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Teacher Education Program

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Preface

SOE Mission

The mission of the North Carolina Central University's School of Education is to prepare educational professionals to serve and inspire excellence in teaching, administration, counseling, communication, technology and other related services. Central to our mission is the development of leaders who promote social justice and dedicate themselves to the well-being of a global community.

SOE Core Values

The School of Education is an intellectual community where all members are valued. We support scholarly and creative ideas, encourage innovative and critical thinking, and laud excellence. The Strategic Plan is grounded in our vision for the future, our mission, and the following core values:

  • Culturally Competent Practice
  • Collaborative Involvement
  • Intellectual Advancement
  • Innovative Knowledge Production
  • Global Awareness and Immersion
  • Social Justice
  • Community Engagement

SOE Conceptual Framework

Preparing Educators for Diverse Contexts in the 21st Century is the conceptual framework that undergirds every program that leads to licensure in the School of Education or offered in collaboration with the College of Arts and Sciences, College of Behavioral and Social Sciences, and the School of Library and Information Sciences.

TEP Graphic; all information in graphic contained on page

All education is with a purpose and that purpose can only be political, for either we educate to liberate or we educate to dominate.~ Paulo Freire

TEP Mission

The mission of the North Carolina Central University's Education Preparation Program (EPP) is to prepare educational professionals for diverse cultural contexts in the 21st century to serve and inspire excellence in teaching, administration, counseling, communication, technology and other related fields. Central to the mission is the development of 21st century ready reflective educators as leaders who promote global awareness and immersion and dedicate themselves to the well-being of social justice.

In order to fulfill this mission the EPP faculty is committed to embedding cultural responsive practices in preparing educators who are competent (content knowledge), culturally responsive (curriculum and skills), and caring (respectful learning environment/dispositions) and who utilize data driven decisions to positively impact learners. Furthermore, the EPP is dedicated to promoting an intellectual climate that supports: technology readiness (innovative knowledge production); intellectual advancement (action research); and partnership (collaborative involvement, community engagement) of candidates and faculty.

Pathways

There are many pathways and programs to becoming an educator for diverse cultural contexts. These include initial licensure education preparation programs for undergraduates or post-Bachelor's degree students who want to become teachers, as well as advanced level preparation to be teacher leaders and other school personnel in varying roles who advocate for children in diverse cultural contexts. Information on these pathways and programs is provided below.

Initial License - Education Preparation Programs

Initial licenses may be achieved through a first-degree, second-degree, or licensure-only program. Each pathway is discussed below, as is Lateral Entry and RALC (Regional Alternative Licensure Program). These programs lead to an "A" level license. Some of these programs are offered in collaboration with the Colleges of Arts and Sciences and the College of Behavioral and Social Sciences, which is indicated in the chart below. All programs require students to meet eligibility and be formally admitted to the Teacher Education Program; follow a program of study; submit and meet proficiency on electronic evidences of performance (requiring an individual Foliotek account for candidate assessment); complete require field experiences and student teaching; and pass specific licensure exams. The Initial Licensure candidate must read the Educator Preparation Program Handbook-Part 1; the Educator Preparation Program Handbook-Part 2; and, prior to student teaching, read the Student Teaching Manual.

School of Education

College of Arts and Sciences

College of Behavioral and Social Sciences

Elementary (K-6)

Comprehensive Science
(Biology, Chemistry, Earth Science, or Physics degree)

Birth-Kindergarten

Middle Grades (6-9)

Comprehensive Social Studies (History degree)

Family and Consumer Sciences

Special Education - Adapted Curriculum (K-12)

Dance (K-12)

Physical Education (K-12)

Special Education - General Curriculum (K-12)

English

 

Special Education - Visual Impairment (K-12)

Mathematics

 

AIG Add-on

Music (K-12)

 

ESL Add-on

Spanish (K-12)

 

Reading Add-on

Theater (K-12)

 

First Undergraduate Degree

Students who are earning a Bachelor's degree can also earn licensure in the areas on the chart above while earning their Bachelor's degree if they meet Teacher Education Program Admissions requirements and are formally admitted to the Teacher education Program in a timely manner.
The student applies through Undergraduate Admissions to enter the university. A student must apply to receive full admission status into any North Carolina Central University Teacher Education once the following requirements have been met. The student must apply via Foliotek by completing the Teacher Education Program Admission Application and uploading supporting documents. Then, s/he should email his/her advisor/program coordinator to let the advisor know the application has been submitted).

Requirements for formal Teacher Education Program Admission

  • 2.5 or greater GPA (2.7, beginning July 1, 2017)
  • Passing scores on
    • Praxis Core Academics Test (R-156, W-162, M-150) or a 468 total score  OR
    • SAT Reading and Math - 550 each area or 1100 composite  OR
    • ACT Reading and Math - 24 each area or 24 composite
  • C's or better in GEC English courses (e.g., ENG 1100, 1200, 1250)
  • Completion of GEC (or on track with program of study)
  • Interview
  • Writing Sample

Second Undergraduate Degree

Second-degree students are those who already have a Bachelor's degree, but are earning licensure as a second-degree student. A second-degree program typically looks like a licensure-only program; however, the student receives a degree and may participate in commencement exercises. A second-degree classification is recommended if the student needs 30-credit hours or more to meet requirements for licensure in the program area. Similar to licensure-only, this is determined by a transcript review and program development. If a student has a degree in the area in which s/he is choosing to earn licensure, this may not be an option because the first and second degrees would be in the same area.

The student applies through Undergraduate Admissions to enter the university. A student must apply to receive full admission status into any North Carolina Central University Teacher Education once the following requirements have been met. The student must apply via Foliotek* by completing the Teacher Education Program Admission Application and uploading supporting documents. Then, s/he should email his/her advisor/program coordinator to let the advisor know the application has been submitted).

Requirements for formal Teacher Education Program Admission

  • 2.5 or greater GPA (2.7, beginning July 1, 2017)
  • C's or better in GEC English courses (e.g., ENG 1100, 1200, 1250)
  • Interview
  • Writing Sample
  • If the undergraduate grade point average is below a 2.5,
    • Passing scores on
      • Praxis Core Academics Test (R-156, W-162, M-150) or a 468 total score OR
      • SAT Reading and Math - 550 each area or 1100 composite  OR
      • ACT Reading and Math - 24 each area or 24 composite
    • 3.0 GPA on 15-credit hours (second chance hours) designated by the program coordinator

Licensure-Only

A licensure only student is one who is seeking to complete the required course work in order to obtain a clear North Carolina teaching license, but will not earn a degree.

First, complete an online application via Undergraduate Admissions (except for AIG, which should use Apply Yourself) and the application fee must be paid. Second, send a Transcript Evaluation Request form and sealed official transcripts from all universities attended (includes community colleges) to the School of Education Graduate Office (Room 2056), 700 Cecil Street, Durham, NC 27707. If you received your bachelor's degree from NCCU you must still request a transcript through the University Registrar.

Application fees are non-refundable. Due to the volume of applications received, the School of Education recommends that applicants submit applications as early as possible to be considered for the upcoming semester. It may take up to 30 days to process your application and provide you with a program of study.

A student must apply to receive formal admission status into any North Carolina Central University Teacher Education once the following requirements have been met. The student must apply via Foliotek by completing the Teacher Education Program Admission Application and uploading supporting documents. Then, s/he should email his/her advisor/program coordinator to let the advisor know the application has been submitted.

Requirements for formal Teacher Education Program Admission

  • 2.5 or greater GPA (2.7, beginning July 1, 2017)
  • C's or better in GEC English courses (e.g., ENG 1100, 1200, 1250)
  • Interview
  • Writing Sample
  • If the undergraduate grade point average is below a 2.5,
    • Passing scores on
      • Praxis Core Academics Test (R-156, W-162, M-150) or a 468 total score OR
      • SAT Reading and Math - 550 each area or 1100 composite (Reading and Math only) OR
      • ACT Reading and Math — 24 each area or 24 composite
    • 3.0 GPA on 15-credit hours (second chance hours) designated by the program coordinator

Lateral Entry

A lateral entry student is one who is currently working as the teacher-of-record in a school under a provisional license until s/he has completed the course work for a clear North Carolina teaching license. Individuals licensed through lateral entry must complete an approved education program in their area of license. Course work needed is based on a transcript review using the same plan of study as a licensure-only student. Successful teaching experience may be substituted for the student teaching requirement.

Since lateral entry refers to an employment status, the school district that hires the lateral entry candidate or the North Carolina Department of Public Instruction Licensure Office can help address questions. The main number for the Licensure Office is (919) 807-3310. The toll free number is (800) 577-7994. The "Employment and Licensure Hotlink" available on the website for the North Carolina Department of Public Instruction is another helpful source of information. The URL is http://www.dpi.state.nc.us. The Teach4NC Web site http://www.teach4nc.com also provides excellent information on all aspects of teaching in North Carolina.

Requirements for Admission

A lateral entry candidate may enter as a second-degree or a licensure-only student and, as such, must meet the requirements in those sections above for entry into the university and formal TEP admission. Lateral Entry teachers should provide a copy of their provisional license and any letters of requirements/conditions from NCDPI or the school district in which they work. It may take up to 30 days to process your application and provide you with a program of study.

A lateral entry teacher with a program of study from the Regional Alternative Licensure Center (RALC), should apply to the university as a licensure-only candidate. As someone going through RALC, these students already have a program of study and are not required to go through a program coordinator for advising. Program coordinators in the respective areas will provide assistance with a registration pin number each semester. Since the RALC is the agency that will submit the RALC student's paperwork for licensure once the program is completed, all questions about relevant or acceptable courses should be directed to the RALC person who developed the student's plan of study.

Note: If a licensure-only applicant does not attend NCCU in the semester following admission he/she will have to contact the Graduate Office in the School of Education to be readmitted and pay another application fee. If a degree-seeking applicant does not attend in the semester following admission, s/he should contact University Undergraduate Admissions Office to be readmitted and pay any applicable fees.

Add-On License

Add-on licensure refers to adding on an area of licensure to a pre-existing teaching license. Typically, add-on licensure does not "stand alone." For example, a teaching license is required to add-on the 12-credit hour Academically and Intellectual Gifted (AIG) Program. The School of Education offers the following add-on licensure programs:

  • Academically and Intellectual Gifted (AIG/K-12)
  • English-as-a-Second Language (ESL/K-12)
  • Reading (K-12)
  • Visual Impairment (VI/K-12)

Students will complete an application through Apply Yourself for AIG and VI, or an electronic University Undergraduate Admissions application for ESL and Reading programs, unless working concurrently on a teaching license. Once the application is complete and the application fee is paid, please send a Transcript Review Request form, sealed official transcripts from all universities attended, a copy of your "A" license (AIG, ESL, Reading) or Teacher Education Program admission verification (ESL, Reading) to the School of Education Graduate Office (Room 2056), 700 Cecil Street, Durham, NC 27707. If you received your bachelor's degree from NCCU you must still request a transcript through the University Registrar.

Requirements for Admission

  • The prospective student must hold a current teaching license (AIG, ESL, or Reading) or be working concurrently on a teaching license (e.g., a concentration in Reading or ESL for and elementary candidate)
  • If working on the initial and an add-on license concurrently, students must meet eligibility and apply for admission to TEP (via Foliotek) and, at the end of the programs, meet eligibility for the initial license to be recommended for the add-on area
  • If the student holds a current license, the student must apply for TEP admission (via Foliotek) for the add-on program
  • Students must meet all Praxis II and/or Pearson test requirements (which includes both programs if completed concurrently)

Advanced License

Currently, a Master's of Arts in Teaching is offered in Special Education for advanced licensure concentrations in behavioral/emotional disabilities, learning disabilities, and early language and learning (birth-kindergarten). These require teaching licenses in related areas, typically general curriculum, adapted curriculum, or visual impairments, with the exception of the Early Language and Learning Program, which allows for birth-kindergarten, elementary, or special education as prerequisite licenses. The Master's in Education is offered in Family and Consumer Sciences and Physical Education for those who hold initial licenses in these areas, respectively.

School of Education

College of Behavioral and Social Sciences

Special Education:
Behavioral/Emotional Disabilities (K-12)

Family and Consumer Sciences (6-12)

Special Education:
Learning Disabilities (K-12)

Physical Education (K-12)

Special Education:
Visual Impairment (K-12)

 

MAT Advanced - Special Education Areas

Requirements for admission

  • 2.7 or greater undergraduate cumulative GPA
  • Recommendation letters
  • "A" level license in Special Education - General or Adapted Curriculum or Visual Impairment. For Early Language and Learning, an "A" level license in Special Education, Birth-Kindergarten, Elementary
  • Interview
  • Essay

M.Ed.- Family and Consumer Sciences or Physical Education

Requirements for admission

  • 2.7 or greater undergraduate cumulative GPA
  • Recommendation letters
  • For Physical Education, an "A" level license in Physical Education. For Family and Consumer Sciences, please check with the Department of Human Sciences for applicable "A" level licenses.
  • Interview
  • Essay

Other School Personnel

School of Education

School of Library and Information Sciences

Educational Technology Specialist

School Media Specialist

School Administration

 

School Counseling

 

Speech Pathologist

 

Educational Technology

The Educational Technology Program with a concentration in instructional technology is a Master of Arts Program which requires students to have an "A" level license. Students completing the program will qualify for the Instructional Technology Specialist Computer License (077) and the Technology Endorsement (079).

Requirements for Admission

  • Have a bachelor's degree from a recognized institution
  • Have a 2.5 GPA overall at the undergraduate level
  • Hold a North Carolina initial teaching license
  • Three years of successful public school teaching
  • Two letters of recommendations from persons qualified to assess professional performance and comment on potential leadership abilities.
  • GRE scores

School Administration

The School Administration Program is designed to prepare 21st Century school leaders who can engage school communities in meaningful ways to positively affect the achievement of students from diverse cultural contexts and from marginalized populations. The program offers many pathways, including first-Master’s degree, second-Master's degree (for those who already hold a Master's in an education-related field), the Principal Fellows Program, a fast-track program, and part-time and full-time options.

Requirements for Admission

  • Have a cumulative undergraduate GPA of 2.5, with a 3.0 in undergraduate major. For second-degree graduate candidates, have a cumulative GPA of 3.0
  • Have successful GRE scores (for degree-seeking students)
  • Have three (3) years of successful teaching experience, OR three (3) years of other professional education experience (e.g., counselor, media specialist, etc.), AND hold an "A" level license
  • Provide two letters of recommendation from persons qualified to assess professional performance and comment on potential leadership abilities. One letter of recommendation should be from the current supervisor/principal
  • Assessment team review and recommendation to the Dean of the School of Education for unconditional admission to the program

School Counseling

School Media Specialist

Speech Pathologist

*Foliotek

Foliotek is a candidate assessment system used by all programs leading to licensure. Students should discuss Foliotek with their program coordinator or program advisor. The program coordinator will provide a code and the candidate (student) must register promptly for the account in order to submit forms and evidences in a timely manner. The candidate must maintain the account for the duration of the program. Currently, the cost is $30/year or $89 for three years.

 
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