Office of Teacher Education
The Teacher Education Program is approved by the state of North Carolina and is accredited by the Council for the Accreditation of Educator Preparation (CAEP) formerly NCATE. Program coursework meets Interstate New Teacher Assessment and Support Consortium (InTASC) Standards, North Carolina Teaching Standards, International Society for Technology in Education (ISTE) Standards, Specialty Standards and the Department’s Conceptual Framework.
CONCEPTUAL FRAMEWORK 21ST CENTURY PROFESSIONAL EDUCATOR
The Conceptual Framework 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, embedded 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 Department of Public Instruction and the Department of Education, Psychology and Health, students must complete the following for program eligibility
• complete an application to the Teacher Education Program;
• meet with the advisor;
• complete a criminal background check with certified background.com and have a satisfactory record;
• completed 15 hours of classroom field experience
• EDUC 210 Professional Studies I: Introduction to Education
• undergraduate GPA of at least 2.80;
• satisfactory interview;
• acceptable writing sample; and
• satisfy the Praxis Core or have acceptable SAT/ACT scores
*Licensure Only candidates are not required to take Praxis Core.
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.
PROGRAM RETENTION
• Students must attend all mandatory Education majors meetings
• Meet with advisor(s) semesterly
• Maintain a cumulative grade point average of a 2.80
• Complete all major/minor/concentration requirements
Students are encouraged to meet all program requirements. Failure to meet requirements could compromise Teacher Education admittance status, requiring program reinstatement.
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:
Complete all major/minor/concentration courses
Successfully complete student teaching and submit all student teaching forms
Complete Exit Interview
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 the North Carolina Department of Public Instruction required evidences/artifacts (assignments). As prospective teachers, students are required to develop an Electronic Portfolio that demonstrates professional growth and provides opportunities for self-assessment and reflection. Evidences must meet four broad competency areas: content knowledge, pedagogical knowledge, positive impact on student learning, and leadership.
APPLYING FOR A NC TEACHING LICENSE
Students must apply for North Carolina teaching license or renewal using the North Carolina online licensing system. Students must submit the following:
• An official transcript (including degree awarded date)
• Certification of Teacher Capacity Form
• Praxis II or NCTEL (NCTEL-Elementary & Special Education programs only)
CURRICULUM CENTER
The Curriculum Center provides a wide variety of books and instructional materials at levels ranging from Pre-K through secondary. 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.
COMPUTER LAB
A Computer Lab is available in the education building for student and classroom use. The lab provides an opportunity for faculty to engage students in the use of technology in the classroom.
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. Through U-STEP students engage in year-long student teaching.
Field experiences in Elizabeth City State University's Teacher Education Program are systematically planned to involve students in increasingly real teaching experiences. Students complete 15 hours of field experience prior to program admission. During the year-long, the field experience required for all methods courses is the basis for the time in the field during the first semester (clinical I) prior to candidates' student teaching (clinical II) experiences. During the first semester, students will complete 25-60 hours. Students will complete 75 days of student teaching.