elizabeth city state university revisioning changes
TRANSCRIPT
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Elizabeth City State University
Revisioning Changes
December 2009
Electronic Evidence 2 – Documentation of Learning
Clarification and specification were provided to detail each specialty area.
Delineation of what counts for content for each license/program area has been included in EE #1,
item 2.
Electronic Evidence 3 - Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
Clarification is provided on how 4.d.1 (technology) is addressed in the evidence.
Electronic Evidence 5 – Comprehensive Assessment Plan
P-12 students has been added so that it is clear that the candidates are working with public school
students (1a1).
Clarification and modifications were provided to delineate that candidates provided evidence that
P-12 students attain 21st Century knowledge, skills, and dispositions (4h2).
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Elizabeth City State University
Music Education
Introduction to Educator Preparation Programs
Elizabeth City State University (ECSU) is submitting this program in response to the state’s call for re-
visioned educator preparation programs. In January 2008, the State Board of Education approved in
concept, a new program approval process. The process focuses on outcomes, rather than inputs, eliminates
barriers and obstacles that do not ensure quality, and allows greater institutional flexibility based on
increased rigor and accountability. ECSU will continue to seek national accreditation through the State’s
partnership agreement NCATE.
The new process consists of annual review of candidate evidence to ensure that they meet the standards
for teachers based on a rubric that is aligned with the inservice teacher evaluation instrument. The annual
reviews will be coordinated by the State Board of Education and utilize trained inservice educators and
teacher educators. Through random sampling, each specialty area program will be reviewed on a
systematic basis when a critical mass of program completers is reached, but at least once every seven
years. Additionally, candidate on-the-job performance and institutional involvement with and service to
the public schools will be considered in continuing program approval.
The entire university has been engaged in the re-visioning to ensure coherence of ECSU’s mission with
the program’s mission and the conceptual framework. The North Carolina Professional Educator
Standards and the following the programmatic themes are addressed throughout coursework and
experiences: 1) Data-based decision making; 2) Research-validated strategies; 3) NC Standard Course of
Study for horizontal and vertical alignment; 4) national specialty organization standards; and 5) the
Framework for 21st Century learning.
The “blueprints” (program proposals) include the following components: A) A description of how the
proposed program has been re-visioned; B) How public school partners were involved in the re-visioning of
the program and how they will be involved in the delivery and evaluation of the program; C) The electronic
evidences the institution will use to demonstrate candidates meet the standards with Section I, Section II,
and Section III; and D) The timeline for implementation.
Music Education – The Program
The music department has significantly restructured its music education program to address the collective
vision for 21st Century Learning that can be used to strengthen the education system that will include
components of knowledge, skills, and dispositions. The collective vision encompasses the following six
areas: 21st Century Content, Learning and thinking skills, ICT Literacy, Life Skills, and 21
st Century
Assessments and Core Subjects.
To address the 21st Century content, the department has implemented an African African-American in
Music course and the Survey of Nonwestern Music to provide a global awareness of music that expands
the traditional Western emphasis. Also, in this area, music majors will address financial and business
awareness in completing assignments regarding music budgets and inventories that will be addressed in
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the music method courses. The other components of the 21 Century content areas: Civic Literacy and
Health and Wellness awareness are addressed in selected General Education courses.
The Learning and Thinking Skills area comprises several skills which will be needed in the 21st Century:
critical-thinking, problem solving, communication, creative and innovating skills, collaboration,
contextual learning and information and media literacy. The arts, such as music have long since utilized
the skills in this area. Music students are expected to use critical-thinking and problem solving skills in
music theory or orchestration courses, where students have to analyze and write music. In these courses,
students have to employ decision-making techniques when being innovative in writing music, using
specific formulas. Further, when performing or listening to music, music students have to determine if
the music is performed correctly. So often, music students will be called upon to justify music or the arts
within the education system; therefore, music students must use good verbal or written communication
skills in addressing various populations within the school system. Regarding collaboration and context, all
music education courses are intertwined. Basically with theses courses, a set of music knowledge is
needed to progress successfully in required courses. In examining information and media literacy, music
students gain knowledge of professional journals, references, music books, and music scores that will
enhance further the study of music. Furthermore, in the music methods courses, students will more than
ever use the skills in this area when designing effective unit plan enabling the students in the public
school systems to have the propensity to be life-long learners or appreciators of music.
Music students must demonstrate their ICT Literacy by taking the newly restructured course: EDUC 203 -
Introduction to Computer Instructional Technology. In this course, students learn computer basics and
develop educational portfolios that will help them complete the requirements for North Carolina
technology proficiency. In addition, students employ and expand their knowledge of instructional
technology by using specific educational and music software in completing assignments required in music
courses such as methods, music theory and aural skills, music history, etc.
While serving in a professional student organization such as the Collegiate Music Educators National
Conference (CMENC), or completing method courses or clinical practice, music students have the
opportunity to demonstrate strong leadership skills. Leadership skills are a major component of Life
Skills. In order to be truly effective, music students will continue to develop leadership skills that will
help to organize their instruction and to serve as strong advocators for student learning.
Assessment is another important area for the 21st Century vision. Music students will be engaged in
assessment projects that will help them to diagnose areas of concern, design instruments, and offer
recommendation for various problems or situations. Music students will also engage in various
assessments/rubrics to measure cognitive, psychomotor and affective skills in the music classroom.
Various software programs will be utilized to create rubrics and/or to examine data.
In the area of Core Subjects, the Music Department has revamped the music education curriculum to
focus more on the basics of music and how to strengthen the facilitation of music instruction to match the
needs of P-12 education.
The 21st Century Vision is directly related to the five new music education standards. Theses standards
embody the standards deemed necessary for 21st century learning and teaching. Of the five standards,
three standards involving performance, music theory/aural skills, and music history are similar to the
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previous standards for music education. However, for each of these three standards, a component was
added to address 21st century initiatives:
1. Performance – performing on an instrument and being able to analyze, interpret and evaluate
music and musical performances – (critical thinking) – courses include: applied music, and large and
small ensembles
2. Music theory/aural skills – demonstrating an understanding of 21st century music technology as a
vital delivery system for teaching and learning music. – Courses include all music theory and aural skills
classes.
3. Music History – using critical thinking in analyzing Western and non-Western music (Global
Emphasis) – courses include two music history classes of Western focus, one course in African-American
Music and one course in Non-western survey of music.
Two standards new to the teacher re-visioning process include the following:
1. Music teacher candidate possess an understanding of music through aesthetic experience and
critical and creative thinking. - Courses/assessments include music theory, music history, music methods,
applied and ensemble classes, and music juries.
2. Music teacher candidates develop and manage a program inclusive of the goals, values, and
purposes of music education. – Courses include music methods classes, choral and instrumental
conducting, and orchestration.
With these new standards, the music department will further restructure its curriculum for more emphasis
on projects/assignments where students will be able to demonstrate thinking skills to a higher level.
These assignments will comprise more reflection and self-evaluations. With the advent of these standards,
students will be able to voice and/or demonstrate these thought processes through verbal and artistic
means. For example, all music students, in readiness for the Senior Recital, will have to demonstrate their
understanding of the processes involved in planning a successful recital. Here, students will discuss
selection of music, technical proficiency needed in performing the repertoire, and analyzing music.
The new program will be different from the former program. There will be more changes in course
descriptions depicting critical and creative thinking, global diversity, varied technology use and problem
solving, financial management and justifying music programs.
In the total re-visioning process, the Music Department proposes the following changes:
1. Modifying current course descriptions to reflect 21st century standards.
2. Adding six additional hours to the student teaching course. (EDUC 443)
3. Changing the professional sequence to unify the alignment of all
professional education courses at ECSU.
4. Adding two additional music applied/ensemble courses to provide
additional practice in enhancing performances skills.
5. Currently, the music department is proposing changes in the General
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Education process to accommodate the added six hours to the student
teaching course. The department proposes the substitution of the
following:
a. African-American Music for a Fine Arts Requirement
b. Music History in lieu of World Civilization
In the Professional Education Sequence, the following changes are made:
1. Six hours will be added to the student teaching course (EDUC 443) for a total number of 12
credit hours.
2. A test and measurement course will be added to ensure that teacher candidates will
demonstrate strategies in promoting a positive impact on student learning through assessment
(testing).
3. In the music method courses, teacher education candidates will have ample opportunity to
develop a music program that addresses program management.
4. Although music majors assist cooperating teachers in afternoon rehearsals, there will be
additional required collaborative projects with the school system that will reflect student
leadership.
Core Courses……………………………………………………………………………....................................43
MUS 101 Recital Attendance P/F
MUS 103 Aural Skills I 1
MUS 104 Aural Skills II 1
MUS 108 Music Theory I 2
MUS 109 Music Theory II 2
MUS 203 Aural Skills III 1
MUS 204 Aural Skills IV 1
MUS 208 Music Theory III 2
MUS 209 Music Theory IV 2
MUS Ensembles 6
MUS Piano Classes 4
MUS 305 Music History I 3
MUS 306 Music History II 3
MUS 307 A Study of Non-Western Music 1
MUSA Principal Instrument 13
MUS 400 Senior Recital 1
Related Courses (Required)…………………………………………………………………………………..13
Vocal Emphasis
MUS 126 Voice Diction 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Piano Emphasis
MUS 231 String Class 1
MUS 309 Form and Analysis 3
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MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 429 Piano Accompanying 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Instrumental Emphasis
MUS 123 Voice Class 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 447 Instrumental Techniques and Conducting 1
MUS 347 Percussion Class 1
MUS Small Ensemble 1
Professional Education Core
CURRENT PROPOSED
EDUC 203 Introduction to Computer
Instructional Technology
3
EDUC 201 Foundations of Education 3 EDUC Multicultural Foundations of
Education
3
PSY 302 Human Development 3 PSY Child Development for
Learning and Assessment
3
PSY 309 Educational Psychology 3
EDUC 400 Senior Seminar P/F
SPED 346 Introduction to Special
Education Laws
3 SPED 280 Introduction to Special
Education and Diverse
Learners
3
EDUC 478 Seminar in Contemporary
Educational Issues
P?F EDUC 478 Seminar in Contemporary
Educational Issues
P/F
EDUC 428 Music Methods Elementary
School
3 EDUC 428 Internship I for yearlong
experience with Music
Methods
3
EDUC 429 Music Methods Secondary
School
3 EDUC 429 Internship I for yearlong
experience with Music
Methods
3
EDUC 443 Observation and
Supervision of Student
Teaching
6 EDUC 443 Internship II: Clinical Practice 12
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ECSU MUSIC DEPARTMENT AND PUBLIC SCHOOL PARTNERS
During the re-visioning process, the Chair of the Music Department and faculty members polled area
schoolteachers about music preparation of teachers in the 21st century. Area music teachers are easily
assessable to us because faculty members regularly perform in a number of musical venues in town.
Also, faculty members often visit area school to talk with students and music teachers. Subsequently,
music graduates from ECSU are teaching either in high schools, middle schools or in elementary schools.
Conversations with these teachers focused on the need to have candidates spend more time in the
classroom before student teaching. Our colleagues in P-12 also wished to see students enhance their
performance skills. Seventy-five percent (75%) of the teachers polled indicated that more use of current
technology must be integrated into music lessons. One teacher commented that classroom management
and further development of lessons plans is a must. Finally, the sentiment shared by most of the teachers
indicates the need to develop newer strategies in teaching within an ever-increasing diverse climate.
Finally, one teacher expressed a concern students need to focus on budgets and advocacy of music
programs.
In addition, music department, in collaboration with the School of Education and Psychology, conducted
a survey to ascertain re-visioning responses from area music teachers. The Chairperson contacted the
Elizabeth City Pasquotank Central Office to solicit support from the Curriculum Specialist in contacting
area music teachers to complete the survey. The Curriculum Specialist indicated that this was a great
opportunity for area music teachers to comment about music education preparation at the university level.
Surveys were sent to fifteen music teachers. Out of the seven responders in the teacher category, four (4)
area music teachers were either band, choral or general music teachers. Area music teachers submitted
the following general responses:
1. Music teachers should be organized, fair, caring, respectful and knowledgeable.
2. Music teachers should be Energetic, technically skilled and competent.
3. Music teachers should well-grounded in classroom management.
4. Before student teaching, music students should volunteer and observe more in the public schools.
5. Prior to student teaching, music candidates should know how to use effective discipline measures.
6. In order to provide more preparation for undergraduates, the music department should implement
more hands-on learning experiences.
Based on the responses of area schoolteachers and other teachers polled in the survey, the Music
Department has proposed changes in the method courses and in ensemble and applied lessons. In the
method courses, instead of 10 hours of observations, 15 hours would be required. In addition, in the
revised method courses, more emphasis will be place on program development and financial
management. For ensemble courses, students will have the opportunity to conduct and discuss rehearsal
strategies with the instructor and/or their peers. In the individual applied lessons, teachers will focus in
strengthening performance skills.
Collaborative partnerships with P-12 schools will be strengthened for field experiences and clinical
practice. In addition, P-12 schools will continue to be involved annually with program coordinators and
program enhancements as well to make the transition from current standards to 21st Century Knowledge,
Skills and Dispositions.
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Furthermore, P-12 teachers will be utilized to examine electronic portfolios and to offer comments or
critiques of our music students in the field.
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SECTION I: KEY EVIDENCES
This section contains the 6 evidences that are being submitted as documentation of meeting the standards. The evidences are those that all
candidates in the program are required to complete and should be used by the program to determine candidate proficiencies as reflected in the
program standards. Briefly describe each evidence and identify the descriptors of the elements of the standards each addresses. The recommended
alignment of the descriptors with the evidences is reflected in the template. The template submitted reflects the alignment used by the institution.
Evidence Name of Evidence Briefly Describe the Evidence Descriptors of the Elements of the Standards
Addressed by the Evidence
1 Content Knowledge: Evidence that
demonstrates breadth of content
knowledge in the specialty area1.
Transcript Copy of transcript with at least 24 semester
hours of coursework relevant to the specialty
area from a regionally accredited college or
university with a grade of C (2.0) or better in
each of the 24 hours.
Required: 3b.1
2 Content Knowledge: Evidence that
demonstrates candidate depth of
understanding and application of
content knowledge in the specialty
area.
Culminating Project:
Documentation of
Learning Senior
Recital
Candidates will design a culminating project
that is a research application in the music
specialty area. The project must reflect a
synthesis of the depth of understanding and
application of content knowledge.
Required: 3b.1
3 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates effective
design of classroom instruction based
on research-verified practice.
Differentiated Unit
Plan Based on the
North Carolina
Essential Standards
Course of Study
A comprehensive six weeks, unit plan
will be developed that focuses on major
concepts, begins with learner assessment
data, and includes culturally-responsive
teaching practices with differentiation
designed to meet the needs of students.
Recommended: 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
4 Pedagogical and Professional
Knowledge Skills and Dispositions:
Evidence that demonstrates knowledge,
skills, and dispositions in practice.2
LEA/IHE
Certification of
Teaching Capacity
State-required evaluation of the candidate
completed by the institution and the
cooperating teacher.
Required: 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, 4h.2, 5a.1
1 This evidence MUST be a transcript or passing scores on the appropriate Praxis II test(s).
2 This evidence MUST be the state-adopted LEA/IHE Certification of Teaching Capacity.
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Evidence Name of Evidence Briefly Describe the Evidence Descriptors of Elements of the Standards
Addressed by the Evidence
5 Positive Impact on Student
Learning: Evidence that demonstrates
impact on student learning.
Comprehensive
Assessment Plan
Candidates will develop a data driven
Comprehensive Assessment Plan that
integrates technology, is based on a
continuous improvement model, is used
to inform instruction and uses
multifaceted formative and summative
assessments.
Recommended: 1a.1, 4b.1, 4h.1, 4h.2, 5a.1
6 Leadership and Collaboration:
Evidence that demonstrates leadership
and collaboration.
Candidate Leadership
Project
Candidates will design and implement a
project as an apprentice to and in
collaboration with their advisor,
university supervisor, and cooperating
teacher that demonstrates knowledge,
skills and dispositions in leadership and
collaboration.
Recommended: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2,
2e.1, 5b.1
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SECTION II: RELATIONSHIP OF THE EVIDENCE TO THE STANDARDS
In the chart that follows identify where each proficient descriptor of each element of each standard is addressed in the evidence(s) described in Section
I . Each proficient descriptor must be addressed. The template has been pre-populated with the recommended alignments. However, the template
submitted MUST reflect the alignment used by the institution.
NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
1. TEACHERS DEMONSTRATE LEADERSHIP
a. Teachers lead in their classrooms. 1. Evaluates 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. Draws on appropriate data to develop classroom and instructional plans.
3. Maintains a safe and orderly classroom that facilitates student learning.
4. Uses positive management of student behavior, effective communication for defusing and
deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and
restraint.
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b. Teachers demonstrate leadership in the school.
1. Engages in collaborative and collegial professional learning activities.
2. Identifies the characteristics or critical elements of a school improvement plan.
3. Displays the ability to use appropriate data to identify areas of need that should be addressed
in a school improvement plan.
#1 #2 #3 #4 #5 #6 #7 #8
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c. Teachers lead the teaching profession.
1. Participates in professional development and growth activities.
2. Begins to develop professional relationships and networks.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
d. Teachers advocate for schools and students.
1. Implements and adheres to policies and practices positively affecting students’ learning.
#1 #2 #3 #4 #5 #6 #7 #8
e. Teachers demonstrate high ethical standards
1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional
Conduct.
#1 #2 #3 #4 #5 #6 #7 #8
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. Maintains a positive and nurturing learning environment.
#1 #2 #3 #4 #5 #6 #7 #8
b. Teachers embrace diversity in the school community and in the world.
1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the
contributions of all cultures.
2. Incorporates different points of view in instruction.
3. Understands the influence of diversity and plans instruction accordingly.
#1 #2 #3 #4 #5 #6 #7 #8
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c. Teachers treat students as individuals.
1. Maintains a learning environment that conveys high expectations of every student.
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d. Teachers adapt their teaching for the benefit of students with special needs.
1. Cooperates with specialists and uses resources to support the special learning needs of all
students.
2. Uses research-verified strategies to provide effective learning activities for students with
special needs.
#1 #2 #3 #4 #5 #6 #7 #8
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
e. Teachers work collaboratively with the families and significant adults in the lives of their
students.
1. Communicates and collaborates with the home and community for the benefit of students.
#1 #2 #3 #4 #5 #6 #7 #8
3. TEACHERS KNOW THE CONTENT THEY TEACH
a. Teachers align their instruction with the North Carolina Standard Course of Study.
1. Develops and applies lessons based on the North Carolina Standard Course of Study.
2. Integrates effective literacy instruction throughout the curriculum and across content areas to
enhance students’ learning.
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b. Teachers know the content appropriate to their teaching specialty.
1. Demonstrates and appropriate level of content knowledge in the teaching specialty.
2. Encourages students to investigate the content area to expand their knowledge and satisfy
their natural curiosity.
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c. Teachers recognize the interconnectedness of content areas/discipline.
1. Demonstrates knowledge of links between grade/subject and the North Carolina Standard
Course of Study by relating content to other disciplines.
2. Relates global awareness to the subject.
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d. Teachers make instruction relevant to students.
1. Integrates 21st century skills and content in instruction.
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4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
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. Identifies developmental levels of individual students and plans instruction accordingly.
2. Assess and uses resources needed to address strengths and weaknesses of students.
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b. Teachers plan instruction appropriate for their students.
1. Collaborates with colleagues to monitor student performance and make instruction responsive
to cultural differences and individual learning needs.
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c. Teachers use a variety of instructional methods.
1. Uses a variety of appropriate methods and materials to meet the needs of all students.
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d. Teachers integrate and utilize technology in their instruction.
1. Integrates technology with instruction to maximize students’ learning.
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e. Teachers help students develop critical-thinking and problem-solving skills.
1. Integrates specific instruction that helps students develop the ability to apply processes and
strategies for critical thinking and problem solving.
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f. Teachers help students to work in teams and develop leadership qualities.
1. Organizes student learning teams for the purpose of developing cooperation, collaboration,
and student leadership.
#1 #2 #3 #4 #5 #6 #7 #8
g. Teachers communicate effectively.
1. Uses a variety of methods to communicate effectively with all students.
2. Consistently encourages and supports students to articulate thoughts and ideas clearly and
effectively.
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
h. Teachers use a variety of methods to assess what each student has learned.
1. Uses multiple indicators, both formative and summative, to monitor and evaluate students’
progress and to inform instruction.
2. Provides evidence that students attain 21st century knowledge, skills and dispositions.
#1 #2 #3 #4 #5 #6 #7 #8
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NORTH CAROLINA TEACHER STANDARD KEY EVIDENCE(S) FROM SECTION I
DEMONSTRATING THE DESCRIPTORS OF THE
ELEMENTS
5. TEACHERS REFLECT ON THEIR PRACTICE
a. Teachers analyze student learning.
1. Uses data to provide ideas about what can be done to improve students’ learning.
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b. Teachers link professional growth to their professional goals.
1. Participates in recommended activities for professional learning and development.
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c. Teachers function effectively in a complex, dynamic environment.
1. Uses a variety of research-verified approaches to improve teaching and learning.
#1 #2 #3 #4 #5 #6 #7 #8
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SECTION III: DETAILED DESCRIPTION OF THE EVIDENCES
Listed below are detailed descriptions of:
1) the name of the evidence;
2) the specific directions and/or requirements for the evidence provided to the candidates;
3) how the evidence specifically addresses the descriptors for which it is cited in Sections I and II;
and
4) how the evidence is/will be evaluated by the institution.
#1 Required (State prescribed)- Content Knowledge
Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty area.
A transcript OR passing scores on the appropriate Praxis II test(s) must be submitted.
This evidence must address descriptor 3b.1.
1. Name of Evidence: College transcript
2. Specific directions and/or requirements for the evidence provided to the candidates.
Candidates must demonstrate a “C” 2.0 average or above on at least 24 credit hours of specified courses
in the specialty area. The grade of “C” is passing but the requirement for Teacher Education Program
entry is a 2.5 GPA as determined by committee process. A 2.5 GPA is required for maintaining eligibility
in the program.
Core Courses……………………………………………………………………………....................................43
MUS 101 Recital Attendance P/F
MUS 103 Aural Skills I 1
MUS 104 Aural Skills II 1
MUS 108 Music Theory I 2
MUS 109 Music Theory II 2
MUS 203 Aural Skills III 1
MUS 204 Aural Skills IV 1
MUS 208 Music Theory III 2
MUS 209 Music Theory IV 2
MUS Ensembles 6
MUS Piano Classes 4
MUS 305 Music History I 3
MUS 306 Music History II 3
MUS 307 A Study of Non-Western Music 1
MUSA Principal Instrument 13
MUS 400 Senior Recital 1
Related Courses (Required)…………………………………………………………………………………..13
Vocal Emphasis
18
MUS 126 Voice Diction 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Piano Emphasis
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 347 Percussion Class 1
MUS 429 Piano Accompanying 1
MUS 447 Choral Techniques and Conducting 1
MUS Music Elective 1
Instrumental Emphasis
MUS 123 Voice Class 1
MUS 231 String Class 1
MUS 309 Form and Analysis 3
MUS 312 Orchestration 2
MUS 338 Conducting 1
MUS 345 Brass Class 1
MUS 346 Woodwind Class 1
MUS 447 Instrumental Techniques and Conducting 1
MUS 347 Percussion Class 1
MUS Small Ensemble 1
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
The evidence demonstrates breadth of content knowledge attained over a four year period by detailing a
sequence of specific course(s) through which the content knowledge is acquired. The combined sequence
of courses and the grades earned in the specified courses along with the evidence projects included in this
document demonstrate mastery of the content taught (3b1).
4. How will the evidence be evaluated by the institution?
The evidence will be evaluated by the institution at four transition points – upon admission to the Teacher
Education Program, prior to clinical practice, upon completion of clinical practice and prior to completion
of the degree program. At Transition Point I, the candidate’s application for admission to the Teacher
Education Program will be evaluated by the candidate‘s advisor who signs the Application for Admission
to the Teacher Education Program and by the Office of Teacher Education and the admissions committee.
At Transition Point II, the candidate’s Application for Clinical Practice is evaluated by the Office of
School Services and by the Office of Teacher Education prior to approval for beginning the year long U-
Step Internship Program. The candidate’s credentials are evaluated again by both the Office of School
19
Services and by the Office of Teacher Education upon completion of the field experience. A final
evaluation of the candidate’s content knowledge is conducted by the Office of School Services, Office of
Teacher Education and by the Office of the Registrar prior to approval for graduation. The faculty at
Elizabeth City State University votes on all candidates prior to the awarding of the degree.
#2 Required - Content Knowledge
Content Knowledge: Evidence that demonstrates candidate depth of understanding and application of content
knowledge in the specialty area.
This evidence must address descriptor 3b.1. Demonstrates and appropriate level of content knowledge in the
teaching specialty.
1. Name of Evidence: Culminating Project: Documentation of Learning (DOL)- Senior Recital
2. The specific directions and/or requirements for the evidence provided to the candidates:
The Culminating Project-Documentation of Learning (DOL) Senior Recital is an advisor-approved
research, application, or curriculum project that will span two semesters beginning in the first semester of
the senior year. Candidates must decide on a focus and prepare a proposal detailing their study. The
Senior Recital is the final musical assessment for graduation. The recital documents your understanding,
depth and breadth of musical content, of the works performed. This documentation will indicate your
proficiency depicted in the North Carolina Professional Teaching Standard #3.b. It is important that
teachers know the content applicable to their teaching specialty.
The Senior Recital represents your understanding of content knowledge through the choice of repertoire
and performance of the pieces. The Recital should evolve around your studies in music theory, ear
training, music history, applied music, non-western music, performance, and methodology.
The semester prior to the Senior Recital, a program is designed listing varied repertoire complete with
program notes. The Senior Recital includes music that represents various periods in history, cultures, and
composers. In planning your recital program, you may also include apiece written by you. A reflection
rubric/assessment describing the creative, technical and analysis process involved in preparing for the
recital is completed. The reflection component of the recital will answer specific questions regarding the
repertoire chosen. These questions will focus on, technical executions, and music literature analysis
(critical and creative thinking) and the historical significance of these selections. A panel of faculty
members (Recital Committee) will analyze your responses and submit a grade of P/F to the Senior Recital
Faculty member.
The Semester of the Senior Recital, a meeting with the Applied teacher and the Senior Recital Instructor
occurs to establish a hearing date and a final date for the Recital. The Senior Recital Hearing takes place
at least three weeks before the actual Senior Recital. An average score of 25 is required to pass the Senior
Recital Hearing and proceed with the Recital.
20
Candidates will use information and communications technology to present their research paper to a
workshop group during the latter part of the first semester. This high quality multimedia presentation
must accompany the oral presentation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
The Culminating Project-Documentation of Learning (DOL) Senior Recital is an indepth study that reflects
a synthesis of the depth of understanding and application of content knowledge. This synthesis requires that
candidates demonstrate an appropriate level of content knowledge in the teaching specialty.
4. How the evidence is/will be evaluated by the institution.
A team of faculty members and LEA partners develop rubrics that will be used for the Culminating
Project-Documentation of Learning (DOL) Senior Recital Electronic Evidence #2.
21
#3 Required - Pedagogical and Professional Knowledge Skills and Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions:
Evidence that demonstrates effective design of
classroom instruction based on research-verified practice.
It is recommended this evidence address 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.
Descriptors addressed IF different from those recommended:
1. The name of the evidence: Differentiated Unit Plan based on the North Carolina Course of
Study/Essential Standards
2. Specific directions and/or requirements for the evidence provided to the candidates: Each
candidate will develop a comprehensive differentiated unit plan that is data-driven and is designed to meet
the individual instruction needs of student in a heterogeneous classroom. The specialty area unit plan may
contain individual content lessons as well as integrated content lessons (for example, music and social
studies). The candidate must collaborate with colleagues in reviewing the standards (NCSCS, 21st Century
Framework, technology, etc.) and benchmarks for the grade or course and determine a focus for the unit.
The instructional plans within the unit will be differentiated to show how candidates provide students with
different avenues to acquiring the designated content; to processing, constructing, or making sense of
ideas; to developing teaching activities and products so that all students in the classroom learn effectively
regardless of differences in ability; and to incorporate group input and feedback into the work as teams
collaborate and cooperate. Candidates’ units must include some essential features such as:
All learners have set goals and are engaged in the learning activity.
The lesson content should address the same concepts with all students but be adjusted by degree of
complexity for the diversity of learners in the classroom.
Critical and creative thinking must be designed in lessons for the culturally-responsive and
globally-connected classroom.
Incorporate evidence-based instructional strategies that help students acquire and integrate
knowledge, and practice, review, and apply knowledge. Instruction may require varied tasks,
supports, materials, additional motivation, or adaptive/assistive equipment for different students in
the classroom.
On-going assessment of student readiness and growth must be included for meaningful and
successful differentiation. Assessment should occur before, during, and following instruction.
Assessments may be paper or electronic, formal or informal, including interviews, surveys,
performance assessments, and more formal evaluation procedures.
Pre- and on-going assessment are essential to helping teachers provide more effective instructional
strategies (via face-to-face, print, digital, etc.), choices, and scaffolds for the varying needs,
interests and abilities that exist in classrooms of diverse students.
As developing teachers, candidates will collaborate with inservice teachers on goal setting, assessing and
monitoring student performance, and communicating results. Candidates should consult other specialists to
assist in developing and varying instruction based on student needs. Through this collaboration and
reflection, each candidate will select a model lesson plan from the unit that will be videotaped in the school
22
setting. The complete unit plan and a written reflection of the total experience will be required of each
teacher candidate. The complete unit plan and a written reflection of the total experience will be required of
each teacher candidate. The unit will be developed the semester prior to clinical practice and implemented
during clinic practice. A rubric will be developed for the unit and the written reflection.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II:
The unit will address the following descriptors as denoted by the terms below selected from the Specific
directions section above:
NCPTS Element Specific Directions Selections 1a.2 Draws on appropriate data to develop
classroom and instructional plans
Each candidate will develop a comprehensive differentiated
unit plan that is data-driven and is designed to meet the
individual instruction needs of student in a heterogeneous
classroom.
standards and benchmarks for the grade or course; Pre- and
on-going assessment
2b.3 Understands the influence of diversity and
plans instruction accordingly
The lesson content should address the same concepts with all
students but be adjusted by degree of complexity for the
diversity of learners in the classroom.
2d.1 Cooperates with specialist and uses resources
to support the special learning needs of all students.
Candidates should consult other specialists to assist in
developing and varying instruction based on student needs.
3a.1 Develops and applies lessons based on the
North Carolina Standard Course of Study
reviewing the standards (NCSCS, 21st Century Framework,
technology, etc.) and benchmarks for the grade or course
3c.1 Demonstrates knowledge of links between
grade/subject and the North Carolina Standard
Course of Study by relating content to other
disciplines.
integrated content lessons (for example, music and social
studies)
3c.2 Relates global awareness to the subject Critical and creative thinking must be designed in lessons for
the culturally-responsive and globally-connected classroom.
3d.1 Integrates 21st century skills and content
instruction.
reviewing the standards (NCSCS, 21st Century Framework,
technology, etc.) and benchmarks for the grade or course and
determine a focus for the unit
4a.1 Identifies developmental levels of individual
students and plans instruction accordingly.
assessment … essential to helping teachers provide more
effective instructional strategies (via face-to-face, print,
digital, etc.), choices, and scaffolds for the varying needs,
interests and abilities that exist in classrooms of diverse
students.
4a.2 Access and uses resources needed to address
strengths and weaknesses of students.
4d.1 Integrates technology to maximize students’
learning
Candidates’ technology integrated lessons will show clearly
articulated thoughts and ideas with effective oral, written, and
nonverbal communication skills in a variety of forms and
contexts including digital technologies (computers, PDAs,
media players, GPS, etc.), networking tools, and social
networks. Technology will be used in getting students to
collaborate and solve problems and explore creative ways to
demonstrate learning.
4b.1.Collaborates with colleagues to monitor
student performance and make instruction
responsive to cultural differences and individual
learning needs.
candidates will collaborate with inservice teachers on goal
setting, assessing and monitoring student performance, and
communicating results; candidate must collaborate with
colleagues, developing teaching activities and products so that
all students in the classroom learn effectively regardless of
differences in ability
4c.1 Uses a variety of appropriate methods and Instruction may require varied tasks, supports, materials,
23
materials to meet the needs of all students. additional motivation, or adaptive/assistive equipment for
different students in the classroom.
4e.1 Integrates specific instruction that helps
students develop the ability to apply processes and
strategies for critical thinking and problem solving.
provide students with different avenues to acquiring the
designated content; to processing, constructing, or making
sense of ideas; to developing teaching activities and products
so that all students in the classroom learn effectively
regardless of differences in ability
4f.1 Organizes student learning teams for the
purpose of developing cooperation, collaboration,
and student leadership.
to incorporate group input and feedback into the work as
teams collaborate and cooperate
5c.1 Uses a variety of research-verified approaches
to improve teaching and learning.
Incorporate evidence-based instructional strategies that help
students acquire and integrate knowledge, and practice,
review, and apply knowledge.
4. How the evidence will be evaluated by the institution: A Differentiated Unit Plan Rubric will be
developed to evaluate the unit plan. The methods professor, cooperating/mentor teacher, two additional
professors familiar with instructional practices, and class peers from the candidate’s methods course will
evaluate the candidate’s unit plan, multimedia presentation, and written reflections. Each candidate will
introduce his/her unit plan, multimedia presentation; explain his/her instructional goals, the research-
based practices used, the assessments used, the differentiation strategies used, the demographic (including
exceptional needs and English Language Learners) composition of the class, disaggregated student
performance data, and the desired learning outcomes to his/her assessment team. The candidate will
consult with his/her mentor/cooperating teacher and methods professor throughout the development of the
unit.
24
#4 Required (State-prescribed) - Pedagogical and Professional Knowledge Skills and
Dispositions
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates knowledge, skills,
and dispositions in practice.
This evidence must be the state-approved LEA/IHE Certification of Teaching Capacity.
Descriptors addressed: 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
1. Name of Evidence: LEA/IHE Certification of Teaching Capacity
2. Specific directions and/or requirements for the evidence provided to the candidates
Candidates will be informed that there are four ratings on the Teacher Candidate Evaluation Rubric and
they are Emergent Candidate, Developing Candidate, Proficient Candidate, or Accomplished Candidate.
To be recommended for licensure, a candidate must demonstrate professional performance at no less than
the Proficient Candidate level on each element and on each standard.
The LEA/IHE Certification of Teaching Capacity has elements pulled from the Teacher Candidate
Evaluation Rubric. The Teaching Certification document is verified with signatures by the school district
and the university to certify to the state that the preservice candidate has demonstrated proficiency in the
big picture areas of Professionalism, Classroom Climate/ Culture, Instruction, Evaluation/Assessment,
and Impact on Student Learning. The candidate must meet each of the descriptors identified in the
Teaching Certification document to be recommended for licensure as well as all other state and
institutional requirements. The candidate’s signature does not imply agreement with the ratings. The
signatures of the cooperating teacher, principal (or designee), and university supervisor verify the
accuracy of and agreement with the ratings on each descriptor.
3. N/A
4. How the evidence is/will be evaluated by the institution.
During the clinical practice semester, cooperating teachers and university supervisors provide early and
ongoing feedback regarding candidates’ attitude, professionalism, knowledge, willingness to accept
feedback, and sensitivity to individual differences in students. Assessments occur through progress
reports and formative and summative evaluations.
During clinical practice, the candidates are assessed as follows: the cooperating teacher assesses the
candidates three times with a final evaluation at the end of the clinical experience. The university
supervisor assesses the candidates at the clinical experience site and does three visits with a final
evaluation.
25
A Candidate Formative Evaluation Rubric will be developed from the Teacher Candidate Evaluation
Rubric for interim observations and reports.
26
#5 Required- Positive Impact on Student Learning
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
It is recommended this evidence address descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Comprehensive Assessment Plan that focuses on learning progressions and
supports.
2. Specific directions and/or requirements for the evidence provided to the candidates.
Candidates will be required to develop a data driven Comprehensive Assessment Plan that integrates
technology, is based on a continuous improvement model, and is used to inform instruction. This plan will
focus on assessment for learning, not just assessment of the subject matter. It will utilize ongoing
authentic assessments and will include formative assessments, benchmark assessments and statewide
summative assessments that are proposed as a part of the North Carolina Department of Public Instruction
“Framework for Change” initiative. The benchmark assessment will require candidates to utilized
benchmarking tools including ClassScape that will supply candidates with learning tasks aligned to the
North Carolina Standard Course of Study/Essential Standards. The Comprehensive Assessment Plan will
be utilized by the student teacher/clinical intern to drive instruction during clinical practice in his/her
assigned P-12 public school. Candidates will serve as emotional and intellectual guides for students as
they utilize rubrics to provide a detailed, continuous profile of students’ strengths and weaknesses. The
student teacher/clinical intern with the assistance of the university supervisor, cooperating teacher/mentor,
parents, administrators at the assigned P-12 public school and the students themselves will utilize the plan
to closely monitor academic progress and to focus on areas that need improvement. In this way, the
student teacher/clinical intern, university supervisor, cooperating teacher/mentor, parents and the students
and local P-12 administrator will know what good work looks like and progress the assigned P-12 school
is making toward closing the achievement gap. The formative assessment plan will focus on assessment
rather than measurement. P-12 students will be able to utilize assessments to learn from their mistakes,
take and retake tests and make continuous improvements. Software (i.e. ClassScape tools will be used for
records maintenance and for close, continuous contacts with students and parents.
The Assessment Plan will be developed during the first semester of the year-long U-Step Internship
Experience while the candidate continues to learn as an apprentice under the leadership and guidance of
his/her methods instructor, from the university supervisor and cooperating/ mentor teacher from his/her
assigned P-12 public school.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
The Comprehensive Assessment Plan addresses all of the indicators in the North Carolina Teaching
Standards the 21st Century Skills that impact student learning. Candidates will evaluate the progress of P-
12 students using a variety of assessment data to measure attainment of goals outlined in the North
27
Carolina Standard Course of Study. Since the candidate will take the lead in the development of the
“Comprehensive Assessment Plan,” he/she will be able to develop and demonstrate his/her overall
leadership skills along with his/her ability to lead in the classroom (1a.1). By working closely with their
methods instructor and cooperating teacher in developing and implementing the “Comprehensive
Assessment Plan,” candidates will experience first hand the value of collaborating with colleagues in
planning, monitoring student performance and making data driven instructional decisions that are
responsive to an individual student’s learning needs (4b.1).
Candidates’ comprehensive assessment plan, driven by data and integrating technology (for example,
ClassScape), will demonstrate P-12 student achievement of higher order of thinking.
Technology will be used as a tool to research, organize, evaluate and communicate
Information. P-12 student work must show that data are gathered from formative assessments, ongoing,
and summative assessments. Candidate must show that they used the data to reflect upon the points in the
assessment and learning process where specific students and groups of students began to show evidence
of growth or difficulty in their learning and where candidates made modifications to impact positively the
students’ learning. By utilizing on-going research based teaching strategies, creating a variety of authentic
assessments and utilizing formative and summative assessment data available through ClassScape and at
the assigned P-12 public school, the candidate will be able to plan and scaffold instruction appropriate to
meet the individual instructional needs of their students, reflect on their practice on an on-going basis, re-
teach, group, regroup, provide supports and facilitate learning for all students regardless of their diverse
backgrounds (4b.1, 4h.1). Data collected for the “Comprehensive Assessment Plan” will be used to
analyze student learning and chart a course to improve student learning (4h.1, 5a.1).
Throughout the process of developing, implementing, and evaluating their comprehensive assessment
plan, candidates will demonstrate use of 21st Century Skills. All lessons will integrate 21
st Century Skills
through incorporating global awareness, technology integration, media literacy, critical thinking, problem
solving and collaboration. The Comprehensive Assessment Plan must provide opportunities for student
collaboration and innovation. The Comprehensive Plan itself will require candidates to demonstrate their
ability to utilize 21st Century technology (i.e. ClassScape), to communicate and collaborate effectively
with a team of University and P-12 school personnel including their cooperating teacher, cooperating
principal and university supervisor. The plan will require candidates to include content such as global
awareness. ClassScape, an online classroom-based assessment system, will enable pre-service teachers to
achieve and maintain curriculum/ instructional alignment, assist them with identifying and remediating
individual and class weaknesses, and help them to differentiate instruction for students who demonstrate
mastery. Candidates will integrate the flow of information from a wide variety of sources, ask significant
questions that clarify various points of view that lead to better solutions, and reflect critically on learning
experiences. Throughout the process, candidates must articulate thoughts and ideas effectively using oral,
written and nonverbal communication skills in a variety of forms and contexts including digital
technologies (computers, PDAs, media players, GPS, etc.), networking tools and social networks (4h.2).
By focusing on learning progressions and supports, the candidate will be able to assess the students’
progress toward meeting individual, grade level and graduation goals and attaining 21st Century
knowledge, skills and dispositions (5a.1).
4. How the evidence will be evaluated by the institution.
28
A team of faculty members and cooperating teachers and principals will utilize rubrics for pre, mid-term
and final assessments of the Comprehensive Assessment Plan/Implementation. The rubric will be
developed during the 2009-2010 academic year.
29
#6 Required-- Leadership and Collaboration
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
It is recommended this assessment address descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1.
Descriptors addressed IF different from those recommended:
1. Name of Evidence: Candidate Leadership Project
2. Specific directions and/or requirements for the evidence provided to the candidates.
The Candidate Leadership Project will be introduced to candidates during GE 122T, Freshman Seminar.
Research for their Candidate Leadership Project will begin in Multicultural Foundations of Education
during the sophomore year. Utilizing the “Project Graduation” model, candidates will design and
implement a project as an apprentice to and in collaboration with their advisor, cooperating/mentor
teacher and cooperating school that provides a solution to a need identified in the selected school’s
School Improvement Plan.
To ensure that each candidate demonstrates high ethical standards and upholds the “Code of Ethics” and
Standards for professional conduct, all leadership projects must be approved by a Standards and Ethics
Committee composed of ECSU professors and LEA personnel prior to implementation.
3. How the evidence specifically addresses the descriptors for which it is cited in Sections I and II.
Candidate will be required to engage in collaborative and collegial professional learning activities in
understanding and evaluating the critical elements of the selected school’s school improvement plan in
order to determine what the needs are from the outset of the project (1b.1, 1b.2, 1c.2), 1c.2. The candidate
will collaborate and engage in professional learning activities further as he/she selects an area of need and
develops and implements an improvement plan for ameliorating the need (1b.1). The Candidate
Leadership Project must be based on a need that is identified in the selected school’s improvement plan
and must be data driven. Data must also be used throughout the project in order to validate that the
selected intervention project for meeting the identified need was successful (1c.2, 1b.3). The Candidate
Leadership Project will require professional development on an on-going basis - prior to the development
of the project, during the development and implementation of the project and at the end of the project. The
professional development will begin with an overview of the school improvement planning process and
will be conducted by personnel from the selected school. During their field experience, candidates will be
required to become engaged in the school improvement process. On-going professional development will
be conducted collaboratively by ECSU faculty and LEA personnel (1c.2). The Candidate Leadership
Project will require involvement of the students’ families from the outset. Parental permission must be
obtained for the project and the project must include a component for collaborating with families (2e.1).
Becoming a reflective practitioner is one of the six elements of the conceptual framework of the School of
Education & Psychology at ECSU. Maintaining a reflective journal has become an integral part of
everything that we do. The Candidate Leadership Project must include reflective journaling that will
include a pre, interim, and post reflective paper (5b.1).
30
4. How the evidence will be evaluated by the institution.
A comprehensive project assessment with rubrics for four checkpoints will be developed for assessment
of the Candidate Leadership Project. Checkpoint one will take place at the end of semester one of the
junior year. Checkpoints two, three and four will follow at the end of the second semester of the junior
year, first semester of the senior year and second semester of the senior year respectively. Checkpoints
will increase in intensity each semester with a deadline for completion of the project set for the end of the
first semester of the senior year prior to clinical practice. The project will be presented to a team of ECSU
professors and LEA personnel representing the candidates’ major, specialty area and the cooperating
LEA. Implementation of the project will take place during Year Long U-Step Internship I and II.
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D. The timeline for implementation.
The re-visioned plan will be submitted to a committee of representatives of the NC Professional Teaching
Standards Commission, the State Evaluation Committee on Teacher Education, individuals who have
been involved in the development of the specialty area standards and Department of Public Instruction
stall for approval on July 1, 2009.
Upon approval, during the fall of the 2009-2010 academic year, the re-visioned plan will be refined and
presented to the various committees at the University for approval. Assignments, course rubrics, syllabi
materials and resources will be researched, revised and field tested during the spring semester of the
2009-2010 academic year to ensure that they reflect 21st Century themes and new standards are
appropriate for achieving the North Carolina State Board of Education’s mission.
Implementation and on-going evaluation of the program with LEA partners will commence during the fall
of the 2010-2011 academic year. The first completers of the re-visioned teacher education program are
expected to graduate by the summer of 2012. Continuous program assessment with LEA partners and
program improvements will be on-going. A more detailed timeline follows below:
Timeline for Implementation
S
U
09
S O N D J F M A M
SU
10
S O N D
Revise program
blueprint according to
DPI and partners’
feedback
*
*
*
*
*
Revise courses and
develop new courses
*
*
*
*
*
*
*
*
*
*
*
Apply for and receive
approval for new
courses from ECSU
required committees/
councils
*
*
*
Research and select
new course materials
*
*
*
*
*
*
*
*
*
*
*
With partners, create
rubrics for required
assignments
*
*
*
*
*
Pilot new required
assignments in current
courses
*
*
*
*
*
*
*
*
*
With partners, revise
assignments and
rubrics according to
lessons learned
*
*
*
*
*
*
*
With partners, select
32
student work to serve
as exemplars for major
evidences rubrics
* * * *
Utilize continuous
evaluation, on-going
communications with
stakeholders, and
student feedback to
fine-tune program
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Begin full
implementation of
approved program
*
*
*
*