THIS HANDBOOK IS CURRENT as of June 20008

Introduction
Conceptual Framework
Goals of the Licensure Concentration
Objectives of the Licensure Concentration
Characteristics of the Facilitative Teacher

Requirements for the Concentration in Education: Licensure Track
Other Requirements for the Licensure Concentration
Applying for Licensure
Appeal Process
Review and Retention

Education Department Faculty
The Teacher Education Committee
Curriculum Materials Center
Placement Service
Ninth Semester Option
Counseling Services on Campus
William B. Hight Jr. Education Award
Financial Assistance

In its mission to prepare successful facilitators of learning, the Department of Education embraces the primary purpose of Davidson College, which is "to assist students in developing humane instincts and disciplined and creative minds for leadership and service." Further, the Department of Education exults in the choice of the college "to emphasize the teaching responsibility of all professors" and actively recruit faculty "whose interest in students and teaching is unfeigned and profound."

The endorsement that quality teaching is the foundation of a strong liberal arts institution informs the threefold mission of the Department of Education: (1) to provide a course of study leading to a Licensure Concentration in Education, resulting in the attainment of a North Carolina teaching license; (2) to provide a course of study leading to an Interdisciplinary Concentration in the study of Education as a liberal art; and (3) to provide courses that meet the Core Curriculum requirements in the Social Sciences.

The Licensure Concentration is designed for students who plan to enter the teaching profession in the fields of English (grades 9-12), Latin (9-12), Mathematics (9-12), Social Studies (9-12), French (K-12), or Spanish (K-12). This program is based on a conceptual framework that "establishes the shared vision for the unit’s efforts in preparing educators to work in the P-12 schools" (NCATE 2000 Unit Standards). The vision is represented by the phrase "Preparing Facilitators of Learning." Variations of this phrase appear elsewhere and throughout this document: e.g., "Teacher as Facilitator" or "The Facilitative Teacher."

The Interdisciplinary Concentration is designed for students preparing for graduate school in a variety of fields, for teaching at an independent school where licensure is not required, or for obtaining a lateral-entry position in a discipline for which Davidson does not offer licensure. This program aligns with other interdisciplinary concentrations offered at Davidson in that is "an interdisciplinary cluster of courses which addresses a specific area of study" and that it is designed in order for students "to make connections among the disciplines."

The contents of this handbook reflect the Licensure Concentration, also referred to elsewhere as the Concentration in Education: Student-Teaching Track. 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.

Conceptual Framework: "Preparing the Facilitator of Learning"

The Conceptual framework of the education unit at Davidson College is based on the firm belief that effective teachers pursue their profession primarily as facilitators of learning and secondarily as conveyers of information. While facilitative teachers do not neglect the traditional teacher-centered methods of delivering instruction, they focus on active learning and other learner-centered methods, thus combining the best practices of the "teacher as sage" and the "teacher as guide." Students who complete the Licensure Concentration possess the content knowledge, pedagogical skills, and professional dispositions to become effective classroom teachers.

All graduates of Davidson complete a comprehensive liberal arts core curriculum and a rigorous academic major in their subject area. In addition to general discipline-specific knowledge, education students, as facilitative teachers, recognize the impact of diverse cultural, economic, political, and social environments upon their discipline; they know the specific uses of technology in their discipline; and they understand the ways in which their teaching area connects to the broad curriculum. In order to facilitate learning of the subject matter, education graduates know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.

This developmental theory is of special importance for facilitative teachers who must plan instruction that is appropriate for a diverse student population, including students with special needs. Such diversity also calls on the teacher to use a variety of methods to teach students, to employ a variety of methods to assess what students have learned, and to practice effective classroom management techniques. Running throughout these necessary pedagogical skills is the need for the teacher to have strong and current technology skills.

Eagerness to maintain proficient technological and other pedagogical skills is one of the crucial professional dispositions that must be embraced by facilitative teachers. They must also meet high ethical standards and be reflective about their practice. To maintain an active learning environment in their classrooms, facilitative teachers must work collaboratively with colleagues, families, and the community. Further, successful facilitators need to know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality. Above all, the facilitative teacher must be professionally disposed to the belief that all students can learn.

To prepare effective facilitators of learning for secondary schools, the licensure concentration builds upon Davidson College requirements to address the following goals:

1. To provide a program of studies constituting a liberal education;
2. To provide an academic major constituting in-depth knowledge of subject matter appropriate for teaching in the secondary schools;
3. To provide a sequence of professional studies, courses, and experiences leading to pedagogical proficiency.

To prepare effective facilitators of learning for secondary schools, the Department of Education has adopted the Core Standards for the Teaching Profession (Approved by the North Carolina Professional Teaching Standards Commission, August 1999) as the objectives of the Licensure Concentration.  These Core Standards, along with the INTASC Standards and NCATE Standards, inform the Conceptual Framework.

Students who complete the licensure program will:

1. Know the content they teach;
2. Know how to teach students;
3. Be successful in teaching a diverse population of students;
4. Be leaders;
5. Be reflective about their practice;
6. Respect and care about students.

To meet the above goals, the licensure concentration is designed to develop the following student characteristics. These characteristics are carefully aligned with NCATE Standards, INTASC Principles, and the North Carolina Cores Standards for the Teaching Profession, which, in turn, have been informed by the National Professional Board of Teaching Standards. These characteristics are represented graphically on the first page of this handbook.

Students competence is addressed in a final portfolio.

I. Content Knowledge

• Teachers have broad knowledge of the liberal arts.
• Teachers know the content appropriate to their teaching specialty and the relevant applications of this content.
• Teachers understand the ways in which their teaching area connects to the broad curriculum.
• Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.
• Teachers recognize the impact of cultural, economic, political, and social environments upon their discipline.
• Teachers know the specific uses of technology in their discipline.

II. Pedagogical Skills

• Teachers practice effective classroom management.
• Teachers use a variety of methods to teach students, including cooperative learning techniques.
• Teachers use a variety of methods to assess what students have learned.
• Teachers align their instruction with the required curriculum and teach thinking and problem-solving skills.
• Teachers plan instruction that is appropriate for a diverse student population, including students with special needs.
• Teachers have strong and current technology skills.

III. Professional Dispositions

• Teachers believe that all students can learn.
• Teachers know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality.
• Teachers meet high ethical standards of practice and engage in professional development activities, including development in the area of technology.
• Teachers are reflective about their practice.
• Teachers work collaboratively with colleagues, families, and the community to support the learning environment.

In addition to meeting the requirements of the major, students planning to earn a Licensure Concentration must take the following courses: General Psychology 101, EDU 121, EDU 242, and either EDU 240 or EDU 250 or EDU 260. Students must also have minimum scores designated by the State of North Carolina on the Praxis Series: (PPST) Pre-Professional Skills Tests or minimum scores on the SAT.

Formal admission to the Licensure Concentration usually occurs during the sophomore year. Students will complete an "Admission to the Licensure Concentration" form and meet the following guidelines:

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 (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.

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 Licensure Concentration.

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.

Students must meet the following requirements.

1. Successful completion of the Davidson College Core Curriculum (See current catalog)

2. Successful completion of requirements for a Specialty Area major (See current Catalog)

3. Successful completion of the following courses:  General Psychology 101, EDU 121, EDU 242, EDU 400, EDU 410-411, EDU 420, and either EDU 240 or EDU 250 or EDU 260.

Field Experiences

In order for students to have opportunities to apply what they are learning from their courses about the world of teaching, a series of required field experiences are required in most Education courses.   Hopefully you will have opportunities through independent studies or related coursework and activities to have more exposure to public school students as well.

EDU 121: 22 hours

EDU 242: 21 hours

EDU 400: 35 hours

EDU 410-411: 10-12 weeks

When conducting observations in classrooms, the observer should be as unobtrusive and non-threatening as possible. The observer should remember that he or she is a guest in the classroom, and that only with the teacher's cooperation will the study be completed as scheduled. Teachers often form impressions about both Davidson and you as a student teacher from the behavior of the observer. Therefore, the observer's behavior is crucial. Here are some special guidelines and expectations.

1. Transportation is your responsibility.

2. Once an assignment is made it should not have to be changed except in cases of illness, emergency, or errors in scheduling. In such situations, contact the school, or your Davidson professor, or the Departmental Assistant as soon as possible.

3. Never observe in a classroom which has a student teacher or intern. Please request a new assignment if this should accidentally occur.

4. The principal and teachers will admit only those students who have been officially approved. However, the principal and the Assistant Principal always have the prerogative to make any necessary changes or adjustments in an assignment.

5. Be on time! Arrive at least 5 to 10 minutes before your class begins. If you need instructions to find the room where you will observe, go to the school office a little earlier than otherwise (15-20 minutes earlier) in order to receive directions.

6. On every visit to the school, always stop by the school office to sign in and out. Tell the person who greets you your name, which classes you will be visiting, and the purpose of your visit. Ask if you should return to the office when you have completed the observation for the day. If necessary, meet with the Assistant Principal or the appropriate personnel to arrange other observations or tutoring.

7. Always follow any directions and instructions which the principal and/or supervising staff member may give you. Comply with whatever is requested of you.

8. Always be appropriately dressed.

9. When you first enter the classroom, tell the teacher that you would like to be able to hear and observe as much of the classroom interactions as possible. Ask the teacher's permission to stand or sit in the locations which seems to be most appropriate. Sometimes it will be necessary for you to move around the classroom; ask the teacher whether he or she would mind if you change your location, providing you are unobtrusive. All of the above questions should be asked before the observation period begins. Often, teachers will tell you the agenda for the day and discuss specific students. Listen with interest, but do not make any evaluative comment, positive or negative, at any time. If students ask you what you are doing, a response that is usually acceptable is, "I am watching the teacher." You should not encourage the students to interact with you, but you should be courteous and business-like.

10. Always stay the entire time period which has been assigned to you.

11. When the observation is completed, thank the teacher. Often teachers will ask you for your opinion of the class. You should be as neutral as possible. Phrases such as, "It was an interesting class," or "I enjoyed by visit," will usually suffice. Never identify any behavior or activity as positive or negative when talking with the teacher.

12. Never mention or discuss any teacher's class with other school personnel. If two observers are observing at the same school on the same day, they should not discuss the observation systems, their perceptions, or a teacher's class while they are in the school.

13. The oral or written reports which you make to your instructor should never reflect a critical attitude toward children, teachers, principals, or schools. Instructional and administrative practices, not individuals, are the subjects for your observation.

1. A completed application for licensure (Form A).

2. A transcript from the registrar's office in a sealed envelope with the registrar's signature written across the back flap of the envelope.

3. Forms S and V completed and signed by the appropriate people.

We will send the application, complete with the necessary endorsements and transcript to the State Department of Public Instruction for processing.

If students are seeking licensure in states other than North Carolina, it is their responsibility to contact the certifying agency in that state for information about the process and the necessary forms, etc. The Education Department will be happy to complete the necessary recommendation on the forms you obtain and send them to the certifying agency. The Education Department will also be happy to help students in identifying the certifying agency.

Students seeking initial licensure must complete the following requirements to be recommended for licensure.

1. Minimum overall GPA of 2.50.

2. Minimum GPA of 2.0 in the area of specialization.

3. A grade of "C" or better in all 8 professional education courses.

4. Successful completion of student teaching (grade of "C" or better).

5. Recommendation of public school personnel.

6. Attainment of the baccalaureate degree.

7. A completed application for teacher licensure.

8. Recommendation of the Department of Education faculty and Chairperson.

9. Recommendation of the Teacher Education Committee.

The Chairperson of the Education Department and the Teacher Education Committee strive at all times to apply appropriate criteria evenly, fairly and in keeping with the best interest of the student and the College. In the event that students feel the Teacher Education Committee has made an improper decision in some case, students should first appeal directly to the Chairperson of the Education Department and then to the Teacher Education Committee. An appeal to the Teacher Education Committee is initiated through either the Chairperson of the Education Department or the Chairperson of the Teacher Education Committee. If the problem cannot be resolved at this level, students may make a subsequent appeal to the Vice President for Academic Affairs. If the Vice President for Academic Affairs accepts your appeal, he may solicit advice about the matter from the Executive Committee of the Faculty. A decision by the Vice President for Academic Affairs will be regarded as final.

Once admitted to the Licensure Concentration, students are expected to maintain progress toward completion of the concentration and graduation from the College both in terms of grades and course completion. To facilitate this, two things happen. Students are asked to review their progress with their advisors and/or the Chairperson of the Education Department at least once each term. After the informal review, the Chairperson will review the progress of each student with the Teacher Education Committee. If progress is not satisfactory, students may be placed on probationary status or dropped from the Licensure Concentration. They will be informed of the results of this review by letter soon after the action takes place.

The review criteria:

1. Maintenance of a GPA of 2.5.

2. Satisfactory progress in the coursework in professional education and the teaching field.

3. Approval of the Teacher Education Committee.

The following are faculty members of the Education Department as well as other personnel who provide specific expertise for the program.

• Dr. Rick Gay, Chair, Associate Professor
• Dr. Hilton Kelly, Assistant Professor: 
• Mrs. Evelyn Gerdes, Lecturer: EDU 420, EDU 411
• Mrs. Elaine Houser: Department Assistant (Phone: 704-894-2130)

 

The Education Department works closely with the Teacher Education Committee. This committee is appointed by the Dean of the Faculty with representatives from the departments in the College that are involved in programs in which licensure is offered. This committee serves to recommend and approve policies concerning the administration and coordination of the entire program. In addition, the committee makes decisions regarding student admission into the program and recommends licensure upon successful completion of the requirements.

The Curriculum Materials Center (CMC) is located in the Education Office, Jackson Court #1. It contains materials including books, periodicals, computers, scanner and other resources that will be helpful in understanding the profession of teaching as a whole as well as specific content in your specialty area. The CMC is open from 8:30 AM to 4:30 PM daily and by appointment.

The Education Department Placement Service (EDPS) is designed (1) to provide a central location for references and related information requested by potential employers or graduate schools and (2) to mail your file in an attractive form. This system precludes your having to ask individuals to write another evaluation each time you apply for a job and insures that evaluations arrive as one unit. When your file is complete, it can be sent to potential employers upon written request by you.

A complete credentials file consists of the following:

1. Data Sheet for EDPS

2. Up-to-date resumes

3. Current evaluations

4. Praxis scores

Please submit to our office all of the items indicated above on the checklist. There is a charge of $15.00 to establish a file which includes five (5) mailings of your file.

1. Data Sheet for EDPS must be completed, signed and returned. No credentials can be mailed from this office without signed authorization included on the data sheet. (Type this form for neatness.)

2. Resumes: Candidates must supply us with copies of up-to-date resumes. We do not make copies of these documents You will need an amount sufficient to cover the number of employers you wish to receive your file. Limit a resume to two (2) pages. These should indicate your name, address and telephone number. We do not recommend resumes which have photographs on them. You may have more than one version of a resume but you will need to indicate to us clearly which one is for which purpose.

3. Evaluations

a. Fill out the top part of the forms and give them to your professors and/or former employers who are well acquainted with your work. Ask them to return the evaluations directly to this office.

b. Be sure you have checked the waiver or non-waiver box on the form and signed it BEFORE you give it to your reference.

c. You may have up to four (4) evaluations for your file.

4. Praxis Series Scores: Your file will contain a record of your Praxis Series scores (Reading, Writing, Mathematics, and Specialty Area(s)) only if you have had your scores forwarded to the EDPS.

The first five (5) mailings are covered by the $15.00 charge to establish your file; a $3.00 fee must be paid for each request thereafter and must accompany your request.

**Please keep your file up to date with current telephone numbers

and addresses.

**Please notify our office when you accept a position.

 

A special option is available for Davidson graduates who have completed the Licensure Concentration requirements except for the student teaching block semester (EDU 400, 410-411, 420) and would like to become licensed. Students may return for a "ninth semester" within five years of graduation and pay the cost of four "contract courses." Students must met the following criteria to be eligible:

1. All requirements for the program, except for the student teaching block and the final two NTE examinations, must be met prior to the "ninth semester."

2. The student is responsible for his own housing and transportation and follows any guidelines that apply to "special students" in terms of admission and the services available from the College.

3. The student agrees not to have other employment or course responsibilities during the block.

4. The Ninth Semester Option is only available during the spring semester.

See the Chairperson of the Education Department for details or changes in Ninth Semester Option guidelines.

The Student Counseling Center (SCC) offers a broad range of counseling and psychological services. Students who visit the SCC have a number of concerns. Coping with the difficulties associated with studying and living in a busy environment is a frequent problem. Some students experience difficulty in moving away from home or coping with changes in family life brought on by divorce or the death of a parent. Other concerns include seeking information about interests, abilities, and personality. Help in learning new skills associated with time management and study skills is also available. Stress associated with student teaching may warrant a visit to the Student Counseling Center as well. Counseling services (up to ten sessions) are available at no charge to students.

Each year the Education Department gives the William B. Hight, Jr. Education Award to a student who has demonstrated the ability to translate theory into practice and has promise as an outstanding educator. The decision is made by the Education Department faculty and based on the following criteria:

1. Genuine concern for students and love of teaching.

2. Teaching ability and a willingness to accept and profit from feedback.

3. Performance in the Licensure Concentration including all coursework and related activities.

4. Recommendations from Davidson professors, the Education faculty and the cooperating teacher.

 

With the increased emphasis on the quality of teacher education have come a number of benefits. Among these are the availability of financial assistance for promising prospective teachers at both the state and national level.

Current information about these and other scholarship programs are available from the Education Department office.

ENGLISH (9-12)

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.

2.1: Teachers understand skills and strategies that enhance reading.
2.2: Teachers understand comprehension strategies
2.3: Teachers understand reading theory.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

Indicator 1: Teachers demonstrate an understanding of the main ideas and most details of conversations, oral presentations, and audio or video recordings by native speakers.
Indicator 2: Teachers converse with a high degree of linguistic accuracy on familiar topics, make oral presentations in social or work situations, and are understood without difficulty by native speakers.
Indicator 3: Teachers read general texts on the literal, interpretive and critical levels, and they rephrase, summarize, critique or make personal application of the material read.
Indicator 4: Teachers write clearly, correctly, and effectively in formal and informal styles on familiar topics for varied purposes and audiences.

Indicator 1: Teachers identify and produce the basic sound units and prosodic features (i.e., stress, rhythm, linking phenomena and intonation) of the target language.
Indicator 2: Teachers explain the basic grammatical and syntactic units of the target language.
Indicator 3: Teachers demonstrate an understanding of the structured nature of target language vocabulary (e.g., word families, derivations, antonyms and synonyms).
Indicator 4: Teachers demonstrate how language features are used to carry out communicative needs and how language use is defined by social context.

Indicator 1: Teachers demonstrate an understanding that differences exist in language use among geographical and socio-cultural groups in such areas as vocabulary, pronunciation, intonation and level of formality.
Indicator 2: Teachers demonstrate an understanding that culture and language constantly change, as a result of political, economic and social conditions.
Indicator 3: Teachers explain everyday cultural practices and products in places where the target language is spoken, and they dispel stereotypical images associated with those cultures.
Indicator 4: Teachers understand the perspectives of target cultures as represented by a range of practices and products.
Indicator 5: Teachers understand and model culturally appropriate social behaviors (e.g., bartering, ceremonies and interpersonal relationships) in places where the target language is spoken.
Indicator 6: Teachers analyze historical and contemporary literatures and the arts in order to explain the cultural practices and perspectives of the people of the target cultures.

Indicator 1: Teachers identify similarities and differences among cultures as they compare and contrast North American cultures with the target cultures.
Indicator 2: Teachers understand that one's own cultural orientation affects the perception of another culture, and they avoid perpetuating cultural misperceptions.
Indicator 3: Teachers provide examples of mutual influences across languages and cultures.
Indicator 4: Teachers compare and contrast distinctive features of English with those of the target language.

Indicator 1: Teachers identify the distinct ways in which children, young adolescents, adolescents and adults learn second languages.
Indicator 2: Teachers apply developmentally appropriate language learning strategies in the classroom.
Indicator 3: Teachers implement instructional strategies that reflect current second language acquisition theory.
Indicator 4: Teachers apply literacy theory to the teaching of reading and writing in the second language.

Indicator 1: Teachers use the target language as the principal medium of instruction and classroom management.
Indicator 2: Teachers provide frequent opportunities for students to use the target language in structured and creative practice within an authentic context.
Indicator 3: Teachers consider the emotional, physical and intellectual needs of the student as they impact second language learning.
Indicator 4: Teachers demonstrate the ability to modify visual and physical aspects of the classroom to facilitate and enhance language learning.
Indicator 5: Teachers provide exposure to native speakers, including peer models, in person and/or through multimedia sources.

Indicator 1: Teachers motivate students through authentic communicative learning activities.
Indicator 2: Teachers provide opportunities for students to understand cultural and linguistic diversity.
Indicator 3: Teachers construct and implement varied activities to enable students to function in interpersonal, interpretive and presentational modes using listening, speaking, reading, and writing within a relevant cultural context.
Indicator 4: Teachers demonstrate the ability to differentiate between major and minor errors. They know how and when to make corrections, provide feedback and allow for delayed response.
Indicator 5: Teachers identify opportunities for students to practice their developing second language skills outside of the classroom setting.
Indicator 6: Teachers assist students in making links to local and /or distant target language communities.

Indicator 1: Teachers incorporate appropriate and authentic realia, manipulatives, print and non-print materials into second language instruction.
Indicator 2: Teachers use research skills, technology and resources (e.g., online and print materials, e-mail and software programs) in first and second languages. They also provide opportunities for students to make use of these skills and resources.

Standard 9: Teachers understand the sequential nature of the second language curriculum and articulate the instructional program accordingly.

Indicator 1: Teachers develop language specific curricula based on the generic framework of the Standard Course of Study.
Indicator 2: Teachers recognize the complexities resulting from multiple entry points within the second language program and incorporate knowledge about their students' prior second language
experiences into their instruction.
Indicator 3: Teachers demonstrate an understanding of the simple to complex or familiar to unfamiliar progression of topics, content and language in the sequential curriculum.
Indicator 4: Teachers demonstrate an understanding of horizontal (within a level) and vertical (level to level) curricular articulation.

Indicator 1: Teachers recognize the importance of collaborating with teachers across the curriculum in order to incorporate concepts and knowledge from other subject areas at the appropriate grade level into second language instruction.
Indicator 2: Teachers seek to maximize the transfer of cognitive, academic and communicative skills between first and second languages.

Indicator 1: Teachers recognize that assessment has a variety of purposes for the second language program, including monitoring student learning, reporting student progress and achievement, and evaluating instruction.
Indicator 2: Teachers demonstrate knowledge of a variety of assessment instruments, including paper-and-pencil tests and alternative assessments such as portfolios, and oral and written performance assessments. They understand the importance of using multiple strategies to measure student progress, achievement and second language proficiency.
Indicator 3: Teachers strive to assess students within an authentic context.

Indicator 1: Teachers demonstrate an understanding that students learn second languages in different ways, and they vary instruction to address individual learning styles and abilities.
Indicator 2: Teachers acknowledge that special needs students can learn a second language.
Indicator 3: Teachers collaborate with special support personnel when modifying instruction to meet the needs of those students.
Indicator 4: Teachers model respect for the differences among students to foster a positive classroom climate that promotes second language learning for all students.

Indicator 1: Teachers identify the particular instructional needs of heritage learners and integrate these learners into the second language program.
Indicator 2: Teachers select materials that will enhance instruction for heritage learners.
Indicator 3: Teachers create opportunities for heritage learners to share their language and their cultural experiences.

Indicator 1: Teachers acknowledge the importance of experiencing target cultures firsthand and of the need to expand and continually update cultural knowledge.
Indicator 2: Teachers engage in ongoing language practice and exploration of cultures by traveling to places where the language is spoken, by participating in activities in local communities, by continuing formal education through coursework, and/or by using technology to access the target language and cultures.

Indicator 1: Teachers advocate for a long continuous sequence of second language instruction and understand the importance of collaboration among second language teachers at all levels.
Indicator 2: Teachers recognize how educational decisions are made, how those decisions affect second language programs and how to represent the second language program in the decision-making process.
Indicator 3: Teachers stay abreast of local, state and/or national legislation and policies affecting the teaching of second languages.
Indicator 4: Teachers communicate the benefits of second language study for diverse groups of students.
Indicator 5: Teachers seek opportunities to promote second language education.
Indicator 6: Teachers foster constructive relationships with parents, colleagues, school administrators, local governing boards and state and national policy makers in order to promote the value of second language education for all students.

OVERVIEW

The Teacher Education Program at Davidson College offers licensure in secondary Latin. All students seeking licensure are required to complete a classics major with emphasis in Latin.

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:

• Minimum scores on the Praxis Series or minimum scores on the SAT

• Students will need to meet the requirements for admission to the Program and admission to student teaching.

The goals of the Latin program are:

OVERVIEW

The Teacher Education Program at Davidson College offers licensure in secondary mathematics. All students seeking licensure are required to complete a mathematics major. All of the specialty area competencies, outside the area of professional studies, are satisfied by courses offered by the Department of Mathematics. Thus, the department is integrally involved in the preparation of teachers.

REQUIREMENTS FOR LICENSURE IN MATHEMATICS

1. Completion of the College requirements for graduation including the core curriculum requirements.
2. Completion of the requirements for a mathematics major.
3. 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:

• Minimum scores on the Praxis Series or minimum scores on the SAT

• 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 Mathematics, has adopted the new standards for mathematics set forth by the North Carolina Department of Public Instruction. In addition to the general teaching competencies addressed in their portfolios, licensure students in English education will demonstrate the following competencies in their electronic portfolios.

I. Knowledge Standards for Teachers of Mathematics.

Teachers know the essential mathematical knowledge and concepts and are able to communicate their understanding and appreciation of mathematics integrating content through the use of problem solving, communication, connections, reasoning/proof and representation.

Standard 1: Number sense, numeration, and numerical operation. Teachers have an in depth understanding of concrete algebraic systems and applications.

• demonstrate an understanding of the properties of, and operations on real and complex numbers, polynomials, vectors, matrices, and other concrete algebraic systems;
  
• demonstrate an understanding of algebra and algebraic systems, including linear and abstract algebra;
  
• demonstrate an understanding of elementary number theory;
  
• demonstrate an understanding of set theory;
  use computational tools and strategies and estimate appropriately.
  

Standard 2: Spatial sense, measurement, and geometry. Teachers understand measurement, spatial sense, and the properties of relationships of two- and three-dimensional space.

• demonstrate an understanding of Euclidean and non-Euclidean geometry;
  
• recognize geometry as an example of a deductive system, built from undefined terms, axioms, definitions, and theorems;
  
• use deduction to establish the validity of geometric conjectures and to prove theorems;
  
• demonstrate an ability to connect geometry to other strands of mathematics and use it to solve problems;
  
• demonstrate an understanding of the properties of two- and three-dimensional geometric objects;
  
• demonstrate an ability to solve geometric problems using vectors in two- and three-dimensions;
  
• demonstrate an understanding of other coordinate systems and representational models and their uses;
  
• demonstrate an ability to use trigonometric relationships to solve problems;
  
• use appropriate technology to explore geometric concepts.
  

Standard 3. Patterns, relationships, and functions. Teachers understand patterns, relationships, functions, symbols and models.

• demonstrate an ability to model and analyze situations and number patterns with numerical, graphical, and symbolic representations; and explore their connections;
  
• demonstrate an ability to use methods of proof to prove theorems and verify conjectures;
  
• demonstrate an ability to analyze tables and graphs to identify properties and relationships;
  
• demonstrate an understanding of differential and integral calculus;
  
• demonstrate the ability to use mathematics and technological tools to solve "real world" problems that arise in social sciences, biological sciences, physical sciences, and other mathematical sciences;
  
• demonstrate an understanding of different classes of functions and relations and the use of technology to investigate their properties.
  

Standard 4. Data, probability, and statistics. Teachers understand the major concepts of probability and statistics including collecting, displaying, analyzing, and drawing conclusions from data.

• demonstrate the ability to use a variety of standard techniques for organizing and displaying data in order to detect patterns and departures from patterns;
  
• demonstrate the ability to use surveys to estimate population characteristics and experiments to test conjectured cause-and-effect relationships;
  
• demonstrate the ability to use theory and simulations to produce, analyze, and apply probability distribution models;
  
• demonstrate the ability to use probability models to draw conclusions from data and measure the uncertainty of those conclusions;
  
• demonstrate an understanding of topics in discrete mathematics such as finite difference equations, graph and network theory, combinatorics, and models for social decision-making;
  
• use appropriate technology to collect, display, organize, and interpret data;
  
• develop computer programs in a structured language.
  

II. Pedagogy Standards for Teachers of Mathematics.

Teachers use varied processes in the teaching of mathematics and make decisions regarding appropriate instruction and assessment.

Standard 5. Process Skills . Teachers understand and use the processes of problem solving, reasoning and proof, communication, connection, and representation as the foundation for the teaching and learning of mathematics.

Problem Solving: Teachers develop instructional programs that enable all students to
· build new mathematical knowledge through problem solving;
· solve problems that arise in mathematics and in other contexts;
· apply and adapt a variety of appropriate strategies to solve problems;
· monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof: Teachers of develop instructional programs that enable all students to
§ recognize reasoning and proof as fundamental aspects of mathematics;
· make and investigate mathematical conjectures;
· develop and evaluate mathematical arguments and proofs;
· select and use various types of reasoning and methods of proof.

Communication: Teachers of develop instructional programs that enable all students to
· organize and consolidate their mathematical thinking through communication;
· communicate their mathematical thinking coherently and clearly to peers, teachers, and others;
· analyze and evaluate the mathematical thinking and strategies of others;
· use the language of mathematics to express mathematical ideas precisely.

Connections: Teachers develop instructional programs that enable all students to
· recognize and use connections among mathematical ideas;
· understand how mathematical ideas interconnect and build on one another to produce a coherent whole;
· recognize and apply mathematics in contexts outside of mathematics.

Representation: Teachers develop instructional programs that enable all students to
· create and use representations to organize, record, and communicate mathematical ideas;
· select, apply, and translate among mathematical representations to solve problems;
· use representations to model and interpret physical, social, and mathematical phenomena.

Standard 6. Curriculum pacing and alignment. Teachers are aware of the importance of and implement effective instructional pacing and alignment. Teachers are:

• knowledgeable of the NC Standard Course of Study, LEA (district) standards and pacing guides, and the NCTM standards;
  
• able to locate and use various resources that support daily classroom practices (e.g. NCDPI, LEARNNC, NCTM Publications, etc.).
  

Standard 7. Instructional strategies. Teachers use a variety of instructional strategies to promote student understanding of mathematics. They recognize students' level of mathematical understanding in order to implement the appropriate instructional practice. Teachers:

• use varied strategies, including problem-based learning, inquiry, investigations, direct instruction, exposition;
  
• are knowledgeable of current research on best practices;
  
• match the appropriate strategy with the appropriate tools;
  
• are knowledgeable about and sensitive toward various teaching/learning styles;
  
• are aware that it will take a variety of teaching methods to lead all students to excel in mathematics.
  

Standard 8. Instructional tools. Teachers understand and use effectively the hierarchy of the use of instructional tools. Teachers are able to identify, prescribe, and use appropriate

• hands-on tools (e.g. cubes, counters, rods, etc.);
  
• representational tools (e.g. base-ten blocks, calculators, computer applications, algebra tiles/blocks, fraction bars, decimal squares, geometric blocks, etc.);
  
• transitional tools (e.g. expanded notation, paper and pencil, calculator and computer methods, metaphors, analogies, etc.) that enable students to make connections between representational and symbolic levels of understanding;
  
• symbolic tools (e.g. standard and alternative algorithms, calculator and computer applications, etc.).
  

Standard 9. Assessment practices. Teachers understand a variety of formative and summative assessment tools, strategies, and practices and their appropriate use. Teachers are able to

• use assessment to inform instructional practice;
  
• recognize and use formative and summative assessment;
  
• match assessment strategies to instructional strategies;
  
• use assessment to enhance student learning.
  

III. Diversity Standards for Teachers of Mathematics.

Teachers believe that all students can learn mathematics. They exhibit an enthusiasm for teaching mathematics and view diversity as a strength in the classroom.

Standard 10. Ethnicity, gender, race, and socioeconomic status. Teachers recognize that all students, regardless of their personal characteristics, backgrounds, or physical challenges, must have opportunities to study and learn mathematics. Teachers:

• are sensitive to the needs and strengths of the mathematical backgrounds and abilities of individual students and have high expectations for all students;
  
• treat students equitably, not necessarily equally, by accommodating individual student needs;
  
• understand the need to encourage parental involvement in all students' education and frequently communicate with parents or guardians of their students;
  
• strive to dispel the myths regarding the learning of mathematics, challenging derogatory and/or stereotypical beliefs based on ethnicity, gender, race, or socioeconomic status;
  
• understand and confront their own beliefs and biases to effectively and sensitively accommodate differences among students.
  

Standard 11. Accommodating individual needs. To promote diversity as a strength, teachers are knowledgeable about and sensitive toward various teaching/learning styles. Teachers keep abreast of current research which indicates the optimal teaching methods to address students' diverse learning styles, non-native speakers of English, students with disabilities, and gifted students. Teachers are aware that it will take a variety of teaching methods to lead all students to excel in mathematics.

Standard 12. Historical perspective. Teachers understand that historically based pedagogy can give all students, regardless of their learning preferences, the opportunity to learn mathematics. It provides an opportunity to focus on special interests, and it provides the teacher with insights into the diversity in the development of mathematics. Teachers:

• are able to plan instructional topics of particular interest through the use of the historical development of mathematics;
  
• understand that the investigation of historical topics in mathematics requires the use of substantial mathematics;
  
• understand and incorporate the mathematical contributions of all cultures into their lessons

SOCIAL STUDIES (9-12)

1.1 Social studies teachers should have a basic knowledge and understanding of the tapestry of world cultures.
1.2 Social studies teachers should understand the social science disciplines.

2.1 Political science
2.2 History and historical concepts
2.3 Geographic concepts
2.4 Economic concepts
2.5 Cultural anthropology
2.6 Sociology
2.7 Psychology

3.1 Communication
3.2 Humanities
3.3 Science
3.4 Mathematics
3.5 Technology skills

4.1 Citizenship
4.2 Historical perspectives
4.3 Global interdependence
4.4 Life skills
4.5 Spatial perspectives

5.1 Align instruction with the North Carolina Social Studies Standard Course of Study and incorporate National Council of Social Studies and discipline-specific national standards
5.2 Establish an inviting, stimulating environment for learning about people, places and times
5.3 Conceptualize units of study that are cross-cultural and/or representative of people in regions and historical periods studied
5.4 Produce quality instructional materials that reflect historical accuracy and that are geographically current
5.5 Select and use appropriate audio-visual, information, and technology resources, including primary sources, historical documents, economic data, legislation, and thematic maps
5.6 Evaluate materials for historical and geographic accuracy, bias and stereotypes

6.1 Plans for a variety of appropriate instructional methods
6.2 Assigns group work to foster collaborative skills
6.3 Assigns visual projects for students to create and interpret
6.4 Uses technology as a tool for research, communication and managing information

7.1 Develops pre-assessment techniques that measure a student's background in social studies concepts
7.2 Uses a variety of instruments
7.3 Utilizes diverse assessment strategies
7.4 Constructs valid test items that measure the knowledge and skill objectives of social studies
7.5 Develops and uses rubrics
7.6 Engages students in peer- and self-assessment and in the development of rubrics
7.7 Uses assessment data to evaluate teaching methods and plan future instruction

8.1 Cognitive differences
8.2 Physical differences
8.3 Cultural backgrounds

9.1 Involve students in activities outside the classroom
9.2 Participate in meetings that discuss and /or establish policy
9.3 Participate in the selection of textbooks and resource materials that augment the social studies curriculum such as maps, primary sources, and software
9.4 Communicate with administrators concerning needs within the Social Studies Department including funds for field trips and guest speakers, materials unique to the subject, and professional development study and travel
9.5 Establish an inviting environment for discussing, researching, and displaying constructed knowledge about people, places, and times
9.6 Collaborate with colleagues to strengthen social studies content, research, and pedagogy
9.7 Invite classroom observation by other professionals both inside and outside the department and initiate professional conversations on teaching improvement
9.8 Participate in civic activities

10.1 Attend school, local, state, and/or national social studies meetings and conferences
10.2 Read professional journals and literature
10.3 Reflect individually and with colleagues on daily lessons and long-term units to improve instructional skills and develop the knowledge base for increased student learning
10.4 Participate in professional development and travel

11.1 Because of its intrinsic merit social studies teachers advocate for the inclusion of social studies as a core subject in the basic curriculum at all grade levels for all students, regardless of state testing mandates.
11.2 Social studies teachers devote adequate time within the school day, throughout the school year, for the teaching of social studies.
11.3 Social studies teachers request up-to-date resources and supplies.
11.4 Social studies teachers take advantage of opportunities to promote the significance of social studies in a comprehensive education

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