Licensure Concentration
(Student-teaching track)

The Licensure Concentration leads to North Carolina teaching Licensure (i.e., Certification) in English (grades 9-12), Mathematics (9-12), Social Studies (9-12), Latin (9-12), French (K-12), or Spanish (K-12). The links provided at the bottom of this page will take you to specific subject-area requirements.

Overview

Through a series of articulation agreements with Duke University, Queens University of Charlotte, and the North Carolina Department of Public Instruction, Davidson College provides a course of study leading to North Carolina initial licensure/certification at the secondary level in the fields of English, French (K-12), Latin, Mathematics, Spanish (K-12), and Social Studies (which includes majors in Anthropology, Economics, History, Political Science, Psychology, Sociology, and Religion).  All coursework is completed at Davidson.  Through reciprocity agreements, North Carolina licenses are accepted in 42 additional states.

Students who elect this track should schedule an appointment with the Chair of the Department of Education in their first year to plan their schedules and to discuss formal application procedures.  Briefly, in addition to their academic major and other requirements, licensure-students complete Psychology 101, Education 121, 242, and one course in diversity (EDU 240, 250, or 260), with a grade of “C” or higher, before the final semester of their senior year.

In their final semester candidates complete the student teaching block by taking Education 400, 410-411, and 420 concurrently.  Before student teaching, students must achieve designated minimum scores on the Praxis I series, or minimum scores on the SAT; have a minimum overall GPA of 2.5; provide recommendations from the Dean of Students, the departmental advisor, and one other faculty member regarding the student’s interest and suitability for teaching; and be approved by the Teacher Education Committee.

Admission Requirements

  1. Proficiency in oral and written communications through completion of core requirements and interviews with the Education Department faculty.
  2. State designated minimum scores on the Praxis I series (Pre-Professional Skills Test) or minimum scores on the SAT.
  3. Successful completion of two of the following four courses: PSY 101, EDU 121, EDU 242, EDU 240, EDU 250, EDU 260 with a grade of "C" or better.
  4. A minimum overall GPA of 2.5.
  5. A recommendation from the Dean of Students, the departmental advisor, and one other faculty member regarding the student's interest and suitability for teaching.
  6. Approval of the Teacher Education Committee.
  7. Approval of the Department of Education faculty and Chair.

Student Teaching

Students will take Education 400, 410, 411, and 420 concurrently in one semester during the senior year that is reserved for student teaching. No additional courses can be taken at this time. The criteria for admission to student teaching includes:

  1. Admission to the Teacher Education Program.
  2. A minimum overall grade point average of 2.5.
  3. A minimum grade point average in the teaching field of 2.0.
  4. Completion of all professional education courses with no grade below "C."
  5. Recommendation by the Chair of the Department of Education and approval of the Teacher Education Committee

The Electronic Portfolio

During the final semester, students will complete an electronic portfolio to demonstrate that they possess the knowledge, skills, and dispositions to be successful in the classroom.

Students who intend to complete the Licensure Track and student teach should immediately begin saving electronic copies of all work done in education classes and in subject-area classes. You will be surprised how much of this work you will be able to include in your final portfolio.

The following link will take you to the general teaching competencies.

Teacher Education Competencies

See the links below for specific subject-area competencies.

Links to specific subject-area requirements:

English
French& Spanish
Latin
Mathematics
Social Studies

"Problem-solving education affirms men and women as beings in the process of becoming--as unfinished, uncompleted beings in and with a likewise unfinished reality.... The unfinished character of human beings and the transformational character of reality necessitate that education be an ongoing activity."

Paulo Freire  (1921-1997),
Pedagogy of the Oppressed

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