Department of Teacher Education

Faculty

Jayne Wolfskill, Chair
David Ballew
Michael Butrico
James Hammond
Sheryl Long
Carolyn Modlin
Cynthia Nicholson
Brenda Tinkham
James Truesdell
Amy Wethington

Core Outcomes For The Teacher Preparation Program

The Candidate Proficiencies are a demonstrated means of delivering quality instructional strategies that support and promote the ideal that all children can learn and benefit from quality instruction. Students completing the teacher preparation program possess the following characteristics:

Knowledge

Candidates will

1. Master content and pedagogical knowledge
2. Understand educational research as a means to improve learning for all students
3. Understand how students learn and develop, including atypical and exceptional learners

Practice

Candidates will

1. Master and apply a variety of instructional and classroom management strategies to enhance learning for all students
2. Integrate technology to enhance student learning
3. Use data from formative and summative assessments to inform instruction

Professionalism

Candidates will

1. Demonstrate fairness, respect, and appreciation for the diversity among learners
2. Reflect on knowledge and practices to improve instruction
3. Engage in scholarly inquiry and professional opportunities
4. Collaborate with colleagues, students, parents, and community members

Admission Policies and Requirements

Admission to Teacher Education

Following the successful completion of the University’s General Education requirements and obtaining a passing score on the PRAXIS I* Examination, students must submit a formal application to the Dean of the School of Education and satisfy the following admission requirements:

1. GPA of 2.75 or better on all University work completed to date.
2. Complete criminal background questionnaire.
3. Obtain written recommendation from major advisor and one additional faculty member.
4. Write an essay on the topic, “What Makes an Effective Teacher.”
5. Completed education disposition assessment by advisor.
6. Completed an education disposition assessment by student.
7. Successful interview with the Unit Admissions Committee.
8. Achieve a grade of C or better in ENGL 101 , ENGL 102 , and COMM 101  or COMM 201 , and EDUC 201 - Introduction to Teaching .
9. Join TaskStream and maintain membership.

* Students with a total SAT score of 1100 or better or a composite ACT score of 24 or better are exempt from PRAXIS I requirements.

The members of the Unit Admissions Committee render the final admission decision.

Admission to Student Teaching

Before being permitted to register for EDUC 480 - Directed Student Teaching  , students must have met the following requirements:

1. Achieve an overall GPA of 2.75 or better and receive a “C” or better on all specialty/content and professional studies courses.
2. Complete all courses and requirements in the Department of Teacher Education except those identified as part of student teaching on the checklist of courses required for graduation.
3. Complete all academic courses in the major discipline deemed essential for successful student teaching (refer to University catalog or www.chowan.edu).
4. Complete criminal background questionnaire.
5. Complete a formal application to student teaching.

Advisement and Monitoring of Student Progress

Formal review of all teacher education candidates occurs at three transition points during each student’s career at the University. The monitoring allows faculty to assess the student’s progress and to offer academic advisement as may be warranted.

Transition Points In The Teacher Education Program

Graduation Without Teacher Licensure

Students who fail to meet the requirements for admission to the Teacher Education Program must change their major and may be required to take additional course work in order to receive a degree from Chowan University. Elementary Education candidates must take and pass Foundations in Reading and General Curriculum Multi-Subject Subtest in order to be eligible for a teaching license. Comprehensive Science, English, Health and Physical Education, Mathematics, Music, and Social Studies candidates must take and pass both parts of PRAXIS II.

Required Components

All students enrolled in a teacher preparation program must satisfactorily complete the following four components within the specific programs of study:

General Education
Specific Content Courses
Professional Studies Courses
Fieldwork/Clinical Practice

Students are required to provide their own transportation to fieldwork/clinical assisgnments.

Programs

• Elementary Education (K-6), B.S.

• K-12 and 9-12 Education Programs

Courses

• EDUC 150 - Teacher Cadet
• EDUC 201 - Introduction to Teaching
• EDUC 225 - Lateral Entry Induction
• EDUC 300 - Educational Psychology
• EDUC 301 - Introduction to Special Education – WI
• EDUC 305 - Children’s Literature
• EDUC 307 - Teaching Reading in the Elementary School
• EDUC 310 - Reading in the Content Area
• EDUC 320 - Foundations of American Education – CT
• EDUC 340 - Multicultural Education
• EDUC 350 - Teachers, Schools, and Community Relations
• EDUC 351 - Learning Disabilities
• EDUC 403 - Classroom Management - CT
• EDUC 450 - Methods and Materials for Language Arts and Social Studies in the Elementary School
• EDUC 452 - Methods and Materials for Mathematics and Science in the Elementary School
• EDUC 455 - Reading Capstone
• EDUC 480 - Directed Student Teaching