College of Education

College of Education

Dean: Professor Nagle
Assistant Dean and Director of the Teaching Fellows Program: M. Spooner
Director of the Office of Student Academic Services: Hancock
Director of the Office of Field Experiences: V. Jaus
Director of the Office of Educational Outreach: Farrar
and Director of the Mathematics and Science Education Center: Wallace

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Departments
Mission Of The College
Undergraduate Programs
Child And Family Development Major
Major In Elementary Education
Major In Middle Grades Education
Licensure In Secondary Education
Major In Special Education
Licensure In K-12 Education In Foreign Languages And In The Fine And Performing Arts
Support Offices And Special Resources

Departments

Department of Counseling, Special Education, and Child Development

Chair: Professor Calhoun
Professors: Barret, Burke, Calhoun, Post, Robinson, Rowland, Test
Associate Professors: Anderson, Cooke, Nkomo, Pleasants, F. Spooner, White
Assistant Professors: Beattie, Carroll, Furr, Gallagher, Garrett, Lamorey, Nassar-McMillan, Wood
Lecturers: Gibbs, Springs

Department of Reading and Elementary Education

Chair: Associate Professor B. Edwards
Professors: H. Jaus, Wood
Associate Professors: Green, Nesbit, Passe, Piel, Rickelman, Wallace, Yon
Assistant Professors: Audette, Finke, Nichols, M. Spooner
Clinical Assistant Professors: Douville, Baucom
Lecturers: Frazier, Harrison

Department of Middle, Secondary, and K-12 Education

Chair: Professor Schaffer
Professors: Britt, Lock
Assistant Professors: Jones, Nason, Queen
Lecturers: Cockman, V. Jaus

Department of Educational Administration, Research, and Technology

Interim Chair: Vacant
Professors: Algozzine, Antonak, Ashbaugh, Gretes, Lyons, Nagle, Pittillo, Smith, Sorenson
Associate Professor Emeritus: Mork
Assistant Professors: Dardaine-Ragguet, Flowers

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MISSION OF THE COLLEGE

Activities and programs in the College of Education are designed to foster effective schooling and the development of healthy, autonomous, lifelong learners. The mission of the College is two-fold: to identify and create knowledge that addresses the developmental and educational needs of children, youth, and their families; and to disseminate this knowledge through high quality initial preparation and continuing education programs for professionals who seek to be exceptionally competent in meeting those needs.

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UNDERGRADUATE PROGRAMS

The College of Education has these undergraduate program responsibilities:

To develop, deliver, and evaluate high quality undergraduate programs that prepare teachers and other professional personnel for schools and related agencies.
To operate programs that meet the standards of external governing, licensing, and accrediting agencies.
To address the culturally diverse educational needs of its particular region.
To initiate and support activities that enrich the global perspectives of its faculty and students.
To respond effectively to the problems and needs of children, their families, and professionals in schools and related agencies.

The College of Education offers undergraduate programs in Child and Family Development (licensure and non-licensure tracks), Elementary Education, Middle Grades Education, and Special Education: Mental Handicaps. In collaboration with selected departments in the College of Arts and Sciences, it offers professional education coursework that can lead to licensure to teach in the following areas of 9-12 Secondary Education: English, History, Mathematics, Comprehensive Social Studies, Biology, Chemistry, Earth Sciences, Physics, and Comprehensive Science; and in the following areas of K-12 Education: Art, Dance, Music, Theatre, German, French, and Spanish.

All professional education programs in the College of Education are approved by the North Carolina Department of Public Instruction (NCDPI), and they have continuing accreditation from the National Council for Accreditation of Teacher Education (NCATE). All programs that can be approved by content specialty associations recognized by NCATE (e.g., the National Council of Teachers of English, the National Science Teachers Association, the Council for Exceptional Children) have been reviewed and approved by those associations.

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CHILD AND FAMILY DEVELOPMENT MAJOR:

BACHELOR OF ARTS

Coordinator: Bobbie Rowland

Department: Counseling, Special Education, and Child Development (CSPC)

The Child and Family Development program leading to the B.A. degree prepares graduates to work in educational and related settings that serve infants, toddlers, preschoolers, and kindergartners who have typical and atypical needs. The licensure track prepares graduates for an entry-level ("A") license in birth-kindergarten (B-K) education.

Program Objectives. Graduates of the program are prepared to: apply their understanding of the various stages of growth and development of young children, the unique patterns with which children progress through these stages, and the factors that distinguish typical from atypical development; collect data on children’s individual development and effectively access and utilize screening and assessment procedures for children with special needs; design, adapt, implement, and evaluate developmentally appropriate learning environments for children from birth through age eight; work collaboratively with families and with interdisciplinary teams from agencies that serve young children and their families; and demonstrate positive attitudes toward children and families and a strong commitment to continuous lifelong study of young children.

Major in Child and Family Development with B-K Licensure:

Requirements. This major requires 124-128 semester hours as follows:

General Education (43-47 hours). Course options are listed on the program’s Academic Planning Worksheet. Course selections must be initially approved by the student’s Pre-Education adviser in the Office of Student Academic Services and finally approved by the student’s major adviser after admission to the Teacher Education Program.

Child and Family Development (24 hours)

CHFD 2111 Child Study: Interpreting Children’s Behavior (3)
CHFD 2412 Practicum I: Observing and Recording Children’s Behavior (2)
CHFD 2113 Infant and Early Years (3)
CHFD 2114 Foundations of Preschool Education (3)
CHFD 2115 Education of the Young Child (3)
CHFD 2416 Practicum II: The Child and the Community (2)
CHFD 3113 Parent Education (3)
CHFD 3115 Learning and Development (3)
CHFD 3412 Practicum III: The Family and the Community (2)

Professional Education (29 hours)

EDUC 2100 An Introduction to Education and Diversity in Schools (3)
SPED 2100 Introduction to Students with Special Needs (2)

(Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both must be completed with a grade of "C" or better to qualify for admission to the Teacher Education Program.

SPED 4110 Assessment in Special Education: Preschool (3)
SPED 4111 Issues in Preschool Education for Children with Disabilities (3)
SPED 4210 Instructional Methods and Materials: The Early Years (3)
CHFD 3410: Student Teaching/Seminar: B-K Child and Family Development (15)

(Enrollment in CHFD 3410 requires admission to student teaching through the College’s Office of Field Experiences)

Related Courses (12 hours)

SOCY 2132 Sociology of Marriage and the Family (3)
SOCY 4632 Changing American Family (3) and

Two approved PSYC courses at or above the 3000 level that relate to cognitive, social, and/or personality development

Elective Courses (16 hours)
These courses must be approved by the student’s adviser in child and family development.

Major in Child and Family Development (Non-Licensure Track):

Requirements. This major requires 124-128 semester hours as follows:

General Education (43-47 hours). Course options are listed on the program’s Academic Planning Worksheet. Course selections must be approved by the student’s major adviser.

Child and Family Development (39 hours)

Related Courses (18 hours)
SOCY 2132 Sociology of Marriage and the Family (3)
SOCY 4632 Changing American Family (3) and

Two approved PSYC courses at or above the 3000 level that relate to cognitive, social, and/or personality development
and
Two approved courses in any one or two of these areas: nursing, anthropology, creative arts, social work, or psychology

Elective Courses (24 hours)
These courses must be approved by the student’s adviser in child and family development.

Academic Advising. Freshmen and sophomores who intend to major in Child and Family Development and earn B-K licensure are classified as Pre-Education students in child and family development. They are assigned an adviser in the College’s Office of Student Academic Services (OSAS), who helps them select appropriate general education courses for teacher licensure and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Child and Family Development, which typically occurs at the end of the sophomore year, students are assigned a major adviser in child and family development, who helps them plan the remainder of their program of study. Assignment of the student’s major adviser is the responsibility of the chair of the Department of Counseling, Special Education, and Child Development (CSPC).

Freshmen and sophomores who intend to major in Child and Family Development, but do not want to earn B-K licensure, are assigned a major adviser in the child and family development program as soon as they declare their intention to major in that field. These advisers help students plan a program of study that will meet all requirements for graduation.

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MAJOR IN ELEMENTARY EDUCATION: BACHELOR OF ARTS

Coordinator: Robert Audette

Department: Reading and Elementary Education (REEL)

The B.A. program in Elementary Education qualifies graduates for an entry-level ("A") license to teach grades K-6.

Program Objectives. Graduates of the program are prepared to: design, implement, and evaluate curriculum and instruction appropriate to stage of learning and development, cultural and linguistic background, and special learning needs; assess learning in grades K-6; teach appropriate concepts, skills, and learning strategies; organize and manage learning environments that promote students’ active involvement and responsible, self-directed behavior; participate in continuously improving the elementary school; and engage in on-going evaluation and improvement of one’s knowledge and teaching abilities.

Requirements. The major in Elementary Education leading to the B.A. degree requires 126 semester hours as follows:

General Education (51 hours). Course options are listed on the program’s Academic Planning Worksheet. Course selections must be initially approved by the student’s Pre-Education adviser in the Office of Student Academic Services and finally approved by the student’s major adviser after admission to the Teacher Education Program in Elementary Education.

A Second Academic Concentration (24 hours, including two courses that also meet General Education Requirements)is required in one of the following six subject areas relevant to an elementary school classroom:

· English and Communications
· Mathematics
· Science
· Social Studies
· Global Studies and Foreign Language
· Visual and Performing Arts

The required and elective courses in each Second Academic Concentration are listed on the program’s Academic Planning Worksheet. Course selections must be initially approved by the student’s Pre-Education adviser in the Office of Student Academic Services and finally approved by the student’s major adviser after admission to the Teacher Education Program in Elementary Education.

Professional Education Courses (54 hours)

EDUC 2100 An Introduction to Education and Diversity in Schools (3)
SPED 2100 Introduction to Students with Special Needs (2)

ELED 3120 The Elementary School Child (3)
ELED 3121 Measuring and Evaluating Learning in the Elementary School Curriculum (3)
MATH 2103 Fundamental Concepts in Mathematics III (3)
ELED 3122 Research and Analysis of Teaching Elementary School Learners (3)
ELED 3221 Teaching Science to Elementary School Learners (3)
HLED 3228 Teaching Health and Safety to Elementary School Learners (2)
PHED 3228 Integrating Physical Activity and Movement in Elementary Schools (2)
READ 3225 Teaching Reading to Elementary School Learners (W) (3)
ELED 3226 Teaching Language Arts to Elementary School Learners (3)
ELED 3223 Teaching Social Studies to Elementary School Learners (3)
ELED 3220 Integrating Curriculum for Elementary School Learners (4)
SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)
ELED 3420 Student Teaching/Seminar: K-6 Elementary Education (15)

(Enrollment in ELED 3420 requires admission to student teaching through the College’s Office of Field Experiences)

Elective (3 hours)
This course must be approved by the student’s adviser in elementary education.

Academic Advising. Freshmen and sophomores who intend to major in Elementary Education are classified as Pre-Education students in elementary education. They are assigned an adviser in the College’s Office of Student Academic Services (OSAS), who helps them select appropriate general education and Second Academic Concentration courses and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Elementary Education, which typically occurs at the end of the sophomore year, students are assigned a major adviser in elementary education, who helps them plan the remainder of their program of study. Assignment of the student’s major adviser is the responsibility of the chair of the Department of Reading and Elementary Education (REEL).

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MAJOR IN MIDDLE GRADES EDUCATION: BACHELOR OF ARTS

Coordinator: Jeanneine Jones

Department: Middle, Secondary, and K-12 Education (MDSK)

The B.A. program in Middle Grades Education qualifies graduates for an entry-level ("A") license to teach two of the following four content areas in grades 6-9: English/communication skills, mathematics, science, or social studies.

Program Objectives. Graduates of the program are prepared to: implement a middle grades philosophy to its fullest intent; design curriculum that is integrated, competency- and technology-based, and relevant to students’ future academic and career expectations; transform their knowledge of two disciplines so that they are accessible to middle grades students; use teaching methods appropriate to the unique developmental needs of early adolescents; make informed decisions about curricular issues and instructional practices in middle grades education; demonstrate pervasive caring and innovative leadership in their work with students and colleagues; and function as lifelong learners.

Requirements. The major in Middle Grades Education leading to the B.A. degree requires 124-128 semester hours as follows:

General Education (38-42 hours). Course options are listed on the program’s Academic Planning Worksheet. Course selections must be initially approved by the student’s Pre-education adviser in the Office of Student Academic Services and finally approved by the student’s major adviser after admission to the Teacher Education Program in Middle Grades Education.

Second Academic Concentration (48 hours, including two courses in each Concentration that also meet General Education requirements).

Second Academic Concentrations are required in two of the following four subject areas relevant to a middle grades classroom:

English and Communications Skills
Mathematics
Science
Social Studies

Professional Education (47 hours)

EDUC 2100 An Introduction to Education and Diversity in Schools (3)
SPED 2100 Introduction to Students with Special Needs (2)

MDLG 3130 The Early Adolescent Learner (4)
MDSK 3150 Research and Analysis of Teaching Middle and Secondary School Learners (3)
HLED 3152 Health and Safety Issues in Middle and Secondary Schools (2)
MDSK 3151 Instructional Design and the Use of Technology with Middle and Secondary School Learners (3)
MDLG 3131 The Philosophy and Curriculum of Middle Grades Education (4)
READ 3255 Integrating Reading and Writing Across Content Areas (W) (3)
MDSK 3251 Teaching Science to Middle and Secondary School Learners (3) and/or
MAED 3232 Teaching Mathematics to Middle School Learners (3) and/or
MDSK 3253 Teaching Social Studies to Middle and Secondary School Learners (3) and/or
ENGL 4254 Teaching English/Communication Skills to Middle and Secondary School Learners (3)
SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)
MDLG 3430 Student Teaching/Seminar: 6-9 Middle Grades (15)

(Enrollment in MDLG 3430 requires admission to student teaching through the College’s Office of Field Experiences)

Elective (3 hours)
This course must be approved by the student’s adviser in middle grades education.

Academic Advising. Freshmen and sophomores who intend to major in Middle Grades Education are classified as Pre-Education students in middle grades education. They are assigned an adviser in the College’s Office of Student Academic Services (OSAS), who helps them select appropriate general education and Second Academic Concentration courses and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Middle Grades Education, which typically occurs at the end of the sophomore year, students are assigned a major adviser in middle grades education, who helps them plan the remainder of their program of studies. Assignment of the student’s major adviser is the responsibility of the chair of the Department of Middle, Secondary, and K-12 Education (MDSK).

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LICENSURE IN SECONDARY EDUCATION: BACHELOR OF ARTS OR BACHELOR OF SCIENCE

Coordinator: Eugene Schaffer

Departments: An appropriate department in the College of Arts and Sciences in collaboration with the Department of Middle, Secondary, and K-12 Education (MDSK) in the College of Education

The undergraduate program in Secondary Education qualifies graduates for an entry-level ("A") license to teach in one of the following subject areas in grades 9-12: English, History, Comprehensive Social Studies, Mathematics, Biology, Chemistry, Earth Sciences, Physics, or Comprehensive Science. Students major in an appropriate arts and sciences discipline and also complete a sequence of courses (including student teaching) in secondary education. The comprehensive social studies license builds on a major in history; the comprehensive science license builds on a major in earth sciences.

Program Objectives. Graduates of the secondary education program are prepared to: design curriculum that is integrated, competency- and technology-based, and relevant to students’ future academic and career expectations; transform their knowledge of a discipline so that it is accessible to high school students; use teaching methods appropriate to the unique developmental needs of adolescents; make informed decisions about curricular issues and instructional practices in secondary education; demonstrate pervasive caring and innovative leadership in their work with students and colleagues; and function as lifelong learners, especially in their discipline.

Degree Requirements. The undergraduate program in secondary education requires a major in the College of Arts and Sciences in a discipline relevant to the curriculum in grades 9-12 and a maximum of 128 hours as follows:

General Education (26-41 hours). These course requirements vary with a student’s academic major in arts and sciences and are defined by faculty in each major.

Core and Related Courses in an Appropriate Arts and Sciences Major (30-78 hours). Academic majors relevant to secondary education include English, History, Mathematics, Biology, Chemistry, Earth Sciences, and Physics. The requirements for each major are defined by faculty in that major.

Secondary Education (44 hours)

EDUC 2100 An Introduction to Education and Diversity in Schools (3)
SPED 2100 Introduction to Students with Special Needs (2)

(Corequisite courses EDUC 2100 and SPED 2100 should be taken during a student’s sophomore year; both must be completed with a grade of "C" or better for the student to qualify for admission to the Teacher Education Program in the selected field of secondary education)

SECD 2140 The Adolescent Learner (3)
SECD 3141 Secondary Schools (3)
MDSK 3150 Research and Analysis of Teaching Middle and Secondary School Learners (3)
MDSK 3151 Instructional Design and the Use of Technology with Middle and Secondary School Learners (3)
HLED 3152 Health and Safety Issues in Middle and Secondary Schools (2)
SECD 3142 Issues in Secondary Education (2)
SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)
MDSK 3251 Teaching Science to Middle and Secondary School Learners (3) or
MAED 3252 Teaching Mathematics to Secondary School Learners (3) or
MDSK 3253 Teaching Social Studies to Middle and Secondary School Learners (3) or
ENGL 4254 Teaching English/Communication Skills to Middle and Secondary School Learners (3)
READ 3255 Integrating Reading and Writing Across Content Areas (W) (3)
SECD 3441 Student Teaching/Seminar: 9-12 Secondary Science (15) or
SECD 3442 Student Teaching/Seminar: 9-12 Secondary Mathematics (15) or
SECD 3443 Student Teaching/Seminar: 9-12 Secondary Social Studies (15) or
SECD 3444 Student Teaching/Seminar: 9-12 Secondary English (15)

(Enrollment in one of these four courses requires admission to student teaching through the College’s Office of Field Experiences)

Elective Courses
These courses must be approved by the student’s adviser in his or her arts and sciences major.

Academic Advising. Freshmen and sophomores who intend to major in an arts and sciences discipline and also earn a related license to teach in secondary education (grades 9-12) are classified as Pre-education students. They are assigned both a general adviser in arts and sciences, who helps them select appropriate general education courses and lower division courses in their major, and a Pre-Education adviser in the College of Education’s Office of Student Academic Services (OSAS), who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in their selected field of secondary education, which typically occurs at the end of the sophomore year, students are assigned an adviser in secondary education, who helps them plan the remainder of their program of study in secondary education. Assignment of the student’s secondary education adviser is the responsibility of the chair of the Department of Middle, Secondary, and K-12 Education (MDSK).

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MAJOR IN SPECIAL EDUCATION: BACHELOR OF ARTS

Coordinator: Mary Lynne Calhoun

Department: Counseling, Special Education, and Child Development (CSPC)

The B.A. program in Special Education: Mental Handicaps qualifies graduates for an entry-level ("A") license to teach children with mental handicaps in grades K-12. Enrollment in the program is limited to 25 students each year.

Program Objectives. Graduates of the program are prepared to: provide individually planned, systematically implemented, and carefully evaluated instruction for students with mental handicaps; provide educational services to students with mental handicaps in regular classrooms, resource classrooms, and consultative settings; and help students with mental handicaps achieve the greatest possible personal self-sufficiency and success in present and future environments.

Requirements. The major in Special Education: Mental Handicaps leading to the B.A. degree requires 128 semester hours as follows:

General Education (45 hours). Course options are listed on the program’s Academic Planning Worksheet. Course selections must be initially approved by the student’s Pre-Education adviser in the Office of Student Academic Services and finally approved by the student’s major adviser after admission to the Teacher Education Program in Special Education: Mental Handicaps.

Second Academic Concentration (24 hours, including two courses that also meet General Education requirements).

A Second Academic Concentration is required in one of the following six subject areas relevant to teaching children with mental handicaps in an elementary, middle, or secondary school classroom:

· English and Communications
· Mathematics
· Science
· Social Studies
· Global Studies and Foreign Language
· Visual and Performing Arts

Professional Education (62 hours)
EDUC 2100 An Introduction to Education and Diversity in Schools (3)
SPED 2100 Introduction to Students with Special Needs (2)

CHFD 3115 Learning and Development (3) or
MDSK 3160 Learning and Development: Birth through Adolescence (3) or
PSYC 2120 Child Psychology (3) or
PSYC 2121 Adolescent Psychology (3)
SPED 3171 The Education of Learners with Mental Handicaps (3)
SPED 3172 Directed Readings in Special Education Research (3)
SPED 3173 Special Education Assessment (3)
READ 3225 Teaching Reading to Elementary School Learners (W) (3)
SPED 3174 Classroom-Based Assessment (3)
SPED 4276 Teaching Language Arts to Learners with Mental Handicaps (3)
SPED 4270 Classroom Management (3)
HLED 3228 Teaching Health and Safety to Elementary School Learners (2) or
HLED 3152 Health and Safety Issues in Middle and Secondary Schools (2)
PHED 3228 Integrating Physical Activity and Movement in Elementary Schools (2)
SPED 3290 Modifying Instruction for Learners with Diverse Needs (2)
SPED 3272 Teaching Mathematics to Learners with Mental Handicaps (3)
SPED 3273 Teaching Life Skills to Learners with Mental Handicaps (3)
SPED 4170 Special Education Consultation and Collaboration (3)
EIST 4100 Computer Applications in Education (3)
SPED 3470 Student Teaching/Seminar: K-12 Special Education: Mental Handicaps (15)

(Enrollment in SPED 3470 requires admission to student teaching through the College’s Office of Field Experiences)

Elective (3 hours)
This course must be approved by the student’s adviser in special education.

Academic Advising. Freshmen and sophomores who intend to major in Special Education: Mental Handicaps are classified as Pre-Education students in special education. They are assigned an adviser in the College’s Office of Student Academic Services (OSAS), who helps them select appropriate general education and Second Academic Concentration courses and who helps them meet the requirements for admission to teacher education. Upon admission to the Teacher Education Program in Special Education: Mental Handicaps, which typically occurs at the end of the sophomore year, students are assigned a major adviser in special education, who helps them plan the remainder of their program of study. Assignment of the student’s major adviser is the responsibility of the chair of the Department of Counseling, Special Education, and Child Development (CSPC).

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LICENSURE IN K-12 EDUCATION IN FOREIGN LANGUAGES AND IN THE FINE AND PERFORMING ARTS

The Department of Middle, Secondary, and K-12 Education (MDSK) in the College of Education assists departments in the College of Arts and Sciences to serve students interested in K-12 licensure for teaching French, German, Spanish, Art, Dance, Music, or Theatre Arts.

TEACHER EDUCATION POLICIES AND PROCEDURES

Admission to a Teacher Education Program. Students should apply for admission to a specific teacher education program during their sophomore year, and they must complete the admissions process before enrolling in any professional education courses at the 3000-level or higher.

Minimum requirements for admission to all teacher education programs at UNC Charlotte include:

1. An overall GPA of at least 2.5 in a minimum of 45 semester hours in university courses;
2. A grade of C or higher in both EDUC 2100 and SPED 2100;
3. Passing scores on the Praxis I: Academic Skills Assessments; and
4. Approval of the chair (or his or her designee) of the department that offers the program.

Some teacher education programs have additional requirements for admission (e.g., references, an interview, additional tests). Information about these additional requirements and about procedures for applying for admission to a teacher education program can be obtained in the Office of Student Academic Services in the College of Education.

Retention in a Teacher Education Program. There are two minimum requirements for retention in a teacher education program:

1. A grade of C or higher (a) in all professional education courses and (b) in all courses in the student’s area of teaching specialization; and
2. A GPA of 2.5 or higher (a) overall, (b) in all professional education courses, and (c) in the student’s area of teaching specialization.

Some teacher education programs have additional requirements for retention. Information about these additional requirements can be obtained in the Office of Student Academic Services in the College of Education.

Admission to Student Teaching. Students must be formally admitted to student teaching before enrolling in a student teaching experience during the second semester of their senior year. This process and subsequent placement in a school occur during the semester prior to student teaching.

Minimum requirements for admission to student teaching include:

1. Senior status; 2. Completion of all other course work in a student’s program of study; 3. Grades of C or higher in all professional education courses and a GPA of 2.75 or higher in those courses; 4. A GPA of 2.75 or higher in the student’s area of teaching specialization; 5. An overall GPA of. 2.50 or higher in the student’s total program of study; and 6. A recommendation from the student’s faculty adviser(s) certifying readiness to student teach.

Some teacher education programs have additional requirements for admission to student teaching. Information about these additional requirements and about procedures for applying for admission to student teaching in all programs can be obtained in the Office of Field Experiences in the College of Education.

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SUPPORT OFFICES AND SPECIAL RESOURCES

The Office of Student Academic Services (OSAS). Located in Room 3022 of Colvard South, this office serves all students involved in Teacher Education programs. The staff, including three full-time academic advisers, is responsible for:

Promotion of teacher education programs and recruitment of students during the two years prior to their admission to UNC Charlotte;
Orientation and academic advisement of Pre-Education students prior to their admission to a specific Teacher Education Program (which typically occurs late in their sophomore year);
Academic support services for both students and their faculty advisers as students admitted to a teacher education program progress through their programs, complete student teaching, and apply for licensure; and
Follow-up contacts with graduates for purposes of both program and product evaluation.

In collaboration with academic departments involved in teacher education, the Office of Student Academic Services is the College of Education’s central source of information about academic program requirements; criteria and procedures for admission to a specific teacher education program; faculty-student advising assignments; schedules and applications for taking Praxis I and Praxis II examinations; requirements and procedures for obtaining licensure in North Carolina (or in other states that have reciprocity agreements with North Carolina), including the state’s new licensure requirements for demonstration of basic and applied technology competencies; and final audits to ensure completion of all program and licensure requirements.

The Office of Field Experiences (OFE). Located in Room 3027 of Colvard South, this office provides both support services and some direct instruction for the many clinical experiences that students complete for courses and during student teaching. Field experiences -- observing, interacting with, and teaching children -- are a critical part of all undergraduate teacher education programs at UNC Charlotte. Early clinical experiences are linked to specific courses, designed by the instructors of those courses, and described in course syllabi. These field experiences continue throughout a student’s program, progressing from observation and note-taking to interaction with children for individual or group instruction. They culminate in a 15-week, full-time student teaching experience that occurs after completion of all other course work.

Special Facilities and Resources. The following special facilities and resources support the work of both faculty and students in teacher education programs:

· Two model classrooms, Rooms 5090 and 5091 in Colvard North, one for science and mathematics and the other for reading, language arts, and social studies.
· An instructional technology classroom in Room 3120 of Colvard South.
· An open instructional technology laboratory in Room 3040 of Colvard South.
· An interactive videotaping laboratory in Room 3057 of Colvard South for one-on-one and small group assessment and instruction.
· The Curriculum and Instructional Materials Center in Atkins Library, serves as a laboratory for reviewing and experimenting with BK-12 curriculum and instructional materials, including elementary, middle, and secondary school textbooks, standardized tests, software and courseware, curriculum guides, instructional games and kits, and professional monographs and pamphlets.
· Media Services in Atkins Library, maintains an extensive collection of audiovisual equipment and provides graphic and television production services to support instruction
· The Mathematics and Science Education Center, sponsors a wide variety of programs and projects that involve preservice and inservice teachers and that are designed to enhance the quality of instruction in mathematics and science for both pre-college and university students
· The Office of Educational Outreach in the College of Education, fosters collaborative relationships between schools and UNC Charlotte by developing, supporting, and publicizing activities and projects that involve UNC Charlotte students and faculty in public school systems throughout the University’s service region.

The Teaching Fellows Program. Each year, the North Carolina Teaching Fellows Program provides a $5,000-per-year scholarship to 400 outstanding North Carolina high school seniors who commit to enroll in a teacher education program and who agree to teach in the state’s public schools for a minimum of four years after graduation.

The Teaching Fellows Program in the College of Education enrolls approximately 100 students and emphasizes scholastic achievement, professional development, and personal attention and development. Four faculty members serve as class sponsors and work with the same cohort of Teaching Fellows throughout their four years in the program. In addition to their regular course work, Teaching Fellows participate in an on-going seminar and in special activities (retreats, cultural events, clinical experiences, summer teaching internships, etc.) that are designed to help them develop multicultural awareness, interpersonal skills, and leadership abilities.

Applications for the Teaching Fellows Program must be completed in the fall of a student’s senior year in high school. Information can be obtained from high school counselors, the North Carolina Teaching Fellows Commission, the director of UNC Charlotte’s Teaching Fellows Program, or staff in the College of Education’s Office of Student Academic Services.

Undergraduate Student Organizations and Awards. Organizations that are especially relevant to undergraduate students in teacher education programs include:

· The Student North Carolina Association of Educators (SNCAE), affiliated with the North Carolina Association of Educators (NCAE) and the National Education Association (NEA).
· The Student Council for Exceptional Children (SCEC), affiliated with the Council for Exceptional Children (CEC).
· The Omicron Pi Chapter of Kappa Delta Pi, an international honor society for students in education.

Awards and scholarships that recognize the achievements of undergraduate students in teacher education programs include:

· The Education Award, presented annually to two seniors who have demonstrated leadership and scholarship and who plan to teach.
· The Phi Kappa Phi Scholar Award, presented annually to a junior majoring in a program in the College of Education who demonstrates outstanding leadership in an academic discipline and in research or independent study.
· The Francis M. Fitzgerald Award, presented annually by the National Conference of Christians and Jews to two seniors who demonstrate superior understanding of and cooperation with their fellow human beings and who plan to teach.
· The Military Order of the Purple Heart Award, presented annually by the American Association of Colleges for Education to two juniors majoring in programs in the College of Education who have shown scholarly achievement, teaching ability, and concern for the educational rights of children with disabilities.
· The North Carolina Alpha Chapter of Alpha Delta Kappa Memorial Scholarship, awarded annually to a student who has been admitted to a teacher education program and demonstrated both outstanding academic performance and a commitment to teaching.

More information about these organizations and awards for undergraduate students in teacher education is available in the Office of Student Academic Services in the College of Education.

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