Department of Educator Preparation

Gerrelyn C. Patterson, Chairperson

Objectives

The Department of Educator Preparation provides the professional studies component for the preparation of effective teachers and school personnel at the bachelor’s and master’s degree levels. The department cooperates with the various academic departments of the University for educator preparation. In addition, the department offers graduate programs in the areas of elementary education, special education, and reading.

Accreditation

The Elementary Education programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the North Carolina State Department of Public Instruction (NC DPI) under the University wide accreditation and approval of educator preparation programs.

Degree Offered

Elementary Education - Bachelor of Science

Professional Education Core

The Professional Education Core (PEC) of the Educator Preparation Program is designed to provide for the development of those competencies essential to the professional role of the teacher centered on the theme, “Learn to Lead. Lead to Transform: Equity, Access, and Advocacy.” Integrated throughout the professional components are core principles for our educator preparation programs which are assessment leaders, global thinkers, galvanizing visionaries, inclusive agents of change, equitable educators and advocates, and transformative scholars (AGGIES).

Undergraduate. Approximately eighteen percent of the undergraduate curriculum constitutes the professional studies component. Specific teacher competencies are developed through the provision of:

A study of the processes and theories of human growth development, learning and teaching with field experiences.
A humanistic study of the problems, issues and trends in education within a historical, philosophical, sociological, economical and governmental framework.
Instruction and experiences in creating and using learning environments.
A study of the process and techniques for analyzing and evaluating the teaching/learning environment.
Experiences for the acquisition of knowledge, attitudes, and skills for positive human and social relationships (dispositions).
Integrating technology throughout the program.

Within the PEC, all candidates study in Professional Learning Communities (PLCs). There are four PLCs - one associated with each academic year. PLC I aligns with the freshman year and introduces candidates to the profession. Each candidate will be required to take the course EDPR 110 - Ethics of Teaching , which has an accompanying twenty-hour field experience. During the sophomore year in PLC II, candidates develop a context for designing, presenting and assessing learning by completing two courses - EDPR 210 - Culturally Relevant Pedagogy and EDPR 310 - Assessement and Technology for P-12 Student Learning . A thirty-hour field experience is required in EDPR 210 - Culturally Relevant Pedagogy . In PLC III, candidates in the junior year learn to implement instructional plans for all students. The two required courses are: EDPR 410 - Differentiated Instruction and EDPR 420 - Content Area Literacy . The forty-hour field experience in EDPR 410 - Differentiated Instruction during PLC III focuses on the application of theories in the school. PLC IV is completed during the candidate’s senior year and provides candidates the opportunity to practice the teaching profession. During PLC IV, candidates will complete EDPR 487 - Clinical Practice I in P-12 Schools and EDPR 498 - Student Teaching . During EDPR 487 - Clinical Practice I in P-12 Schools , candidates complete a sixty-hour field experience which focuses on pedagogical strategies within the content area. In EDPR 498 - Student Teaching , candidates complete a culminating student teaching experience in a P-12 school Monday through Friday for the entire school day.

Elementary Education Program

The objectives of the undergraduate elementary education program are: to provide a course of study to prepare students for teaching; to offer a course of study which promotes the development of general content and professional knowledge that serves as a foundation for appropriate educational practices; and to provide opportunities which develop knowledge, skills and dispositions.

The emphasis of the program is on the application of learning theory and pedagogy as it relates to instructional practice. The program provides opportunities for prospective teachers to plan, organize, and implement developmentally-appropriate instructional experiences. Experiences that expedite development and learning in the following areas are emphasized: cognitive, language, physical, social, psychological and aesthetic. Also, the program provides for sequentially planned field experiences, which enable potential teachers to apply knowledge and skill to actual learning situations (theory to practice).

Candidates must meet the requirements for admission, retention, and exit from the University’s Educator Preparation Program.

Initial Licensure Requirements

Undergraduate Students - The candidate is required to pass the Praxis Core Academic Skills for Educators test in reading, writing, and mathematics (or meet exemption requirements). For licensure, candidates must pass the Foundations of Reading and General Curriculum Mathemematics Subtest. Candidates must attain passing scores on these respective tests as established by the NC State Board of Education.

Candidates majoring in elementary education at the undergraduate level must complete 120 hours consistent with the curriculum guide. The curriculum guide for elementary education includes corollary study hours in a basic academic discipline. Candidates must meet the requirements for admission to the Educator Preparation Program (EPP). Individuals should refer to the section entitled Educator Preparation Admission and Retention Standards (Undergraduate Bulletin) for pertinent information relative to requirements as an EPP candidate. Students must accumulate a minimum of “C” in major courses, specialty area courses, and demonstrate a professional disposition.

The State of North Carolina requires teacher candidates to obtain a Standard Professional License (SP1). Upon completing the Educator Preparation degree, candidates are eligible to apply for state licensure with the North Carolina Department of Public Instruction. Program completers are able to apply for and update their North Carolina licenses online within the online licensure system. The office of the Dean will review all applications to confirm all requirements have been met and a recommendation submitted with the Department of Public Instruction.

All candidates are required to take and pass all required assessment for licensure that include the Education Teacher Performance Asessment (edTPA), the Foundations of Reading, and General Curriculum, and/or Praxis II tests before being recommended for licensure. The University reserves the right to refuse to recommend applicants for licensure when they are deficient in mental or physical health, scholarship, character, educator dispositions, or other qualifications deemed necessary for success in the education profession.

Directory of Faculty

Kimberly Bunch-Crump; Assistant Professor
B.S., Elizabeth City State University; M.Ed., Ph.D., University of North Carolina at Charlotte

Tyrette Carter; Professor
B.A., University of Virginia; M.Ed., Averett College; Ph.D., University of Virginia

Nicole Dobbins; Associate Professor
B.A., M.A., Spelman College; Ph.D., University of Nevada at Las Vegas

Kimberly Erwin; Associate Professor and Associate Dean
B.S., M.S., North Carolina A&T State University; Ph D., Virginia Polytechnic Institute and State University

Ioney James; Associate Professor
B.A., The University of the West Indies; M.S., Central Connecticut State University; Ph.D., University of Albany State

Gerrelyn Patterson; Associate Professor and Chairperson
B.A., North Carolina Central University; M.Ed., University of Virginia; Ph.D., University of North Carolina at Chapel Hill

Cailisha Petty; Associate Professor
B.S., M.S., North Carolina A&T State University; Ph.D., University of North Carolina at Greensboro

Nichole Smith; Professor
B.A., B.S., Appalachian State University; M.Ed., University of North Carolina at Greensboro; Ph.D., University of North Carolina at Chapel Hill

Kellee Watkins; Assistant Professor
B.S., Livingstone College; M.Ed., Ph.D., University of North Carolina at Greensboro

Jared Webb; Assistant Professor
B.S., North Carolina State University; M.Ed., Ph.D., University of North Carolina at Greensboro

Brian Williams; Associate Professor
B.S., University of North Carolina at Greensboro; M.A.T., Ph.D., University of North Carolina at Charlotte