Senate Document Number 3199S

Date of Senate Approval 3/11/99

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Statement of Faculty Senate Action:

APC Document 19: Education Department Modifications for Middle and Secondary Schools, Reading Licensure, Foreign Language, and Admission Requirements

(1) Delete: on page 107 under section entitled "Program for Middle School (6-9) Licensure" sections I, II, and III

Replace: with the following

I. Required courses in Education - 24-30 hours, including EDUC 310, 314, 320, 396, 455 and 496. In addition, Language Arts students must take EDUC 313 and 380; Social Studies students must take EDUC 130, EDUC 313, and 380; Mathematics students must take EDUC 383; Science students must take EDUC 382.

II. Required courses outside Education - 7-10 hours, including: PSYC 101 and 318. Science students must also take SOC 240.

III. Other departmental requirements as outlined above for all licensure students.

Rationale: The content change in this section involved the deletion of EDUC 365 Educational Assessment, 6-12 (3) as a requirement for Math and Science licensure. Formerly Math and Science Licensure students did not take PSYC 220 which was where the other Ed students received in depth instruction in educational testing. Now, all licensure students are required to take PSYC 318 which will have educational testing as one of its emphases. So EDUC 365 is no longer needed for Math and Science licensure students. Besides this, both Math and Science licensure students are required to take Stat 185 as part of their major programs. Deletion of EDUC 365 will eliminate overlapping with this course.

Impact: The impact of this change will be positive on students and on staffing needs in the Education Department. Math and science students will have three fewer hours to take in what are currently extensive programs. Also the elimination of EDUC 365 from the teaching schedule will allow the Education Department to offer EDUC 340 during both the Fall and Spring semesters, instead of just the Spring, thus reducing the large class size experienced in this course in the Spring.

Replace with:

I. Required courses in Education--21-27 hours, including: EDUC 310, 314, 396, 455, 496. In addition, Literature/Language students must take EDUC 313, 380; Social Studies students must take EDUC 130, EDUC 313 and EDUC 380; Latin students must take EDUC 385; Mathematics students must take EDUC 383; Science students must take EDUC 382.

II. Required courses outside Education--7-10 hours, including: PSYC 101 and 318. In addition, Science students must take SOC 240; Latin students must take PSYC 328.

III. Recommended elective for all students--ANTH 215 or SOC 240.

IV. Other departmental requirements as outlined above for all licensure students.

Intended for science/mathematics students.

(4) Delete: on page 111 in the course description for "365 Educational Assessment, 6-12 (3)" the following phrase

PSYC 317. Spring.

Replace with the following

PSYC 318. See Department Chair.

(5) Delete: on page 111 in the course description for "382 Methods/Management in Teaching of Science, K-12 (4), the listing of prerequisites.

Replace: with the following

Prerequisite: EDUC 310; Formal admission to the Department; EDUC 314 (6-9, 9-12 only); EDUC 320 (6-9 only). Pre-or corequisite: EDUC 332 (K-6 only). Fall and Spring.

(6) Delete: on page 111 in the course description for "383 Methods/Management in the Teaching of Mathematics, 6-12 (4), the listing of prerequisites.

Replace with the following

Prerequisites: EDUC 310; Formal admission to the Department; EDUC 314; EDUC 320 (6-9 only). Fall.

Also, Latin licensure will no longer require EDUC 380 Methods and Management in Teaching, 6-12 (4). This course overlaps with EDUC 385 Teaching Foreign Languages, K-12 (4) which is required for Latin licensure. The elimination of EDUC 380 will allow students seeking this licensure to take additional electives related to teaching a classical language.

Impact: The impact of these change will be positive on students and on staffing needs in the Education Department. Math and science students will have three fewer hours to take in what are currently extensive programs. Also the elimination of Educ 365 from the teaching schedule will allow the Education Department to offer Educ 340 during both the Fall and Spring semesters, instead of just the Spring, thus reducing the large class size experienced in this course in the Spring.

No other departments will be affected by these changes.

(7) Delete: on page 108 the entire section under the heading "Licensure Program in Reading (K-12)"

Replace: with the following

I. Required courses in Education--31 hours, including: EDUC 310, 313, 314 or both 317 and 318, 332, 342, 380, 390, 455, 490.

II. Required courses outside Education--10 hours. DRAM 103. As part of the Psychology major, PSYC 312, 328, and 416 must be taken. Recommended elective: ANTH 215 or SOC 240.

III. Other departmental requirements as outlined above for all licensure students

Rationale: The major content change in this section is to require EDUC 314 or 317 and 318 instead of requiring all three courses. This eliminates overlapping in the curriculum since all of the competencies covered in EDUC 314 are also covered by the combination of EDUC 313, 317, 318, 332, and 380. The 4-hour reduction will allow students to take related electives.

The required PSYC courses are listed because of the elimination of the K-12 Reading section in the Psychology section of the Catalog.

Impact: The impact of these changes will be positive. Students in the reading track will have more opportunity to take related electives. Also, they should be able to see clearly what the required courses in Psychology are. These changes will not affect other departments. The Psychology Department has assured us that they "will continue to permit Education to require selected upper level Psychology courses as part of the Reading licensure program."

Replace: with the following

I. Required courses in Education--20 hours. EDUC 310, 317, 385, 396, 455 and 496.

II. Required courses outside of Education--10 hours, including: PSYC 101, 318, and 328. Recommended elective: ANTH 215 or SOC 240.

III. Other departmental requirements as outlined above for all licensure students.

(9) Delete: on page 111 in the course description for "385 Teaching Foreign Languages, K-12 (4)," the prerequisites.

Replace: with the following phrase

Prerequisites: EDUC 310, 317. See Department Chair.

Rationale: The major content change in this section is the elimination of Educ 314 and 380 for foreign language licensure. The competencies covered by these courses are covered by the combination of Educ 317 and 385 which is required for foreign language licensure. Educ 314 addresses the teaching of content through the use of reading and writing-based methods. Educ 380 mainly focuses on enabling students to develop effective teaching strategies in micro teaching and field experience situations. Educ 317 and 385 address the competencies taught in Educ 314, and Educ 385 addresses the competencies taught in Educ 380. The overlap was seen in the past as useful for students to refine their teaching skills. However, it is recognized now that foreign language students are better served by allowing them the flexibility in their schedules to develop fluency in a language by studying abroad or by taking other courses in the target language.

Impact: These changes will have a positive impact on students seeking licensure in foreign language. More rigorous National Teaching Exams in the language they will teach require greater written and oral fluency. Because of the reduced hours required in professional courses, foreign language licensure students will have more opportunity to gain greater mastery of their second language, and in some cases will be able to begin study of a third language.

Replace: with the following

II. Required courses outside Education--19-25 hours, including: HIST 101 or 102, 151, 152 and 315. (The requirement of HIST 151 and 152 can also be met through the 16-hour Humanities sequence); MATH 157, 158; PSYC 101 and 318. Recommended elective: ANTH 215 or SOC 240.

Replace: with the following

II. Required courses outside Education--10 hours, including: ART 451; PSYC 101 and 318.

Replace: with the following

II. Required courses outside Education--8 hours, including: HF 137; PSYC 101 and 318. Recommended elective: ANTH 215 or SOC 240.

PSYC 317, formal admission to the Department.

PSYC 318.

PSYC 304, 312, 317

PSYC 312, 318

(15) Delete: on page 111 in the course description for "380 Methods and Management in Teaching, 6-12 (4)" the phrase

PSYC 317. Fall and Spring.

Replace: with the following

PSYC 318. Formal admission to the Department. Fall and Spring.

(16) Delete: on page 111 in the course description for "390 Research Methods in Reading, K-12 (1)," in the last line, the phrase

PSYC 220, 317.

Replace: with the following

PSYC 318.

Rationale/Impact: See the program change for the Psychology Department which has been submitted. (APC document #4)

Replace: with the following

Comprehensive study of K-12 schooling, based upon philosophical and historical influences. Involves critical writings and discussions, analysis of materials and strategies, 14 hours of field experiences in K-12 schools, and a series of technology workshops. Prerequisites: PSYC 101 and the completion of at least forty-five semester hours. Fall and Spring.

(18) Delete: on page 109 in the course description for "314 Reading and Writing in the Content Areas, 6-12 (4)," the phrase

2.5 GPA.

(19) Delete: on page 110 the course description for "317 Teaching Language and Literature, K-9 (3)",

Replace: with the following

Teaching the language arts (reading, writing, speaking and listening) in elementary school and middle school with emphasis on children's language development including direct skills instruction and integrated approaches to literacy teaching and assessment. Prerequisite: EDUC 310. Fall and Spring."

(20) Delete: on page 110 the course description for "344 Teaching Social Studies in the Elementary School, K-6 (3)"

Replace: with the following

Emphasizes curriculum standards, various methods and materials associated with Social Studies, short-term and long-range planning, use of technology, and integration of Social Studies with other disciplines. Field experience in a public school required. Prerequisites: EDUC 310; HIST 101 or 102. Fall and Spring.

(21) Delete: on page 105 Under the section entitled "Teacher Education Formal Admission and Continuing Requirements" the phrase

Failure to do so will result in nonadmission or discontinuation, as appropriate.

Replace: with the following

I. Have junior standing;

Replace: with the following

V. Have a satisfactory evaluation on each of the abilities/characteristics listed on the department's Requirements for Licensure Contract.

(24) Delete: on page 106 under the heading "Recommendation for Class A Licensure Requirements", the entire paragraph.

Replace: with the following

To receive this recommendation, all students must have fulfilled (1) the UNCA General Education requirements; (2) requirements of the major department; (3) requirements of the Education Department, including student teaching; (4) passing scores on the PRAXIS PLT and the PRAXIS Specialty Area Tests.

Rationale/Impact: This change eliminates reference to the advisor/advisee contract which basically spells out the same thing as the requirements of the Education Department.

At UNCA, second areas of licensure usually require a minor.

(26) Delete: on page 106 in the section under the section entitled "Licensure for Post-Baccalaureate Students" the sentence beginning with "These individuals must comply..."

Replace: with the following

These individuals meet with an Education Department advisor to plan their course of study. To be licensed, post-baccalaureate students must meet the same or equivalent requirements as other UNCA students seeking licensure in the same area.

(27) Delete: on page 106, all the text Under the heading "Required Document Completion"

Replace: with

All students must sign and date:

(a) A Request for Advisor in the Education Department.

(b) A Request for Formal Admission to UNCA Teacher Licensure Preparation, with the appropriate advisor. This is done following completion of EDUC 310 and satisfactory performance on PRAXIS I or the equivalent.

(c) An Application to Student Teach, submitted to the Coordinator of Field Placements no later than the third week of the semester prior to student teaching.

(d) The final evaluation Exit Criteria form upon completion of student teaching. In addition, the student must insure that all appropriate request-for-licensure forms are submitted to the Department Chair upon completion of student teaching. (See appropriate advisors for details).

Replace: with the following

Currently, the North Carolina Department of Public Instruction mandates that all students pass: (a) PRAXIS I: Pre-Professional Skills Tests before being granted formal admission to the teacher licensure course of study and (b) PRAXIS PLT and PRAXIS II: Subject Assessments or NTE Specialty Area Tests, as appropriate, before recommendation for licensure. It is highly recommended that students take PRAXIS I during the semester in which EDUC 310 is taken. Normally, students take the PRAXIS PLT and Specialty Area tests during the student teaching semester.

(29) Add: on page 107, after the entry "Mandated Qualifying Examinations" the following new section

Technology Requirement

The successful completion of a technology portfolio is required for teaching licensure in North Carolina. The various components of the portfolio address North Carolina's five major categories of advanced competencies and their sub-categories. The purpose of the portfolio is to help preservice teachers to integrate their technology skills and to display their best work in a manner which represents their abilities to use technology effectively. The portfolio of advanced technology competencies is an indication of the preservice teacher's ability to apply technology skills in areas associated with teaching.

Portfolio content can include printed copies of work, electronic files of work, samples of preservice student teacher work, and video and/or audio tapes of lessons delivered using technology. One piece of evidence can satisfy more than one competency."

Rationale/Impact: Changes 25 through 29 reflect changed or new requirements for licensure which have been made by our state accrediting agency, the State Department of Public Instruction. The main impact on other departments of these changes relates to the specialty area exams that the students have to take. Our students' scores on these exams will be reported as public record in comparison with the scores of students from other universities in the UNC system. In those areas in which there is a less than 70% passing rate, sanctions may be placed on the relevant licensing program. There is also discussion that the academic department involved in training the students in the specialty area also face sanctions of some sort. I doubt that this will happen, but our students' scores on their specialty area tests will at least reflect on the major academic department. The Education department therefore must increase awareness of test content and student passing rates in the various academic departments. We are hoping to be able to begin this process this Spring.

There is also an impact of the new technology requirement on the Education faculty and students. We have hired an Ed Tech Coordinator (with additional funds from GA for this purpose) who will direct the technology competency process. We have developed an ed tech course which we will offer as a special topics elective this summer. In order not to require this new course, though, we address the various ed tech competencies in our education courses beginning with EDUC 310 Intro to Education and continuing through student teaching. The advantage of this process is that we can model the use of technology in teaching content and not isolate ed technology as an end in itself. The disadvantage is that this process places an extra load on faculty and students, especially in the EDUC 310 course where the basic concepts are first taught. Also, the evaluation of the portfolios during student teaching will require a significant amount of time by various faculty, and this time will not be counted as part of their teaching load.