SENATE DOCUMENT #22 APC Document #18 The Academic Policies Committee recommends to the Faculty Senate the adoption of the following revisions in the teacher education program for 1980-81 Catalog: BACKGROUND Some of the revisions reflect curricular recommendations from within the Department of Education; others reflect UNC-A's change to the semester, and others reflect recommendations from the State Department of Public Instruction and the Teacher Education Review Program (T.E.R.P.) I. Description of Teacher Education Program Present Catalog description reads as follows (p. 101): The Teacher Education Program Designed to provide significant experience both in the college classroom and in the public schools, the teacher education program at the University of North Carolina at Asheville offers as electives those professional courses in education necessary to qualify its graduates for a North Carolina Class A teaching certificate. #1 [The introductory courses, Education 301, 302, and 305, are open to all students as elective credit. The introductory courses should be taken as an upper level sophomore or first semester junior. Other education courses which are required for certification may be taken for degree credit only by students who are formally registered with the Department of Education and who complete all requirements for certification.] Courses required for certification #2 [at all three levels] must be taken in addition to those required by the University and by the major department. #3 [The student should register with the Department of Education by completing a "Registration for Teacher Certification" form. This is done at the conclusion of the introductory course and when the decision has been made to continue with certification. DELETE: #1 above, beginning with "the" and ending with "certification." ADD: Certain education courses have strong liberal arts orientation, and are open to all students for elective credit. Other education courses are specific purposes methods courses for prospective elementary and secondary teachers. These methods courses are open ONLY to those students seeking teaching certification. Rationale: Education is a discipline with a philosophical, historical and psychological theoretical base. Some education courses contain more liberal arts content and others are professional methods courses. All UNC-A students should be given the option of taking as electives those education courses that are not designated as methods courses. The Department of Education has always offered one or two courses that fit the liberal arts orientation, but in the past two years, others have been added. Some of these courses are of particular interest to the older student who is a parent; others are related to the major, and others are related to future career goals. It is not anticipated that many students will elect to take these courses, but a few students have asked for these and they should be an option for them. DELETE: #2 above. Rationale: It is no longer appropriate to state "at all three levels," meaning early childhood (K-3); intermediate (4-9); and secondary (7-12). UNC-A will be adding reading certification (K-12) and we already offer Art (K-12). DELETE: #3 above, beginning with "the" and ending with "certification." CHANGE TO: Students seeking certification should register with the Department of Education by completing a "Registration for Teacher Certification" form. This is done during the introductory course when the decision is made to continue the certification program. II. IRREGULAR APPROACHES TO CERTIFICATION Description in present Catalog (p. 102, 103) as follows: Irregular Approaches to Certification The University of North Carolina at Asheville accepts responsibility for individuals involved with irregular programs as well as those engaged in regular preservice programs in teacher education. Irregular certification is designed for those people who fall into one of the following categories: bachelor degree graduates without certification, persons wishing to convert certificates, and certified teachers from other states seeking North Carolina certification. #1 [Persons in the above categories should discuss their individual programs with the Chairman of the Department of Education and complete a written application prior to time of enrollment. The student must also obtain from the secretary in the Department of Education a "Registration for Teacher Certification" form. The student completes this form and presents it to the Chairman of the Education Department for the Chairman's signature. Post graduates must complete all requirements agreed on in the written application. If it is agreed he must take student teaching, he must file application for student teaching a semester before enrollment in Education 450, 451, 452 and 460. Requirements for post graduates regarding Exit Criteria, National Teachers Examination, and filing application for certification are the same as for undergraduates mentioned above.] DELETE: #1 above, beginning with "Persons" and ending with "above." ADD: Persons in the above categories should meet with a member of the Department of Education in order to design their individual programs prior to enrollment in any course. Upon completion of the program, the candidate is eligible to apply for certification. Requirements for post graduates regarding: "Registration for Teacher Certification," Exit Criteria, National Teachers Examination, and filing for application for certification are the same as for undergraduates mentioned above. III. COURSE NUMBER CHANGE OF INTRODUCTORY COURSES BACKGROUND: Presently, the Department of Education offers three separate introductory courses for three levels of certification (K-3), (4-9) and secondary. DELETE: Education 301, Introduction to Early Childhood Education (p. 103); Education 302, Introduction to the Middle School (p. 104); and Education 350, The Secondary School (p. 106). ADD: Education 200, Introduction to Education (3) Rationale: During 1979-80, the Department of Education redesigned the three courses and experimented with team teaching Education 301, 302 and 350 using the same textbooks, and bibligraphy but with specialized field experiences in the schools and other specialized assignments. Since the major objectives are the same and since it is necessary to free faculty time as the Department of Education proposes a secondary education professional semester, it is appropriate to offer one course, rather than three, for all levels of certification. The new proposed course will still meet the standards and guidelines from the State Department of Public Instruction. IV. CLARIFICATION OF INTERMEDIATE CERTIFICATION (p. 105-106 of present Catalog) ADD: (At end of course listing for intermediate certificate after "Social Studies" in present Catalog): North Carolina's intermediate certification program requires that all intermediate certification students major in a certifiable subject area (see p. 107-108, Areas of Certification), as well as that they complete all Education Department requirements (listed below) for intermediate certification. V. CHANGE TO PROFESSIONAL SEMESTER DELETE: Bottom of p. 106 and top p. 107 under Requirements for Secondary Certification. BACKGROUND: The present catalog delineated the major ideas of the professional semester planned for the Fall of 1980-81 (bottom of p. 106). This is a further clarification of the present Catalog statement. ADD: Professional Semester for Elementary Certification Early Childhood (K-3) and Intermediate (4-9) Beginning with the Spring 1981 semester, elementry certification students will begin a professional semester. The professional semester will be based in elementary and/or middle schools. Requirements that will be met during the professional semester are (1) two methods courses: Ed. 342/343, Teaching Mathematics and Science in the Elementary School and Ed. 337, Methods and Materials in Reading for Early Childhood and Middle Schools; (2) Student Teaching; and (3) Ed. 480, Philosophical Considerations of Education. The semester will be divided into three parts. The two methods courses will be taken concurrently with student teaching the first four weeks of the semester. Students will be in the elementary and middle school classroom in the a.m. and at the University in the p.m. The second eight weeks, students will do full-time student teaching. The last four weeks, students will be student teaching in the a.m. and at the University in the p.m. Models are available in the Department of Education. Prerequisites include all other education courses and the Psychology requirements. Certification students graduating 1980-81 who have already completed Ed. 342/343, 337 and 480 may individually arrange their student teaching with the Chairman of the Education Department. ADD: Professional Semester-Secondary Certification During the senior year (or the last semester on campus for irregular certification students), secondary certification students will participate in a professional semester. The semester will include the appropriate Methods course (360-367), Student Teaching (460), and Philosophical Considerations in Education (480). Most of the student's class time will be spent in the secondary schools. All secondary students must arrange their schedules so that they can participate in this professional semester during their senior year. Students may elect to take one late afternoon or evening course in addition to courses required in the professional semester. Students graduating during the 1980-81 academic year who have already completed a Method's course (360-367), may individually arrange for their student teaching experience with the Chairman of the Department of Education. The Methods courses will not be offered outside of the professional semester. Students graduating during the 1980-81 academic year who have already completed Ed. 480 should consult with the Chairman of the Department of Education for adjustments within the professional semester. Required education courses which are not included in the professional semester should be taken after Introduction to Education (00), and before the professional semester. These courses include: Ed. 368 and 313. English certification students also take Language 323 and 341. Elective education courses may be taken at any time during the student's program after the successful completion of Ed. 200. VI. PSYCHOLOGY REQUIREMENTS FOR TEACHER CERTIFICATION The Department of Psychology has added an additional psychology course for teacher certification. ADD: (1) Psychology 218, Human Development and Education, 4 s.h., under the Psychology requirements for all certification programs. (2) An asterisk before Psychology 205, 210, 200 with note (may be taken instead of Psychology 218). VII. CLARIFICATION OF ART CERTIFICATION The present description in the Catalog does not meet the standards and guidelines from the State Department of Public Instruction. DELETE: The present Catalog description under "Areas of Certification" on p. 107. Art -- Certification may usually be accomplished with the requirements in education and psychology plus the major. ADD: Art - Certification in Art is for K-12. Certification is accomplished by taking: Art 450; Art 360; Education 200; and appropriate field experiences in both elementary and secondary schools; the other requirements for secondary education; psychology requirements, and the requirements for the art major. ADD: Above statement on p. 78 in Catalog under "Major in Art" DELETE: Present statement in Catalog on p. 78 beginning with "Students" and ending with p. 107. VIII. CLARIFICATION OF SOCIAL STUDIES CERTIFICATION Both the 1979-1980 Follow Up Teacher Education Revew Project (T.E.R.P.) and the recent State Visitation Committee recommended additions for Social Studies Certification. The present Catalog description on the bottom of p. 107 is as follows: Social Studies - In addition to education and psychology requirements, the student must complete Economics 200 and Economics 201 and must: (a) Major in economics, history, or social science. (b) complete 15 semester hours in history if not a history major (in addition to the Humanities sequence). CHANGE: (a) above to read: Major in economics, history, political science, sociology or social science (b) Afer "sequence," add: The Department of History will specify the specific history courses required for North Carolina certification in social studies. See p. of Catalog. IX. CLARIFICATION OF ENGLISH CERTIFICATION BACKGROUND The Department of Language and Literature has added a new track in The Teaching of English. DELETE: (p. 107) English - The student will major in literature or language and drama and elect the following courses in addition to requirements in education and psychology: Language 323 and 341; Speech 101 or 102. ADD: Students wishing to be certified as English teachers should elect Literature and Language, Program D, The Teaching of English. Designed especially for prospective teachers, this program prepares them in the areas in which English teachers are expected to demonstrate competence: Literature, Composition, Language, and gives minimal experience in Drama/Speech/Journalism. In addition to fulfilling the All-University requirements and the requirements for certification, students enrolled in Program D must complete a set of course requirements and a set of career- oriented electives. The program requirements are: Education 313, Literature 201, 202, 203, 331, 361, 455, Language 251, 323, 341, 496, and Speech 101 or 102, and a Demonstration of Competency examination appropriate to the program. The career-oriented electives include at least 14 semester hours of courses from the following: Literature 204, 342, 343, 345, 347, 350, 431, 461, 465, 480; Language 269, 342, 351, 361, 363, 381, 451, 453; Speech 105, 115; Drama 110, 23 , 421. (See p. for a complete description of Program D.) Students who wish to teach English and drama in secondary school and wish to be certified in English should elect the joint major in literature and drama. They must complete the all-University requirements, the requirements listed for the joint major on p. , and the following courses, in addition to requirements in education and psychology: Ed. 313, Language 323, 341, Speech 101 or 102. XI. CORRECTION IN WORDING FOR ED. 491, MASTER TEACHING (p. 105) ADD: After Ed. 491, Master Teaching: Learning Theories, Models and Observations XII. NEW COURSE NUMBER AND DESCRIPTION OF INTRODUCTORY EDUCATION COURSE (the rationale has already been stated above) CHANGE: Ed. 301, Introduction to Early Childhood to Ed. 200, Introduction to Education, p. 103 and 108. CHANGE: Ed. 302, Introduction to the Middle Schools, p. 104 and 108 to Ed. 200, Introduction to Education. CHANGE: Ed. 350, the Secondary School, p. 106, 108 to Ed. 200, Introduction to Education. CHANGE: Course description of Ed. 301, Ed. 302, Ed. 350 on p. 108 and 110 to: Education 200, Introduction to Education (K-12) (3). The course emphasizes trends in curriculum, instruction, and schooling. It examines the profession of teaching from the initial question "Why teach?" Government control of schools, discipline, motivation, and alternatives are discussed. The course is also designed to assist the student in assessing his/her attributes and abilities and in outlining a plan of action for achieving the competencies necessary for successful teaching. Twenty hours of field experience, at appropriate levels, are required. (Grading: S/U) Open to any student for elective degree credit. CHANGE: Prerequisites Ed. 301/302 to: Prerequisite: Ed. 200, after all course descriptions p. 108, 109, 110, 113. XIII. CHANGE IN COURSE DESCRIPTION OF ED. 313, ADOLESCENT LITERATURE The present description doesn't adequately describe the content of the course for both intermediate and secondary certification. DELETE: (p. 106) Phrase after "Adolescent Literature" that follows: ("not required but recommended for secondary certification in English and Social Studies") ADD: (Required for English certification; recommended for all secondary certification students) CHANGE: Present description of Ed. 313, Adolescent Literature (p. 109) to: ED. 313, Adolescent Literature (4-9) (7-12) (3) The course emphasizes methodologies for incorporating the young adult novel into the middle and high school classroom. Instructional and motivational techniques are examined. Required for all English certification students. Recommended for upper level intermediate (4-9) certification. Also recommended for other secondary certification students. XIV. COURSES IN METHODS DELETE: The following paragraph and listing in Catalog under "Courses in Methods" p. 111, 112: 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 that the education department has 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. EDUCATION 360 The Teaching of Art 361 The Teaching of English 362 The Teaching of Mathematics 363 The Teaching of Foreign Languages 364 The Teaching of Science 365 The Teaching of Social Studies 366 The Teaching of Latin 367 The Teaching of Drama and Theatre Arts ADD: A three-semester hour secondary methods course is taught cooperatively by the Education Department and the subject area departments. The proposed professional semester includes secondary methods and student teaching to be based in a secondary school. During the first four weeks of the professional semester, students will spend a half day in the secondary school classroom for supervised observation/participation in conjunction with the methods course. EDUCATION 360 The Teaching of Art (4) 361 The Teaching of English (3) 362 The Teaching of Mathematics (4) 363 The Teaching of Foreign Languages (4) 364 The Teaching of Science (4) 365 The Teaching of Social Studies (4) 366 The Teaching of Latin (4) 367 The Teaching of Drama and Theatre Arts (4) XV. ADDITIONAL STATEMENTS TO DELINEATE THOSE EDUCATION COURSES AS ELECTIVE COURSES FOR DEGREE CREDIT AND THOSE FOR CERTIFICATION CREDIT ONLY. (Rationale has been stated above) CHANGE: (p. 108) After 312 "Children's Literature from (k-3) (4-9) to (k-3) (4-6) ADD: "Open only to certification students" to: Ed. 320, Teaching Physical Education in Elementary School. Ed. 321 Teaching Health Education in the Elementary School Ed. 368 Reading in the Content Areas Ed. 330 Communication Arts Ed. 337 Methods and Materials of Reading in Elementary School Ed. 342/343 Teaching Math and Science in the Elementary School Ed. 344 Teaching Social Studies in the Elementary School Ed. 450, 451, 460 Student Teaching and Seminar ADD: "Open to all students." to: Ed. 200 Introduction to Education Ed. 332 Foundations of Reading Ed. 312 Children's Literature Ed. 420 The Open Classroom Ed. 422 The Group Process Ed. 313 Adolescent Literature Ed. 480 Philosophical Considerations of Education Ed. 491 Master Teaching: Learning Theories, Models and Observation XVI. ADD: THE NEW K-12 READING EDUCATION CERTIFICATION WILL BE INCLUDED AFTER "CERTIFICATION OF SECONDARY TEACHERS' (p. 106) Certification for Reading Education K-12 Students seeking Reading Education Certification K-12 will complete the following requirements in Education and Speech, plus a major in Psychology as delineated by the Department of Psychology. EDUCATION S.H. Ed. 200 Intro. to Educ. (K-3) (4-9) (Sec.) 3 Ed. 332 Foundations of Rdg. (K-12) 3 Ed. 337 Methods and Materials in Reading in Early Childhood and Middle School 3 Ed. 340 Diagnosis and Correction of Reading Difficulties 3 Ed. 368 Reading in the Content Areas (K-12) 3 Ed. 312 Children's Lit (K-3, 4-6) 3 Ed. 313 Adolescent Lit (4-9, Sec.) 3 Ed. 330 Communications Arts (K-3, 4-9) 3 Ed. 361 Tchg. of English (Sec.) 3 Speech 101 Voice and Diction 3 Ed. 452 Student Teaching & Seminar in Reading (K-12) (Organizing Teaching & Managing a Reading Program) 6 Ed. 480 Philosophical Considerations in Education 3 Ed. 490 Research & Seminar in Corrective Reading in the Curr. 3 Students who wish to be certified in reading as a second area of certification must complete Ed. 200, 332, 337, 340, 368, 312 or 313, 330, or 361 and work in reading as part of their student teaching experience. (p. 107) ADD Reading (K-12) after Mathematics - Certification may be completed by taking the required Reading Education courses, a major in Psychology and Speech 101. Requirements for the Psychology major are: Psych. 100, 215, 200, 230, 225, 312, 304, 325, 326, 401, 345, 316, 303. ADD: EDUCATION 340 DIAGNOSIS AND CORRECTION OF READING DIFFICULITIES (K-12) 3 S.H. (p. 100 under "Courses in Education") This course is designed to study formal and informal evaluation; diagnosis of specific reading difficulties; and techniques for developmental, individualized, corrective, and functional reading. Prerequisites: Ed. 200, 330, 332, 337, 368, and Psych. 100, 215, and 303. Open only to students seeking certification. ADD: EDUCATION 452 STUDENT TEACHING AND SEMINAR IN READING (K-12) 6 S.H. Students will be assigned to do their student teaching with a classroom teacher and with a special reading teacher. It is expected that students will work with pupils having varied abilities and at varied age/grade levels, both in reading/language arts and in the other areas of the curriculum. Open only to students seeking reading certificatin (K-12). Prerequisites: All Education courses except Ed. 337, 480, 490. ADD: EDUCATION 490 RESEARCH AND SEMINAR IN CORRECTIVE READING IN THE CURRICULUM (K-12) 3 S.H. Students will be involved in researching a reading/language topic through supervised independent student and active field experiences. A research paper is required. Prerequisites: All Education and Psychology requirements for K-12 reading certification. Open only to those students seeking K-12 certification in reading. (Passed by Faculty Senate 2/15/80)