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Undergraduate Edition 2016-2017

Office of Teacher Education

Teacher Education Programs are aligned with a conceptual framework and with national and state accreditation standards. Clinical experiences are incorporated throughout the program.

Teacher Education Program Licensure

Teacher Education Programs are aligned with a conceptual framework and with national and state accreditation standards. Clinical experiences are incorporated throughout the program.

Conceptual Framework 21st Century Professional Educator

The conceptual framework adopted by Elizabeth City State University’s professional education program, 21st Century Professional Educator, describes the vision and purpose of the Dr. Helen Marshall Caldwell Department of Education, Psychology and Health in preparing educators to work in P-12 schools. Consistent with the institution’s mission, the Department's focus is to prepare educators to be global competitors, advocators for diversity, healthy and responsible citizens, critical thinkers and innovators, embEd.D.ed technology users and effective communicators and collaborators who are capable of meeting the diverse needs of all learners. Supported by a strong knowledge base, the conceptual framework provides a system for ensuring coherence and a well-articulated professional commitment to student knowledge of content, teaching effectiveness, leadership, and learning. This coherence is reflected in the curriculum, instruction, and clinical experiences to develop the knowledge, skills, and dispositions that are valued in the professional educator. The conceptual framework is designed as the guiding force for program implementation, assessment, evaluation, and effectiveness.

Institution Goals for Teacher Education at ECSU

The Teacher Education Program has a long-range plan which is monitored regularly. Major emphasis is on: (1) providing students with a rich educational experience and an opportunity to be effective teachers in 21st century classrooms, (2) increasing the number and diversity of candidates, (3) providing greater collaboration with public schools, and (4) developing new and/or expanded programs at the undergraduate and graduate levels employing technology as a tool to enhance the educational environment. Additionally, specific long-range plans are presented in the SACS and CAEP reports for the Teacher Education Program.

Admission into the Teacher Education Program

Admission into the Teacher Education Program is open to both degree-seeking students and post-baccalaureate, non-degree (Lateral Entry/Licensure-Only) students who meet the requirements established by the University and the individual program in which they are seeking certification.

Initial Admission to the Program

According to the criteria established by the Teacher Education Advisory Council, to be eligible for admission to the Teacher Education Program a student must:

  • complete the application to the Teacher Education Program;
  • meet with the advisor;
  • have successfully completed a criminal background check in Certified Background.com and have a satisfactory record;
  • have taken and successfully completed:
    • EDUC 210 Professional Studies I: Introduction to Education
    • EDUC 211A: Introduction to Education Field Experience (15 hours);
    • have taken and successfully completed:
      • undergraduate GPA of at least 2.80;
      • interview;
      • writing sample; and
      • adhere to the SAT/ACT Guidelines and the Praxis Core Academic Skills for Educators receiving the accepted score specified by the Department of Public Instruction.

Each student who applies for admission to the Teacher Education Program will be given written notification regarding admission or denial of admission. A student is not considered admitted to the Teacher Education Program until such notification is provided.

Retention in Program

To remain in the Teacher Education Program the student must:

  • maintain a cumulative grade point average of 2.80 or above in both the professional courses and the specialty area;
  • attend the Education Majors Meetings;
  • meet with Advisor(s) each semester;
  • follow the curriculum guides for (1) an education major/minor and, if appropriate, (2) the chosen academic concentration; and
  • maintain compliance with all other academic and dispositional requirements.

A student who fails to maintain the requirements stated above becomes inactive in the Teacher Education Program and may not continue as a Prospective Teacher until he or she applies to and is accepted for reinstatement in the Program.

Prerequisites for Student Teaching

In order to qualify for student teaching, a student must:

  • be admitted into the Teacher Education Program;
  • must be in the final semester at the University;
  • have a minimum overall cumulative grade point average of 2.80 on a scale of 4.0;
  • complete all General Education courses and all required education courses except student teaching;
  • submit an application for student teaching one to two semesters prior to the student teaching semester on or before dates announced by the Office of Teacher Education;
  • remove all deficiencies, if any, by the established deadline; and
  • meet the established criteria for all Electronic Evidences.

Requirements for Exit

Each student must satisfy the following requirements to complete the Teacher Education Program:

  1. Complete remaining major and professional courses, including student teaching, while maintaining a cumulative grade point average of at least 2.80.
  2. Attend all student teaching seminars as scheduled.
  3. Complete and submit all student teaching forms.
  4. Complete Exit Interview and survey.
  5. Complete the Taskstream Portfolio with an overall assessment of Acceptable.

Electronic Portfolio Requirements

The Teacher Education Program requires that candidates use Taskstream to create and submit projects and assignments electronically.

As prospective teachers, students are required to develop an Electronic Portfolio that will demonstrate their growth in professional competencies and that will provide them with opportunities to self-assess and reflect upon their own work. All degree-seeking education majors will receive a 3-year subscription to Taskstream at no cost. All other candidates, including licensure-only/lateral entry students, must purchase Taskstream.

Electronic Evidences Overview:

The North Carolina Department of Public Instruction (NCDPI) has determined that all teacher education programs in the state must move from an input-based model (what we teach) to an outcomes-based model (what students have demonstrated they can do). As part of this shift in focus, the ECSU Teacher Education Program now requires that each candidate in every program submit six pieces of electronic evidences (EEs). Evidences must meet four broad competency areas: content knowledge, pedagogical knowledge, positive impact on student learning, and leadership.

Requirements for Licensure

Those who complete the program and want to be initially-licensed must have completed and have on file in the Office of Teacher Education the following forms:

Form A - Application for NC Teaching License;

  1. Official Transcript(s);
  2. Passing Praxis II/Pearson Testing Scores;
  3. Satisfactory completion of all electronic evidences;
  4. Certification of teaching capacity form;
  5. The fee required by the North Carolina Department of Public Instruction for issuance of a teaching license. Fee must be in the form of a certified check, money order, or a credit card payment authorization.

Licensure Only or Renewal

Candidates are: (a) Students who hold a bachelor’s degree and wish to become licensed in their current discipline area or another area, (b) licensed teachers from other states seeking North Carolina licensure, and (c) teachers seeking license renewal. Candidates should meet with the Director of Teacher Education or the Coordinator of Alternative Licensure for an evaluation of their present college credits and to create an individualized plan of study.

Candidates for admission to the Teacher Education Program who already hold a baccalaureate degree are exempt and are not required by the State Board of Education to take and pass PRAXIS Core. However, the Teacher Education Program will require alternative evidence of demonstrated competencies.

Curriculum Center

The Curriculum Center provides a wide variety of books and instructional materials at levels ranging from pre-primer through high school. Included are selected textbook series and supplementary materials for children and youth. Materials for lesson plans, unit development, exercises, testing, instructional aids, and teaching strategies are also available. Also included are reference books pertaining to children’s literature, instructional media, posters, art prints, recordings, and manipulatives for hands-on experiences.

Instructional Technology Computer Lab

The Instructional Technology Computer Lab is designed to provide up-to-date technology for teacher candidates and faculty.

Office of School Services

University-Schools Teacher Education Partnership (U-STEP)

U-STEP is designed to unite the teacher education program and the public school system. In this collaboration, ECSU and the public school systems work together to prepare university students to become skilled teachers. The partnership focuses on the mutual goal of quality teaching to foster learning and research in schools.

YEAR-LONG CLINICAL PRACTICE

Field experiences in Elizabeth City State University's Teacher Education Program are systematically planned to involve students in increasingly real teaching experiences. Students begin in EDUC 210 Professional Studies I: Introduction to Education and EDUC 211A: Introduction to Education Field Experience, completing 15 hours, and students continue this process for each methods course. The field experience required for all methods courses is the basis for the time in the field during the first semester prior to candidates' student teaching (clinical practice) experiences.

During the first semester, students complete required field experiences. Their hours will vary based on the course(s) in which they are enrolled during the semester. hours may range from 20 to 60. During the second semester of the candidates' senior year, they will complete 14 weeks of observation and teaching with the cooperating teacher as mentor. Candidates will develop a portfolio using Taskstream, keeping a daily reflective journal and/or videotaping conferences to use as tools for analysis and professional development. Each candidate's performance will be assessed using a rubric, observation, reflection, and feeD.B.A.ck practices.

ECSU Teacher Preparation Partnership Program

Elizabeth City State University is committed to partnerships that have been established with Halifax Community College (Weldon, NC) and College of The Albemarle (Elizabeth City and Manteo, NC) that are within ECSU's service region. This collaborative initiative produces "homegrown" teachers to meet the demand for teachers in North Carolina. ECSU has established seamless articulation agreements with these community colleges for programs of study in elementary education. Additional partnerships have been established through Martin Community College (Williamston, NC) and Roanoke- Chowan Community College (Ahoskie, NC). ECSU has also established the Lateral Entry Certificate Program Articulation Agreement between College of The Albemarle, Halifax Community College, Martin Community College, and Roanoke-Chowan Community College for prospective lateral entry education students. Once partnership students have transitioned to ECSU, they are provided with a set of curriculum guides and a 2 + 2 student handbook listing guidelines and services which ECSU provides. ECSU's courses are taught on-line, face-to-face (evenings/weekends), and hybrid at HCC-Weldon, NC, and COA-Manteo, NC, during Fall, Spring, and Summer semesters.

College of The Albemarle

The school districts in the county service area (Camden, Chowan, Currituck, Dare, Gates, Pasquotank, and Perquimans) have joined forces with COA and ECSU to ensure that teacher assistants and prospective education students attending College of The Albemarle during their freshman and sophomore years in the Associate in Arts 2+2 Elementary Education Program follow the COA/ECSU Articulation Agreement for Elementary Education. COA students may also elect to follow the COA/ECSU Articulation Agreement for Early Childhood Education/Birth Through Kindergarten. COA students may also elect to follow the COA/ECSU Articulation Agreements for Early Childhood Education/Birth Through Kindergarten and Middle Grades Education (Mathematics Concentration/Science Specialization).