Licensure
in English Education
"I shall ... straight conduct
ye to a hillside, where I will point ye out the right path of a virtuous
and noble education; laborious indeed at the first ascent, but else
so smooth, so green, so full of goodly prospect and melodious sounds
on every side, that the harp of Orpheus was not more charming."
John Milton (1608-1674)
Of Education
OVERVIEW
The
curriculum for prospective English teachers is based on three components:
general studies (which includes a core curriculum of liberal arts
as well as a cultural diversity requirement), an English major, and
professional studies in education. This curriculum is consistent with
Davidson's philosophy of teaching students to "think clearly
and accurately, to make relevant and valid judgments, to discriminate
among values, and to communicate freely with others in the realm of
ideas."
REQUIREMENTS
FOR LICENSURE IN ENGLISH
- Completion
of the College requirements for graduation including the core
curriculum requirements.
- Completion
of the requirements for an English major.
- Completion
of the requirements for the Teacher Education Program as follows:
Courses:
-
PSY
101 (General Psychology)
-
EDU
121 (History of Educational Theory and Practice)
-
EDU
242 (Educational Psychology and Teaching Exceptionalities)
-
EDU
240 (Reading, 'Riting, and Race), 250 (Multicultural Education), or 260
(Social Diversity and
Inequality in Education)
-
EDU
400 (Organization for Teaching)
-
EDU
410-411 (Internship in Teaching)
-
EDU
420 (Seminar in Secondary Education)
Other
Requirements:
-
Tutoring
(if not completed in Education 121)
-
Minimum
scores on the Praxis Series
-
Students
will need to meet the requirements for admission to the Program
and admission to student teaching.
GOALS
AND OBJECTIVES
The
Teacher Education Committee, including its representative from the
Department of English, has adopted the new standards set forth by
the North Carolina Department of Public Instruction. In addition to
the general teaching competencies and
technology competencies addressed in
their portfolios, licensure students in English education will demonstrate
the following competencies in their electronic portfolios.
CATEGORY
A: KNOWLEDGE
Standard 1: Teachers know and understand
the English language.
1.1:
Teachers understand the evolving nature of the English Language.
1.2:
Teachers understand the conventions of Standard English, as well as
dialect and register variations.
1.3: Teachers understand individual language acquisition and development,
recognizing the impact of cultural, economic, political, and social
environments upon language.
Standard 2: Teachers know and understand
reading processes.
2.1:
Teachers understand skills and strategies that enhance reading.
2.2: Teachers understand comprehension strategies
2.3: Teachers understand reading theory.
Standard 3: Teachers know and understand
written and oral composing processes.
3.1:
Teachers understand how different forms of oral and written discourse
can influence thought and action.
3.2: Teachers understand the importance of teaching grammar and usage
in context.
3.3: Teachers understand composition theory.
Standard 4: Teachers know and understand
a diverse range of historical and contemporary literatures, including
various genres of United States, British, and World, as well as literatures
written by women and authors of color and works written for children
and young adults.
4.1:
Teachers understand works from a range of genres from various periods
of British, American, and World literatures.
4.2: Teachers understand ethnic diversity and cultural diversity in
literature, including, but not limited to, historically underrepresented
groups such as African-American, Native-American, Hispanic, Asian-American,
and women authors.
4.3: Teachers understand the range and value of works written for
children and young adults.
4.4: Teachers understand literary theory.
Standard 5: Teachers understand the range,
impact, and influence of technology, print and non-print media in
constructing meaning.
5.1:
Teachers know how to use electronic resources for research.
5.2: Teachers understand the interaction between technology and culture.
5.3: Teachers understand how media and technology enhance written,
oral, and visual communication.
CATEGORY
B: PEDAGOGY
Standard 6: Teachers use effective strategies
and techniques in teaching English Language Arts.
6.1:
Teachers organize classroom environments and learning experiences
that promote effective whole class, small group, and individual work.
6.2: Teachers develop interdisciplinary teaching strategies and materials.
6.3: Teachers promote active, personal engagement through reading,
writing, and discussion.
6.4: Teachers model effective learning and problem-solving.
Standard 7: Teachers evaluate and select
appropriate, high-quality resources that support learning of the English
Language Arts.
7.1:
Teachers emphasize interdisciplinary connections through materials
selected.
7.2: Teachers promote awareness of diversity through selection of
appropriate instructional materials.
7.3: Teachers use information on developmental characteristics of
students to provide rich and appropriately challenging materials.
Standard 8: Teachers encourage students
to respond to different media and communications technologies.
8.1:
Teachers provide students with appropriate strategies that permit
access to and understanding of a wide range of print and non-print
texts.
8.2: Teachers engage students in making meaning from texts through
personal response.
8.3: Teachers engage students in making meaning from texts through
critical response.
Standard 9:Teachers
use assessment as an integral part of instruction and learning.
9.1:
Teachers develop a variety of formal and informal assessments appropriate
to curricular goals and student needs.
9.2: Teachers interpret and report assessment results clearly, accurately,
and purposefully to students, administrators, parents and other audiences.
9.3: Teachers encourage student self-assessment, both formal and informal.
9.4: Teachers employ formative and summative assessments and use resulting
data to make pedagogical decisions and to modify instruction.
Standard 10: Teachers use instruction
that promotes understanding of varied uses and purposes for language.
10.1:
Teachers model Standard English.
10.2: Teachers employ a variety of dialects and registers to demonstrate
understanding of audience and purpose.
10.3: Teachers read and write regularly with students.
CATEGORY
C: DIVERSITY
Standard 11: Teachers foster in students
an awareness and appreciation of their own and others' cultures.
11.1:
Teachers incorporate diverse resources in context to connect global
ideas to student experiences.
11.2: Teachers respect students' native languages in their relation
to the conventions of Standard English.
11.3: Teachers enhance students' understanding of themselves and others
to establish classroom cultures of mutual respect.
Standard 12: Teachers recognize commonalities
and individual differences within the classroom.
12.1:
Teachers provide an open trusting environment for sharing oral language.
12.2: Teachers understand that student reading and writing involve
personal interpretations in order to respond to literature and other
texts.
Standard 13: Teachers respect and accommodate
areas of exceptionality in learning, including learning disabilities,
visual and perceptual difficulties, special physical or mental challenges,
and giftedness.
13.1:
Teachers use instructional materials to meet the various needs of
students.
13.2: Teachers use varying strategies and techniques to meet the individual
needs of students.
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