do not claim, do they, that their own thoughts are perceived and
grasped by the pupils.... For who would be so absurdly
curious as to send his child to school to learn what the teacher
Concerning the Teacher
General Requirements for Licensure in
of the College requirements for graduation including the core curriculum
of the requirements for Classical Studies with emphasis in Latin
of the requirements for the Teacher Education Program.
121 (History of Educational Theory and Practice)
242 (Educational Psychology and Teaching Exceptionalities)
EDU 250 (Multicultural Education), or 260 (Social
and Inequality in Education), or 320 (Growing up Jim Crow), or
340 (Education in African American Society)
400 (Organization for Teaching)
410-411 (Internship in Teaching)
420 (Seminar in Secondary Education)
scores on the Praxis Series or minimum scores on the SAT
will need to meet the requirements for admission to the Program and
admission to student teaching.
Candidates must demonstrate their qualifications as
Future-Ready Educators by providing the six required pieces of evidence
as described here
demonstrate depth of content for Evidence #2, candidates for Latin
licensure must submit to the Department of Education a copy of the paper
written for the required 400-level seminar: either Ancient History,
Ancient Art and Archaeology, or Classical Civilization.
Classical Language Teachers
The following standards are mandated by the North
Carolina Department of Public Instruction and are imbedded in the
specialty area coursework.
Standard 1: Teachers
demonstrate a high proficiency level in interpretive and presentational
modes of communication, using reading, writing and some oral
Language teachers demonstrate classical language competency commensurate
with their role as readers, writers and speakers of classical languages.
understand the linguistic components of the classical language
including, but not limited to, units of sound, morphology, grammar,
vocabulary, syntax, and pragmatics.
accurately read, comprehend, and translate adapted and authentic texts
on the literal, interpretative and critical levels.
rephrase, summarize, critique, or make personal application of the
use the language accurately in writing and in
understand the process involved in improving their language proficiency
and continue to develop and maintain high levels of proficiency in the
Standard 2: Teachers demonstrate familiarity with cultures
represented by the classical languages as they relate to products,
practices, and perspectives, and as they compare to the studentsí own
language(s) and culture(s).
Language teachers demonstrate that they understand the connections among
the perspectives of a culture and its practices and products in order to
enable students to appreciate both classical and modern cultures, through
their similarities and differences.
acknowledge the relationship between language and society, and recognize
the impact of history and geography on
integrate into their instruction a knowledge of the diversity of
classical cultures and their significance in the modern
promote cross-cultural understanding of the values and beliefs of both
classical and contemporary cultures.
acknowledge the linguistic influence of classical languages on English
and other modern languages.
Standard 3: Teachers
demonstrate familiarity with current theories and research in second
language acquisition, as appropriate to classical
Language teachers develop a variety of instructional practices that
incorporate pertinent research in teaching and learning in the field.
Classical Language Teachers develop articulated models that address the
needs of diverse language learners, toward competency-oriented
implement age-appropriate pedagogical techniques pertaining to classical
implement current best practices that reflect both second language
acquisition and literacy theories.
recognize the complexities resulting from multiple entry points within
the second language sequence.
incorporate knowledge about their studentsí language background(s) in
order to differentiate instruction.
seek to maximize the transfer of cognitive, academic and communicative
skills between the studentís first language and the classical language.
Standard 4: Teachers understand the sequential nature of the
classical language curriculum and articulate the instructional program
Language teachers develop language specific curricula based on the generic
framework of the Standard Course of Study.
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2013 Department of Education, Davidson College, Davidson, NC