas of Modern Foreign Language.

10. To develop an awareness of the interconnectedness of content areas/disciplines.

11. To develop the skills to integrate literacy instruction throughout the curriculum and across content areas.

12. To learn how to integrate 21st Century skills, technologies and content in instruction.

13. To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.

14. To learn how to incorporate instructional strategies designed to facilitate student cooperation, 78

collaboration and learning.

15. To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.

Professional Education Course EDU 1200 EDU 2100 EDU 2200 EDU 3100 EDU 3110 EDU 3280 EDU 4000 EDU 4008 EDU 4166 EDU 4172 EDU 4174 EDU 4200 EDU 4270 EDU 4280 EDU 4001

Professional Education Courses Introduction to Teaching The Nature of the Learner The 21st Century Classroom Students with Disabilities: Characteristics and Service Delivery Models Educational Technology for Teachers Literacy in the Content Areas Investigation in Teacher Performance Assessment I Technology Integration for Middle and Secondary Level Classrooms Using Data to Assess Student Impact in K-12 Classrooms Methods Teaching Foreign Language K-12 Introduction to Student Teaching Diverse Learners and Culturally Relevant Pedagogy Student Teaching Continuation Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers Investigation in Teacher Performance Assessment II Total Professional Education Hours:

Credit 2 4 4 4 2 4 1 2 2 4 2 4 8 2 2 47

Course Requirements The student who wishes to obtain licensure to teach Spanish in grades K-12 must follow the catalog requirements for that major. In addition, the student must complete the High Point University Core Curriculum, the required professional education courses and pass the required Praxis II test for K-12 specialty area licensure. (Praxis II test for Spanish: test #5195: Spanish: World Language)

79

Level Spanish Discipline Specialization Courses SPN 2020 Intermediate Spanish II SPN 2090 Pronunciation SPN 2130 Hispanic Cultures: Intermediate Readings and Conversation SPN 2140 Grammar Review SPN 3000 Advanced Conversation SPN 3930 OR Spanish Culture and Civilization SPN /GBS 3940 Spanish-American Culture and Civilization SPN 4010 Advanced Grammar and Composition One course selected from the following: SPN 4444 Independent Study SPN 4810-4815 Student Internship SPN 4020 Seminar in Hispanic Topics SPN 4000 level One other 4000-level Spanish course One course selected from the following: SPN 3050 Hispanic World Today SPN 3140 The Caribbean Mix: People, Music, and Folklore SPN 3150 Hispanic Culture through Film SPN 2881 Special Topics in Culture and Language One course selected from the following: SPN 3020 Contemporary Hispanic Literatures SPN 3060 Hispanic Short Story SPN 3230 Literary Genre in Latin American Literature SPN/WGS/GBS Latin American Women Writers 3280 SPN 3881 Special Topics in Literature One course selected from the following: SPN 3210 Spanish Literature I: The Birth of the Spanish Nation SPN 3220 Spanish Literature II: Centrism and Diversity in Contemporary Writers SPN 3240 Spanish-American Literature I: In Search of an Identity SPN 3250 Spanish-American Literature II: Voices of the Writers SPN 3260 Caribbean Literature: Images of a Region Suggested Plan of Study Freshman - Fall

Sophomore - Fall EDU 2100: Nature of the Learner or EDU 2200: The 21st Century Classroom

Credit

Freshman - Spring EDU 1200: Introduction to Teaching Sophomore - Spring EDU 2200: The 21st Century Classroom or EDU 2100: Nature of the Learner

4

80

Credit 2

4

Junior - Fall EDU 3100: Students with Disabilities: Characteristics and Service Delivery Models EDU 3110: Educational Technology for Teachers Senior - Fall EDU 4008: Technology Integration for Middle & Secondary Level Classrooms EDU 4172: Methods of Teaching Foreign Language K-12 EDU 4174: Introduction to Student Teaching

4

Junior - Spring EDU 3280: Literacy in Content Areas

4

Senior - Spring EDU 4166: Using Data to Assess Student Impact in K-12 Classrooms

2

2

2

4

EDU 4270: Student Teaching Continuation EDU 4280: Discipline and Classroom Management Issues for Middle Grade and Secondary Teachers EDU 4001: Investigation in Teacher Performance Assessment II

2

EDU 4200: Diverse Learners and 4 Culturally Relevant Pedagogy * EDU 4000: Investigation in Teacher 1 Performance Assessment I *Counts as Meeting the Requirements for Area II Elective

8 2

2

*The professional education courses are required for licensure.

Licensure Area(s) Spanish K-12

Tests Required

Test Code

Qualifying Score

Spanish World Language

5195

168

EDU Fellows Program Ms. Rosie Tarara, Director rtarara@highpoint.edu; 336.841.9647 Stout School of Education 246 Program Overview The EDU-Fellows Program in the Stout School of Education provides students the opportunity to integrate academic and experiential opportunities. The four–year experience focuses on the themes of connection, engagement, challenge, and leadership and supports fellows as they work together in 81

common courses to co-design innovative solutions to educational challenges that are manifested in schools and communities. Opportunities for undergraduate research, professional development and mentorship from faculty and experts within the field are key components for the EDU-Fellows Program.

Students in the Education Fellows Program have unique opportunities to:  Take select education courses as a cohort  Participate in special fellows-only seminars  Provide service to local schools and the community  Develop as content creators and pedagogical experts  Travel to unique educational models within the Southeast  Be mentored by students in High Point University’s Doctor of Education program  Participate in service projects with local schools and the community  Participate in a living/learning community within our award-winning housing

Who should apply?

Any student who is majoring in education in the Stout School of Education or seeking licensure in Secondary Education 9-12 and Spanish K-12 is eligible for the EDU-Fellows Program. Having previous work with children or youth, club and organization leadership, educational shadowing or other related experiences would be an advantage for applicants. The program is limited to the top twenty-five incoming education students.

Application Information The application for the EDU-Fellows Program can be found through the portfolio link on the High Point page within the Common Application. By answering Yes to the question concerning interest in applying to our EDU-Fellows Program, a portfolio link will appear in the left column of your application. For additional information in the application process please contact undergraduate admissions at admiss@highpoint.edu or call them at (336) 841-9216.

Department of Leadership Studies Dr. Amy Holcombe, Chair Stout School of Education 252 336.841.9575 aholcomb@highpoint.edu

Education Studies Dr. Allison Blosser, Coordinator School of Education 232 336.841.9222 ablosser@highpoint.edu 82

The Education Studies major is an interdisciplinary, 40-credit hour major emphasizing the educational foundations and liberal arts. It will offer students the opportunity to pursue interests and careers related to education, but not necessarily K-12 teaching. Students have the option to take interdisciplinary coursework related to one of several specialty areas (policy studies, community engagement, family and society, or psychology) or interdisciplinary courses of their choosing related to their particular interests and aspirations. Possible career trajectories for students completing this major would be: school counseling, school social work, college teaching, higher education administration, non-profit or educational research, community organizing, public policy, or international teaching. The minor in Education Studies is offered through this program.

Program Goals The School of Education remains committed to a mission of teacher, school and district level leadership preparation for K-12 public school settings. Recognizing the recent challenges to public education and the broad applications of educational theory and applications to other disciplines, the major in Education Studies seeks to attract new students/retain current students in the School of Education. It is believed that the newly proposed major in Education Studies would achieve the following objectives: 1. To create a major that is highly compatible with the mission of the university that is grounded in the liberal arts. This new major is intentionally designed to have fewer hours, thus allowing more exploration of the curriculum and freedom for electives in other areas of interest.

2. To achieve an interdisciplinary focus and provide for collaboration across the Professional Schools and the College of Arts and Sciences to facilitate students’ understanding of the interconnectedness of content and curriculum.

3. To provide a fit with the newly revised Honors Program allowing students to complete yearly requirements including the final capstone product.

4. To provide students whose primary interests are not compatible with teaching in public, K-12 settings with additional options for study in the application of education to other careers (ex. students who might want to double major in Non-Profit Leadership and Education or one of the Social Sciences and Education).

5. To provide a pathway for students who want to pursue educational leadership careers in higher education, educational research, directors of non-profit organizations, educational consulting agencies as this major provides a bridge to the BA to M.Ed. in Educational Leadership.

6. To provide a more practical option for international students who do not intend to pursue teacher licensure.

7. To provide a realistic avenue for degree completion when students must be counseled out of the licensure programs in the School of Education at the end of the program.

8. To retain students who are unable to meet all licensure requirements for admission to the School of Education at the end of sophomore year.

83

9. The popularity of the Education Studies Minor and the feedback from prospective students and potential Presidential Scholars supports a major that provides these types of career options, particularly with the BA to M.Ed. in Educational Leadership.

Program Objectives Students completing this major will be able to:  Think critically about the role that educational institutions serve in society.  Evaluate the impact of educational policies and practices on students, teachers, and the broader community.  Apply different disciplinary perspectives to the study of educational policies, practices, and pedagogy.  Conduct research in education using a variety of social-scientific methodologies.  Recognize injustices in educational structures, policies, and practices and formulate solutions to remedying those injustices.

Program Policies General  There is no GPA requirement for entry into the major (beyond what is required by the University).  No more than eight credit hours can fulfill both a General Education requirement and a major requirement.  No more than twelve credit hours can count both for this major and a second major.

Interdisciplinary Course Selection Policies  Courses not currently listed in the interdisciplinary course options can also fulfill the interdisciplinary requirements with the director of the major’s approval.  Some of the interdisciplinary courses listed below have prerequisites. It is up to the student, his/her advisor, and the instructor of the selected course to determine if the prerequisites have been fulfilled and/or to seek the permission of the instructor to enroll in the course.

Course

EDU 2000 EDU 2100 EDU 3260 PHL 2013 SOA 3050 EDU/GBS

Credit Foundations (Choose four of the following six courses) History of American Education Nature of the Learner Education in Age of Globalization Ethics in Education Education and Society Teaching Global Perspectives Through Children’s Literature 84

15-16 4 4 4 4 4 4

3720 EDU 4560.

Leadership in Education

EDU 1202 EDU 2200 EDU 4200 Or EDU 4540 Or EDU 4300 Or EDU 4300 (H) EDU 4330 Or EDU 4530

EDU 4275 Or EDU 4500 EDU 4134/44/ 54/64/74

Leadership in Education (Counts as a major requirement only for students choosing to do the B.A. to M.Ed. in Ed Leadership)

3

Pedagogy/Methods

12-14

Seminar in Education st

The 21 Century Classroom Diverse Learners and Culturally Relevant Pedagogy Or Diversity in Education: Societal and Organizational Perspectives (B.A. to M.Ed.) Or Social Justice in Education Or Social Justice in Education (Honors) Research in Education Or Methods of Educational Research (B.A. to M.Ed.) Internship (Choose one of the following) Internship in Education (Variable Credit) or School Executive Internship (B.A. to M.Ed.) Introduction to Student Teaching

2 4 4 3 4 4 4 3 2-4 1-4 3 4

Interdisciplinary Requirements (Choose two courses from the following categories) 8 Selection can either be two from the same category or across categories. Courses not listed here can also fulfill the interdisciplinary requirements with the director of the major’s approval. Note: Some of the courses listed below have prerequisites. It is up to the student and his/her advisor to determine if the prerequisites have been fulfilled and/or to seek the permission of the instructor to enroll in the course.

Policy Studies HST 2217 Slavery and Freedom in America 4 HST 2227 The Struggle for Control: A History of American Business and 4 Labor HST 2247 The Long Civil Rights Movement 4 PSC 2310 American Politics 4 PSC 2710 International Relations 4 SOA/WGS 2850 Globalization and Poverty 4 Community Engagement 85

NPL 1250 NPL 2750 WGS 2020 PHL 3010 HST 3212 HST 3903 ENG 4140 Family & Society WGS 1000 SOA/WGS 2030 SOA/WGS 2040 SOA 3600 SOA/WGS 4015 Psychology PSY 3310 PSY 3320 PSY 4301 Business ACC 2010 MGT 2220 MKT 2110 ENT 3023 ENT 3400

Nonprofit Organizations and the Voluntary Sector Fundraising and Resource Development Gender, Identity, and Social Justice Civic Responsibility and Social Innovation American Thought and Culture Public History Community Writing

4 4 4 4 4 4 4

Introduction to Women’s and Gender Studies Sociology of the Family Race and Ethnicity Language and Culture Sociology of Work and Family

4 4 4 4 4

Child Development Adolescent Development Family Dynamics

4 4 4

Financial Accounting Principles of Management and Organizational Behavior Principles of Marketing Business Modeling and Feasibility Entrepreneurial Finance

4 4 4 4 4

Minor in Education Studies (20 hours required) Core Courses: Course EDU 1202 EDU 2000 EDU 4275 EDU 4330

EDU/GBS 3260 SOA 3050

Title Required Courses (12 credits) Seminar in Education History of American Education Internship in Education Research in Education

Credit 2 4 2-4 4

Trends in Education (4 credits) Choose one of the following Education in the Age of Globalization

4

Education and Society

4

Diversity in Education (4 credits) Choose one of the following 86

EDU 2100 EDU 4200 EDU 4300

Nature of the Learner Diverse Learners and Culturally Relevant Pedagogy Social Justice in Education

4 4 4

Master of Education in Educational Leadership B.A. to M.Ed. Program Dr. Dustin Johnson, Coordinator Stout School of Education 252 336.841.9450 djohnson@highpoint.edu The B.A. to M.Ed. Program in Educational Leadership focuses on preparing graduates for extraordinary leadership roles as well as positions centered on educational policy, practices, and educational research in the field of teacher education, teacher leadership, and educational reform efforts directed toward P-12 schools, the community, and higher education. As a practitioner’s degree, the B.A. to M.Ed. program takes into consideration the student expectations for future employment in various leadership roles and prepares them to be successful in developing appropriate career pathways.

Current education and non-education students are eligible to apply in the junior year for admission to the B.A. to M.Ed. Program in Educational Leadership. This is an uninterrupted enrollment plan that leads to both a bachelor’s degree in the students major and a master’s degree in Educational Leadership within a total of five years. Academically qualified students follow a prescribed plan of study which includes enrollment in three specialized courses in the senior year which are applied to the graduate degree program upon completion of the M.Ed. in Educational Leadership. The courses designated for the B.A. to M.Ed. Program in Educational Leadership include the following: B.A. to M.Ed. in Educational Leadership Program (5th Year) Courses Core EDU 4510/5010 EDU 5030 EDU 4540/5040

Credit

3 3 3

EDU 5070

Advanced Instructional Technology for the 21st Century Methods of Educational Research Diversity in Education: Societal and Organizational Perspectives Developing Leaders in 21st Century Systems The Washington Center May Internship Trends and Issues in Education

Specialty EDU 5171

Strategies for Student Learning and Development

3

EDU 4560/5060

87

3 3

EDU 5172

3

EDU 5271

Implementing Distributed Leadership for Teacher Empowerment Using Data for School Improvement Organizational Management and Legal Issues for 21st Century Schools Creating a Culture of School Success

Internship Experience EDU 5700 EDU 5800

Leadership Development: Internship I Leadership Development: Internship II

3 3

EDU 5900

Administrative Internship

2

EDU 4566/5173 EDU 5174

3 3 3

Candidates seeking the principal’s license may enroll in this course during the summer following graduation from the master’s program in educational leadership. All required electronic State Department Evidences must also be completed at the proficiency level. Note: This course is not a requirement of the program.

B.A. to M.Ed. in Educational Leadership (5th Year) Suggested Plan of Study Senior – Fall - Undergraduate EDU 4510: Advanced Instructional Technology for the 21st Century (for education majors, this replaces EDU 4008/4009/4110) EDU 4540: Diversity in Education: Societal and Organizational Perspectives (for education majors, this replaces EDU 4200) May Mini Graduate School EDU 4560/5060 The Washington Center

3

Senior – Spring - Undergraduate EDU 4560 (Counts for EDU 5060) The Washington Center May Term

3

Summer I or II Graduate School EDU 5070: Trends in Issues in Education

3

3

3

8 Week Summer Session (June – July) Graduate School EDU 5271: Creating a Culture of School Success

3

Fall Semester Graduate School EDU 5171: Strategies for Student

3

Spring Semester Graduate School EDU 5172: Implementing

3 88

Learning and Development EDU 5030: Methods of Educational Research

3

EDU 5700: Leadership Development: Internship I

3

Distributed Leadership for Teacher Empowerment EDU 5174: Organizational Management and Legal Issues for 21st Century Schools EDU 5800: Leadership Development: Internship II Or EDU 5200: Thesis

3

3

Summer Following Graduation from Master’s Program EDU 5900: Administrative Internship (2 credit hours) Candidates seeking the principal’s license may enroll in this course during the summer following graduation from the master’s program in educational leadership. All required electronic State Department Evidences must also be completed at the proficiency level. Note: This course is not a requirement of the program.

89

Governance of the Educator Preparation Programs The Teacher Education Council The Educator Preparation Programs at High Point University are governed by the Teacher Education Council, whose members are appointed annually by the President of the University. Membership of this committee includes all faculty members from the School of Education, a representative of each major department that offers teacher licensure, two undergraduate student representatives, two graduate student representatives, one adjunct faculty representative and various appointments from area partnering school systems.

This Council is responsible for assisting the School of Education in program development, including the implementation of new policies, curriculum, and programs of study. Additionally, candidates who apply for admission to the Educator Preparation Program must be approved by the Teacher Education Council. The Council also reviews the documentation submitted by any candidates who apply for extenuating circumstances or provisional status and in making final recommendations concerning the dismissal of any student from the Educator Preparation Program. The Council is chaired by the Dean of the School of Education.

The 2019-2020 members of the Teacher Education Council are as follows: School of Education Dr. Mariann W. Tillery mtillery@highpoint.edu Dean, Chair of TEC Dr. Sarah Vess svess@highpoint.edu School of Education Associate Dean School of Education Dr. Tom Albritton talbritt@highpoint.edu Department of Educator Prep School of Education Ms. Debbie Albert dalbert@highpoint.edu Department of Educator Prep tallen@highpoint.edu School of Education Dr. Tawannah Allen Department of Leadership Studies School of Education Dr. Michelle Bartlett Department of Leadership Studies cbingham@highpoint.edu School of Education Dr. Steve Bingham Department of Leadership Studies Dr. Allison Blosser ablosser@highpoint.edu School of Education Department of Leadership Studies Dr. Leslie Cavendish lcavendi@highpoint.edu School of Education Chair, Department Educator Prep Dr. Kristy Davis davis912@highpoint.edu School of Education Department of Educator Prep Dr. Shirley Disseler sdissele@highpoint.edu School of Education Department of Educator Prep Mr. Marcus Gause gausem@gcsnc.com Ed.D. Doctoral Candidate Guilford County Schools 90

Dr. Adam Graham-Squire

agrahams@highpoint.edu

Dr. Melissa Glover

mglover@davidson.k12.nc.us

Ms. Krista Hannah

hannahk@gcsnc.com

Dr. Amy Holcombe

aholcomb@highpoint.edu

Dr. Nicole Hughes

nhughes@highpoint.edu

Dr. Dustin Johnson

djohnson@highpoint.edu

Dr. Tina Johnson

Johnsot2@gcsnc.com

Dr. Cara Kozma

ckozma@highpoint.edu

Dr. Claire Lambert

clambert@highpoint.edu

Dr. Anne Leak

aleak@highpoint.edu

Mr. Andy Modlin

amodlin@highpoint.edu

Dr. Melissa Nixon

mnixon@highpoint.edu

Dr. Rick Overstreet

roverstr@highpoint.edu

Ms. Teresa Owens

towens@highpoint.edu

Ms. Teresa Parker

tparker@highpoint.edu

Dr. Paul Ringel

pringel@highpoint.edu

Dr. Heidi Summey

hsummey@highpoint.edu

Ms. Rosie Tarara

rtarara@highpoint.edu

Ms. Kaila Tuccio

ktuccio@highpoint.edu

Dr. Trent Vernon

vernont@gcsnc.com 91

Principal, Andrews High School HPU, Department of Mathematics Coordinator, Secondary Math 9-12 Davidson County Schools Principal, Ledford High School 2017 GCS Teacher of Year Ferndale Middle School School of Education, Chair Department of Leadership Studies HPU, Department of Biology Coordinator, Biology 9-12 School of Education Department of Leadership Studies McNair Elementary School/GCS Principal HPU Associate Professor of English School of Education Department of Educator Prep School of Education Department of Educator Prep Norcross Graduate School Associate VP for Graduate Admissions Guilford County Schools Title I Coordinator School of Education Department of Educator Prep School of Education Department of Educator Prep HP, Dept. of Modern Foreign Language Coordinator, Spanish K-12 HPU Department of History Coordinator, Social Studies 9-12 School of Education Department of Educator Prep School of Education Department of Educator Prep School of Education Graduate Student Representative Immaculate Heart of Mary Jamestown Middle School/GCS

Dr. Barbara Zwadyk

bzwadyk@highpoint.edu

Principal 301 Haynes Road Greensboro, NC 27407 School of Education Department of Leadership Studies

Stout School of Education Governance: 2019 – 2020 Dr. Mariann Tillery, Dean of the Stout School of Education Chair of Teacher Education Council Dr. Sarah Vess, Associate Dean of the Stout School of Education Department of Educator Preparation

Leadership Studies Department

Dr. Leslie Cavendish, Chair

Dr. Amy Holcombe, Chair

Ms. Debbie Albert Coordinator Field Experiences Dr. Shirley Disseler Coordinator STEM Dr. Claire Lambert Literacy edTPA Director Dr. Anne Leak STEM Dr. Tom Albritton Secondary Education

Dr. Kristy Davis Special Education

Dr. Tawannah Allen Ed.D: Administration/Instructional

Ms. Teresa Owens Special Education Dr. Heidi Summey Technology/Special Education Ms. Rosie Tarara Coordinator Health/PE EDU Fellows Director Dr. Rick Overstreet Coordinator PEC Activity

Dr. Steve Bingham Ed.D: Administration Dr. Allison Blosser Coordinator, Education Studies Dr. Michelle Bartlett Ed.D: Higher Education Dr. Dustin Johnson M.Ed.: Educational Leadership Dr. Barbara Zwadyk Coordinator, HPU Lead Academy

Program Coordinators for Secondary and Special Programs Secondary English Licensure Program Secondary Biology/Comprehensive Science Licensure Comprehensive Social Studies Licensure Program Secondary Math Licensure Program Spanish K-12 Licensure Program

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Dr. Cara Kozma Dr. Nicole Hughes Dr. Paul Ringel Dr. Adam Graham-Squire Mrs. Teresa Parker

Entry into the Educator Preparation Program Undergraduate Candidates The Educator Preparation Programs at High Point University are authorized by the North Carolina State Board of Education. This approval guarantees teacher licensure of graduates who successfully complete a program of study. However, this approval is contingent on the maintenance of standards established by the State Board. These standards require that students be formally admitted before they are permitted to continue in the program beyond the sophomore level. Thus, it is important for students to apply for admission to the Educator Preparation Program during the sophomore year. Students must now access teacher education applications through Foliotek which should be obtained by the spring semester of sophomore year.

Standards for the Educator Preparation Program require that the following criteria for admission be met:  Be admitted to a degree program or have a baccalaureate degree from an accredited college or university.  Obtain a subscription to the Foliotek Online Data Management system to track student data and progress toward completion of required electronic evidences. Applications for admission to the Educator Preparation Program can ONLY be accessed through the Foliotek system.  Have at least four (4) semesters or two (2) academic years of full-time study (i.e., attained junior status) or complete the required general studies.  Attain a grade of "C" or higher in all required 2000-level Education courses (no grades of C- or lower are permissible in education courses). One C- in a supporting course is permitted. Any subsequent course with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course.  (LICENSURE TRACK): Attain state-mandated scores on Praxis I Core Academic Skills for Educators (Reading, Writing, and Mathematics) or submit SAT scores or ACT scores (see page 10 for SAT/ACT requirements). A composite score of 468 or higher on the Praxis I Core Academic Skills for Educators is also acceptable for admission into the educator preparation program.

SPECIAL NOTE TO STUDENTS SEEKING N.C. LICENSURE: Sophomores are strongly encouraged to take the Praxis I Core Academic Skills for Educators Tests at the end of the fall semester or the beginning of the spring semester of their sophomore year. Voting for admission to the educator preparation program occurs in October and March. Students delaying completion of the Praxis I requirement will not be permitted to register for 3000-level courses in summer or fall until the test has been attempted.

The Praxis I Core Academic Skills for Educators (Reading, Writing, and Mathematics) is only available as the Computer Based Test, which is given at any time at any of the ProMetric Technology Centers located around the country. Should a student not pass any section, he/she may re-take that test but must wait 21 days before so doing. If a student needs accommodations, he or she needs to contact ETS directly (www.ets.org).

Reading - 156

Passing Scores Writing - 162 93

Mathematics - 150

ORCombined (Composite) Praxis I score of 468 or higher  Attain and maintain a 3.0 grade point average by the time of application.  One favorable personal recommendation.  Be favorably recommended by the faculty of the major department in the College of Arts and Sciences (for secondary, middle grades, and specialty licensure majors ONLY).  An acceptable Disposition Evaluation Scale score or an acceptable interview (if applicable).  A favorable criminal background check will be required. This can be completed by using Trak-1 There will be a cost of $10.00 and should be turned into the School of Education along with the background check release form. If you have been a NC resident since 6th grade, you may use the form through Guilford County Schools volunteer check (will complete during Nature of the Learner).  A conduct report will be requested from Student Life by the School of Education.

HPU Away Summer Program During the summer the School of Education offers both 2000 and some 3000-level online courses to students during the HPU Away 8-week summer session. Students changing their major to education late in the sophomore year or those who have fallen behind in the program are strongly encouraged to complete these courses during the HPU Summer Away term. A Teacher Education Council meeting held in August will allow students who have completed the required 2000 level courses along with the other requirements outlined above to be admitted to teacher education so that the appropriate 3000 level courses can be taken in the fall. Final approval for enrollment into Summer Away courses must be granted by the Associate Dean for the School of Education and meet the criteria set by University.

Provisional Status Policy Students in their sophomore year of study who are wishing to pursue the licensure track option in the School of Education may pre-register for 3000-level coursework provided they (1) have a minimum GPA of 3.0, (2) submit the required application to the Educator Preparation Program by setting up a Foliotek account, (3) provide documentation that they have registered or attempted the required Praxis Core tests in Reading, Math, or Writing (or provide substitute SAT or ACT scores), and (4) are currently in good academic standing in required 2000-level education coursework.

Students will be classified with provisional status until all criteria for full admission to the EPP have been met. Provisional status for any student seeking the licensure track in the School of Education may not extend beyond the pre-registration period of the junior year. Students who are still designated as provisional will NOT be permitted to pre-register for EDU 4134/44/54/64/74: Introduction to Student Teaching. A student whose provisional status is expiring should discuss programming options with his/her academic advisor.

Licensure Track: Student Teaching with N.C. licensure is an optional track that students may pursue at the end of the 94

program. Choosing this track requires completion of the mandatory 16-week student teaching, all related licensure tests, and the edTPA portfolio. These credits will be included in the required 128 to graduate.

Degree ONLY (Non-Licensure Track) Students who choose (or who are moved) to the non-licensure track in the degree program will earn a B.A. degree in Elementary Education, Special Education, Middle Grades Education or Health/Physical Education. Instead of student teaching students will complete other university electives to reach the required 128 credits for graduation and a four credit internship that is not student teaching. The School of Education does not apply for North Carolina license as the required student teaching, edTPA portfolio, and teacher exams are not part of this track.

Licensure and Non-Licensure Options High Point University currently offers the following areas for Teacher Licensure at the initial level:  Elementary Education (K-6)  Middle Grades Education 6-9 (LA, Math, Science, Social Studies): Choose ONE concentration  Secondary Education (9-12) in Biology, Comprehensive Science, English, Social Studies, and Mathematics  Special Subjects Areas (K-12) in Spanish and Health/Physical Education  Special Education (K-12) in General Curriculum  Special Education (K-12) in Adapted Curriculum  Master of Arts in Teaching (MAT) in Elementary Education K-6 (Phase I Completion Required)  Master of Arts in Teaching (MAT) in Secondary Mathematics 9-12 (Phase I Completion Required)  Academically Gifted (Add-on License) Degree Program (non-licensure)  Education Studies (liberal studies major)  Elementary Education (without student teaching and other licensure assessments such as edTPA)  Special Education (without student teaching and other licensure assessments such as edTPA)  Health/Physical Education (without student teaching and other licensure assessments such as edTPA)  Middle Grades Education (without student teaching and other licensure assessments such as edTPA)

The Following Minors are also available through the School of Education:  Special Education Minor  Health Education Minor 95

 

Athletic Coaching Minor Education Studies Minor

Licensure Track Option: Admission to the Educator Preparation Program The following guidelines are used to determine eligibility for admission to the educator preparation program for students seeking N.C. Licensure: Students Eligible for full admission status:  Submitted Application/Essay/Letter of Reference  Satisfactory completion of all required 2000 level education courses with C or higher grades  Satisfactory completion of supporting courses. One C- in a supporting course is permitted.

Any subsequent course with a grade of C- or lower must be repeated. A D+ or lower will not be accepted in a supporting course.  GPA is 3.0 or higher  Disposition/Interview (if applicable) acceptable  Composite Praxis I scores of 468 or higher (SAT/ACT scores may be substituted)  A favorable criminal background check  A favorable conduct report received from Student Life.  Favorable recommendation from Major department outside of Education if appropriate.

Not eligible for Consideration by TEC:  Did not submit application by deadline pre-registration (March) deadline  Still has not enrolled in all required 2000 level courses  Did not provide documentation of registration for Praxis Core  GPA of less than 3.0 at the time of application submission Unfavorable criminal background check  Unfavorable conduct report

Progression in the Educator Preparation Program Candidate Disposition Evaluation All teacher education candidates must be evaluated for their knowledge, skills, and dispositions.

Additionally, selectivity indicators are also evaluated which include communication skills, working collaboratively, having the capacity to motivate, perseverance, purpose, leadership capacity, and the disposition to work effectively with parents.

Currently the disposition evaluation is conducted at several points throughout the program of study.

All students will be evaluated their disposition during fieldwork experiences which begin in the 96

freshman year. Cooperating teachers will have an opportunity to evaluate each student and determine whether overall performance was below proficiency, at proficiency, or above standard. Students whose dispositions appear to be of concern will be flagged and monitored accordingly. A formal disposition evaluation will be conducted upon admission into the educator preparation program, during the Junior Year Review, and again during student teaching. In all instances, significant concerns regarding disposition for teaching will be documented and students may be asked to work with the Associate Dean to develop an intervention plan. In some cases, a student who does not respond to the intervention plan, may not be admitted to the educator preparation program, be delayed for Internship I/II or may be dismissed from the program.

Disposition evaluations will be completed by faculty at the end of the sophomore, junior, and senior year as noted above.

Criminal Background Checks Criminal background checks are required as each student progresses in the Educator Preparation Program.  A criminal background check may possibly be required during the freshman and sophomore years if a school system in which the student is working requires that one be completed.  A criminal background check will be required at the time of application to the Educator Preparation Program (sophomore year). High Point University uses the Trak-1 system and the form can be accessed under Foliotek. There will be a cost of $10.00 and should be turned into the School of Education along with the background check release form.  An updated criminal background check will be required at the time of application to Student Teach. The Trak-1 form or the form that is used in the county in which the candidate is student teaching may be completed and submitted to the School of Education. If Trak-1 is used than there will be $10.00 fee. If the counties form is used, the fee will be set by them.

If an issue with the background check arises, the final decision on whether a student can be admitted to the Educator Preparation Program will be made by the Associate Dean of the School of Education. If an issue arises with the background check when a candidate is applying to student teach, the final decisions will be made by the Associate Dean of the School of Education and the county in which the student has requested to complete their internship. Students have the right to appeal a decision made by the Associate Dean to the Dean of the School of Education.

Conduct Report A conduct report is requested from Student Life by the School of Education for each student who is applying to the Educator Preparation Program and an updated report will be requested when the students apply to student teach. If an issue arises on the conduct report at either stage of the program, the Associate Dean of the School of Education will make the final decision as to if a student will be admitted into the program or if the student will be allowed to student teach. Students have the right to appeal a decision made by the Associate Dean to the Dean of the School of Education.

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The Junior Year Review It is the policy of the Educator Preparation Program at High Point University to review the teacher education file of each admitted student at the end of his/her junior year (or equivalent).

The Associate Dean in the School of Education will review each student’s transcripts, field experience evaluations from both university staff and public school teachers, disposition data, course grades, GPA, attendance at mandated meetings and success on EE#2 to determine if the candidate is continuing to develop the knowledge, skills, and dispositions expected and to determine if the candidate is able to progress to the methods/student teaching semesters.

The following policies/procedures are utilized during the junior year review:  Candidates who have been admitted into the educator preparation program are reminded of the junior year review during the mandatory junior level meeting held each spring.  The Associate Dean of the School of Education conducts the Junior Year Review by evaluating each candidate’s GPA, education grades (No C- or lower) and supporting grades (only one grade of C- permitted and no grades of D+ or lower will be permitted), progress/proficiency for required junior level edTPA assignments, disposition, conduct, feedback from cooperating teachers, and faculty.  Any candidate of concern receives a letter from the Associate Dean of the School of Education requesting a conference.  Prior to the senior year or the first day of the fall semester classes, the candidate meets with the Associate Dean of the School of Education. The concerns are noted and a plan of improvement is developed.  Prior to the senior year or the first day of the fall semester classes, all candidates majoring in elementary or special education (General Curriculum) are also required to provide documentation that they have registered or taken the required Pearson and/or CKT Tests in Reading and Mathematics. Enrollment into EDU 4134 or EDU 4144 is contingent upon this documentation.  Any candidate with concerns will have his/her progress reviewed again in the fall semester of the senior year (mid-semester).  Candidates who have not made adequate improvement may be asked to delay student teaching or may be moved to the non-licensure track for degree completion.  Candidates whom the faculty discover have violated the High Point University Code of Professional and Ethical Behaviors or the Code of Professional Practice and Conduct for North Carolina Educators, have had unsatisfactory field experience evaluations, or have earned a grade point average of below a cumulative 3.0 may be recommended to the Teacher Education Council for dismissal from the Educator Preparation Program.  Any candidate has the right to appeal a decision regarding a delay of student teaching to the Dean of the School of Education.

Student Teaching (EDU 4134/44/54/64/74 and EDU 4230/40/50/60/70) Students seeking N.C. licensure are required to submit an application for student teaching. Applicants for student teaching are also required to show documentation that they have completed summer 98

and/or have begun the process of passing the required CKT, Pearson/Praxis exams for state licensure. Required tests for each licensure appear under that program of study and are also listed in the Stout School of Education website under the link Licensure Requirements. Student teaching applications must be accessed on Foliotek and are typically due in the personnel offices of the local public schools during the summer prior to the fall of the senior year. All candidates applying to student teach MUST complete a criminal background check form (or an updated form if one was obtained at the time of application to the Educator Preparation Program). The candidate will need to submit the Trak-1 form or the form for the county in which they are student teaching.

Teacher education candidates are notified of all of these requirements during the mandatory junior level meeting that is typically held during the end of the spring semester of junior year.

It is the responsibility of each student to follow through in meeting deadlines and obtaining all necessary documentation as requested on the application.

While an effort is made to place teacher education candidates in the school/LEA of their choosing, all final decisions regarding student teaching placements will be made by the Associate Dean of the School of Education in conjunction with personnel directors in the local public schools and the Coordinator of Student Teaching Placements (Mrs. Debbie Albert). Students, along with the program coordinator of the licensure program, should discuss all placement options carefully. Once an internship placement has been approved by the school district, it will not be changed unless an unforeseen circumstance dictates doing so. In these rare cases, it is the Student Teaching Placement Coordinator and the Associate Dean of the School of Education who will make this final decision.

Under no circumstances are students permitted to contact cooperating teachers or school principals to discuss placement options.

Students seeking N.C. licensure may not be permitted to student teach if, at the commencement of the semester in which the internship is scheduled, any of the following conditions exist:          

The student has not completed the application for the internship placement The student has not completed all required professional education coursework The student has a cumulative GPA of less than 3.0 The student has an Incomplete in any professional education course The student has an unsatisfactory grade of C- or lower in a professional education course The student has more than one unsatisfactory grade of C- and/or D+ or lower in a supporting course.

The student, if flagged during the Junior Year Review has not satisfactorily responded to the intervention plan outlined by him/her and the Dean of the School of Education The current background check is unfavorable.

The current conduct report from Student Life is unfavorable.

The student has not met the requirements for passing mandatory teaching exams as noted in the School of Education policies (please refer back to each licensure area to determine what these policies within each program of study)

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Of course, any student who is not permitted to student teach because of any of the conditions noted above, has the right to appeal this decision by following the guidelines described below.

edTPA PERFORMANCE BASED PORTFOLIO DESCRIPTION: The edTPA is a performance-based assessment portfolio, which teacher candidates complete during their student teaching semester as a licensure requirement. The edTPA consists of three major areas of evaluation: Planning, Instruction and Assessment. Within each of these three categories student teachers will be asked to complete a series of tasks that provide evidence of competency in planning, instructional delivery and assessment of students. In Planning, student teachers will complete a Context for Learning task which requires them to describe their district, school, classroom, and students. They will develop a series of sequenced lesson plans that all relevant instructional materials to accompany these lessons during Planning. Once they have crafted their lesson plans, students will be required to complete a commentary in which they are prompted to describe and reflect on their planning with special attention to the central focus, objectives, differentiation, rationale, and incorporation of academic language throughout the learning segment.

In the category of Instruction, student teachers will be required to video record themselves teaching the previously-described learning segment and choose two clips to submit from their lessons, along with a written commentary addressing the atmosphere of the classroom, the engagement of students, and differentiation. Finally, in the third category of Assessment, students will choose one assessment and analyze the students who have been highlighted in the video they have chosen to upload into the portfolio. Student teachers will be required to submit three student work samples of this assessment (one student must have a specific learning need such as an Individualized Education Plan or be designated as an English Language Learner) along with their feedback to those students. Student teachers also submit a written commentary, addressing class performance on the assessment, how the feedback will help students, academic language and plans for future lessons.

Academic Year 2019-2020

edTPA Statewide Policy edTPA will be required of all candidates (consequential with passing standard—students must meet the N.C. standard to be recommended for licensure OR the requirement in the state in which the student plans to teach) edTPA Passing Scores for 15 rubric handbooks: 38 edTPA Score for designation as Highly Qualified in N.C.: 45 (Students earning an edTPA score of 45 or higher and graduating with a GPA of 3.75 or higher will be designated as “Highly Qualified”. This designation allows a Beginning Teacher adjusted starting salary of one salary step higher for BT, two salary steps higher if teaching in a special education classroom and 3 salary steps higher if teaching in a low performing school in North Carolina.

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For additional support effective fall 2019 ALL students will be required to enroll in EDU 4000: Teacher Performance Assessment which is designed to provide an overview of the portfolio and the expectations for its completion. Topics will include the edTPA Overview/Academic Knowledge, Planning (Will include samples of exemplar lesson segments, Instruction (Will include Video Samples) and Assessment (Will include sample “exemplar” commentaries (1 CR) Food Services Information for Student Teachers Prior to the student teaching semester, student interns should be sure to save money for food during the HPU fall and spring breaks. Dining services are not open. School lunches may run about $20 for the week. Interns should start figuring out what is needed in order to eat breakfast and dinner. Putting money on the HPU passports gives interns access to local restaurants.

For interns with meal plans, the food service suggestions are as follows: Student teachers can pick up a meal from The Café the evening before and take it “to go”. The students just need to let The Café staff know that they are with the student teacher program and need to get a meal for the next day. The second option is that they can email the Café manager and place an order for a deli sandwich or a salad and they can pick it up at 7am each day. They can come to The Café and swipe their card and pick up their meal before they leave campus for the day.

Transportation for Field Experiences and Student Teaching For field experiences in the freshman and sophomore year, faculty make every effort to assist students in making arrangements for carpooling to the schools if they do not have transportation. It is desirable for students to have their own transportation in the junior year but students must provide their own transportation when they are in their student teaching semester.

Evaluation Process of Student Teaching The Candidate Internship Evaluation Form is based on The LEA/IHE Certification of Teaching Capacity NC Professional Teaching Standards [NCPTS] and is the evaluative tool currently utilized by the School of Education for assessing the proficiency of student interns at the end of the fall semester and the midterm of the spring semester. Grading for EDU 4134/44/54/64/74 (Introduction to Student Teaching is graded Pass-Fail and students must demonstrate that they have successfully met 70% of the items included in the Candidate Internship Evaluation Form at the conclusion of the fall semester in order to achieve a passing grade and move on to the spring semester of student teaching (EDU 4230/40/50/60/70 (Student Teaching Continuation). Students will be required to generate a Professional Development Plan during the fall semester and progress toward meeting goals and objectives during the second semester of student teaching will be assessed at midterm.

Additionally, students will be reassessed at midterm with the Candidate Internship Evaluation Form in order to measure progress in performance across the student teaching experience. During the formal mid-semester evaluation, the Candidate Internship Form will be used as a means of identifying any student in need of an intervention plan for the remainder of the student teaching internship.

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Candidates on intervention plans may be expected to extend their student teaching internship if adequate progress is not demonstrated. The LEA/IHE Certification of Teaching Capacity is administered at the conclusion of student teaching. Candidates must score at the "Proficiency" level on all items in order to be recommended for licensure. A copy of both referenced forms appears in the Appendix of the Internship I/Internship II Handbook and is reviewed with student interns during the mandatory student teaching orientation session. Copies of this handbook may also be accessed through the School of Education’s website.

Appeal Process The Teacher Education Council of High Point University strives at all times to apply appropriate criteria evenly, fairly and in keeping with the best interest of the student and the University.

In the event that a student feels the Teacher Education Council has made an improper decision regarding admission to and/or continuance in the Educator Preparation Program or placement in a practicum or student teaching assignment, the student should first appeal directly to the Associate Dean of the School of Education. If the problem cannot be resolved by the Associate Dean, the student may make a subsequent written appeal to the Dean of the School of Education.

Appeals regarding decisions rendered by the Teacher Education Council must be made within a week from notification of council action.

If the problem cannot be resolved at the School of Education level, the student may make a subsequent appeal to the University Provost within a week of receiving written notification from the Dean. If the problem cannot be resolved at this level, the student may make a subsequent appeal to the Executive Committee of the University. A decision by the Executive Committee will be regarded as final.

Students are advised to follow the appeal process when filing grievances regarding final grades. These appeals should not be made to the Dean of the School of Education unless the student has first conferenced with the faculty member who assigned the grade. Decisions regarding grade appeals made by the Dean of the School of Education are final.

Completion of Teacher Licensure Programs Students who complete the prescribed course of study for their major area, maintain a 3.0 grade point average, have a successful student teaching experience, and pass all required licensure exam(s) based on the licensing area will be recommended for licensure to the Division of Teacher Education of the North Carolina State Department of Public Instruction. Candidates completing the educator preparation program are eligible to receive a Standard Professional I North Carolina teaching license which is recognized in most states.

Special Note: At the time of application for a teaching license, each candidate must sign a statement regarding any past felonies or crimes. Background investigations are now carried out by the North 102

Carolina State Department of Public Instruction. In addition, local school systems may require a criminal records check.

Filing for the N.C. Teaching License: Candidates are recommended for Standard Professional I level licensure by the Division of Teacher Education of the North Carolina Department of Public Instruction when the following criteria have been met: 1.

2.

3.

4.

Successful completion of the student teaching internship. A recommendation for initial licensure requires endorsements by the university and local school district. (Form LEA/IHE Certification of Teaching Capacity) Completion of all degree requirements.

Passing scores on the required licensure exam(s) based on the licensing area.

Candidate’s completion of the online, NCDPI licensure application. Test scores and official transcripts showing a conferred degree is required and all fees must be paid.

Filing for Additional Licenses: The State Department of Public Instruction allows candidates who hold a clear initial teaching license to add additional licenses by passing the required exam(s) in the additional teaching areas. It is the policy of the School of Education that unless the candidate has completed the approved program of study leading to licensure in the additional area through High Point University, recommendations for the add-on license will not be made. Those who wish to initiate this process should submit the necessary documentation and fees to the State Department of Public Instruction himself/herself (via the online application system).

Program Evaluation In order to insure a quality educator preparation program, the School of Education of High Point University implements several means of program evaluations:  Candidates evaluate each education course at the end of each semester.  Candidates are asked to evaluate each practicum experience by completing the Candidate Field Experience Feedback Form at the end of each field experience course.  At the conclusion of student teaching, candidates evaluate the entire educator preparation program, electronically.  Cooperating teachers who host our student teachers have an opportunity to evaluate the student teacher's experience.  After the first year of employment, graduates are asked to discuss strengths and weaknesses of the Educator Preparation Program.  Principals of the first and second year teachers are asked to evaluate the performance of the High Point University graduate.  The University receives annually from the North Carolina Department of Public Instruction survey data from program completers and the principals who have employed these graduates.

These data are included as part of the IHE Performance Report which is conducted annually to assess the quality of the institution’s educator preparation programs.

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 In addition to the annual IHE Performance Report, the School of Education must prepare an annual Title II Report.  The School of Education will begin to assess the performance of its graduates through annual review of Quality Added Data Reports now available in most school districts.

Teacher Education Student Awards/Honors Outstanding Student Teacher Award The Outstanding Student Teacher Award is awarded to graduating student teachers who have demonstrated outstanding knowledge, skills, and dispositions during their student teaching performance.   

Eligibility Criteria: Full time, degree-seeking or licensure only candidates who complete the student teaching internship in any of the approved licensure areas at High Point University may be nominated by their university supervisor and/or cooperating teacher.

Overall ratings on both the mid-semester and final evaluation instruments consistently exceeds expectations.

Performance in student teaching is superior—of the caliber one would be first year Teacher of the Year at his/her school

Nomination and Selection Process:  Written nominations may be received from University Supervisors, Cooperating Teachers or Principals where student teaching internships have been completed.  Nominations should include a narrative that addresses the criteria and provides clear and specific evidence that the person nominated has demonstrated knowledge, skills and attitudes that set him/her apart from peers in teaching performance.  Awards Committee rank orders nominations and presents to the School of Education Dean for selection.  Recipients of the Outstanding Student Teacher Awards will be recognized during the annual Senior Awards Banquet for the School of Education.

Student Organizations Teachers of Tomorrow As early as freshman year, students pursuing licensure in teacher education may wish to join the Teachers of Tomorrow. Teachers of Tomorrow (TOT) was started by High Point University students and is fully chartered by the Student Government Association. The organization is home to those interested in education as well as majors from all areas. TOT allows future educators an opportunity to fellowship at meetings about classes and fieldwork, as well as an opportunity to gain insight about the future career in teaching. TOT has worked in the past with tutoring at local schools, helped with Halloween and Easter carnivals for elementary students, and produced treats for teachers and students 104

at nearby schools. During each meeting once a month, new business about upcoming service is discussed and members complete an activity related to education. TOT also brings guest speakers to talk to students about the fascinating career of Education. Teachers of Tomorrow is a fun way to meet other Education majors and share experiences.

Faculty Advisor: Dr. Heidi Summey

North Carolina Association of Elementary Educators (NCAEE) The NCAEE was founded in the fall of 2005 and is the only professional organization in North Carolina to advocate and serve elementary educators and elementary children. This student organization meets monthly. The NCAEE website www.ncelementary.org has information about the organization and possibilities for leadership roles.

Faculty Advisor: To Be Announced

Council for Exceptional Children (CEC) The Student Council for Exceptional Children consists of majors from across campus of High Point University with a common interest in promoting awareness and providing support for individuals with disabilities. Students are provided discounted membership into the Council for Exceptional Children (CEC), which allows students to network and build professional relationships outside of the university. Student members are also encouraged to attend and even present at CEC functions at the state level. Each year, this group, in conjunction with the High Point Parks and Recreation, provides entertainment for the Special Pops dances held three times per year. The members also provide support for local teachers by volunteering in the classrooms and providing materials for special projects.

Faculty Advisor: Ms. Teresa Owens Kappa Delta Pi Kappa Delta Pi is a national honor society for educators. Outstanding candidates who have a cumulative GPA of 3.2 or higher and have been invited to apply for membership each spring. The members of Kappa Delta Pi often sponsor seminars, lectures, and participate in numerous social events.

Faculty Advisor: Dr. Leslie Cavendish

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ASSESSMENT GATEWAYS High Point University Stout School of Education EPP Licensure Candidates Gateway #1: Admission to EPP Program Component Assessed Measure Basic Knowledge/Skills Praxis (Licensure Track Only) Core/ACT/SAT

When At Application for Admission

Process Data collected in the School of Education

(Praxis Core now should be taken in the summer between freshman and sophomore year immediately following preparation of online modules in EDU 1200) Basic Knowledge/Skills

Basic Knowledge/Skills

Overall GPA at time of Admission

GPA in supporting core courses: (see various programs listed previously for required supporting

Criteria Passing Scores or Composite of 468 on Praxis I Core Academic exam (reading, writing, and math) Score of 600 or higher (Verbal) or 570 or higher (Math) or Combined SAT of 1170 Or- ACT 24 in English or Math

Freshman/Sophomore

Freshman/Sophomore

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Transcript compiled with other documentation for admission

3.0 or higher

Transcript compiled with other documentation for admission

One C- in a supporting course is permitted. Any subsequent course with a grade of C- or

2.75 or higher NonLicensure Track

courses)

Pre-Professional Knowledge/Skills

GPA in EDU 2100/2200

lower must be repeated. A D+ or lower will not be accepted in a supporting course. *At Application for Admission

Pre-Professional Field Experiences Knowledge/Skills/Dispositions Evaluation in EDU 1200/2100/2200

*At Application for Admission

Dispositions

Disposition Evaluation Scale

During EDU 2200 (Spring Sophomore Year)

Dispositions

Criminal Background Check

During semester of admission to Teacher Education

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Transcript compiled with other documentation for admission Transcript compiled with other documentation for admission Faculty teaching EDU 2200 submit Disposition score by the end of the spring semester Through TRAK-I ($10 fee). GCS volunteer check completed in the Field Experience in EDU 2100 may be used if the student has lived in NC since 6th grade.

3.0 or Higher in EDU 2100/2200

Grade of C or higher in EDU 1200/2100/2200 New Instruments are currently under review

Must be clear for Full Admission or Explanation provided by student for all offenses except for misdemeanor traffic and denial of admission for felonies or for offenses that would prevent future employment or

Dispositions

Student Life Conduct Report

During semester of admission to Teacher Education

Request report from Student Life

Knowledge/Skills/Dispositions Application Essay

Written by students applying to the School of Education for the Licensure Track or Non-Licensure Track (Education Studies).

Faculty evaluation upon submission of application to Foliotek

Dispositions

At the time of application to the Teacher Education Program

Submitted to Foliotek along with the application

Letter of Recommendation

access to the schools.

Patterns of conduct violations are noted.

Explanations required for persistent conduct violations through interview with Associate Dean.

Students are flagged and monitored.

Scored using the Essay Rubric for grammar, punctuation, organization and depth of answer.

Satisfactory letter of recommendation from a faculty member is required.

* Students may be classified as Provisional in March for pre-registration into 3000-level courses provided they submit an application by the March deadline, have a GPA of 3.0 or higher, and provide documentation that they have registered for the Praxis Core or are waived with qualifying SAT/ACT scores. Formal admission occurs in April at the final TEC meeting of the academic year. Provisional status may NOT extend beyond second semester of the junior year.

Gateway #2: Junior Year Review Component Assessed Measure Basic Knowledge/Skills GPA

When May of Junior Year

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Process Transcript reviewed

by Program Coordinator (Elementary/Special/ MGE/Secondary/Hea

Criteria 3.0 or Higher (Licensure) 2.75 or Higher (NonLicensure)

Dispositions

Criminal Background Check

During spring semester of the junior year

lth/PE for the Junior Year Review Repeated through TRAK-I ($10 fee)

Dispositions

Student Life Conduct Report

During spring semester of the junior year

Request report from Student Life

Dispositions

Disposition Evaluation Scale

During spring semester of the junior year (EDU 3233/3280

Knowledge/Skills/ Dispositions

Junior Year Review: May of Junior Year Readiness for Integrated Student Teaching Experience

Faculty teaching EDU 3233, 3243 or 3280 submit Disposition score by end of the semester Program coordinator presents results of each candidate’s file for the above information to SOE faculty during May Marathon

(Licensure Track Only)

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Must be clear or flagged during Junior Year Review. A student flagged during JYR must meet with the Associate Dean and develop an intervention plan.

Patterns of conduct violations are noted.

Explanations required for persistent conduct violations through meeting with Associate Dean.

New Instruments are currently under review

The Junior Year Review Rubric scoring criteria include three levels of preparation: Emerging/Developing, Proficient and Accomplished.

Emerging/Developing indicates the candidate has a deficiency.

Proficient indicates the candidate meets the required expectation at this point in the program.

Accomplished indicates the candidate has excelled in the required criteria Points attached to the levels of preparation are: Emerging/Developing=1P roficient=2, Accomplished=3 A score of 1 in a category requires notification in writing of concern. A conference with the Associate Dean is required if the score is below 14 or more than one category is marked as a 1. If the score of 1 is in the disposition or Conduct/Criminal Background check criteria, a conference is required without consideration of the total score.

Gateway #3: Exit from Senior Methods Blocks Knowledge/Skills

Required

Senior Methods and EDU 110

Students must

Passing of of required

(Licensure Track Only)

Praxis/CKT or Praxis II exams specific for the student’s licensure area.

4134/44/54/64/74

Knowledge/Skills (Licensure Track Only)

Passing grade in EDU 4000: Teacher Performance Assessment to prepare the student for the edTPA portfolio.

EDU 4000

Pedagogical

Students are

EDU 4134/44/54/64/74 111

demonstrate that they have successfully complied all required testing policies and procedures for their licensure area in order to be cleared for enrollment in EDU 4230/40/50/60 or 70.

Students are required to enroll in the edTPA overview course to introduce them to the licensure handbook, the 15 rubrics that will be ised for evaluation across the three major tasks of Planning, Instruction and Assessment.

Students are expected to attend all preparatory classes as they move to the final semester of the clinical internship and develop their own edTPA portfolio.

Students complete a

tests allows the student to progress to EDU 4230/40/50/60/70 as a fully admitted candidate without provisional status.

A passing grade in EDU 4000.

The rubric score earned by

Knowledge/Skills

required to write one reflection following the formal observation by the supervisor prior to midterm.

Knowledge/Skills/ Dispositions (Licensure Track Only)

Professional Development Plan

EDU 4134/44/54/64/74

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reflection following the formal observation by the university supervisor prior to midterm that focuses on Learners and Learning, Content Knowledge, Instructional Performance, and Professional Responsibility. This reflection is evaluated by the university supervisor using the Reflection Rubric.

Based on feedback from cooperating teachers and university supervisors along with performance data and reflections, students develop a Professional Development Plan at the conclusion if Internship I which will outline areas of needed improvement,

the student becomes part of the overall Working Portfolio-I collection of artifacts used to evaluate the Internship-I experience. Students should demonstrate a Proficiency rating on the Reflection Rubric (a score of 15-18 points out of a possible 24). Feedback should be used by students to develop the Professional Growth Plan.

The PDP will be evaluated by the university supervisor using the Professional Development Plan Rubric. The PDP and PDP Rubric will be reviewed by the university supervisor for Internship II at the start of the student teaching experience.

Knowledge/Skills/ Dispositions (Licensure Track Only)

Candidate Internship Evaluation

EDU 4134/44/54/64/74

113

goals, objectives and anticipated timeline for making progress.

The plan will be used by the intern to target areas of needed growth during Internship II. The Candidate Internship Evaluation Form is used by university supervisors to assess a student’s performance at the end of Internship I and again at the midterm of Internship II.

The Candidate Internship Evaluation Form uses the four-point scale that ranges from Emerging (identifies, acknowledges but does not yet practice), Developing (Shows understanding and movement toward proficiency but not practiced on a regular basis), Proficient (Engages in, uses, demonstrates, participates, moving toward accomplished), and Accomplished (Well above standard, shows strength and has internalized expectations so that delivery is fluid and natural). Scoring during Internship I results

Knowledge/Skills/ Dispositions (Non-Licensure Track Only)

Candidate Performance in the Field Evaluation

in a failing grade if the student in 4134/44/54/ 64/74 earns less than 70% across all items averaged together. University supervisors should indicate which items were not relevant (not able to be observed) and final scoring should not incorporate these items into the final analysis.

The Candidate The Candidate Performance in the Performance in the Field Field Evaluation is Evaluation uses the fourused by university point scale that ranges supervisors to assess from Emerging a student’s (identifies, acknowledges performance at the but does not yet practice), end of the required Developing (Shows non-licensure understanding and internship experience. movement toward proficiency but not practiced on a regular basis), Proficient (Engages in, uses, demonstrates, participates, moving toward accomplished), and Accomplished (Well above standard, shows

EDU 4275

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strength and has internalized expectations so that delivery is fluid and natural). Scoring results in a failing grade if the student in 4275 earns less than 70% across all items averaged together.

Gateway #4: Exit from Student Teaching Component Assessed Measure Knowledge/Skills/ RUBRIC for Dispositions Internship Formal Observations Reflection Rubric

When Prior to the mid-point of the semester (week prior to fall or spring break).

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Process Students are required to have at least one formal observation using the RUBRIC for Internship Formal Observations and the Impact on P-12 Students Checklist prior to the mid-point of the semester. All interns are required to complete a reflection following the formal observation and assessment of impact of P-12 students using the Reflection Rubric.

Criteria Students should strive for a Proficiency rating on the rubric which corresponds to a score of 86-97 points out of a total possible points of 108.

Knowledge/Skills/ Dispositions

Candidate Internship Midterm Evaluation

Mid-Point of Semester

The Candidate Internship Evaluation Form is used by university supervisors to assess a student’s performance at the end of Internship I and again at the midterm of Internship II. Items on the Candidate Internship Evaluation Form are clustered in categories including Professionalism, Classroom Climate/Culture, Instruction, Content Knowledge, Evaluation/Assessme nt, and Impact on P12 Student Learning.

Knowledge/Skills/ Dispositions (Licensure-Track Only)

LEA/IHE Certification of Teaching Capacity

Final Conference at End of Semester

University Supervisor and Cooperating Teacher complete the performance evaluation and

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Any intern scoring at 56 or below points for the midterm evaluation will be required to develop an intervention plan that will address those areas of concern outlined during the midterm evaluation.

Interns with an intervention plan will be required to have a least one additional formal observation using the RUBRIC for Internship Formal Observations and the Impact on P-12 Students Checklist. The EPP will extend student teaching in the event that the candidate does not make adequate progress on the intervention plan during the second half of the Internship-II experience.

The LEA/IHE Certification of Teaching Capacity is administered at the conclusion of student teaching. Students must score at the "Met"

Gateway #5: Program Completion Knowledge/Skills GPA

Completion of Program

provide feedback during a formal final conference. The University Supervisor is responsible for recording the grade.

The Cooperating Teacher is responsible for the “Student Teaching/Interning Performance

level on all items in order to receive a grade of “P” (Passing) for the EDU 4230, 4240, 4250, 4260, 4270 experience and subsequently be recommended for licensure.

Final Transcript verification required for graduation

3.0 or higher (Licensure)

For Secondary/MGE/Spe cial Subjects at least 24 semester hours of coursework relevant to the specialty area.

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Students who were recommended for an intervention plan at midsemester or who marginally met all standards will be recommended for the New Teacher Support Group during their first year of teaching.

2.75 or higher (NonLicensure)

Content Knowledge (Licensure-Track Only)

Knowledge/Skills/Dispositions (Licensure-Track Only)

Pearson Foundations of Reading and General Curriculum Subtests (Math and Multisubjects (Elementary and Special Education) Praxis II Specialty Exam (Special Education, Middle Grades, Secondary, Health/PE and Specialty) (effective 2014-2015) edTPA Submission

During last semester of program

Scores are verified.

Must meet state passing score and is a requirement for licensure recommendation by the IHE.

EDU 4230/40/50/60/70: At the conclusion of the semester

This edTPA performance-based portfolio is designed to assess the student’s proficiency in

Students must earn a score of 38 points (Proficiency) to pass the edTPA portfolio which is submitted by students at

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Knowledge/Skills/Dispositions

Program Evaluation

by Student Teachers

Final seminar of the student teaching internship experience 119

planning, instruction and assessment. The student collects artifacts aligning to 15 tasks that are externally scored using a rubric ranging from 1-4 with 4 being Accomplished and 3 being Proficient. A total of 15 rubrics (5 for each task) are scored. Effective September, 2019 program completers seeking licensure in North Carolina must have a passing score of 38 on the edTPA portfolio to be eligible for licensure and a score of 45 with an exit GPA of 3.75 to be eligible for the “Highly Qualified” designation.

Students provide information on overall preparation and

the conclusion of EDU 4230/40/50/60/70.

Completion of the Program Evaluation survey is required as a final assignment in EDU

survey

strengths/weaknesses of the educator preparation program.

Knowledge/Skills/Dispositions

Teacher Candidate Evaluation of Cooperating Teacher

Final seminar of the student teaching internship experience

Knowledge/Skills/Dispositions

Employment Program Completion

Gateway #6: Candidate Performance in the Field Knowledge/Skills/Dispositions Survey to After first and second year Elementary/ of teaching Middle/ Secondary 120

4230/4240/4250/4260/427 0.

Results are reviewed by the Dean annually to assess program effectiveness and need for improvement in various areas.

Students provide Completion of the information on the Teacher Candidate internship experience, Evaluation of site, and cooperating Cooperating Teacher is teacher. required as a final assignment in EDU 4230/4240/4250/4260/427 0.

Results are reviewed by the Dean annually to assess the need changes in internship experiences or cooperating teachers.

Successful Interview Criteria set by LEA’s and Employment Job Status Report completed annually by the School of Education

The Educator Preparation Program surveys principals who have employed

The Survey to Elementary/Middle/ Secondary Principals results are reviewed by

Principals

Knowledge/Skills/Dispositions

Survey for Graduates of Elementary/ Middle/ Secondary

After first and second year of teaching

Knowledge/Skills/Dispositions

P-12 Student Impact

Ongoing

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graduates in their first and second of teaching. These ILT (Initially Licensed Teachers) are evaluated for classroom discipline skills, instructional planning, collaboration, disposition, and overall effectiveness.

The Educator Preparation Program surveys program completers in their first and second year of teaching to evaluate their perceptions of teaching success in classroom discipline, instructional planning, collaboration, disposition, and overall effectiveness as related to the educator preparation program.

The School of Education requests that at exit from the

the Dean annually to assess program effectiveness and need for improvement in various areas.

The Survey for Graduates of Elementary/Middle/ Secondary results are reviewed by the Dean annually to assess program effectiveness and need for improvement in various areas.

Value-Added data reports are provided by students. Other

program, students sign an agreement that they will provide the EPP with ongoing “valueadded” data or information about P12 student performance. Through the use of social networking the EPP continues to interact with program completers and offers a Mentor Teacher Program for newly employed students in year 1 and 2 of teaching.

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measures of P-12 performance are also requested. The School of Education uses this data to evaluate the teacher education programs.

Education Preparation Provider Complainant Process Pursuant to North Carolina General Statue 115C-269.55, the North Carolina State Board of Education (SBE) has the authority to receive reports of allegations of noncompliance regarding specific laws and rules associated with Educator Preparation Program (EPP) requirements. The SBE does not have the authority to receive complaints related to contractual arrangements with an EPP, commercial issues, obtaining a higher grade or credit for training, or seeking reinstatement to an EPP. The complaint process allows students to report allegations of noncompliance with Article 17D of Chapter 115C of the General Statutes.

The following is the current SBE process for addressing a formal complaint:

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2.

3.

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6.

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Students may submit the formal complaint form below to Thomas.Tomberlin@dpi.nc.gov SBE staff will send confirmation of receipt within 30 days of receiving the submission.

SBE staff will forward all complaints to the North Carolina Department of Public Instruction’s (NCDPI) division responsible for educator preparation for further action, including assessing the complaint, providing a severity status and prioritizing the complaint accordingly, and determining jurisdiction. a. If staff determine that the complaint is not within the State Board of Education’s jurisdiction, staff shall notify the complainant that the complaint will be closed without further action. b. If staff determine the complainant knew or should have known about the events giving rise to a complaint more than three years before the earliest date the complainant filed a complaint with either NCDPI staff or the EPP, NCDPI staff will notify the complainant that the complaint will be closed without further action. c. If a complainant has not exhausted all applicable complaint and appeal procedures that the EPP has established to address complaints, NCDPI staff may delay initiating an investigation until the EPP's complaint and appeal process is complete.

If NCDPI staff determine that the complaint falls within the jurisdiction of the SBE, staff will notify the EPP of the alleged complaint. a. The EPP will have 30 days to submit a response and artifacts to dispute the complaint.

Upon completion of its review, NCDPI staff will notify both the individual and the EPP in writing of the findings of the review. a. If NCDPI staff find that a violation occurred, the notice will specify the statute and/or rule that was alleged to have been violated.

Each party will have ten business days from date of notification to present additional information or to dispute the findings of the review. a. After reviewing any additional information, if NCDPI staff find that no violation has occurred, the complaint will be closed and NCDPI staff will notify both parties in writing. b. After reviewing any additional information, if NCDPI staff find that the EPP has violated SBE rules and/or state law, additional actions may be taken against the EPP. The State Board of Education shall retain a copy of all alleged violations for use in EPP risk assessment.

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Complainant Contact Information Date: Name: Last

First

Email: Phone Number: Mailing Address:

Additional Contact Information:

Educator Preparation Program: Licensure Area:

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M.I.

Complaint Description Certain information is necessary to review a complaint. Please fill out this form carefully and as completely as possible. The North Carolina Department of Public Instruction (NCDPI) can only accept complaints that allege a violation of a federal or state education law or regulation over which the NCDPI has the jurisdiction, or authority, to regulate. The violation that is alleged must have occurred not more than three years prior to the date the complaint is received by the NCDPI. Describe the alleged violation (describe the nature of the problem). Summarize the complaint within the space provided:

Describe the facts on which the allegation is based. Please be specific.

What are significant dates and events related to the allegation? Please be specific.

Describe the documents that support the described facts.

Describe your efforts to resolve the complaint in other ways, such as the district or charter school's local complaints process.

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