SENATE DOCUMENT #24 APC DOCUMENT #16 The Academic Policies Committee recommends to the Faculty Senate the adoption of the following: I. The proposed new degree program track in Psychology leading to to certification in Reading (K-12). A. BACKGROUND This proposed degree program track follows the GUIDELINES FOR THE PREPARATION OF READING TEACHERS as required by the State Department of Public Instruction. This proposed program will also require review and approval by both Central Administration and the Division of Teacher Education Standards and Certification Department of Public Instruction. During the preparation of this program the Department of Education consulted with: The Institutional Development Committee (Summer, 1978); the Department of Psychology, Literataure and Drama at UNCA; Dr. Larry Dorr; Ms. Mary Purnell, Director, Division of Reading, State Department of Public Instruction and past and present UNCA certification students. B. RATIONALE There continues to be a need for reading teachers (1-12) that have specialized training. UNCA teacher certification students have requested this proposed certification for the past four years. Several inservice teachers in Asheville, Buncombe and McDowell County have requested that UNCA offer courses for undergraduate certification in reading. The 1977-1978 Teacher Education Review Program (TERP) report recommend reading as one of the special areas of need which UNCA should consider implementing. Members of the Division of Teacher Education Standards and Certification at the State Department of Public Instruction recommended that UNC-Asheville implement a program for the undergraduate preparation of reading teachers. The results of the North Carolina Competency Testing Program indicate the need for continued emphasis in reading at all levels. At a meeting on January 10, 1979 the Director of Division of Reading at the State Department of Public Instruction expressed strong support for both the psychology and the reading component of this proposed program. Mars Hill and Western Carolina University are currently certifying undergraduate reading teachers. However, neither of these programs have a preparation for reading certification that has both a reading and a psychology orientation. The Department of Education continues to get requests from parents for specialized help in reading. Western Carolina University already has a funded graduate reading clinic in Asheville. It is feasible that UNCA and WCU cold cooperatively operate a year-round reading clinic for pupils in this region. C. DESCRIPTION This program provides for a sound theoretical component with a major in psychology. This will follow UNC-A's liveral arts model for teacher certification with a B.A. degree in psychology and reading certification (K-12). Approximately half of the program is psychologically based. Students will take work in: language development, perception, cognition, exceptional child, statistics, tests and measurements, and learning theories. The other half of the proposed degree program track includes work in: foundations of reading, communication arts/English, children/adolescent literature, reading in early childhood and middle school, reading in the content areas, diagnosis, practicum, and directed research. Students will complete the reading requirements in the Education Department and the psychology major in the Psychology Department. A detailed description of the courses following S.D.P.I.'s GUIDELINE FOR THE PREPARATION OF READING TEACHERS follows: GUIDELINES FOR THE PREPARATION OF READING TEACHERS A. GUIDELINES FOR READING TEACHERS AT UNDERGRADUATE LEVEL The undergraduate preparation program for the regular teaching of reading shold comprise approximately 25 percent of the four-year curriculum. As a concentration area for the intermediate teacher the program should constitute about 15 percent of the four-year curriculum and is considered only as a second area of preparation. The program should be in accordance with the following guidelines. (The main difference in the two levels of preparation is in the depth of preparation.) GUIDELINE 1: The program should assure familiarity with the methods, materials and basic research in developmental reading. EDUCATION SH PSYCHOLOGY SH Ed 301/302/350 Intro to Ed Psych 100 Intro to Psych 3 (K-3)(4-9)(Sec) 3 Psych 205 Childhood Develop 3 Ed 332 Foundations of Rdg Psych 210 Adolescent Develop 3 (K-12) 3 Psych 200 Social Psychology *Ed 337 Methods & Materials in Reading in Early Child- hood and Middle School 3 GUIDELINE 2: The program should assure an understanding of the various ways of identifying and meeting the needs of individuals and groups through diagnostic and corrective techniques. EDUCATION SH PSYCHOLOGY SH *Ed 340 Diagnosis and Psych 203 Psych Statistics 4 Correction of Reading Diff 3 Psych 204 Experimental Psy 4 Psych 220 Psych Foundations 3 Psych 230 Theories of Learning 3 Psych 335 Dynamics of Personality Adjust 3 GUIDELINE 3: The program should assure an understanding of reading in relation to the different content and subject matter areas in the curriculum. EDUCATION SH PSYCHOLOGY SH Ed 368 Rdg. in Content Psych 235 Perception 3 Areas (K-12) 3 Psych 326 Cognitive Processes 3 Ed 312 Childrens Lit (K-3) Psych 401 Psych of Language 3 (4-9) 3 *Ed 313 Adolescent Lit (Sec) ED 330 Communication Arts (K-3) (4-9) 3 Ed 361 Tch of English (Sec) Speech 101 Voice & Diction 3 GUIDELINE 4: The program should provide a clinical or laboratory practicum in reading diagnosis and correction in which the student works with reading disability cases under supervision. EDUCATION SH PSYCHOLOGY SH Ed 452 Practicum & Seminar Psych 312 Exceptional Child 3 (Organizing Teaching & Managing a reading prog) 6 GUIDELINE 5: The program should provide sufficient preparation for the later pursuit of graduate study of reading. EDUCATION SH PSYCHOLOGY SH Ed 480 Philosophical Con- Psych 316 Tests & Measurements 3 siderations in Education 3 *Ed 490 Research & Seminar in Corrective Reading in the Curr. 3 SUMMARY All University 48 Education 36 Psychology 44 Speech 3 ______ TOTAL 131 RESOURCES This program will require four additional courses to be taught by the Education Department. Two of these courses can be taught by the present staff. The other two would require part time help and/or a 1/2 person. If enrollment should incrase, there would be a need for additional part time persons for Psychology -- particularly for the evening program. II. A New Second Area of Preparation (Concentration in reading besides a major area of preparation (K-3) (4-9) and for Secondary English Certification Students). A. BACKGROUND AND RATIONALE The following guideliens from the State Department of Public Instruction allow a concentration or a second area of preparation for the Intermediate teacher (4-9). The Department of Education at UNC-A requests that the concentration also be allowed for K-3 and for secondary English certification students. The purpose of this program is that it would allow K-3 and 4-9 students to pursue the present K-3 and 4-9 certification program with ANY academic major. This second area of preparation would require two more courses (six (6) more semester hours) beyond the presnt K-3 and 4-9 certification program at UNC-Asheville and would help students to be more marketable. The purpose of adding a concentration in reading as a second area for the secondary student majoring in literature and language at UNC-A (Certification in English) is that, presenty secondary English teachers are being asked to teach remedial reading to secondary students. It is hoped with this program that some future English teachers can be better prepared to teach both English and reading. GUIDELINES FOR THE PREPARATION OF READING TEACHERS (Note: Capitalized Sentence) A. GUIDELINES FOR READING TEACHERS AT UNDERGRADUATE LEVEL The undergraduate preparation program for the regular teaching of reading should comprise approximately 25 percent of the four-year curriculum. AS A CONCENTRATION AREA FOR THE INTERMEDIATE TEACHER THE PROGRAM SHOULD CONSTITUTE ABOUT 15 PERCENT OF THE FOUR YEAR CURRICULUM AND IS CONSIDERED ONLY AS A SECOND AREA OF PREPARATION. The program should be in accordance with the following guidelines. (The main difference in the two levels of preparation is in the depth of preparation.) GUIDELINE 1: The program should assure familiarity with the methods materials, and basic research in developmental reading. SH Ed 332 Foundations of Reading (K-12) 3 Ed 330 Communication Arts (K-3)(4-9) or Ed 361 The Tchg. of English 3 Ed 312 Children's Literature (K-3)(4-9) or Ed 313 Adolescent Literature 3 Ed 337 Methods and Materials for Reading in Early Childhood and Middle School 3 GUIDELINE 2: The program shuld assure an understanding of the various ways of identifying and meeting the needs of individuals and groups through diagnostic and corrective teaching. *Ed 340 Diagnosis and Correction of Reading Difficulties 3 GUIDELINE 3: The program should assure an understanding of reading in relation to the different content and subject matter areas in the curriculum. *Ed 368 Reading in the Content Areas 3 B. DESCRIPTION GUIDELINE 4: The program should provide a clinical or laboratory practicum in reading diagnosis and correction in which the student works with reading disability cases under supervision. ED 450, 451, 460 Student Teaching and Seminar (Part of Student Teaching (K-3) (4-9) and Secondary English. Working in Corrective Reading 6 SH GUIDELINE 5: The program should provide sufficient preparation for the later pursuit of graduate study in reading. ED 480 Philosophical Considerations of Education 3 SH This secondary area of preparation for K-3 and 4-9 would require 6 more additional hours beyond the present K-3 and 4-9 certification program and 9 more hours beyond the second English certification program. Elementary: All University 48 Major (approx.) 36 (K-3) (4-9) Certification 55 Additional 6 _______ 145 Secondary: All University 48 Literature & Language 33 Sec. Certification 27 Additional 9 ______ 117 (Passed Faculty Senate February 9, 1979.)