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Teacher Education Handbook Handbook for Concentration in
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TABLE OF CONTENTS Departmental Mission
The Education Concentration
The Conceptual Framework
Licensure Information
General
Requirements Admission
Requirements Student
Teaching Academic
Requirements Applying for
Licensure Appeal
Process Review and Retention
Future Readiness: The Standards in Detail
Demonstration of Future Readiness
Evidence
#1:
College Transcript Evidence
#2:
Capstone Project Evidence #3: Comprehensive Curriculum Unit Evidence #4: LEA/IHE Certification of Teaching Capacity Evidence
#5:
Assessment Showcase Evidence #6: Presentation on the Seven Dimensions of Leadership
Specialty Area Requirements
Biology English French Latin Mathematics Physics Social
Studies Spanish
Departmental Organization and Support Programs
Department of
Education Faculty The Teacher
Education Committee Curriculum
Materials Center Placement
Service Counseling
Services on Campus William B.
Hight, Jr. Teaching Award Financial Assistance
In its mission to prepare future-ready educators, the Department of Education embraces the primary purpose of Davidson College, which is "to assist students in developing humane instincts and disciplined and creative minds for leadership and service." Further, the Department of Education exults in the choice of the college "to emphasize the teaching responsibility of all professors" and actively recruit faculty "whose interest in students and teaching is unfeigned and profound."
The endorsement that quality teaching is the foundation of a strong liberal arts institution informs the threefold mission of the Department of Education: (1) to provide a course of study leading to a Licensure Concentration in Education, resulting in the attainment of a North Carolina teaching license; (2) to provide a course of study leading to an Interdisciplinary Concentration in the study of Education as a liberal art; and (3) to provide courses that meet the Core Curriculum requirements in the Social Sciences.
THE CONCENTRATION IN EDUCATION
The Licensure Concentration is designed for students who plan to enter the teaching profession in the fields of Biology (grades 9-12), English (9-12), Latin (9-12), Mathematics (9-12), Social Studies (9-12), French (K-12), and Spanish (K-12).
The Interdisciplinary Concentration is designed for students preparing for graduate school in a variety of fields, for teaching at an independent school where licensure is not required, or for obtaining a lateral-entry position in a discipline for which Davidson does not offer licensure. This program aligns with other interdisciplinary concentrations offered at Davidson in that is "an interdisciplinary cluster of courses which addresses a specific area of study" and that it is designed in order for students "to make connections among the disciplines."
The contents of this handbook reflect the Licensure Concentration, also referred to elsewhere as the Concentration in Education: Student-Teaching Track.
“PREPARING THE FUTURE-READY EDUCATOR”
In the summer of 2009,
The Department of Education adopted a new conceptual framework in order to
emphasize 21st century skills and to align
our program with the State Board of Education mission that “every public
school student will graduate from high school, globally competitive for
work and postsecondary education and prepared for life in the 21st Century.” Thus, in developing a new conceptual
framework for the Teacher Education Program at Davidson College, the
Department of Education—in collaboration with the Teacher Education
Committee and carefully selected public school personnel—chose to focus on
the State Board of Education goal that North Carolina public schools will
be led by 21st century professionals. As enumerated
by the Partnership for 21st Century
Skills, such professionals must be critical thinkers, problem solvers,
innovators, effective communicators, effective collaborators, and
self-directed learners, who are information and media literate, globally
aware, civically engaged, and financially and economically literate. These characteristics
are embedded in the North Carolina Professional Teaching Standards,
approved by the State Board of Education on June 7, 2007 and represented
in the Teacher
Candidate Evaluation Rubric. By demonstrating proficiency in the
areas of Leadership, Diversity, Content Knowledge, Facilitation, and
Reflection, teacher education candidates who graduate from Davidson
College will be models of the “Future-Ready Educator.” This
conceptual framework is illustrated graphically below.
Characteristics of a
“Future-Ready Educator” Teacher Education
candidates will provide evidence that they have achieved proficiency in
each of the following. 1. Leadership. Teachers
demonstrate leadership by leading in their classrooms; by demonstrating
leadership in the school; by leading in the teaching profession; by
advocating for schools and students; and by demonstrating high ethical
standards. 2. Diversity. Teachers
establish a respectful environment for a diverse population of students by
providing an environment in which each child has a positive, nurturing
relationship with caring adults; by embracing diversity in the school
community and in the world; by treating students as individuals; by
adapting their teaching for the benefit of students with special needs;
and by working collaboratively with the families and significant adults in
the lives of their students. 3. Content Knowledge. Teachers
demonstrate knowledge of the content they teach by aligning their
instruction with the North Carolina Standard Course of Study; by knowing
the content appropriate to their teaching specialty; by recognizing the
interconnectedness of content areas/disciplines; and by making instruction
relevant to students. 4. Facilitation. Teachers
facilitate learning for their students by knowing the ways in which
learning takes place; by knowing the appropriate levels of intellectual,
physical, social, and emotional development of their students; by planning
instruction appropriate for their students; by using a variety of
instructional methods; by integrating and utilizing technology in their
instruction; by helping students develop critical-thinking and
problem-solving skills; by helping students work in teams and develop
leadership qualities; by communicating effectively; and by using a variety
of methods to assess what each student has learned. 5. Reflection. Teachers reflect on their practice by analyzing student learning; by linking professional growth to their professional goals; and by functioning effectively in a complex, dynamic environment.
Requirements for the Concentration
in Education: Licensure Track
In addition to meeting
the requirements of the major by the final semester of their senior year,
students planning to earn a Licensure Concentration must also complete the
following courses before the final semester of their senior year: EDU 121,
EDU 242, and either EDU 240 or EDU 250 or EDU 260. Students must also have
minimum scores designated by the State of North Carolina on the Praxis
Series: (PPST) Pre-Professional Skills Tests or minimum scores on the
SAT.
During the final semester, which includes student teaching,
students will enroll in EDU 400, 410, 411, and 420.
Formal admission to the Licensure Concentration usually occurs during the sophomore or junior year. Students will complete an "Admission to the Licensure Concentration" form and meet the following guidelines:
1. Proficiency in
oral and written communications through completion of core requirements
and interviews with the Department of Education faculty. 2. State
designated minimum scores on the Praxis I series (Pre-Professional Skills
Test) or minimum scores on the SAT (currently a combined score of 1100 on
critical reading and mathematics). 3. Successful
completion of two of the following five courses: EDU 121, EDU 242, EDU
250, EDU 260, EDU 320, or EDU 340 (grade of "C" or better). 4. A
recommendation from the Dean of Students, the departmental advisor, and
one other faculty member regarding the student's interest and suitability
for teaching. 5. Approval of
the Teacher Education Committee. 6. Approval of
the Department of Education faculty and Chair.
Students will enroll in Education 400, 410, 411, and 420 concurrently in one semester during the senior year that is reserved for student teaching. No additional courses can be taken at this time. The criteria for admission to student teaching includes:
1. Admission to
the Licensure Concentration. 2. A minimum
grade point average in the teaching field of 2.0. 3. Completion of
all professional education courses with no grade below "C." 4. Recommendation
by the Chair of the Department of Education and approval of the Teacher
Education Committee.
Students must meet the following requirements. 1. Successful
completion of the Davidson College Core Curriculum (See current
catalog) 2. Successful
completion of requirements for a Specialty Area major (See current
Catalog) 3. Successful
completion of the following courses: EDU 121, EDU 242, EDU 400,
EDU 410-411, EDU 420, and either EDU 250, EDU 260, EDU 320, or EDU
340. 4. Students
should note that in order to be recommended for licensure they must
graduate with a minimum grade point average of 2.5. This is a
state requirement.
Students must complete the necessary North Carolina applications. Vanessa Victor in the Department of Education is the key contact person in the licensure process. To complete North Carolina licensure you must contact her near the end of the student teaching term and provide the following:
1. A completed
application for licensure. 2. A transcript
from the registrar's office in a sealed envelope with the registrar's
signature written across the back flap of the envelope. 3. Required forms
completed and signed by the appropriate people. 4. Payment for
the application fee by money order, check, certified check, or credit
card.
We will send the application, complete with the necessary endorsements and transcript to the State Department of Public Instruction for processing. If students are seeking
licensure in states other than North Carolina, it is their responsibility
to contact the certifying agency in that state for information about the
process and the necessary forms, etc. The Department of Education will be
happy to complete the necessary recommendation on the forms you obtain and
send them to the certifying agency. The Department of Education will also
be happy to help students in identifying the certifying agency.
Students seeking initial licensure must complete the following requirements to be recommended for licensure.
1. Minimum
overall GPA of 2.50. 2. Minimum GPA of
2.0 in the area of specialization. 3. A grade of "C"
or better in all 7 professional education courses. 4. Successful
completion of student teaching (grade of "C" or better). 5. Recommendation
of public school personnel. 6. Attainment of
the baccalaureate degree. 7. A completed
application for teacher licensure. 8. Recommendation
of the Department of Education faculty and Chairperson. 9. Recommendation
of the Teacher Education Committee.
Appeal Process
The Chairperson of the
Department of Education and the Teacher Education Committee strive at all
times to apply appropriate criteria evenly, fairly and in keeping with the
best interest of the student and the College. In the event that students
feel the Teacher Education Committee has made an improper decision in some
case, students should first appeal directly to the Chairperson of the
Department of Education and then to the Teacher Education Committee. An
appeal to the Teacher Education Committee is initiated through either the
Chairperson of the Department of Education or the Chairperson of the
Teacher Education Committee. If the problem cannot be resolved at this
level, students may make a subsequent appeal to the Vice President for
Academic Affairs. If the Vice President for Academic Affairs accepts your
appeal, he may solicit advice about the matter from the Executive
Committee of the Faculty. A decision by the Vice President for Academic
Affairs will be regarded as final.
Review and Retention
Once admitted to the Licensure Concentration, students are expected to maintain progress toward completion of the concentration and graduation from the College both in terms of grades and course completion. To facilitate this, two things happen. Students are asked to review their progress with their advisors and/or the Chairperson of the Department of Education at least once each term. After the informal review, the Chairperson will review the progress of each student with the Teacher Education Committee. If progress is not satisfactory, students may be placed on probationary status or dropped from the Licensure Concentration. They will be informed of the results of this review by letter soon after the action takes place. The review criteria:
1. Maintenance of
a GPA of 2.5. 2. Satisfactory
progress in the coursework in professional education and the teaching
field. 3. Approval of the Teacher Education Committee.
The Standards in Detail
To demonstrate that students have mastered the philosophy of the conceptual framework outlined above, teacher education candidates must provide evidence of the following. The medium for this demonstration follows this listing of descriptors.
1. Teachers demonstrate leadership a. Teachers lead in their classrooms. 1. Evaluate the
progress of students toward high school graduation using a variety of
assessment data measuring goals of the North Carolina Standard Course of
Study. 2. Draw on
appropriate data to develop classroom and instructional plans. 3. Maintain a
safe and orderly classroom that facilitates student learning. 4. Use positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint. b. Teachers demonstrate leadership in the school. 1. Engage in
collaborative and collegial professional learning activities. 2. Identify the
characteristics or critical elements of a school improvement plan. 3. Display the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan. c. Teachers lead the teaching profession. 1. Participate in
professional development and growth activities. 2. Begin to develop professional relationships and networks. d. Teachers advocate for schools and students. 1. Implement and adhere to policies and practices positively affecting students’ learning. e. Teachers demonstrate high ethical standards 1. Uphold the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. 2. Teachers establish a respectful environment for a diverse population of students a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. 1. Maintain a positive and nurturing learning environment. b. Teachers embrace diversity in the school community and in the world. 1. Appropriately
use materials or lessons that counteract stereotypes and acknowledge the
contributions of all cultures. 2. Incorporate
different points of view in instruction. 3. Understand the influence of diversity and plans instruction accordingly. c. Teachers treat students as individuals. 1. Maintain a learning environment that conveys high expectations of every student. d. Teachers adapt their teaching for the benefit of students with special needs. 1. Cooperate with
specialists and use resources to support the special learning needs of all
students. 2. Use research-verified strategies to provide effective learning activities for students with special needs. e. Teachers work collaboratively with the families and significant adults in the lives of their students. 1. Communicate and collaborate with the home and community for the benefit of students. 3. Teachers know the content they teach. a. Teachers align their instruction with the North Carolina Standard Course of Study. 1. Develop and
apply lessons based on the North Carolina Standard Course of Study. 2. Integrate effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning. b. Teachers know the content appropriate to their teaching specialty. 1. Demonstrate an
appropriate level of content knowledge in the teaching specialty. 2. Encourage students to investigate the content area to expand their knowledge and satisfy their natural curiosity. c. Teachers recognize the interconnectedness of content areas/discipline. 1. Demonstrate
knowledge of links between grade/subject and the North Carolina
Standard Course of Study by relating content to other disciplines. 2. Relate global awareness to the subject. d. Teachers make instruction relevant to students. 1. Integrate 21st century skills and content in instruction. 4. Teachers facilitate learning for their students a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. 1. Identify
developmental levels of individual students and plans instruction
accordingly. 2. Assess and use resources needed to address strengths and weaknesses of students. b. Teachers plan instruction appropriate for their students. 1. Collaborate with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs. c. Teachers use a variety of instructional methods. 1. Use a variety of appropriate methods and materials to meet the needs of all students. d. Teachers integrate and utilize technology in their instruction. 1. Integrate technology with instruction to maximize students’ learning. e. Teachers help students develop critical-thinking and problem-solving skills. 1. Integrate specific instruction that helps students develop the ability to apply processes and strategies for critical thinking and problem solving. f. Teachers help students to work in teams and develop leadership qualities. 1. Organize student learning teams for the purpose of developing cooperation, collaboration, and student leadership. g. Teachers communicate effectively. 1. Use a variety
of methods to communicate effectively with all students. 2. Consistently encourage and support students to articulate thoughts and ideas clearly and effectively. h. Teachers use a variety of methods to assess what each student has learned. 1. Use multiple
indicators, both formative and summative, to monitor and evaluate
students’ progress and to inform instruction. 2. Provide evidence that students attain 21st century knowledge, skills and dispositions. 5. Teachers reflect on their practice a. Teachers analyze student learning. 1. Use data to provide ideas about what can be done to improve students’ learning. b. Teachers link professional growth to their professional goals. 1. Participate in recommended activities for professional learning and development. c. Teachers function effectively in a complex, dynamic environment. 1. Use a variety of research-verified approaches to improve teaching and learning.
DEMONSTRATION OF FUTURE READINESS
To demonstrate that they have mastered the above standards, students must provide the following six pieces of evidence. This evidence will be available for review by the North Carolina Department of Public Instruction. Evidence
#1:
Breadth of Content Knowledge An official college transcript will be submitted as evidence that demonstrates breadth of content knowledge in the specialty area. This evidence addresses descriptor 3b.1 (above). Evidence
#2:
Depth of Content Knowledge Candidates will submit evidence that demonstrates depth of understanding and application of content knowledge in the specialty area. See specific evidence for each specialty area. This evidence addresses descriptor 3b.1. Evidence
#3:
Pedagogical and Professional Knowledge, Skills, and
Dispositions Candidates will design a Comprehensive Instructional Unit to provide evidence that demonstrates effective design of classroom instruction based on research-verified practice. This evidence addresses the following descriptors: 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1.
All teacher education candidates must complete EDU 400: Organization for Teaching. As part of this course, students will compose a Comprehensive Instructional Unit. During the design phase of this plan, the candidate will consult with the general course instructor, the course content instructor, the future cooperating teacher, and the school-based Professional Learning Community. The impact of this unit upon student learning will be assessed during student teaching as described in Evidence #5. Because of formative assessment practices initiated during the delivery of the unit, it is possible that the Comprehensive Instructional Unit will undergo revision during the student teaching process.
The Comprehensive Instructional Unit will be evaluated by the two professorial instructors in the Department of Education, a supplemental content professor if needed, the appropriate member of the Teacher Education Committee, and the cooperating teacher.
The Comprehensive Instructional Unit, which will include a minimum of five daily lesson plans, will be guided by the following ten-part format. Performance descriptors are indicated as appropriate.
Comprehensive Instructional Unit I. Heading a) Course b) Student Teacher c) Duration of
Unit d) Unit Title
II. Data Collection and
Preliminary Research a) Data Collection: Candidates will consult with their
cooperating teacher to familiarize themselves with data that can be
collected at the particular school. For example, student teachers in the
Charlotte-Mecklenburg school system will be able to use the SPARTA
(Student Performance at Real Time Accessibility) program, Castle Learning
(tied to the North Carolina Standard Course of Study), and Study Island
(also tied to the North Carolina Standard Course of Study and available
for student access at home) to gather data on their students’ progress and
to make instructional decisions; thus, they will be able to chart student
growth.
Student teachers working in Mooresville Graded Schools will be able
to use the EVAAS (Educational Value Added Assessment System, a state
program used to identify data to help create appropriate curriculum
decisions and target student's potential), Read 180 (commercial software
used to differentiate instruction for challenged readers), and the
Interactive Achievement Series Scantron program (a formative assessment
product that groups students into categories and targets students for
remediation) to evaluate student progress and growth. Iredell Statesville
Schools also use EVAAS, as well as historical EOC data, NCWise, and a
district in-house CFA (a district standard Cumulative Formative Assessment
that is given four times during a semester to measure growth). Such
information will support the rationale for certain aspects of unit
design.
Candidates will include a summary of their experience with
collecting and utilizing data. [1a.2] b) Diversity: Candidates will consult with their
cooperating teacher and school administration to gather demographic data
and to familiarize themselves with the diversity of the student population
they will be teaching. Candidates will write a statement
explaining how this new familiarity influenced the design of their unit in
order to plan instruction accordingly. [2b.3] c) Special Needs: Candidates will consult with their
cooperating teacher to determine which students in their classes have
designated exceptionalities and IEP’s. They will then schedule a meeting with
resource specialists in the schools to discuss what accommodations need to
be addressed and the strategies available to support special learning
needs.
Candidates will write a statement explaining how such consultations
influenced unit design. [2d.1] d) Developmental Levels: Candidates will consult with their
cooperating teacher to familiarize themselves with the variety of
developmental levels of the student population they will be teaching. Candidates
will write a statement explaining how this new familiarity influenced the
design of their unit and daily lesson plans so that they can plan
instruction accordingly. Daily lesson plans will illustrate
individualized procedures used to impact students of various developmental
levels. [4a.1] e) Assessment of Resources: Candidates will consult with resource
personnel in the school to learn what is available to address strengths
and weaknesses of students. They will report their findings and
explain how these findings influenced unit design. [4a.2] f) Statement of Collaboration: In addition to attending departmental meetings in their content area, candidates will meet with their appropriate Professional Learning Communities and write a statement explaining how such meetings were useful in learning how to monitor student performance and make instruction responsive to cultural differences and individual learning needs. They will also report on collaboration from outside of the immediate school, such as participation in online professional discussion groups, wikis, blogs, and social networking programs such as ning’s. [4b.1]
The Comprehensive Instructional Unit will present a statement explaining how the unit promotes global awareness in students—that they will see themselves as citizens of the world. Daily lesson plans will include activities that point out to students the need for Future-Ready graduates to be knowledgeable global citizens. Assignments in daily lesson plans will strive to include as many non-North American examples as possible. [3c.2]
The Comprehensive Instructional Unit will contain a table listing the various methods and materials used to meet the needs of all students. Candidates will use such tools as Bloom’s Taxonomy, Multiple Intelligence Theory, and Learning Modalities theory to address the needs of all learners. They will also include guided questions to reach upper-level students and address differentiation. Daily lesson plans in the Comprehensive Instructional Unit will demonstrate a variety of appropriate methods and materials to meet the needs of all students. [4c.1]
The Comprehensive Instructional Unit will include a statement describing proposed efforts to integrate technology with instruction to maximize student’s learning. To help with this task, student teachers will consult with their cooperating teachers to determine what technology is available to aid in the delivery of daily lessons, such as smart boards and LCD projectors. Daily lesson plans in the Comprehensive Instructional Unit must include at least one assignment that directly supports the learning objective in which students will create a technology-based product with programs such as PowerPoint, Keynotes, iMovies, Garage Band, or their counterparts. [4d.1]
VII. Critical Thinking and Problem Solving
The Comprehensive Instructional Unit will include an overview of critical thinking strategies employed during the delivery of the unit along with a brief statement explaining how the proposed activities will achieve these ends. Daily lesson plans in the Comprehensive Instructional Unit will include activities that help students develop the ability to process knowledge and strategies for critical thinking and problem solving. [4e.1]
VIII. Collaborative Activities
In the Comprehensive Instructional Unit, candidates will provide a statement explaining their philosophy behind their methods for organizing student learning teams. Daily lesson plans in the Comprehensive Curriculum Unit will include cooperative learning activities; such activities should go beyond simply having students work together in groups during class. [4f.1]
IX. Integration of 21st Century Skills and Content
Candidates will provide a statement explaining exactly what 21st century skills and content are addressed in the Comprehensive Instructional Unit: specifically, Life and Career Skills (Leadership, Ethics, Accountability, Adaptability, Personal Productivity, Personal Responsibility, People Skills, Self Direction, and Social Responsibility); Learning and Innovation Skills (Critical Thinking & Problem Solving Skills, Communication Skills, Creativity & Innovation Skills, Collaboration Skills, Contextual Learning Skills, Information and Media Literacy); and ICT Literacy. Daily lesson plans will detail instructional procedures used to teach such skills and content. For example, students of teacher education candidates might use Wiki Boards to correct incorrect information. [3d.1]
X. Annotated
Bibliography Candidates will provide an annotated bibliography (summary and analysis) of sources consulted during the design of the unit. These resources will include a variety of research-verified approaches to improve teaching and learning. Suggestions include research on diversity, exceptionalities, globalization, technology, critical thinking and problem solving, etc. [5c.1]
Minimum of Five Daily Lesson Plans
Notes: Each lesson plan must include flexibility to allow for differentiation and must incorporate formative assessments. In other words, formative assessments will be used to inform instruction on a daily basis. Daily plans will also be informed by various criteria mentioned above. For example, daily lesson plans will illustrate individualized procedures used to impact students of various developmental levels; activities will be labeled according to how they meet the objectives of the North Carolina Standard Course of Study; activities will include those that increase global awareness in students; plans will demonstrate a variety of appropriate methods and materials to meet the needs of all students; plans will include at least one assignment in which students will create a technology-based product; plans will include activities that help students develop the ability to process and strategies for critical thinking and problem solving; plans will include cooperative learning activities; and plans will detail instructional procedures used to teach 21st century skills and content.
The format of the lesson plan will contain the following seven basic elements. (These elements are neither inclusive nor exclusive, and they don’t need to be necessarily in this order.)
1. Descriptive
course data (Teacher, Class, Date, Grade Level, Unit Title, Lesson Topic,
Duration) 2. Goals and
objectives (Instructional Goals, including Cognitive, Affective, and
Psychomotor domains) 3. Rationale 4. Procedure
(Content, Activities, Closure) 5. Assignments
and assignment reminders 6. Materials and
Equipment 7. A section on formative and summative assessment of student learning, reflection on the lesson, and ideas for lesson revision
Evidence #4: Pedagogical and Professional Knowledge Skills and Dispositions
This evidence demonstrates knowledge, skills, and dispositions in practice and is demonstrated by the state-approved LEA/IHE Certification of Teaching Capacity. Candidates must score at the “Met” level on all items in order to be recommended for licensure. The Certification of Teaching Capacity can be found in the appendix to this handbook. This evidence addresses the following descriptors: 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4b.2, 5a.1.
Evidence #5: Positive Impact on Student Learning:
Students will construct an Assessment Showcase to demonstrate positive impact on student learning. This evidence addresses the following descriptors: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1. While teaching the
Comprehensive Instructional Unit designed for Evidence #3, candidates will
create an Assessment Showcase Web Site to assess the impact the unit had
on student learning. If it is discovered during this process
that the impact was not positive, the candidate will re-teach sections of
the unit until a positive impact is achieved. Ideally,
formative assessments conducted during the teaching of the unit will allow
student teachers to adjust teaching strategies as the unit is being
delivered; thus, summative assessments should be positive. Candidates
will use .html editing software such as Dreamweaver to compose the
Assessment Showcase as a web page. The Assessment Showcase
will be evaluated by the two professorial instructors in the Department of
Education, a supplemental content professor if needed, the appropriate
member of the Teacher Education Committee, and the cooperating
teacher. The Assessment Showcase
will include five sections, each corresponding to one of the recommended
performance descriptors. Section I:
Progress-Evaluation Narrative. At the beginning of
their study in Education 400: Organization for Teaching, candidates
consulted with their cooperating teacher to familiarize themselves with
data that can be collected at the particular school. For example,
student teachers in the Charlotte-Mecklenburg school system will be able
to use the teacher version of the SPARTA program
(Student Performance at Real Time Accessibility), Castle Learning (tied to
the North Carolina Standard Course of Study), and Study Island (also tied
to the North Carolina Standard Course of Study and available for student
access at home) to gather data on their students’ progress and to make
instructional decisions; thus, they will be able to chart student
growth.
Student teachers working in Mooresville Graded Schools will be able
to use the EVAAS (Educational Value Added Assessment System, a state
program used to identify data to help create appropriate curriculum
decisions and target student's potential), Read 180 (commercial software
used to differentiate instruction for challenged readers), and the
Interactive Achievement Series Scantron program (a formative assessment
product that groups students into categories and targets students for
remediation) to evaluate student progress and growth. Iredell Statesville
Schools also use EVAAS, as well as historical EOC data, NCWise, and a
district in-house CFA (a district standard Cumulative Formative Assessment
that is given four times during a semester to measure growth). Conversations
with our public school consultants reveal that teachers use a variety of
additional products. During student teaching, and as part of the course requirements for EDU 420: Seminar in Student Teaching, candidates will provide documentation illustrating how they evaluated the progress of students using a variety of assessment data, both formative and summative, such as that gathered from the above commercial products. The format for Section I will consist of a narrative describing the data with appropriate hyperlinks to specific documentation that will include, sample assessments, examples of student work, rubrics, etc. [1a.1]
Section II:
Collaboration Log/Journal. Student teachers will
attend departmental meetings, grade-level meetings, IEP meetings, and
meetings with their school-based PLC (if such communities are formalized
within the school) to learn ways to monitor student performance and make
instruction responsive to cultural differences and individual learning
needs.
Such discussions should also form part of daily meetings with their
cooperating teachers. They will keep a record of these
meetings in a log/journal, with each entry containing both a summary and
an analysis of these meetings. Candidates will also include impromptu
or non-scheduled discussions of these issues with public school personnel
and Davidson College faculty. [4b.1] Section III: Indicator
Exposition.
Students will write a
two-part expository essay explaining the multiple indicators, both
formative and summative, used to monitor and evaluate students’ progress
and to inform instruction in the Comprehensive Instructional Unit. These
indicators must include examples from commercially available products used
in the schools (e.g., SPARTA, Castle Learning Online, Scantron) as well as
other research-verified methods, such as the Lee Jenkins from L to J
method to generate charts and graphs that can be shared with
students.
Part 1 of the essay will contain hyperlinks to examples of such
indicators, and Part 2 will explain what steps were taken after each
formative assessment to improve instruction. [4h.1] Section IV: Student
21st Century Work Samples. As part of Evidence #3,
candidates designed a Comprehensive Curriculum Unit and provided a
statement of exactly what 21st century
skills and content are addressed in the unit: specifically, Life and
Career Skills (Leadership, Ethics, Accountability, Adaptability,
Personal Productivity, Personal Responsibility, People Skills, Self
Direction, and Social Responsibility); Learning and Innovation Skills
(Critical Thinking & Problem Solving Skills, Communication Skills,
Creativity & Innovation Skills, Collaboration Skills, Contextual
Learning Skills, Information and Media Literacy); and ICT Literacy. During student teaching,
and as part of the course requirements for EDU 420: Seminar in Student
Teaching, candidates will identify the targeted skill(s)
and
provide documentation that students attained these knowledge,
skills and dispositions. Documentation will include examples of
student work that directly demonstrate Life and Career Skills, Learning
and Innovation Skills, and ICT Literacy. There should be examples of
technology-based student products made with programs such as PowerPoint,
Keynotes, iMovies, Garage Band, or their counterparts. Candidates
might consider producing a two-part video: the first showing students
working in the initial phase of the unit and the second showing students
working in the final phase of the unit. [4h.2] Section V: Reflection
Essay.
As a conclusion to the
Assessment Showcase, candidates will compose a Reflection Essay discussing
their experience with gathering data during student teaching. In the essay,
they will specifically address key components of the Comprehensive
Instructional Unit that they will modify to improve the unit upon its next
delivery.
Hyperlinks in the essay will link to charts and tables to provide
examples.
Such charts and graphs should also include an example of the
development of exceptional children. [5a.1] Evidence #6: Leadership and Collaboration:
Students will compose a presentation on the Seven Dimensions of Leadership as evidence that demonstrates leadership and collaboration. This assessment addresses descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Using PowerPoint or similar software, students will compose a seven-part, multi-media presentation that demonstrates engagement in leadership and collaborative activities before and during the student teaching experience. The seven sections are inspired by the Seven Dimensions of Leadership as enumerated by Douglas B. Reeves in The Learning Leader: How to Focus School Improvement for Better Results (ASCD, 2006). The recommended performance descriptors are embedded in the seven dimensions as follows.
This evidence will be evaluated by the professorial staff of the Department of Education, the content instructor if appropriate, the cooperating teacher, and the appropriate member of the Teacher Education Committee.
Although Teacher Education candidates are encouraged to create individually distinctive presentations, they will be required to address the following guidelines.
I. Visionary Leadership
Teacher candidates
should know that their visions for the future of their schools and for the
future of their professional lives should be concrete. To achieve
this end and by envisioning future employment at the school where they are
student teaching, candidates will respond to the following questions and
explain how they arrived at their answers. Explanations should include examination
of the School Improvement Plan as well as discussions with
colleagues.
Scanned copies of parts of the SIP would be appropriate here.
II. Relational Leadership
Teacher candidates must
realize the importance of relational skills for the teacher-leader. Researchers
agree that when collaborating with colleagues an effective relational
leader listens without interruption or prejudgment, respects
confidentiality, and is empathetic. In order to evaluate their own
relational skills, candidates will report on the following exercise. In a discussion with a colleague on professional matters they should tape a meeting (audio or video, with permission, of course) and evaluate the discussion by asking the following questions. How many times did each of you speak? Interrupt? Ask for clarification before coming to a judgment? Did you speak with conviction and enthusiasm and genuine passion? Practice empathy? And any other observations as appropriate. Sound or video clips are good candidates for the presentation.
III. Systems Leadership
Teacher candidates must
learn that to become effective leaders in their schools they should
understand systemic process in the schools and learn the importance of
non-instructional staff, such as bus drivers, administrative support
staff, cafeteria workers, custodial staff, resource officers, and the many
others whose activities influence student achievement. In order to direct their thinking, candidates should document two discussions with non-instructional staff and report on the nature of the work, especially the rewards and challenges they encounter. They should also ask what role teachers should assume to aid in making their work more rewarding and what suggestions they have that might be addressed in a School Improvement Plan by creating sub-goals to support the Plan.
IV. Reflective Leadership
As Doug Reeves (2006)
writes: “Reflective leaders take time to think about the lessons learned,
record their small wins and setbacks, document conflicts between values
and practice, identify the difference between idiosyncratic behavior and
long-term pathologies, and notice trends that emerge over time.” In order to
take stock of these trends, students will keep a daily journal that
addresses each of the following questions. The journal should not be lengthy or
too introspective, nor should it be time consuming. Candidates
will realize that questions like these will help inform a Professional
Growth Plan.
V. Collaborative Leadership
Teacher candidates should learn that in assuming a leadership role, decisions can only be implemented through collaboration with others; likewise, systemic improvements will never occur except with collaboration. They should also seek to understand the decision making process. Research demonstrates that the majority of teachers believe that most decisions are made from the top down, while, in reality, more are made at the teacher-level. To help them reach this understanding, they will engage in the following exercise throughout the student-teaching semester.
Directions: Note that decision making takes place at three levels in the school (see below).
During the course of their student-teaching experience, candidates will list and categorize all decisions they see being made. They will then calculate percentages and draw conclusions regarding their experience with decision making.
Level I: Teacher
Discretion—Decisions made by classroom teachers; in schools, teachers
enjoy a wide discretion in choosing their teaching practices. Level II: Collaborative
Decision Making—Decisions that are made collaboratively: teachers and
administrators seeking common ground. Level III: Unilateral Administrative Decisions—Decisions made unilaterally by leaders, usually issues involving safety and values.
VI. Analytical Leadership
Teacher candidates
should learn that the best analytical leaders are creative and critical
when faced with seemingly conclusive data. They will seek to uncover the many
variables in day to day school operations. In order to practice analytical
leadership, they will investigate the following phenomena in their school
environment and speculate the reasons behind these “facts.”
VII. Communicative Leadership
Teacher candidates should learn that written and oral communication skills are part of the repertoire of an effective leader.
In their presentation, candidates will provide examples of communication initiatives in which they engaged during their student teaching semester. These should include communications with the home and community as well as communication with colleagues. Examples could be technology-based (voice-mail, web-mail, class web page with weekly bulletins, social networking programs, Angel software [used at Mooresville High School], etc.), or they could include non-technological communications ( personal thank-you notes, hand-written letters, cards, etc.). They should include a log of calls made to homes as well as letters from parents and the outcome or change in student learning/behavior as a result of such communication.
General Requirements for Licensure in Biology:
Course Requirements:
Other Requirements:
The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.
Standard 1. Twenty-first century science teachers understand safety and liability concerns in science and advocate for the provision and use of appropriate safety materials and enforcement practices in the classroom, laboratory, and field. Science teacher candidates know and are able to: ·
Ensure that safety precautions and procedures are
included in instruction and provide supervision during laboratory and
field experiences. ·
Analyze the lab/activities for safety and research
materials/chemicals, including use of MSDS (Material Safety Data Sheets),
to identify safety concerns before they are used. ·
Have a working knowledge of, and comply with, science safety
laws, codes, standards, and procedures. ·
Model and enforce appropriate safety behaviors. · Collaborate with colleagues to develop a short- and long-term plan for improvement of science safety.
Standard 2. Twenty-first century science teachers understand and are able to use the unifying concepts of science in their instruction. Science teacher candidates understand the following unifying concepts of science, and organize their instruction around them: ·
Systems, Order and Organization ·
Evidence, Models and Explanation ·
Constancy, Change, and Measurement ·
Evolution and Equilibrium · Form and Function Teachers should possess the content knowledge of life sciences, physical sciences, and earth and environmental sciences, as outlined in the North Carolina Standard Course of Study.
Standard 3. Twenty-first century science teachers demonstrate an understanding of the nature of science, the historical development of scientific thought, the process of scientific inquiry, and the reciprocal relationship between science and society. Science teacher candidates understand the following tenets of science, and organize their instruction around them: ·
Science is universal, multidisciplinary, cumulative and
self-revising. ·
Science represents a way to answer questions based on
observations, confirmable evidence and logical thinking. ·
The development of scientific thought is not necessarily
linear. ·
Modern science is based on contributions, both past and
present, from diverse cultures. ·
Scientific knowledge and applications affect and change
human society. · Science progresses through communication within the scientific community, as well as with the public, allowing for feedback, challenges, and peer review.
Standard 4. Twenty-first century science teachers understand and are able to apply scientific skills and math concepts, using appropriate equipment and tools. Science teacher candidates know and are able to: ·
Demonstrate proficiency in using measurement tools to
perform investigations and gather accurate quantitative information. ·
Employ principles and applications of mathematics
appropriate to the science content they teach. · Demonstrate proficiency in using scientific equipment commonly used in a given science discipline.
Standard 5. Twenty-first century science teachers plan and implement lessons that engage students in the process of hands-on, minds-on scientific inquiry. Science teacher candidates know and are able to: ·
Plan for acquisition, dissemination and management of
materials and equipment. ·
Incorporate appropriate field investigations and field
trips. ·
Identify ‘real world’ questions and facilitate scientific
investigations of these questions to teach science content. · Incorporate appropriate authentic assessment techniques to gauge student progress through inquiry based instruction.
General Requirements for Licensure in English:
Course Requirements:
Other Requirements:
Standards for High School English Teachers
The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.
Standard 1: English
teachers demonstrate knowledge and use of reading processes through the
use of a wide range of text.
Standard 2: English
teachers demonstrate the knowledge and use of multiple composing
processes.
Standard 3: English
teachers demonstrate the knowledge and use of the function, the influence,
and the diversity of language.
Standard 4: English teachers demonstrate the knowledge and use of the integrated practices of multimodal literacies.
General Requirements for Licensure in French:
Course Requirements:
Other Requirements:
Standards for Second Language Teachers
The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.
Standard 1: Teachers demonstrate a high proficiency level in all modes of communication (presentational, interpretive, and interpersonal).
Standard 2: Teachers integrate knowledge of socio-cultural products, practices, and perspectives into instruction.
Standard 3: Teachers demonstrate familiarity with current theories in second language acquisition and research.
Standard 4: Teachers differentiate instruction for the diverse needs of heritage language learners.
LATIN (9-12)
General Requirements for Licensure in Latin
Course Requirements:
Other Requirements:
Standards for Classical Language Teachers
The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.
Standard 1: Teachers demonstrate a high proficiency level in interpretive and presentational modes of communication, using reading, writing and some oral skills. Classical Language teachers demonstrate classical language competency commensurate with their role as readers, writers and speakers of classical languages.
Standard 2: Teachers demonstrate familiarity with cultures represented by the classical languages as they relate to products, practices, and perspectives, and as they compare to the students’ own language(s) and culture(s). Classical Language teachers demonstrate that they understand the connections among the perspectives of a culture and its practices and products in order to enable students to appreciate both classical and modern cultures, through their similarities and differences.
Standard 3: Teachers demonstrate familiarity with current theories and research in second language acquisition, as appropriate to classical languages. Classical Language teachers develop a variety of instructional practices that incorporate pertinent research in teaching and learning in the field. Classical Language Teachers develop articulated models that address the needs of diverse language learners, toward competency-oriented outcomes.
Standard 4: Teachers understand the sequential nature of the classical language curriculum and articulate the instructional program accordingly. Classical Language teachers develop language specific curricula based on the generic framework of the Standard Course of Study.
General Requirements for Licensure in Mathematics:
Course Requirements:
Other Requirements:
Standards for Mathematics Teachers
The following standards are mandated by the North
Carolina Department of Public Instruction and are imbedded in the
specialty area coursework. Standard 1: Number sense, numeration, numerical operation, and algebraic thinking Teacher candidates possess the mathematical knowledge needed to enable students to understand numbers, ways of representing numbers, and relationships among numbers and number systems and to enable students to understand meanings of operations and how they relate to one another. Candidates enable students to develop computational fluency and to make reasonable estimates. At the middle and secondary grade levels, teacher candidates need the mathematical knowledge to enable students to transfer their understanding of numbers and number operations to symbolic expressions involving variables. ·
Understand and apply the mathematics of natural, integer,
rational, real, and complex number systems. ·
Understand and apply the mathematics of algebraic structures
(e.g. groups, rings and fields) and rules for operations on expressions,
equations, inequalities, vectors and matrices. · Demonstrate skill in using algebra to model real-world applications.
Standard 2: Spatial sense, measurement and geometry
Teacher candidates possess the mathematical knowledge needed to enable students to analyze the characteristics and properties of 2- and 3-dimensional geometric shapes; to develop mathematical arguments about geometric relationships; to understand units, processes of measure, and measurable attributes of objects; and to apply appropriate techniques, tools, and formulas to determine measurements. They enable students to develop the visualization, spatial reasoning, and geometric modeling to solve problems. Teacher candidates particularly at middle and secondary grade levels need the mathematical knowledge to enable students to use coordinate geometry in solving problems, to understand concepts of symmetry, and to apply transformations. ·
Understand core concepts and principles of Euclidean
geometry in the plane and space. ·
Use axiomatic reasoning and demonstrate facility with
proof. ·
Understand and apply the use of coordinates in 2- and
3-dimensional geometry, vectors and transformations, including matrix
representations of transformations. ·
Understand and apply trigonometry from a geometric
perspective and demonstrate skill in using trigonometry to solve
problems. Standard 3: Patterns, relationships, and functions Teacher candidates possess the mathematical knowledge needed to enable students to understand patterns, relations, and functions. This includes the use of algebraic symbols to represent and analyze mathematical situations, the use of mathematical models to represent and understand quantitative relationships, and the analysis of “change” in various contexts. ·
Understand and move flexibly among algebraic representations
(e.g. tables, graphs, or formulas). ·
Understand and recognize patterns in data that are modeled
by important classes of functions. ·
Understand and perform transformations of functions by
arithmetically combining, composing, and inverting. ·
Demonstrate and apply knowledge of important classes of
functions (e.g., polynomial, exponential and logarithmic, rational, and
periodic), including the effect of changing parameters within these
classes of functions. · Use functions to solve problems in calculus, linear algebra, geometry, statistics, and discrete mathematics.
Standard 4: Data analysis, probability and statistics
Teacher candidates possess the mathematical knowledge needed to enable students to formulate questions that can be addressed with data, along with the necessary skills to collect, organize, and display relevant data to answer those questions. They enable students to select and use appropriate statistical methods to analyze data, to understand and apply basic concepts of probability, and to develop and evaluate inferences and predictions that are based on data. ·
Engage in data investigations, including formulating
questions and collecting data to answer questions. ·
Understand and use standard techniques for organizing,
displaying and analyzing univariate data, with the ability to detect
patterns and departures from patterns. ·
Understand and use standard techniques for displaying and
analyzing bivariate data (e.g. scatter plots, correlation and
regression). ·
Understand and use theory and simulations to study
probability distributions. ·
Use probability models to draw conclusions from data and
measure the uncertainty of those conclusions (e.g. confidence intervals
and hypothesis tests). ·
Understand and use basic rules and knowledge of probability
such as conditional probability and independence, and develop skill in
calculating probabilities associated with these concepts. · Understand and use basic concepts of discrete mathematics (e.g. graph theory, combinatorics, iteration and recursion, modeling).
Standard 5: Mathematical process skills
Teacher candidates possess the mathematical knowledge needed to enable students to develop skills in problem solving, making connections between various branches of mathematics, reasoning and proof, and communication and representation of mathematical ideas. ·
Use algebraic reasoning effectively for problem solving and
proof in number theory, geometry, discrete mathematics, and
statistics. ·
Judge the reasonableness of numerical computations and their
results. · Judge the meaning, utility, and reasonableness of the results of symbolic manipulations, including those carried out by technology.
Standard 6: Mathematical tools
Teacher candidates must be versed in the appropriate use of mathematical tools and manipulatives. ·
Understand appropriate use of technology (e.g. graphing
calculators, computer algebra systems, dynamic drawing tools,
spreadsheets, or statistical graphing software) to explore algebraic,
geometric and data analysis concepts. · Use appropriate math manipulatives (e.g., algebra tiles, computer virtual manipulatives, or computer applets) to clarify and develop mathematical concepts.
PHYSICS
General Requirements for Licensure in Physics:
Course Requirements:
Other Requirements:
Standards for High School Science Teachers
The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.
Standard 1. Twenty-first century science teachers understand safety and liability concerns in science and advocate for the provision and use of appropriate safety materials and enforcement practices in the classroom, laboratory, and field. Science teacher candidates know and are able to: ·
Ensure that safety precautions and procedures are
included in instruction and provide supervision during laboratory and
field experiences. ·
Analyze the lab/activities for safety and research
materials/chemicals, including use of MSDS (Material Safety Data Sheets),
to identify safety concerns before they are used. ·
Have a working knowledge of, and comply with, science safety
laws, codes, standards, and procedures. ·
Model and enforce appropriate safety behaviors. · Collaborate with colleagues to develop a short- and long-term plan for improvement of science safety.
Standard 2. Twenty-first century science teachers understand and are able to use the unifying concepts of science in their instruction. Science teacher candidates understand the following unifying concepts of science, and organize their instruction around them: ·
Systems, Order and Organization ·
Evidence, Models and Explanation ·
Constancy, Change, and Measurement ·
Evolution and Equilibrium · Form and Function Teachers should possess the content knowledge of life sciences, physical sciences, and earth and environmental sciences, as outlined in the North Carolina Standard Course of Study.
Standard 3. Twenty-first century science teachers demonstrate an understanding of the nature of science, the historical development of scientific thought, the process of scientific inquiry, and the reciprocal relationship between science and society. Science teacher candidates understand the following tenets of science, and organize their instruction around them: ·
Science is universal, multidisciplinary, cumulative and
self-revising. ·
Science represents a way to answer questions based on
observations, confirmable evidence and logical thinking. ·
The development of scientific thought is not necessarily
linear. ·
Modern science is based on contributions, both past and
present, from diverse cultures. ·
Scientific knowledge and applications affect and change
human society. · Science progresses through communication within the scientific community, as well as with the public, allowing for feedback, challenges, and peer review.
Standard 4. Twenty-first century science teachers understand and are able to apply scientific skills and math concepts, using appropriate equipment and tools. Science teacher candidates know and are able to: ·
Demonstrate proficiency in using measurement tools to
perform investigations and gather accurate quantitative information. ·
Employ principles and applications of mathematics
appropriate to the science content they teach. · Demonstrate proficiency in using scientific equipment commonly used in a given science discipline.
Standard 5. Twenty-first century science teachers plan and implement lessons that engage students in the process of hands-on, minds-on scientific inquiry. Science teacher candidates know and are able to: ·
Plan for acquisition, dissemination and management of
materials and equipment. ·
Incorporate appropriate field investigations and field
trips. ·
Identify ‘real world’ questions and facilitate scientific
investigations of these questions to teach science content. · Incorporate appropriate authentic assessment techniques to gauge student progress through inquiry based instruction.
SOCIAL STUDIES
General Requirements for Licensure in Social Studies:
Option 1: Social Studies Licensure with a Major in History. Additionally, students must complete at least one course in each of the following areas.
·
Anthropology or Sociology ·
Economics ·
Political Science · Psychology
Option 2: Social Studies Licensure with a Major in Anthropology, Sociology, Economics, Political Science, Psychology, or Religion. Additionally, students must complete at least one course outside of their major in each of the following areas except history, which requires four courses.
·
Anthropology or Sociology ·
Economics ·
Political Science ·
Psychology · History
Course Requirements:
Other Requirements:
The Anthropology Major: To demonstrate depth of knowledge, anthropology majors must complete Anthropology 490: Senior Colloquium in Anthropology, an advanced seminar required of all senior majors, exploring in depth an anthropological issue of critical importance. Students choose a topic related to this issue and prepare seminar presentations and a major research paper. The major research paper will constitute evidence for depth of knowledge.
The Economics Major: To demonstrate depth of knowledge, economics majors must complete Economics 495: Senior Session, which is required of all majoring in economics. As part of the requirements for this course, students prepare projects on economic issues. This project will constitute evidence for depth of knowledge.
The History Major: To demonstrate depth of knowledge, history majors must complete History 480, a capstone course for history majors. Students define, research, and write a major research paper on a topic of their choice. The major research paper will constitute evidence for depth of knowledge. (Some history majors are invited to participate in History 488, 489, a two-semester research seminar for senior history majors who qualify for honors work and who are selected as Kelley Scholars. The seminar culminates in the researching and writing of a thesis. Students who are invited take this sequence in lieu of History 480.)
The Political Science Major: To demonstrate depth of knowledge, political science majors must complete a major paper. This paper will be written under the supervision of a Davidson College Political Science faculty member. An oral defense may be expected. This requirement can be met by the completion of an honors thesis or by the writing of a paper (at least 20 pages) done in the context of a seminar or an independent study. A grade of C or better must be earned on the paper to satisfy this requirement.
The Psychology Major: To demonstrate depth of knowledge, psychology majors are required to write a thesis as part of Psychology 400: Senior Thesis. For the thesis, students design and conduct research, supervised by a faculty member, and report their findings in writing according to the form approved in the Publication Manual of the American Psychological Association.
The Religion Major: To demonstrate depth of knowledge, religion majors are required to write a thesis, directed by an appropriate department member, as part of Religion 401: Senior Colloquium. The course explores issues within the study of religion and discusses strategies for research.
The Sociology Major: To demonstrate depth of knowledge, sociology majors are required to write a thesis as part of Sociology 499: Senior Thesis. The course requires a literature review, research design, data collection and analysis, and oral defense of thesis.
Standards for High School Social Studies Teachers
The following standards are mandated by the North
Carolina Department of Public Instruction and are imbedded in the
specialty area coursework. Standard 1: Culture and Cultural Diversity: People, Places, and Environments Teacher candidates who teach social studies know and can facilitate learning about how culture and culture systems function. They are able to teach about how human beings relate to their environment and the impact of that relationship on culture. Teacher candidates who
teach social studies know and can facilitate learning about:
Standard 2: Time, Continuity, and Change Teacher candidates who
teach social studies know and can facilitate learning about historical
periods and patterns. They teach about diverse perspectives
and sources of information that inform an understanding of the past,
present, and future.
Standard 3: Economic, Scientific, and Technological Development Teacher candidates who
teach social studies know and can facilitate learning about how economic
forces affect individuals and communities and about the management of
individual and collective resources in a global economy. This includes
the influence of science, technology, and ecologic interdependence on all
aspects of human enterprise including systems such as transportation,
communication, health care, warfare, agriculture, and industry.
Standard 4: Individuals, Groups, and Institutions: Their Development and Identities Teacher candidates who
teach social studies know and can facilitate learning about how individual
and collective identities are shaped by groups and institutions.
Standard 5: Civic Ideals and Practices: Power, Authority, and Governance Teacher candidates who
teach social studies know and facilitate learning about the principles of
democracy and human rights and about the variety of ways that governments,
leaders, and citizens exercise power, develop laws, and maintain
order.
SPANISH (K - 12)
General Requirements for Licensure in Spanish
Course Requirements:
Other Requirements:
Standards for Second Language Teachers
The following standards are mandated by the North Carolina Department of Public Instruction and are imbedded in the specialty area coursework.
Standard 1: Teachers demonstrate a high proficiency level in all modes of communication (presentational, interpretive, and interpersonal).
Standard 2: Teachers integrate knowledge of socio-cultural products, practices, and perspectives into instruction.
Standard 3: Teachers demonstrate familiarity with current theories in second language acquisition and research.
Standard 4: Teachers differentiate instruction for the diverse needs of heritage language learners.
DEPARTMENTAL ORGANIZATION AND SUPPORT PROGRAMS
Department of Education Faculty
The following are
faculty members of the Department of Education as well as other personnel
who provide specific expertise for the program.
The Teacher Education
Committee
The Department of Education works closely with the Teacher Education Committee. This committee is appointed by the Dean of the Faculty with representatives from the departments in the College that are involved in programs in which licensure is offered. This committee serves to recommend and approve policies concerning the administration and coordination of the entire program. In addition, the committee makes decisions regarding student admission into the program and recommends licensure upon successful completion of the requirements.
Curriculum Materials Center
The Curriculum Materials Center (CMC) is located in the Education Office, Jackson Court #1. It contains materials including books, periodicals, computers, scanner and other resources that will be helpful in understanding the profession of teaching as a whole as well as specific content in your specialty area. The CMC is open from 8:30 AM to 4:30 PM daily and by appointment.
Placement Service
The Department of Education Placement Service (EDPS) is designed (1) to provide a central location for references and related information requested by potential employers or graduate schools and (2) to mail your file in an attractive form. This system precludes your having to ask individuals to write another evaluation each time you apply for a job and insures that evaluations arrive as one unit. When your file is complete, it can be sent to potential employers upon written request by you.
File Contents: A complete credentials file consists of the following:
1. Data Sheet for
EDPS 2. Up-to-date
resumes 3. Current
evaluations 4. Praxis scores
The File will include the following credentials.
1. The Data Sheet
for EDPS must be completed, signed and returned. No credentials can be
mailed from this office without signed authorization included on the data
sheet. (Type this form for neatness.) 2. Resumes:
Candidates must supply us with copies of up-to-date resumes. We do not
make copies of these documents You will need an amount sufficient to cover
the number of employers you wish to receive your file. Limit a resume to
two (2) pages. These should indicate your name, address and telephone
number. We do not recommend resumes which have photographs on them. You
may have more than one version of a resume but you will need to indicate
to us clearly which one is for which purpose. 3. Evaluations
4. Praxis Series Scores: Your file will contain a record of your Praxis Series scores (Reading, Writing, Mathematics, and Specialty Area(s) only if you have had your scores forwarded to the EDPS.
Please keep your file up to date with current telephone numbers and addresses, and please notify our office when you accept a position.
Counseling Services on Campus
The Student Counseling Center (SCC) offers a broad range of counseling and psychological services. Students who visit the SCC have a number of concerns. Coping with the difficulties associated with studying and living in a busy environment is a frequent problem. Some students experience difficulty in moving away from home or coping with changes in family life brought on by divorce or the death of a parent. Other concerns include seeking information about interests, abilities, and personality. Help in learning new skills associated with time management and study skills is also available. Stress associated with student teaching may warrant a visit to the Student Counseling Center as well. Counseling services (up to ten sessions) are available at no charge to students.
William B. Hight Jr. Education Award
Each year the Department of Education gives the William B. Hight, Jr. Education Award to a student who has demonstrated the ability to translate theory into practice and has promise as an outstanding educator. The decision is made by the Department of Education faculty and based on the following criteria: 1. Genuine
concern for students and love of teaching. 2. Teaching
ability and a willingness to accept and profit from feedback. 3. Performance in
the Licensure Concentration including all coursework and related
activities. 4. Recommendations from Davidson professors, the Education faculty and the cooperating teacher.
Financial Assistance
With the increased
emphasis on the quality of teacher education have come a number of
benefits. Among these are the availability of financial assistance for
promising prospective teachers at both the state and national level. Current
information about these and other scholarship programs are available from
the Department of Education office. Davidson Home Page | Email the Department of Education © Copyright 2013 Department of Education, Davidson College, Davidson, NC 28035-7124 | |||||||||||
