Teacher Education Program

1. Teacher Education Program University of Mount Olive

2. “Failure is not a option, but opportunity for success and high expectations are options for students to succeed.” -Ruby A. Bell

3. Teacher Education at UMO • Envisioned around the North Carolina Professional Teaching Standards and the 21st century knowledge, skills, and dispositions. • Integrated academic experience • quality educational programs • supportive learning environment • individual growth opportunities for total development of our students

4. Our Program • Nurtures systemic thinking • Provides disciplinary knowledge based in theory and application • Encourages lifelong learning opportunities • Provides trans-cultural experiences, and global awareness

5. We Believe • Professionals should possess the skills to advance student learning in the areas of literacy, leadership, and technology.

6. Mission • Transform education (and thereby lives) by preparing and producing education professionals knowledgeable of the content they teach, skilled in pedagogy, and passionate about teaching all students.

7. Conceptual Framework • The Teacher Education program design is based on the concept of a Professional Learning Community (PLC). • Guiding Principle that “Learning to teach involves learning about practice in practice.” • focusing on practical and active experiences • defining a clear plan to achieve competency • developing community learning experiences, guided through focused reflection opportunities.

8. Learning Communities • Consortium Community • Cohort Community • Specialty Area Community • School and LEA, Community • K-12 Teacher Education Community • Advising Community

9. Teacher Education Curriculum • Focuses on four components; • Professional Studies • Facilitation of Learning • Leadership Development • Societal Context of Schooling • Reform and Innovation (2) Related Studies (3) Concentration/Cognate Area (4) General Education and Elective Requirements.

10. Professional Studies Courses • Leadership Development • Based on the premise that teachers should be leaders. • Helps students develop leadership skills as they learn about leadership theory and practices that can • improve workplace satisfaction • student performance and behavior • promote collaboration in the classroom and beyond. • Students learn that effective leaders engage in reflective practice.

11. Professional Studies Courses • Facilitation of Learning • Emphasizes the appropriate use of educational theory, practice, procedures, and resources to enable facilitators and learners to work collaboratively toward desired goals. • Focuses on individualizing instruction to help learners achieve growth through self-evaluation and cooperation with others.

12. Professional Studies Courses • Societal Context of Schooling • Evaluates the current major themes in education and society to promote a global and comparative educational perspective. • Defines the topics that are at the forefront of educational discussion as they relate to school, social, economic, and political institutions. • Diversity, English Language Learners (ELL), Academically/Intellectually Gifted (AIG), and Exceptional Children’s issues are addressed through the use of the Universal Design for Learning (UDL).

13. Professional Studies Courses • Reform and Innovation • Explores the guiding forces which can revolutionize the way schools operate and the way students learn. • Reform and innovation discussions provide an opportunity to reflect on some of the major aspects of education reform leading to school improvement and increased student achievement. • The School Improvement Plan, Teacher Working Conditions Survey (TWCS), and the School Report Card are examples of items studied as students develop an innovation plan for improving teaching and learning and facilitating change in the least disruptive manner.

14. Professional Studies • Classroom Management and Organization • This course instructs prospective/current teachers in using methods to establish a positive, nurturing classroom environment through the use of developmental appropriate practices and effective teaching strategies.

15. Field Experience • Provides students with: • A structured learning experience. • Allows an opportunity for entrance to the school system under the supervision of an appropriately credentialed and experienced teacher in the K-12 classrooms. • Begins in the freshman year and continuing each term until the student teaching internship.

16. Field Experiences • Field Experiences includes: • Observations in the classrooms • One-on-one and small group tutoring • Service as an instructional/teacher assistant • Co-teaching opportunities. • Students are continuously engaged in a progressive practicum developing knowledge, skills and dispositions vital to the profession.

18. Teacher Education Specialty Area Standards • Birth-Kindergarten (BK) Teacher Candidates • Elementary Grades Teacher Candidates • Special Education (General)Teacher Candidates • Secondary Grades (9-12) Teacher Candidates • English/Language Arts, Mathematics, Science, Social Studies, Agriculture Education, Music, Health and Physical Education

19. Teacher Education Program Goals • Provide prospective teachers with academically and culturally enriched experiences and mentoring relationships. • Develop an understanding of the role of education in society. • Instill a desire for service, a professional attitude, a love of learning, and high standards of performance as a way of life and work.

20. Licensure to Teach • Granted by the North Carolina Department of Public Instruction. • To be recommended for licensure, a candidate must • Achieve at least a proficient rating on required assigned evidences. • Satisfactory completion of the degree program. • Recommendation from the college and the coordinating teacher.

21. Background Check • All Prospective Students will receive a background check conducted by UMO and the school system of which he/she has been assigned to complete the internship.

22. Meeting State Requirements Six Electronic Evidences

23. Electronic Evidences

24. Testing • Transcripts- All Areas • Pre-K: No Test. "highly qualified" to teach K in NC by passing the Praxis test Early Childhood Education (5025). • Elementary Education K-6: NC Foundations of Reading & General Curriculum • Special Education (General): NC Foundations of Reading, & General Curriculum & Special Education: Core Knowledge and Mild to Moderate Applications 5543 • Secondary: Praxis II Specialty Area

25. The Student Teaching Process

26. Student Teaching Terms • STI-Student Teaching Intern • CT-Clinical Teacher • SP-Supervising Professor • LEA/IHE-Local Education Agency/Institute for Higher Education

27. Mount Olive College Internship Agreement Clinical Teacher • The clinical teacher’s duties are focused on preparing the intern for instruction in the public schools. • Acting as a mentor, the clinical teacher assigns the intern progressively challenging activities that will assist in developing skills to transition into the profession.

28. Clinical Teacher Agreement • 1. Instructional duties which provide the opportunity to plan and conduct classroom instruction. • 2. Assessing the student performance • 3. Following school procedures and policies • 4. Incorporating educational technologies into instruction • 5. Conducting parent conferences • 6. Participation in staff meetings • 7. Identifying different student learning styles • 8. Effective classroom management techniques • 9. Time and stress management techniques • Additionally, the clinical teacher will: • 1. Work closely with the college supervisor by conferring on difficulties encountered and recommend corrective measures • 2. Assure appropriate support and supervision of the intern • 3. Give the intern constructive feedback and provide suggestions for improvement and growth • 4. Assure the intern’s experience is comprehensive and educational.

29. Mount Olive College Internship Agreement Supervising School District • The supervising school district’s focus is aimed at providing exceptional educators to mentor student teachers. • By submitting the name of a potential clinical teacher candidate, the supervising school district agrees the candidate is qualified to engage the student intern in all facets of the teaching practice.

30. Supervising School District • 1. Instructional duties which provide the opportunity to plan and conduct classroom instruction. • 2. Assessing the student performance • 3. Following school procedures and policies • 4. Incorporating educational technologies into instruction • 5. Conducting parent conferences • 6. Participation in staff meetings • 7. Identifying different student learning styles • 8. Effective classroom management techniques • 9. Time and stress management techniques • Additionally, the recommended clinical teacher candidate will: • 1. Assure appropriate support and supervision of the intern • 2. Give constructive feedback and provide positive suggestions for improvement and growth • 3. Assure the intern’s experience is comprehensive and educational • 4. Work closely with the college supervisor by conferring on difficulties encountered by the intern and recommend corrective measures. • 5. Complete the Mount Olive College training session for clinical teachers

31. Internship Agreements • Clinical Teacher • Signed by Week 3 • Supervising School District • Signed by Week 3

32. Clinical Teachers • Must have at least 5 years of experience • Must be certified • Address, Email, Telephone Contact • End of Student Teaching Evaluation/Survey -online • Certificate provide for renewal credit-survey completed • Stipend $200.00. Paid at end after survey completed • Evaluate and give guidance for lesson plans (8) • Evaluate and give guidance for assessment plans (8)

33. General Information • Student Teaching Internship Capacity Schedule • Located in the information provided via email • Week by week directions for student teaching process • Students will teach 1st site class for 2 weeks • Then teach 1st and 2nd site classes for 2 weeks • Teach 1st, 2nd, 3rd site classes for 2 weeks, Etc. • Until they have a full load. • Full load for 4 full weeks • Students will follow schedule for the school/system • First Week- Observation/Reflection

34. Evaluation Process • Clinical Teacher-Daily/Weekly meetings with interns to provide feedback. • Monthly written evaluation to become part of the documentation records for the intern (same criteria for licensure teachers-Summative Evaluation). • Mid-term evaluation by SP, CT, ST. • Final Evaluation- LEA/IHE Certification of Capacity • All indicators have to be at “Met” standard before licensure recommendation • 6 Electronic Evidences • Forms and paper work for NCDPI (will still use for online licensure)

35. Monthly Evaluations

36. Evaluations • Clinical Teachers • Monthly Evaluations • Use UMO Summary Rating Form • 3 Evaluations • Mid-Term (used to provide feedback to STI and to develop a Professional Development Plan if needed. STI, CT, SP) • Use NC Teacher Candidate Evaluation Rubric • Final-LEA/IHE (STI, CT, SP, signed by all and principal)

40. Evaluations Supervising Professors • Monthly Evaluations • May use either Revised LEA/IHE orUMO Student Teaching Classroom Observation Form • 3 Evaluations • Mid-Term (used to provide feedback to STI and to develop a Professional Development Plan if needed. STI, CT, SP) • NC Teacher Candidate Evaluation Rubric • Final-LEA/IHE (STI, CT, SP, signed by all and principal)

45. Electronic Evidences Documents Used for Student Teaching: Lesson Plans, Assessment Plans Other Documents: Innovation Plan, Research Paper

46. Lesson Plan Lesson Plan Class/Subject: Block/Period: Teacher: Date:

47. Lesson Plan

48. Assessment Plan Summative/Formative Assessment Plan

49. Innovation Plan

50. Innovation Plan