SENATE DOCUMENT #25 APC Document #17 The Academic Policies Committee recommends to the Faculty Senate the adoption of the following catalog changes for the Department of Education: CATALOG REVISIONS DELETE: Present 3, 4, 5th paragraphs under "Recommendation for Certification", p. 101. ADD: Following three paragraphs in place of the present 3, 4, 5th paragraphs under "Recommendations for Certification", p. 101: In order to get to know the candidates for teacher certification, the Department of Education Faculty will hold individual conferences with all students. The purposes of these conferences will be to get to know the students and to advise them about their qualifications and prospects for the profession of teaching. A written form of the conference is filed. Before a student is recommended for certification to the North Carolina State Board of Education, the members of the faculty of the Department of Education will meet together and decide upon the readiness of each student to enter the profession. Three courses of action will be taken after the review of each student by the Education Faculty: (1) recommendation for certification; (2) additional work (competencies) to be accomplished by the candidate; or (3) the candidate will be excluded from the teacher education program. Each student must obtain from the secretary in the Department of Education a "Registration for Teacher Certification" form and, upon completion must present the form to the Chairman of the Department. All students must file an application for student teaching with the Chairman of the Department of Education by February 15 of the year prior to enrollment in Education 450, 451, or 460. All methods courses are prerequisite for student teaching. The registrar's office completes a check list of courses completed by the student before the student teaching term, and sends the form to the Department of Education. The education faculty uses the form to help determine the student's eligibility for student teaching. Students are advised not to take any courses during student teaching. Exceptional cases must be approved by the Chairman of the Department. RATIONALE: These paragraphs provide better clarity regarding prerequisites to student teaching and retention in the teacher education program. DELETE: Ed 310 Children's Literature and Ed 311 Children's Literataure, p. 103, 104. ADD: Ed 312 Children's Literature (K-3) (p. 103) Add Ed 312 Children's Literature (Recommended for lower levels of 4-9 certification). ADD: Ed 313 Adolescent Literature (Recommended for higher levels of 4-9 certification), p. 104. DELETE: Present descriptions of Ed 310, 311, p. 107. ADD: 312 Children's Literature (K-3) (4-9) (3) The election and evaluation of children's literature, appraisal of illustrated books for children, and discussions of the teaching of literature to children and appropriate field experiences. Special emphasis on the literature designed for early and late childhood. Prerequisites: ED 301/302. 313 Adolescent Literature (7-12) (3) The selection, appraisal, and evaluation of books and magazines which are designed for early adolescence. Appropriate field experiences recommended for intermediate certification (4-9) other than 312. Also recommended for secondary certification. Prerequisites: Ed 302/250. RATIONALE: There is a need for only one Children's Literature course for early (K-3) and late children (4-6) since we are adding an Adolescent Literature (7-12) course for early adolescents. The State Department is working toward 7-9 certification rather than the present 4-9. DELETE: Ed 334 The teaching of the Language Arts, pp. 103, 104. ADD: Ed 330 The Communication Arts in the Elementary School. DELETE: Ed 335 Reading in the Elementary School ADD: ED 332 Foundations of Reading K-12. DELETE: ED 336 Diagnosis and Practicum in Reading. ADD: ED 337 Methods and Materials for Reading in Early Childhood and Middle School. ADD: ED 368 Reading in the Content Areas (Recommended for 7-9), p. 104. RATIONALE: The additions are the same courses names and numbers as those in the proposed reading certification program. Since the content of present and proposed courses is similar, there is no need for duplication of courses, numbers, names or content. ADD: 491 Master Teaching (Recommended, not required) 3 sh (after 480) on pp. 103, 104, 105. ADD: On p. 105 (After Psych. 220 and before Areas of Certification) add the following: REQUIREMENTS FOR SECONDARY CERTIFICATION STUDENTS PLANNING TO STUDENT TEACH IN 1980-1981. The secondary education program will become more field oriented in 1980-1981. All students not planning to student teach during the 1979-190 university year should plan to take the introductory course (The Secondary School -- Ed 350), but should not begin the methods student teaching sequence (360-367, 368, 460, and 480). These courses will be offered in a semester block (two terms) and will be primarily held in the secondary schools. All students will need to arrange their schedules so that they can participate in this block for one complete semester during their senior year. The recently developed departmental models will help the students plan their programs to insure that they will be able to participate in one of the three blocks (Block 1-Fall semester, Block 2-Fall semester term 2 and Spring semester term 1, Block 3-Spring semester). Education courses which are not part of the methods/student teaching semester may be taken after The Secondary School (Ed 350), and before the semester block. These courses include: The Open Classroom (420), The Group Process (422), Adolescent Literature (313), and some special topic courses (373 level). It is strongly suggested that all secondary education students elect to take several of these non-required courses. The course Master Teaching (491) should be taken, by most students, after the methods/student teaching semester. However, it may be taken before the semester with the instructor's permission. ADD: On p. 106 (after Theatre Arts and before Courses in Education) add the following: Second Area of Certification Many students wil be able to seek certification in their area of major concentration, as well as a second area, without meeting requirements for a second major. Between 18 and 26 semester hours are usually necessary for completion of the second area of certification. However, if second certification is sought in a cognate area to the major fewer that 18 additional hours may be required due to the overlapping nature of the two areas of certification. Departmental models are available from each department offering certification to help students design their undergraduate programs to allow for certification in one or two subject areas. Models in each area of sought certification should be consulted. DELETE: Present descriptions of 334 The Teaching of Language Arts, 335 Reading in the Elementary School, 336 Diagnosis and Practicum in Reading, p. 107. ADD: 330 The Communication Arts (K-3) (4-9). This course is designed to develop competencies in the communication arts taught in elementary school. Linguistics, creative, oral and written communication, non- verbal language and media are developd. Prospective teachers work with people in an elementary school setting. Prerequisites: Ed 301/302. 332 Foundations of Reading Instruction (K-12). This course is designed to develop basic competencies in teaching reading. The nature of the reading process, historical development, approaches linguistics, word recognition, comprehension and current trends are developed. Prerequisites: Ed 301/302. Should take concurrently with Ed 330. 337 Methods and Materials for Reading for Childhood and Middle School (K-3) (4-9). This course is designed to give the student practicum in diagnosing and teaching basic concepts of readiness, early reading, the language experience approach, basal approach, individualized approach. Students will examine commercial materials, pupil textbooks and produce games and materials. Prerequisites: Ed 301/302/330/332. DELETE: Present description of 368 Reading in the Content Areas (3), p. 108. ADD: Reading in the Content Areas (3). This course is designed to develop knowledge competencies in teaching reading in the content areas. Emphasis is on diagnosis of reading problems, teaching reading skills, and classroom organization to help cope with reading problems in every discipline. Required for all secondary teacher certification students. Recommended for intermediate certification students. DELETE: 490 Seminar for Teachers (3), p. 109. ADD: 491 Master Teaching: Theories, Models and Observation (3). A research oriented course which helps the students develop their own definition of master teaching through the analysis, synthesis, and evaluation of theories of learning (Ausubel, Bloom, Bruner, Gagne, Skinner), models of teaching and observation of local "master teachers." DELETE: Present description after Courses in Methods, p. 110. ADD: A three-semester hour course in methods of teaching is offered in conjunction with each subject area included in the program of teacher certification. Students are introduced to general aims, objectives, materials, and techniques of teaching during the three days per week education department section of the course. Two days per week the students meet with an instructor in the area of their teaching specialty. Students seeking a second area of certification will need to arrange an additional one hour course in the subject area of their second certification. CATALOG ADDITIONS FOR PROPOSED READING CERTIFICATION If the proposed reading certification for K-12 AND FOR a second area of preparation for K-3, 4-9, and Secondary English certification is approved by UNC-A and if final approval is granted by both the State Department of Public Instruction and Central Administration AND IN time, the Department of Education requests Fall, 1979 implementation. ADD: On page 110, the reading certification would be added following Ed 367 The Teaching of Drama and Theatre Arts and before Department of Foreign Languages. A description of the two programs (K-12 and second area) would be given. The required education and psychology courses would b listed. A description of the two new courses Ed 337 and Ed 452 Practicum in Correction would be added on p. 108 before Ed 342. ADD: On p. 106, S/U after description of Ed 301/302. The Department of Education requests that students in the elementary introductory courses Ed 302 (K-3) and Ed 302 (4-9) receive an S/U grading. RATIONALE: The S/U grade is presently used by two of the education faculty in the secondary introductory course. The usual grading system has been used in the elementary introductory courses. This Fall, 1979 the Education faculty will combine certain components of the introductory elementary and secondary education courses to do some experimental team teaching. It is, therefore, necessary to have the same grading system for both the elementary-secondary course. One of the major objectives of a professional education program is to instill intrinsic motivation in future teachers. Motivation is one of the primary prerequisites for good teaching. As teachers of teachers it is the responsibiity of the education faculty to encourage intrinsic motivation. It is also the education faculty's responsibility to evaluate the presence of this motivation. In a course graded satisfactory-unsatisfactory it is necessary for the student to complete all requirements without the extrinsic motivation of grades. Students make their own decisions about the quality of their work. Therefore, students can judge the extent of their own motivation, and the education faculty can assist in this evaluation. (Passed Faculty Senate February 9, 1979)