5. Additional Requirements
Admission to the Teacher Education Program (TEP)
The undergraduate division of teacher education follows the University’s policies for admission. During the first two years, the candidate completes the University’s General Education Curriculum (GEC). The candidate is eligible for formal admission to the Teacher Education Program (TEP), a state requirement, if the applicant completes:
- All course work in the GEC (or if the applicant is on track to complete all GEC during the semester he/she applies);
- Course work with a minimum cumulative grade point average of 2.7 beginning July 2017
- Three English requirements in the General Education Curriculum with a minimum grade of “C” in each course;
- The Praxis Core at a level required by the N.C. Department of Public Instruction (for the SAT/ACT alternatives, please see the program coordinator);
- Formal interview with Teacher Education faculty, typically completed during EDU 2600 ;
- Formal essay, typically completed during EDU 2600 ; and
- TEP application (submitted using the Foliotek system).
Foliotek is a candidate assessment system used by all programs leading to licensure. Candidates should discuss Foliotek with their program coordinator and/or academic advisor. The program coordinator will provide a code and the candidate must register promptly for the account in order to apply to the TEP and submit forms and program evidences in a timely manner. The candidate must maintain the account for the duration of the program.
All EDU courses require field experience hours in public schools and other educational settings. Requirements range from 10-90 hours in Professional Studies and Methods courses to 600+ hours, which comprise the student teaching internship. These hours can be submitted to the Academic Community Service Learning Program Office to fulfill the NCCU community service requirement.
Criminal Background Checks
All candidates in the TEP will be required to successfully clear a Criminal Background Check (CRC). Criminal background checks may be done upon entering the program, at the midpoint assessment, and in applying for licensure. It is the candidate’s responsibility to provide both legal information and a letter of explanation regarding any charges (other than minor traffic violations) on the candidate’s record that may present a potential problem for field experience, student teaching, or licensure. The program coordinator and the coordinator of clinical experiences and licensure will request a meeting with the candidate to discuss the information provided. At least one representative from a local, partnership school district may be contacted to determine whether or not the district(s) will allow the candidate to complete school-based experiences required for licensure. Acceptance, or continuance, in the Teacher Education Program will be based on the nature, recency, and resolution of the charges, as well as whether or not candidates will be able to complete required experiences in public schools.
Students must participate in Level I Student Teaching during the semester prior to EDU 4108 and 4208. If they successfully complete all Level I requirements, they will proceed to Level II student teaching. The Level II student teaching internship spans the course of 15 weeks and provides an opportunity for the student teacher to gradually assume the responsibilities of a classroom teacher, while working closely with a cooperating teacher. All EDU candidates must successfully complete all course requirements before participating in EDU 4108 and EDU 4208. Candidates must also read the Student Teaching Manual.
edTPA is a performance-based, subject-specific assessment and support system used by the North Carolina Department of Public Instruction to emphasize, measure and support the skills and knowledge that all teachers need from Day 1 in the classroom. The edTPA assessment includes versions of 27 subject-specific teaching fields. The assessment features a common architecture focused on three tasks: planning, instruction, and assessment.
All candidates, seeking initial licensure, are expected to complete the edTPA portfolio assessment. Candidates will be expected to meet the expected minimum score, as established by NCDPI.edTPA requires candidates to demonstrate readiness to teach through lesson plans designed to support their students’ strengths and needs; engage real students in ambitious learning; analyze whether their students are learning, and adjust their instruction to become more effective. Teacher candidates submit unedited video recordings of themselves at work in real classroom as part of a portfolio that is scored by highly trained educators.
Candidates must pass all parts of the Pearson Test for licensure in NC before participating in EDU 4108 and 4208 (Level II student teaching). The Pearson Test includes two General Curriculum subtests (Math and Multi-Subjects) and the Foundation of Reading Development subtest. Preparation and registration materials can be found at http://www.nc.nesinc.com.
Candidates are encouraged to prepare for and take the General Curriculum subtests as soon as they are admitted to TEP. Candidates are encouraged to complete EDU 3310, EDU 3400, and EDU 3410 prior to taking the Foundations of Reading Development test.
Candidates must pass all parts of the Pearson Test for Licensure in North Carolina in order to be eligible for licensure in NC.
Majors Meetings and Professional Development Activities
Candidates are encouraged to attend Majors Meetings and professional development sessions during each academic semester.
Prepare for Praxis Core
Students should determine their Praxis Core status early (i.e., freshman year), and begin preparing for any parts of the test they must take at that time. Students are encouraged to complete all Praxis requirements no later than the second semester of the sophomore year.
Courses at EDU 3150 and higher are restricted and require admission to the Teacher Education Program.