Mentors…Leaders…Problem-Solvers 2018

Home , High Point University

Stout School of Education Graduate Education Handbook

A d r i Mentors…Leaders…Problem-Solvers a n

S t a 2018 - 2019 t e n ,

M . E d .

i n

Table of Contents

Graduate Faculty and Staff ...... 4

Office of Graduate Studies ...... 6

Other University Contacts ...... 6

School of Education Calendar/Facebook/Graduate School Website ...... 7

Conceptual Framework for Graduate Programs ...... 8

Graduate Degree Program Options ...... 9

Add-On Licensure Options ...... 9

Program Descriptions and Guides ...... 10

Educational Leadership ...... 10 Conceptual Framework ...... 12 Add-on License ...... 16 Educational Leadership Cohort Program ...... 17 Internship Requirements ...... 28 B.A. to M.Ed. in Educational Leadership ………………………………….. 30 Assessment Plan: Educational Leadership ...... 33 Add-On License: EC Program Director ...... 42

Elementary Education...... 43 B.A. to M.Ed. Program ...... 59 Assessment Plan: Elementary & Special Ed ...... 65

MAT in Elementary Education ...... 73 Assessment Plan: MAT Elementary Education ...... 91

Special Education with a Concentration in Intellectual Disabilities ...... 104 B.A. to M.Ed. Program ...... 116 Add-On License: EC Program Director ...... 120

Secondary Mathematics……………………………………………………………… 121 HPU MAT in Secondary Mathematics…………………………………….. 129 MAT in Secondary Mathematics…………………………………………….. 140

Appendices ...... 152 Appendix A: School of Education Code of Professional & Ethical Behaviors ...... 153 Appendix B: HPU School of Education Diversity Vision Statement ...... 155 Appendix C: High Point University Honor Code ...... 156 Appendix D: School of Education Appeals Process ...... 157 Appendix E: Code of Ethics North Carolina Educators ...... 159 Appendix F: Bibliography Conceptual Framework for Graduate Programs ...... 161 Appendix G: References Conceptual Framework-M.Ed. Educational Leadership ...... 164

Stout School of Education http://www.highpoint.edu/education/ http://www.facebook.com/HPUEducation

Full-time Faculty, Staff, Coordinators & Adjunct Faculty

Administrative Faculty Administrative Staff Dr. Mariann Tillery Ms. Tammy Hines Professor of Education Administrative Assistant Dean, Stout School of Education 336.841.9158 | [email protected] 336.841.9286 | [email protected]

Dr. Thomas Albritton Ms. Jodi Moser Associate Professor of Education Data Manager/Administrative Assistant Associate Dean, Stout School of Education 336.841.9310 | [email protected] 336.841.9297 | [email protected]

Department of Elementary & Middle Grades Department of Specialized Curriculum Dr. Leslie Cavendish Dr. Sarah Vess Associate Professor of Education Associate Professor of Education Chair, Dept. of Elementary & Middle Grades Chair, Dept. of Specialized Curriculum 336.841.9375 | [email protected] 336.841.9614 | [email protected]

Dr. Shirley Disseler Dr. Kristy Davis Associate Professor of Education Assistant Professor of Education STEM Coordinator Special Education 336.841.9631 | [email protected] 336.841.9188 | [email protected]

Dr. Claire Lambert Dr. Heidi Summey Assistant Professor of Education Assistant Professor of Education Literacy Technology/Special Education 336.841.9188 | [email protected] 336.841.9646 | [email protected]

Dr. Anne Leak Department of Leadership Studies Assistant Professor of Education Dr. Dustin Johnson STEM Associate Professor of Education 336.841.9188 | [email protected] Chair, Dept. of Leadership Studies 336.841.9450 | [email protected]

Dr. Tawannah Allen Dr. Steve Bingham Associate Professor of Education Professor of Education Ed.D. in Educational Leadership Ed.D. in Educational Leadership 336.841.9311 | [email protected] 336.841.9188 | [email protected]

Dr. Allison Blosser Dr. Amy Holcombe Assistant Professor of Education Associate Professor of Education Coordinator, Education Studies M.Ed./Ed.D. in Educational Leadership 336.841.9222 | [email protected] 336.841.9188 | [email protected]

Dr. Barbara Zwadyk Adjunct Graduate Faculty 2018 – 2019 Associate Professor of Education Mr. Bruce Carroll Coordinator, HPU Leadership Academy Educational Leadership 336.841.9203 | [email protected] 336.841.9188 | [email protected]

Dr. Randy Bledsoe Ms. Debbie Hill Ed. D. Educational Leadership Educational Leadership 336.841.9188 | [email protected] 336.841.9188 |

Dr. Heather Horton Dr. Anthony Jackson Educational Leadership Ed. D. Educational Leadership 336.841.9188 | [email protected] 336.841.9188 |

Mr. Ken Johnson Dr. Tina Johnson Educational Leadership Educational Leadership 338.841.9188 | 336.841.9188 | [email protected]

Dr. Donald Martin Dr. Melissa Nixon Ed.D. Educational Leadership Educational Leadership 336.841.9188 | [email protected] 336.841.9188 | [email protected]

Dr. Sandy Sikes Ms. Cathi Smith Educational Leadership Educational Leadership 336.841.9188 | [email protected] 336.841.9188 | [email protected]

Dr. Bill Stewart Dr. Trent Vernon Educational Leadership Educational Leadership 336.841.9188 | [email protected] 336.841.9188 | [email protected]

Graduate Assistants 2018 – 2019 Mr. Danny Brooks Ms. Henley Guffey University Registrar M.Ed. in Elementary Education –STEM 336.841.9205 | [email protected] 336.841.9188 | [email protected]

Mr. Daryl Moore Information Technology Ed.D. in Educational Leadership – Instructional 336.841.4357 | [email protected] GSA - Education Representative 336.841.9188 | [email protected] University Bookstore 336.841.9221 | [email protected] Office of Graduate Studies Dr. Jeff Adams Vice President of Research & Planning 336.841.4581 | [email protected]

Ms. Mary Welker Coordinator of Graduate School Operations 336.841.9487 | [email protected]

Other University Contacts Mr. Ron Elmore Director of Financial Planning 336.841.9128 | [email protected]

Ms. Cana Hill Graduate Students Financial Planning Counselor 336.841.92.89 | [email protected]

Ms. Janice Foley Director of Student Accounts 336.841.9506 | [email protected]

Stout School of Education Calendar The complete calendar of events occurring in the School of Education can be found on the website by following the below link: http://www.highpoint.edu/education/events/

Please be sure to visit the site often for deadlines, updates, etc.

School of Education Website

Graduate students are strongly encouraged to regularly visit the School of Education website which can be accessed directly from the university’s main page: www.highpoint.edu in the drop down menu called Academics. The School of Education website will allow students to review all current news, programs, and items of interest. Each respective program has specific course requirements and a suggested plan of study. Current handbooks, news items, faculty information and updated SOE calendar also can be accessed through the website.

Facebook Page Students are encouraged to also “like” use on Facebook at http://www.facebook.com/HPUEducation. This will allow all students majoring in Education to stay informed on current news and upcoming events and meetings.

Office of Graduate Studies The Norcross Graduate School houses the Office of Graduate Studies. Information regarding overall requirement for graduate programs at High Point University is available from the Graduate Studies Bulletin which may be obtained by visiting the Office of Graduate Studies website at www.highpoint.edu/graduate.

Conceptual Framework for Graduate Programs Consistent with the mission of the university and the School of Education’s Conceptual Framework, the graduate programs emphasize the cognitive developmental model. To that end, candidates completing the program are provided opportunities to refine and expand the Reflective Decision-Maker vision embraced by the School of Education. Embracing this concept, the theme of the High Point University Graduate Education Program: The Reflective Decision Maker: Problem-Solver, Mentor, and Leader.

The graduate programs in education emphasize the knowledge and skills educators will need to operate in an increasingly challenging, fast-paced, demanding and ever-changing environment. The programs embrace a vision that is focused on what educators need to know and be able to do to improve student learning outcomes and lead in the real-world environment of today’s 21st century schools. The three graduate programs provide training to prepare candidates with the knowledge, skills, and disposition to become; (a) practitioners whose focus is to use their skills and related knowledge for the effective delivery of teaching and learning; (b) administrators whose focus is to lead effective schools, and (c) master teachers who lead, support and improve educational opportunities for all children and youth in our nation’s schools.

Candidates in the graduate programs are prepared to assume leadership roles and impact their school communities through their involvement (Lambert, 1998). Recognizing that educators are assuming roles outside the classroom, the vision for the graduate programs embraces the need for reflective decision- making but also addresses the need for educators to be effective mentors, leaders, and problem-solvers. Beginning teachers who have the support of a mentor traditionally increase success and retention (Thomsen and Gustafson, 1997). However, excellent teachers are not always excellent mentors or leaders (Danielson, 2006). Focused and structured training in mentoring and leadership is needed (Rowley, 1999). It is imperative that teachers develop a strong knowledge base and expertise in their craft to assume the role of teacher/leader in the areas of curriculum and instruction in a rapidly changing setting that must increasingly value individual and cultural diversity, while striving toward higher standards for academic achievement (Grant & Gillette, 2006; Fullan & Hargreaves, 1996; Hargreaves and Fullan, 1998). It is no longer enough to know what and how to teach, but in the 21st century, it is incumbent upon teachers to develop the skills base to guide students in becoming caring, competent, collaborative individuals (Mitiri Group, NCDPI).

In this time of dramatic change, many teacher candidates will ultimately make the decision to move into a role of educational leadership. Today’s administrators are school executives who must demonstrate the ability to lead teachers, students, and the educational community in the skill-set necessary to move their organization into the 21st century paradigm (Bowman & Deal, 1997; Fullan, 2001). To accomplish this, candidates are also trained as problem-solvers and are exposed to problem-based learning which is designed to stimulate inquiry, to create deep reflection, and to challenge perspectives regarding key issues, values and needs. The graduate programs at High Point University offer candidates opportunities to solve field–based problems, while engaging in field-based experiences that are well-planned and integrated throughout the preparation programs thereby allowing candidates to receive mentoring from both master teachers and school leaders.

The theme and objectives of the unit emphasize the need for master teachers and administrators to provide leadership and service to the school community.

Graduate Degree Options: The School of Education offers the following M.Ed. programs which also qualify the candidate for “M” or “P” level licensure through the State Department of Public Instruction:

Educational Leadership M.Ed. Program: Candidates complete the 36-hour program of study which leads to “P” level licensure upon successful completion of internship and the Electronic Evidences required by DPI for licensure. These projects focus on Leadership Development and Action Research.

Elementary Education M.Ed. Program: Candidates complete the 36-hour program of study which leads to “M” level licensure upon successful completion of the thesis or capstone product, the Electronic Evidences required by DPI and the Comprehensive Examination administered by the School of Education.

Elementary Education MAT Program: Candidates complete the 45-hour program of study (Phase I and Phase II) which leads to the initial license in Elementary Education (Phase I) and the option to complete an additional 9 hours of graduate course work leading to the “M” level license in Elementary Education (Phase II).

Special Education M.Ed. Program: Candidates complete the 36-hour program of study which leads to “M” level licensure upon successful completion of the thesis, internship, or capstone product, the Electronic Evidences required by DPI and the Comprehensive Examination administered by the School of Education.

Secondary Mathematics M.Ed. Program: Candidates complete the 36-hour program of study which leads to “M” level licensure upon successful completion of the capstone product, the Electronic Evidences required by DPI and the Comprehensive Examination administered by the School of Education.

Secondary Mathematics MAT Program: Candidates complete the 45-hour program of study (Phase I and Phase II) which leads to the initial license in Secondary Mathematics (Phase I) and the option to complete an additional 9 hours of graduate course work leading to the “M” level license in Secondary Mathematics (Phase II).

Add-On Licensure Options: The School of Education also offers the following add-on licensure options for candidates who meet eligibility requirements: Educational Administration Add-On License: Candidates who already hold a Master’s Degree from a regionally accredited institution, have a minimum of three years of successful public/private school experience, and a minimum cumulative GPA of 3.0 for graduate coursework are eligible for the Educational Administration Add-On license. Candidates complete the 21-hour program of study which leads to “P” level licensure upon successful completion of internship and the Electronic Evidences required by DPI for licensure. These projects focus on Leadership Development and Action Research.

Add-On License for EC Program Director. Individuals who complete either the M.Ed. in Educational Leadership or the M.Ed. in Special Education through High Point University are eligible for the Exceptional Children Program Administrator license. Candidates can complete an additional nine hours of designated coursework (see below) which leads to “M” level licensure upon successful completion of the Educational Leaders: Administration & Supervision Test. 9

Program Descriptions and Guides

Educational Leadership M.Ed.

Dr. Dustin Johnson Chair, Department of Leadership Studies Coordinator, Educational Leadership M.Ed. Program Stout School of Education 250 336.841.4688

The program for the Master of Education in Educational Leadership prepares candidates to serve as leaders in 21st Century learning and service environments, which may include public schools, charter and private schools, non-profit organizations, and various other settings where strong leadership is essential. It is intended to relate to the needs of future leaders in both theory and practice. Although the program of study is designed for candidates who hold a baccalaureate K-12 teaching license, there is also a non- licensure track which allows candidates to pursue a degree in Educational Leadership without having an existing teaching license. The program requires 36 semester hours, including a sequence of internship experiences, totaling 6 credit hours. In order to be licensed by the state, candidates must demonstrate proficiency on a set of evidences which are aligned to the Education Leadership coursework and the internship experiences. Evidences will be evaluated by a faculty/public school review team at the conclusion of each internship experience. The curriculum provides foundations in the principles of school executive leadership, the importance of creating successful culture, organizational management, and strategies for using data to improve teaching and learning.

Goals and Objectives Goal 1: To train the prospective school executive to practice strategic leadership that promotes a vision, mission, values, beliefs and goals for 21st century schools. 1.1: To be able to articulate a vision of how schools should seek to prepare students for the changing world of the 21st century. 1.2: To become knowledgeable of the process and protocol of scheduling that addresses diverse student learning needs. 1.3: To develop the knowledge, skills and dispositions needed to be a visible and accessible effective school leader. Goal 2: To provide the prospective school executive with the knowledge of best instructional and school practices that result in an environment of accountability and high standards for all students. 2.1: To develop the skills needed to formulate annual school improvement plans through collaboration with all school stakeholders. 2.2: To demonstrate knowledge of 21st century curriculum, instruction, and assessment. 2.3: To understand the process of collecting and using student and other formative assessment data for instructional improvement. 2.4: To develop the skills needed to conduct fair and equitable teacher evaluations. Goal 3: To provide a program of study that enhances the prospective school executive’s understanding of the role that the school’s culture contributes to school performance, student learning, and the achievement of collective goals.

3.1: To understand and use data from sources such as the NC Teacher Working Conditions Survey to effect school improvement. 3.2: To learn how to successfully influence the evolution of the school’s culture to support continuous school improvement. 3.3: To develop effective communication skills in relating school accomplishments to the district office and public media. Goal 4: To develop the prospective school executive’s skills to create a school professional learning community which empowers teachers with distributive leadership. 4.1: To develop the skills needed to effectively distribute leadership throughout the school. 4.2: To understand how professional learning communities can create and support collaborative work environments. 4.3: To learn how to develop professional learning communities that are aligned with the school’s improvement plan and focus on 21st century student learning. Goal 5: To develop the prospective school executive’s managerial leadership skills in budgeting, staffing, problem solving, and communicating in order to meet the 21st century needs of every classroom. 5.1: To learn how to implement site-based management to support team decision making of both faculty and staff within the school. 5.2: To become knowledgeable of the processes for hiring, inducting, and mentoring new teachers and other staff in the school. 5.3: To understand how to develop a balanced operational budget for school programs and activities. 5.4: To learn how to proactively mediate staff interests and intervene regarding discordant issues when needed. Goal 6: To facilitate the development of the prospective school executive’s external development leadership skills that will enhance parent/community/business engagement, support and ownership in the school. 6.1: To understand how to align the school’s curriculum with the state’s accountability program. 6.2: To learn the skills needed to promote a sense of well-being among faculty, staff, student, and parents. 6.3: To develop the external leadership skills needed to empower parents and other stakeholders to take shared responsibility for student and school success.

Goal 7: To develop the prospective school executive’s micro political leadership skills to facilitate social cohesion and shared decision-making among staff. 7.1: To develop the skills needed to effectively promote collaborative design, sharing, evaluation, and engaging instruction that ensure student learning. 7.2: To learn how to effectively collaborate with faculty and staff to develop clear expectations, structures, rules and procedures for students and staff. 7.3: To develop an understanding of how performance should be utilized as the criterion for reward and advancement.

Student Learning Outcomes M.Ed. in Educational Leadership  To produce graduates who are eligible for the N.C. school administration license.

 To produce graduates who successfully create a culture of school leadership that is distributed, researched-based and uses tools to drive ethical and principled, goal-oriented action.  To produce prospective school leaders who understand the relationship among all stakeholders in producing students who can learn and are well prepared for life in the 21st century.  To be able to articulate a vision of how schools should seek to prepare students for the changing world of the 21st century.  To become knowledgeable of the process and protocol of scheduling that addresses diverse student learning needs.  To develop the knowledge, skills and dispositions needed to be a visible and accessible effective school leader.  To develop the skills needed to formulate annual school improvement plans through collaboration with all school stakeholders.  To demonstrate knowledge of 21st century curriculum, instruction, and assessment.  To understand the process of collecting and using student and other formative assessment data for instructional improvement.  To develop the skills needed to conduct fair and equitable teacher evaluations.  To understand and use data from sources such as the NC Teacher Working Conditions Survey to effect school improvement.

Conceptual Framework for M.Ed. in Educational Leadership

In the past 50 years, there have been many efforts to reform schools, but reform efforts have not generated the level of improvement to prepare students to participate effectively in the new global economy or make responsible decisions as citizens in our nation (DuFour & Eaker, 1998; Eaker, DuFour & DuFour , 2002; DuFour and Marzano, 2011). These are complex times and there is an increased urgency to ensure that our students are able to perform at a level of productivity that will ensure our continued success as a state and nation.

12 studying data and analyzing trends, gaps and insights. They must translate this data driven culture to teachers and students, motivating and encouraging the entire school community to focus on continuous improvement and the common mission and vision communicated in the schools’ goals (Boudett, City, & Murnane (2005). Although principals must be the lead learners in their schools, they must lead schools in a way that places learning for both students and teachers at the core (NAESP, 2008). Improved student learning can be accomplished through the principal’s efforts to build collective capacity through effective professional learning communities and their ability to drive continuous improvement through “interdependence, shared responsibility, and mutual accountability” (DuFour and Marzano, 2011, p. 67).

This new definition of school leaders is informed by standards, competencies and accountability measures (Green, 2010; Marzano, Waters & McNulty, 2005). Key components of the educational leadership program at High Point University are guided and informed by several initiatives: the North Carolina Standards for School Executives (NCDPI, 2006), the 21st Century skills (Partnership for 21st Century Skills, n.d.), the North Carolina Professional Code of Ethics (NCBOA, 1998), the research on implementing Professional Learning Communities and the impact of North Carolina’s Teacher Working Conditions Initiative. These same key components will guide, inform, and evaluate their practice as school executives when they enter the field.

The North Carolina Standards for School Executives (NCDPI, 2006), informed by national reports and research, identify the practices of leadership that impact student achievement. Among the many bodies of research instructive in the development of the standards were the Maryland Instructional Leadership Framework, the Wallace Foundation, the Mid-continental Regional Educational Laboratory (McREL), the Charlotte Advocates for Education, and the Southern Regional Education Board (NCDPI, 2006). The North Carolina Standards for School Executives (2006) identifies seven critical standards to guide and inform the work of principals and assistant principals. The standards are derived from a national research study on the principalship funded by the Wallace Foundation (Portlin, Schneider, DeArmond, Gundlach, 2003). The study suggests that the principal’s job is diagnosing the particular needs of their school, considering the human and material resources available, and determining the best strategies to meet those needs. The authors identify the need for leadership in “seven critical areas; instructional, cultural, managerial, human resources, strategic, external development, and micro-political” (Portin, et al, 2003, p. 1). These skills are applicable to schools of any type (elementary or secondary, public or private) and must occur in all areas, but can be facilitated through distributive teacher leadership or provided directly by principals. They form the basis of North Carolina’s Standards for School Executives.

The role of the school principal continues to become more challenging and immensely more complex. While traditional principals may have viewed their role as merely to manage the school and ensure smooth daily operations, the demands of 21st century principals require that they demonstrate the vision, courage, and skill to lead and advocate for effective learning communities where all students can reach their potential. School principals must be transformational leaders who require and achieve higher levels of performance from students, teaching staff, and themselves. To create a collaborative culture and collective capacity, principals must build, among all constituents, a common mission and vision, and common values and goals (DuFour and Eaker, 1998; DuFour and Marzano, 2011). To develop a guaranteed and viable curriculum, leaders in a Professional Learning Community (PLC) must have the instructional knowledge to understand what student should know and be able to do, as well as the best instructional practices to teach this content. Principals must have the knowledge and capacity to build relationships, forming connections between themselves and teachers, teachers and students, teachers and parents and among community constituents (Dufour and Marzano, 2011). Effective principals are 13 data driven and insist on studying data and analyzing trends, gaps and insights. They must translate this data driven culture to teachers and students, motivating and encouraging the entire school community to focus on continuous improvement and the common mission and vision communicated in the schools’ goals (Boudett, City, & Murnane (2005). Today’s school leaders must be equipped with the knowledge and skills to improve teaching and learning in their schools in order to effectively prepare “future-ready” and globally competitive citizens”. School executives must be able to harness technology for engagement and achievement in their schools. In order to do this, they must encourage in themselves and others 21st century tools for collaboration, communication and creation (Schrum & Levin, 2009). High Point University’s Educational Leadership program subscribes to the 21st century framework (Partnership for 21st Century Skills, n.d.) in preparing administrators to lead 21st century schools. Through the course work at High Point University, candidates for the Master’s degree in Educational leadership will be provided the opportunity to build knowledge, skills, and dispositions to construct, with teachers, innovative support systems to assist students in mastering the multidimensional skills and abilities required of them as they graduate from high school ready to be competitive in a global economy. The alignment of 21st century skills with the university’s program ensures the infusion of skills such as distributive leadership, personal responsibility, self-direction, social responsibility and accountability for teachers and students as leaders promote these attributes in the schools in which they will lead (NC SBOE, 2006). High Point University’s goal is to provide administrators the tools to lead NC schools and provide a safe, caring, engaging, 21st century learning environment for students.

Finally, previous analyses using survey data demonstrate that “schools where leaders empower faculty, create safe school environments, and develop supportive and trusting environments in which teachers work are most successful in promoting student learning” (Hirsch & Church, 2009, p. 1). Ladd (2009) reports that together, the working conditions variables account for 10 to 15 percent of the explained variation in math and reading scores across schools, after controlling for individual and school level characteristics of schools. The North Carolina Working Conditions Survey is a tool developed to inform policy makers, and school administrators of students, teachers, and principals’ perceptions of teaching and learning factors affecting student learning. Developing strategies to use this tool to identify, initiate, and sustain change is a goal of the High Point University’s Master’s level Educational Leadership program.

The M.Ed. program in Educational Leadership at High Point University is committed to the preparation of experienced school executives to serve as educational leaders in 21st century schools. The program provides the foundations in the principles of school executive leadership and organizational management and law, strategies for creating positive school culture, developing teacher leadership, and using school data to improve student learning. Acknowledging the skills and dispositions that educators will need to operate in an increasingly challenging, fast-paced, demanding and ever-changing environment, the program embraces a vision that is focused on what educational leaders need to do to improve student learning outcomes to meet the challenges of today’s 21st century real-world environment.

High Point University seeks to prepare school executives with the skills to lead others in accomplishing their school’s mission, establishing structures in which educators and students can lead, and improving leadership capacities of the staff and students. Indeed, school executives must be prepared to create conditions for change, as well as plan, implement and sustain change in their schools (Reeves, 2009). The “revisioned” program (2010) embraces a new vision of distributed leadership that prepares candidates with the knowledge, skills, and dispositions to create organized, purposeful, and collaborative school communities whereby all stakeholders are invested in diagnosing, learning and adapting quickly to improve student performance. The framework of the program chiefly serves to prepare school 14 executives who are capable of “creating conditions of change” by building strong relationships with staff, students, and families; are invested in “implementing a shared vision for change” through professional learning communities whose members are committed to using data and research-based practices to improve classroom instruction and student learning and are capable of “sustaining change” by providing the structures needed for continuous school renewal.

To that end, the Conceptual Framework provides the foundation for the previously mentioned goals and objectives of the High Point University M.Ed. program in Educational Leadership:

The impact of the 21st century movement can be observed in the goals and objectives of the programs of study at High Point University. The mission of public schools has been drastically altered in the past three decades from an institution that sorts and selects to prepare students to enter the world of work or college to educating all students to be college ready (NC State Board of Education, 2006). These changes in focus are necessitated to maintain North Carolina and America’s competitiveness in the global economy. Workers in the 21st century need to be able to” think, problem solve, use technology, work in teams and communicate effectively” (NC DPI, 2006, p. 9).

This research has provided a sense of direction to respond to the urgency that exists for improving every child’s learning. All educators share high expectations for all children and the accountability of accepting responsibility for their education. If North Carolina is to continue making educational progress, it must act to ensure that all schools have effective leaders. High Point University feels confident in its ability to develop school leaders who are ready to meet that challenge.

M. Ed. Program of Study

Courses Credit

Core EDU 5010 Advanced Instructional Technology for the 21st Century 3 EDU 5030 Methods of Educational Research 3 EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3 EDU 5070 Trends and Issues in Education 3

Specialty EDU 5171 Strategies for Student Learning and Development 3 EDU 5172 Implementing Distributed Leadership for Teacher Empowerment 3 EDU 5173 Using Data for School Improvement 3 EDU 5174 Organizational Management and Legal Issues for 21st Century 3 Schools EDU 5271 Creating a Culture of School Success 3 EDU 5199 * Evidence Continuation (optional) 1-3

Internship Experience Licensure Track ONLY Total Hrs 6 EDU 5400 School Executive Internship I 2 EDU 5500 School Executive Internship II 2 EDU 5600 School Executive Internship III 2 EDU 5400a, 5500a, or School Executive Internship Continuations (optional) No credit 5600a **

Internship Experience Non-Licensure Track Total Hrs 6 EDU 5700 Leadership Development – Internship I 3 EDU 5800 Leadership Development – Internship II 3 *Evidence Continuation is available for candidates who need additional time to complete required projects under faculty supervision. **School Executive Internship continuation is available for candidates who need additional time to accumulate internship hours or complete required internship activities.

Add-on License Individuals who have been teaching or working in a public or private school setting for a minimum of three years and currently hold a master's degree from a regionally accredited college or university are eligible for the Add-On Licensure in Educational Administration program. Once all required courses are completed and the Electronic Evidences are determined to be at the proficiency level, individuals would be eligible for the add-on license. The Add-on License requires the completion of 21-hours including the School Executives Internships I, II and III.

Program of Study for Add-on License Courses Credit

Internship Experience EDU 5400 School Executive Internship I 2 EDU 5500 School Executive Internship II 2 EDU 5600 School Executive Internship III 2 EDU 5400a, 5500a, or School Executive Internship Continuations (optional) No Credit 5600a **

*Evidence Continuation is available for candidates who need additional time to complete required projects under faculty supervision. **School Executive Internship continuation is available for candidates who need additional time to accumulate internship hours or complete required internship activities.

Program Requirements: Add-On License A plan of study outlining the required courses and the acceptance of any transfer credit will be provided to the applicant once he/she is accepted into the Educational Administration Add-On Licensure Program. It is the responsibility of the individual seeking licensure to determine his/her own scheduling needs, adhere to registration dates and to seek academic advising in planning a program of study particularly if the schedule of recommended coursework is to be modified in any way.

It is the policy of the Graduate Studies at High Point University to permit individuals to transfer up to a maximum of six hours (two courses) from a regionally accredited institution. This same policy is also extended to those individuals who are seeking to complete the Educational Administration Add-On Licensure Program. Transfer hours are not accepted for the required internship courses.

Individuals who receive a grade of C or lower in a graduate level course will be placed on probation. An individual who earns two or more C’s in the sequence of coursework recommended for the add-on license will be dismissed from the program. Individuals who are on probation will not be permitted to register for the internship sequence until the probationary status has been removed.

Educational Leadership Cohort Program:

The cohort program is a contractual agreement between High Point University and a local school district. Cohorts are usually developed to allow school districts to identify talented teachers with career status who are good candidates for career advancement in the area of educational leadership. The candidate will complete the School Executives Internships I, II and III at the school or in the district in which he/she is currently employed. A portion of the Educational Leadership core courses are provided online for cohort participants.

There are numerous benefits to local school districts as well as the IHE (Institution of Higher Learning) which include the following:

1. Specialty coursework is delivered by High Point University full-time graduate faculty. Additional courses are completed by candidates online and the remaining internship is completed at the graduate candidate's current school.

2. Cohort participants typically move through the program together as a "cohort group". The cohort group forms a Professional Community of Learners in that teachers form strong collegial and supportive relationships with each other as they move through the program.

3. The cohort model has an adjusted tuition and fee structure that reduces the cost to each participant based on the number of teachers who enroll in the program.

4. Teacher leadership is strongly emphasized in today's 21st century schools. Successful completion of the cohort program in Education Leadership qualifies participants to earn the principal's license or to be considered for advanced career opportunities at their school.

Course Descriptions Educational Leadership Core Courses EDU 5010: Advanced Instructional Technology for the 21st Century A study of the integration of technology into the 21st Century classroom addressing the NETS Standards for Teachers and Administrators. Emphasis is placed on Web 2.0 technologies such as blogs, wikis, podcasts, and social networking sites as well as interactive technologies including whiteboards and student response systems. Students will also complete an in-depth exploration of an issue surrounding the use of technology in the classroom. (3) EDU 5030: Methods of Educational Research An examination of the current research design methodologies which are relevant to the field of education. Exploration of quantitative and qualitative approaches will be presented as candidates learn how to evaluate published research for relevance, credibility, and generalization in informing school practice. Candidates are required to complete an action research project which is designed to analyze a current diversity issue relevant to the current school setting and how this research can be applied to improving home, school/community partnerships. (3) EDU 5040: Diversity in Education: Societal and Organizational Perspectives This course addresses diversity issues in education extending beyond the classroom regarding school, district, and community practices. Candidates will research the implications of these practices and propose strategies to incite change in their schools and communities. Topics may include gender, socioeconomic status, sexual identity as well as racial, ethnic, and religious backgrounds. (3) EDU 5060: Developing Leaders in 21st Century Systems This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3) EDU 5070: Trends and Issues in Education Discussion of current trends and issues in education and the historical foundations which have influenced them will be presented. Candidates will study a core set of trends and issues including topics such as 21st century schools, standards-based reform, privatization of schools, and the core principles that define democratic education in our country. Specific strands in elementary education, special education, literacy, and school administration will allow candidates enrolled in this course to focus on a more in- depth study of educational trends in issues related to their own interests and program of study. A final APA research paper related to a current issue of interest will be required. (3)

Educational Leadership Specialty Area EDU 5171: Strategies for Student Learning and Development Professional development is regarded as a cornerstone for the implementation of standards-based reform. This course is designed to use data to determine staff needs to plan and implement effective professional development, using professional learning communities, that will positively impact student learning and development. (3)

EDU 5172: Implementing Distributed Leadership for Teacher Empowerment According to the North Carolina Standards for School Executives, the leader’s responsibility is to create processes which distribute leadership and decision-making opportunities to a variety of stakeholders in a school setting. This ability will assist in the collaborative development of innovative ideas and encourage growth among a community of school leaders. This course is designed to explore the many facets of distributed leadership in a public school setting. (3) EDU 5173: Using Data for School Improvement Success of school executives depends on the ability to interpret data and develop strategies to use that data to drive targeted, thoughtful decisions about the school’s students and programs. Students will examine how the instructional strategies used in the classroom align with known best practices and research findings, explore the alignment between what is being taught and state standards, and develop actionable goals to improve student performance based on the analysis of your achievement, demographic, program, and perception data. (3) EDU 5174: Organizational Management and Legal Issues for 21st Century Schools Candidates will use a case study analysis to focus on the school leadership and organizational management of a selected school executive. Specifically, the case studies should focus on key organizational areas such as: Effective Management of Resources, Conflict Resolution, Communication and Established Procedures. Evidence will demonstrate the candidate’s proficiency at working with others to monitor the effective use of resources through effective and timely communication and plan with the principal for candidate engagement. Additionally, the course will serve as an introductory course in school law relating to the operation of public schools. Emphasis is placed on historical perspectives, the role of legislatures, recent court decisions resulting in school regulations, and methods of studying the law. (3) EDU 5271: Creating a Culture of School Success 21st Century School Executives must be able to work with the entire educational community for the purpose of creating a safe, positive, and engaging learning environment. This course is designed to enable candidates to identify needs, analyze data, and make recommendations for strengthening efforts related to community involvement and the creation of a successful school culture. (3) EDU 5199: Evidence Continuation: Independent opportunity for candidates to complete required evidences for licensure under the direct supervision of a graduate faculty member in the School of Education. (1-3) EDU 5400: School Executive Internship I This initial internship is designed as an orientation to the internship experience and should be taken during the candidate’s first year of coursework. It will include a mandatory orientation session and requires the completion of weekly reflections which will be submitted to the internship supervisor. Candidates will be evaluated at the conclusion of EDU 5400 with the North Carolina School Executive Evaluation Rubric for Pre-service Candidates and will be required to demonstrate acceptable scores before progressing to EDU 5500.Analysis Project (2) EDU 5400a: School Executive Internship I Continuation: If continued work is needed to fulfill activities/evidence completion as determined by a faculty/public school review team No Credit EDU 5500: School Executive Internship II: A continuation of EDU 5400, the School Executive Internship II experience is designed to help the intern continue to apply skills related to school administration in the areas of organizational management and school law. The intern will work with the university supervisor and school principal on site-based assignments and will participate in monthly seminars related to the internship experience along with weekly reflections. Candidates will be evaluated at the conclusion of EDU 5500 using the North Carolina

School Executive Evaluation Rubric for Preservice Candidates and must demonstrate successful performance prior to enrolling in EDU 5600. (2) EDU 5500a: School Executive Internship II Continuation: If continued work is needed to fulfill activities/evidence completion as determined by a faculty/public school review team. No Credit EDU 5600: School Executive Internship III: This course serves as the culmination of the internship experience and should be taken concurrently with candidate’s final specialty courses. Weekly reflections along with a final presentation and evaluation of the candidate’s performance using the Certification of Capacity and the North Carolina School Executive Evaluation Rubric for Preservice Candidates are required. (2) EDU 5600a: School Executive Internship III Continuation: If continued work is needed to fulfill activities/evidence completion as determined by a faculty/public school review team. No Credit EDU 5700 Leadership Development: Internship I This course is designed to provide candidates with a variety of real-world experiences to develop leadership skills. This internship will integrate leadership theory and practice while also providing candidates with opportunities to collaborate with, and learn from, current practitioners in the field of education. Candidates will attend leadership conferences, seminars, and leadership training institutes as part of the internship experience. Successful completion of this 150-hour internship experience is required before registering for EDU 5800. (3) EDU 5800 Leadership Development: Internship II This course serves as the culmination of the internship experience and provides candidates with an opportunity to apply leadership skills in an educational setting that aligns to their intended career goals. The intern will work with a university supervisor on site-based assignments involving the execution of leadership and management responsibilities. Evaluation of the student’s performance will be required at the mid-term and conclusion of this 150-hours internship experience. Candidates who plan to complete the optional EDU 5900. Administrative Internship leading to School Administrator's license, may contract with the course instructor to complete up to 50 of the 150 hours required under the supervision of a current school principal. Prerequisite; successful completion of EDU 5700. (3) EDU 5900. Administrative Internship Incorporating leadership skills and theoretical knowledge gained in the Educational Leadership coursework, candidates wishing to seek the NC School Administrator's license will complete this additional administrative internship. The intern will work with a university supervisor and school principal on site-based school assignments in the areas of organizational management, data, school law, and building human capital. Weekly reflections along with a final presentation and evaluation of the candidate’s performance using the Certification of Capacity and the North Carolina School Executive Evaluation Rubric for Preservice Candidates are required. Three credits. (*Note: This internship is not a requirement for the degree in Educational Leadership, but is required for licensure in school administration. It will be completed during the summer following the candidate’s graduation.)

NC Standards for School Executives The following table illustrates how the NC Standards for School Executives are met within the specialty courses for the Educational Leadership Program:

Standards/Indicators EDU EDU EDU EDU EDU 5171 5172 5173 5174 5271 STANDARD 1 1a. School Vision, Mission and Strategic Goals: The school’s identity, in part, is derived from the vision, mission, values, beliefs and goals of the school, the processes used to establish these attributes, and the ways they are embodied in the life of the school community. 1a1. Works with others to develop a shared vision and X strategic goals for candidate achievement that reflect high expectations for candidates and staff. 1a2. Maintains a focus on the vision and strategic goals X throughout the school year. 1b. Leading Change: The school executive articulates a vision and implementation strategies, for improvements and changes which result in improved achievement for all candidates. 1b1. Works with others to systematically consider new and X better ways of leading for improved candidate achievement for all candidates and engages stakeholders in the change process. 1c. School Improvement Plan: The school improvement plan provides the structure for the vision, values, goals, and changes necessary for improved achievement for all candidates. 1c1. Works with others to incorporate principles of X continuous improvement and 21st century concepts into the School Improvement Plan. 1c2. Works with others to systematically collect, analyze, X and use data regarding the school’s progress toward attaining strategic goals and objectives. 1d. Distributive Leadership: The school executive creates and utilizes processes to distribute leadership and decision-making throughout the school. 1d1. Works with others to create opportunities for staff to X demonstrate leadership skills by empowering them to assume leadership and decision-making roles 1d2. Works with others to encourage teachers and X support staff to assume leadership and decision-making roles in the school. 21

STANDARD 2: INSTRUCTIONAL LEADERSHIP 2a. Focus on Learning and Teaching, Curriculum, Instruction and Assessment: The school executive leads the discussion about standards for curriculum, instruction and assessment based on research and best practices in order to establish and achieve high expectations for candidates. 2a1. Works with others to systematically focus on the X X alignment of learning, teaching, curriculum, instruction, and assessment to maximize candidate learning. 2a2. Helps organize targeted opportunities for teachers to X X learn how to teach their subjects well with engaging lessons. 2a3. Utilizes multiple sources of data, including the X Teacher Working Conditions Survey, for the improvement of instruction. 2b. Focus on Instructional Time: The school executive creates processes and schedules which protect teachers from disruption or instructional or preparation time. 2b1. Adheres to legal requirements for planning and X instructional time. 2b2. Reviews scheduling processes and protocols that X maximize staff input and address diverse candidate learning needs. STANDARD 3: CULTURAL LEADERSHIP 3a. Focus on Collaborative Work Environment: The school executive understands and acts on the understanding of the positive role that a collaborative work environment can play in the school’s culture. 3a1. Designs strategies for achieving a collaborative and X positive work environment within the school. 3a2. Seeks input from the School Improvement Team and X other stakeholders to make decisions. 3a3. Utilizes data gained from the Teacher Working X Conditions Survey and other sources to identify perceptions of the work environment. 3b. School Culture and Identify: The school executive develops and uses shared vision, values and goals to define the identity and culture of the school. 3b1. Uses shared values, beliefs and a shared vision to X promote a school culture of learning and success. 3b2. Works with others to address diversity and equity as X

22 the school develops, monitors, and adjusts the school improvement plan. 3c. Acknowledges Failures; Celebrates Accomplishments and Rewards: The school executive acknowledges failures and celebrates accomplishments of the school in order to define the identity, culture and performance of the school. 3c1. Works with others to use established criteria for X performance as the primary basis for reward and recognition. 3d. Efficacy and Empowerment: The school executive develops a sense of efficacy and empowerment among staff which influences the school’s identity, culture, and performance. 3d1. Identifies strategies for building a sense of efficacy X and empowerment among staff. 3d1. Identifies strategies for building a sense of efficacy X and empowerment among staff. STANDARD 4: HUMAN RESOURCE LEADERSHIP 4a. Professional Development/Learning Communities: The school executive ensures that the school is a professional learning community. 4a1. Works with others to provide structures for and X implement the development of effective professional learning communities and results-oriented professional development. 4a2. Routinely participants in professional development X focused on improving instructional programs and practices. 4b. Recruiting, Hiring, Placing and Mentoring Staff: The school executive establishes processes and systems in order to ensure a high-quality, high-performing staff. 4b1. Supports, mentors, and coaches staff members and X emerging teacher leaders. 4c. Teacher and Staff Evaluation: The school executive evaluates teachers and other staff in a fair and equitable manner with the focus on improving performance and, thus, candidate achievement. 4c1. Works with others to provide formal feedback to X teachers concerning the effectiveness of their classroom instruction and ways to improve their instructional practice. 4c2. Works with others to implement district and state X evaluation policies in a fair and equitable manner.

STANDARD 5: MANAGERIAL LEADERSHIP 5a. School Resources and Budget: The school executive establishes budget processes and systems which are focused on, and result in, improved candidate achievement. 5a1. Works with others to incorporate the input of the X School Improvement Team in budget and resource decisions. 5a2. Works with others to use feedback and data to assess X the success of funding and program decisions. 5b. Conflict Management and Resolution: The school executive effectively and efficiently manages the complexity of human interactions so that the focus of the school can be on improved candidate achievement. 5b1. Works with others to resolve problems and/or areas X of conflict within the school in ways that improve candidate achievement. 5c. Systematic Communication: The school executive designs and utilizes various forms of formal and informal communication so that the focus of the school can be on improved candidate achievement. 5c1. Works with others to utilize a system of open X communication that provides for the timely, responsible sharing of information within the school community. 5c2. Works with others to provide information in different X formats in multiple ways through different media in order to ensure communication with all members of the community. 5d. School Expectations for Candidates and Staff: The school executive develops and enforces expectations structures, rules, and procedures for candidates and staff. 5d1. Works with others to communicate and enforce clear X expectations, structures, rules, and procedures for candidates and staff. 5d2. Works with others to effectively implement district X rules and procedures. STANDARD 6: EXTERNAL LEADERSHIP 6a. Parent and Community Involvement and Outreach: The school executive designs structures and processes which result in parent and community engagement, support and ownership for the school. 6a1. Works with others to engage parents/guardians and X all community stakeholders in a shared responsibility for candidate and school success reflecting the community’s

24 vision of the school. 6b. Federal, State and District Mandates: The school executive designs protocols and processes in order to comply with federal, state, and district mandates. 6b1. Works with others to ensure compliance with federal, X state, and district mandates. 6b2. Continually assesses the progress of district initiatives X and reports results to district-level decision-makers 6b3. Works with others to implement district initiatives X directed at improving candidate achievement STANDARD 7: MICRO-POLITICAL LEADERSHIP 7a. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to affect the school’s identity, culture, and performance. 7a1. Works with others to build systems and relationships X that utilize the staff’s diversity, ideological differences, and expertise to realize the school’s goals.

Required Electronic Evidences: Rationale: All graduate candidates in Educational Leadership will be required to submit a series of Electronic Evidences that demonstrate their proficiency in strategic, instructional, cultural, human resource, managerial, external development, and micro political leadership. Candidates completing both the M.Ed. and Add-on License must submit the following evidences through Foliotek to the State Department of Public Instruction to be eligible for the School Administrator-Principal license. These evidences require each candidate to create or implement a comprehensive hallmark project related to a set of competencies. These evidences will be tied to individual courses within the program of study. The specific description of each evidence appears below.

Evidence #1 Professional Learning Communities Instructional Leadership Project Course: EDU 5171: Strategies for Student Learning & Development Description: Candidates will be required to plan and lead a Professional Learning Community of 3-5 teachers which will focus on instructional improvement. The final product developed by the candidate will consist of a summary of outcomes outlining the professional development process from planning to facilitation to evaluation. For this professional development the content should be an instructional topic selected with the purpose of implementing an innovative 21st century learning skill or theme. A written evaluation plan and evidence of improved student learning outcomes will be required.

Evidence #2 Distributed Leadership Portfolio (extension of use of Professional Learning Communities in Evidence #1 above) Course: EDU 5172: Implementing Distributed Leadership for Teacher Empowerment Description: Candidates will develop a portfolio showcasing artifacts collected from a set of self-selected activities which demonstrate their proficiency in the process of distributed leadership within the school

25 setting. Using the established Professional Learning Community, candidates will empower others through self-selected activities which demonstrate distributed leadership.

Evidence #3 Community Involvement and Engagement Action Plan Course: EDU 5271: Creating a Culture of School Success Description: The Community Involvement and Engagement Action Plan requires candidates to complete an audit of home, school, and community outreach and partnerships and use this information to identify and communicate needs to principal, school improvement team (SIT), faculty, staff, parents, and other community members. The completed plan will have five major components (artifacts) including the identification of 3-5 initiatives (Part A), a Community Diagnosis (Part B), an Organizational Diagnosis (Part C), a Journal of Activities (Part D), and a Resource File (Part E)

Evidence #4 School Management Case Study Course: EDU 5174: Organizational Management and Legal Issues for 21st Century Schools Description: Candidates will use a case study analysis to focus on the school leadership and organizational management of a selected school executive. Specifically, the case studies should focus on key organizational areas such as: Effective Management of Resources, Conflict Resolution, Communication and Established Procedures. Evidence will demonstrate the candidate’s proficiency at working with others to monitor the effective use of resources through effective and timely communication and plan with the principal for candidate engagement. Artifacts will demonstrate proficiency related to School Context, Principal’s Philosophy, School Evidences, Candidate Engagement Activities, and Candidate Reflections.

Evidence #5 School Culture and Safety Analysis Report Course: EDU 5271: Creating a Culture of School Success Description: Candidates will develop a detailed descriptive report that focuses on school/community culture and safety by completing two prerequisite assignments including the School Board and School Culture Assessment (30 and the School Culture and Safety Audit. A final report and interactive PowerPoint highlighting the key findings of the analysis will be required (30%). With collaboration from the school principal and university supervisor, each candidate will be required to select one recommendation for further investigation and strategy implementation during the School Executive Internships I-III (10%).

Evidence #6 School Indicators Analysis Project Course: EDU 5173: Using Data for School Improvement Description: The School Indicators Analysis Project will be a written action plan submitted by each candidate which will contain four major sections. Part A of the plan will include research of the school’s identity and signature data, Part B will require the candidate to highlight two concerns—one related to curriculum and one related to overall school improvement, Part C will include the candidate’s presentation of the plan, and Part D will include the candidate’s recommendations in consultation with his/her school principal for implementation during the School Executive Internship. Evaluation: The candidate's final presentation (30%) and written report (40%) will be evaluated by the course instructor in EDU 5173: Using Data for School Improvement. The candidate's peers will provide an overall review of the project based on the candidate's communication skills, evidence of meeting the intended objectives, analysis, recommendations, and use of multimedia technology (10% of the final grade). Continued implementation of the project under the supervision of the school principal and university

26 supervisor during the candidate's internship experience will comprise the remaining 20% of the final grade for the School Indicators Analysis Project.

Progression in the Program: A typical full-load of graduate coursework in the Educational Leadership Program is two courses each semester. Candidates are encouraged to plan the sequence of courses that they will take with their academic advisor. Degree seeking candidates may be admitted into the program during the fall, spring, or summer and Add-on candidates may be admitted into the program during the fall or summer. Listed below are the typical course offerings and sequences depending on when admission occurs: Typical Course Sequence *note: Add-on Candidates will only take the highlighted courses Fall Spring EDU 5171 EDU 5173 EDU 5172 EDU 5400

Summer (8 week session) EDU 5271 continues EDU 5600 continues

Summer I Summer II EDU 5010 EDU 5060

Fall Spring EDU 5174 EDU 5030 EDU 5600 EDU 5040 EDU 5070 Candidates are reminded that the following criteria must be met during each semester/session of study in order to continue in the degree program:

 The candidate must maintain a minimum GPA of 3.0 or higher throughout his/her program of study. Any candidate who earns a grade of C or lower in a graduate course will be placed on academic probation by the Graduate Studies Office. Two grades of C or lower will result in dismissal from the graduate degree program. In accordance to Graduate School Policy, a failing grade (F) in any graduate course automatically results in dismissal from the graduate program. (Note: In the event that a graduate candidate feels that he/she has been dismissed from the graduate program without cause, an appeal may be filed (see Appendix B).

 Candidates are expected to make satisfactory progress in the completion of the electronic evidences required in the Specialty Courses described above. Any candidate who does not meet proficiency standards in completing each evidence may be required to satisfy these deficiencies before proceeding in the remainder of the program. Candidates are reminded that they must meet the proficiency level for all evidences in order to be eligible for the School Administrators- Principal license.

 Candidates are expected to adhere to the School of Education Code of Ethics and Professional Behaviors and the University Honor Code (see Appendix A.) at all times. Violations of these codes may result in dismissal from the graduate or licensure program. (Note: In the event that a graduate candidate feels that there has been an improper decision made regarding his/her violation, an appeal may be filed (see Appendix B).

 Candidates are expected to register for classes and meet all deadlines imposed by the Registrar and the Business Office. Late registration or failure to meet all financial obligations may result in dismissal from the program.

 Regular attendance is expected in all graduate classes. Each individual instructor may impose certain guidelines with regard to attendance.

Internship and Seminar Requirements (EDU 5400/5500/5600/5700/5800):

The purpose of the internship is to blend the theoretical and research-based content of course offerings (evidences) with the practical day-to-day leadership experiences for K-12 schools and other educational organizations. Ideally, the internship affords students a realistic notion of system level leadership and allows students to learn from past experiences while they develop an appreciation for reflective practice.

In order to reap the full benefits of internship learning opportunities, an intern must be directly involved in the many diverse activities a leader encounters on a daily basis. An intern is expected to work with others for the purpose of examining the overall vision of the learning organization, becoming immersed in the organizations improvement process, and making a significant contribution to this vision and process as he/she refines his/her leadership skills. It is expected that, upon successful completion of the program, an intern will be prepared to assume a leadership position in a variety of educational settings.

The embedded internship is required of all candidates completing the M.Ed. degree in Educational Leadership as well as those seeking the Educational Administration Add-On License. The 300-hour leadership experiences are sequenced into courses which are taken throughout the program thus allowing candidates the opportunity to apply theory and knowledge about educational leadership systems. Below is a summary of the internship sequence:

EDU 5400: School Executive Internship I: 2 Credits 100 Hours Required This initial internship is designed as an orientation to the internship experience and will be offered during the candidate’s first year of coursework. It includes a mandatory orientation seminar at the beginning of the semester in which faculty will review internship expectations, roles and responsibilities for the intern and supervising principal, required evaluations, and recommended activities. The intern’s principal is strongly encouraged to attend this seminar. The newly revised standards for School Executives and the evidence assignments which have been aligned to the specialty courses will also be discussed as they relate to the internship experience. School Executive Internship I should typically occur in the candidate’s second semester of his/her first year of study.

EDU 5500: School Executive Internship II: 2 Credits 100 Hours Required The second semester of the internship is designed to help the intern continue to apply skills related to school culture. The intern will work with the university supervisor and school principal on site-based assignments and will participate in periodic seminars related to the internship experience. The intern will continue to log experiences in his/her journal and work to successfully complete and submit all related activities.

EDU 5600: School Executive Internship III: 2 Credits 100 Hours This course will be the culmination of the internship experience and will be offered in conjunction with the candidate’s final specialty courses. Internship III will include a review of the total internship experience by the intern, the university supervisor and the supervising principal. All evidences must be approved as proficient by the faculty review team for the candidate to be approved for state licensure. Students may enroll in EDU 5600a if additional work is needed to meet the program requirements. Requirements to exit EDU 5600 include the following:  Completion of the Certification of Capacity (Disposition Evaluation)  Successful final presentation of internship experience by the candidate  The candidate should complete the required internship program evaluations.

Internship Experience for the B.A. to M.Ed. Program and Non-Licensure Track

B.A. to M.Ed. and non-licensure track candidates will be required to complete their internship experience by enrolling in EDU 5700: Leadership Development: Internship I and EDU 5800: Leadership Development: Internship II

If a B.A. to M.Ed. candidate (or a non-licensure track candidate changes their mind after completion) would like to seek the School Administrators license, he/she will need to complete EDU 5900: Administrative Internship. (*Note: This internship is not a requirement for the degree in Educational Leadership, but is required for licensure in school administration. It will be completed during the summer following the candidate’s graduation.)

EDU 5700: Leadership Development: Internship I: 3Credits 150 Hours Required This initial internship is designed to provide candidates with a variety of real-world experiences to develop leadership skills. This internship will integrate leadership theory and practice while also providing candidates with opportunities to collaborate with, and learn from, current practitioners in the field of education. Candidates will attend leadership conferences, seminars, and leadership training institutes as part of the internship experience.

Interns will be asked to complete internship hours in the following categories:

 School Leadership  Instructional Leadership 29

 Community Leadership  Leadership Conferences (Attending/planning)

Interns are not to exceed 50 hours in any category. Up to 50 hours of the internship may be completed out of the region, but no more than that as we need to be able to observe and mentor interns in their various internship roles. High Point University and Stout School of Education also has a commitment to serving our community, which we want to honor. All internships need to be approved by the university supervisor prior to beginning the internship.

EDU 5800: Leadership Development: Internship II: 3 Credits 150 Hours Required This course serves as the culmination of the internship experience and provides candidates with an opportunity to apply leadership skills in an educational setting that aligns to their intended career goals. The intern will work with a university supervisor on site-based assignments involving the execution of leadership and management responsibilities.

Candidates who plan to complete the optional EDU 5900: Administrative Internship leading to School Administrator's license, may contract with the course instructor to complete up to 50 of the 150 hours required under the supervision of a current school principal.

EDU 5900: Administrative Internship: 2 Credits 300 Hours Required Incorporating leadership skills and theoretical knowledge gained in the Educational Leadership coursework, candidates wishing to seek the NC School Administrator's license will complete this additional administrative internship. The intern will work with a university supervisor and school principal on site-based school assignments in the areas of organizational management, data, school law, and building human capital. Weekly reflections along with a final presentation and evaluation of the candidate’s performance using the Certification of Capacity and the North Carolina School Executive Evaluation Rubric for Preservice Candidates are required. Three credits. (*Note: This internship is not a requirement for the degree in Educational Leadership, but is required for licensure in school administration. It will be completed during the summer following the candidate’s graduation.)

B.A. to M.Ed. in Educational Leadership

The B.A. to M.Ed. Program in Educational Leadership focuses on preparing graduates for extraordinary leadership roles as well as positions centered on educational policy, practices, and educational research in the field of teacher education, teacher leadership, and educational reform efforts directed toward P-12 schools, the community, and higher education. As a practitioner's degree, the B.A. to M.Ed. program takes into consideration the student expectations for future employment in various leadership roles and prepares them to be successful in developing appropriate career pathways.

To be eligible, students must be enrolled in their final year of undergraduate study and have demonstrated academic success in the first three years of coursework. Students accepted to the B.A. to M.Ed. Program in Educational Leadership will be permitted to enroll in nine credit hours of advanced coursework that may be applied toward the degree requirements of the M.Ed. in Educational Leadership. Upon completion of all graduate coursework and when students submit the application for graduation, 30 the specified credits completed during the senior undergraduate year will be transferred onto students’ graduate academic record.

Admission Term: Fall Senior Year Only B.A. to M.Ed. Admission Policy: Current HPU students intending to apply for admission to the Bachelors to Master’s program have the option to apply in the Fall or Spring for upcoming undergraduate semester. Prerequisite Work: None Comprehensive Exam: No Class Time: 4:00 – 7:00 p.m. Admission Enrollment Classification: Unrestricted

Senior – Fall - Undergraduate Senior – Spring - Undergraduate EDU 4510: Advanced Instructional 3 EDU 4566: Using Data for School 3 Technology for the 21st Century Improvement (for education majors, this replaces EDU (for education majors, this replaces EDU 4008/4009/4110) 4166) EDU 4540: Diversity in Education: Societal 3 and Organizational Perspectives (for education majors, this replaces EDU 4200)

May Mini Graduate School Summer I or II Graduate School EDU 5070: Trends in Issues in Education 3 EDU 5060: Developing Leaders in 21st 3 Century Systems

8 Week Summer Session (June – July) Graduate School EDU 5271: Creating a Culture of School Success 3

Fall Semester Graduate School Spring Semester Graduate School EDU 5171: Strategies for Student Learning 3 EDU 5172: Implementing Distributed 3 and Development Leadership for Teacher Empowerment EDU 5030: Methods of Educational 3 EDU 5174: Organizational Management 3 Research and Legal Issues for 21st Century Schools EDU 5700: Leadership Development: 3 EDU 5800: Leadership Development: 3 Internship I Internship II Or EDU 5200: Thesis

Summer Following Graduation from Master’s Program EDU 5900: Administrative Internship (2 credit hours) Candidates seeking the principal’s license may enroll in this course during the summer following graduation from the master’s program in educational leadership. All required electronic State Department Evidences must also be completed at the proficiency level. Note: This course is not a requirement of the program.

Educational Leadership Assessment Plan

Gateway #1: Admission M.Ed. Program in Educational Leadership or Add-on Licensure Program Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills GPA At Application for All transcripts are compiled 3.0 or higher (Undergraduate transcript if Admission and evaluated with other seeking M.Ed. and Graduate documentation for admission. For degree seeking candidates, the transcript if seeking Add-on undergraduate transcript must be at 3.0 Licensure) or higher. For Add-on Licensure candidates the Graduate transcript must be at 3.0 or higher. If GRE/MAT must be taken, the following cut scores will apply. MAT: 380 (30) GRE: 800 (V+Q) Knowledge/Skills Curriculum Vitae At Application for Vitae compiled with other Candidates are required to have a Admission documentation for admission minimum of three years of teaching or related school experience. A current teaching or educationally relevant license is required or the candidate must be in the process of clearing or applying for an initial NC license. Knowledge/ Leadership Application Essay At Application for Reviewed by the Program Essay is assessed on a scale of 1 -3 for Skills/Disposition Admission Director in Educational the following criteria: Leadership Writing Mechanics, Relevance/Focus and Depth/Rigor

0 points- No evidence of Relevance and/or depth, writing mechanics are inferior and require intervention 1 point- Minimal evidence of Relevance and/or depth, writing mechanics indicate frequent style, grammar or mechanical difficulties 2 points- Partial evidence of Relevance 32

and/or depth, writing mechanics indicate only minor style, grammar or mechanical difficulties 3 points- Clear evidence of Relevance and/or depth, writing mechanics indicate appropriate and coherent writing style, grammar, and mechanics

Maximum of 9 points is possible.

Disposition Professional At Application for Reviewed by the Educational Degree seeking candidates must have Recommendation forms and Admission Leadership Coordinator and two positive professional Principal Evaluation of faculty in Educational recommendations. Add-on licensure Candidate Competency Leadership candidates must have a positive recommendation from their school principal.

Completion of the Principal Evaluation of Candidate Competency must indicate Acceptable Principal ratings for all competencies. Any Not Acceptable ratings will be evaluated by the Educational Leadership Coordinator in determining the candidate’s final admission status based on all information compiled. Gateway #2: Exit from Internship I: EDU 5400 (Licensure Track) Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills Internship Logs/Reflection At conclusion of EDU 5400 Reflections and logs are The candidate must successfully log a (Internship I) reviewed by the internship minimum of 100 hours during Internship supervisor. I. Candidates who have not accumulated the required 100 hours of internship experience will be required to register for EDU 5400a (Continuation of School Executive Internship I) before being permitted to enroll in EDU 5500. Candidates who have accumulated less than 85 hours of the required 100 hours will earn a grade of NC (No Credit) for the internship experience and will be

required to repeat EDU 5400. Knowledge/Leadership Skills The North Carolina School At conclusion of EDU 5400 Candidates progress toward Candidates must demonstrate Executive Evaluation Rubric (Internship I) proficiency in designated proficiency in all assigned indicators for Preservice Candidates indicators will be evaluated by upon completion of EDU 5400. If not the coordinator upon proficient on all assigned indicators, the completion of internship. candidate may be required to register for EDU 5111: School Executive Evidence Continuation (1-3 credit hours).

Leadership Disposition Practicum Evaluation Form At conclusion of EDU 5400 Candidates will be evaluated Candidates whose overall scores reflect (Internship I) by their internship supervisor a majority of items within the Emerging and supervising principal/LEA Range (a score below 44) will be flagged at the conclusion of EDU 5400. with feedback regarding strategies for improvement. (At the conclusion of EDU 5400, candidates would be expected to a majority of ratings within the Developing Range).

Knowledge/Skills/Dispositions Possible Electronic Evidences: At the end of the Candidates are required to The Evaluation Rubric for each Evidence corresponding course(s) upload electronic evidences to must demonstrate a Proficiency rating EDU 5171. Professional taken during EDU 5400 Foliotek which demonstrate on all indicators which have been Learning Communities their proficiency in the aligned to the NC Standards for School Instructional Leadership indicators aligned to Executives. Rubrics are available for Project (Electronic Evidence coursework during the view on the School of Education website #1) semester. Candidates as well as in the Appendix of the complete these evidence Internship Handbook.

activities in coursework and EDU 5172. Distributed during the EDU 5400 Leadership Portfolio Internship I experience. They (Electronic Evidence #2); are evaluated by their course instructors as well as EDU 5174. School university supervisors. Management Case Study (Electronic Evidence #4)

EDU 5271. Community Involvement and Engagement Action Plan (Electronic Evidence #3) and School Culture and Safety Analysis 34

Report (Electronic Evidence #5)

EDU 5173. Assessment and Evaluation of School Indicators Analysis Project (Electronic Evidence #6)

Gateway #2: Exit from Leadership Development – Internship I (Non-licensure track or B.A. to M.Ed. ) Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills Internship Logs/Reflection At conclusion of EDU 5700 Reflections and logs are The candidate must successfully (Internship I) reviewed by the internship log a minimum of 150 hours. supervisor. During Internship I. Candidates who have not accumulated the required 150 hours of internship experience will be required to register for EDU 5700a (Continuation of Internship I) before being permitted to enroll in EDU 5800. Candidates who have accumulated less than 120 hours of the required 150 hours will earn a grade of NC (No Credit) for the internship experience and will be required to repeat EDU 5700. Gateway #3: Exit from Internship II: EDU 5500 (Licensure Track) Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills Internship Logs/Reflection At conclusion of EDU 5500 Reflections and logs are The candidate must successfully log a (Internship II) reviewed by the internship minimum of 100 hours. During supervisor. Internship II. Candidates who have not accumulated the required 100 hours of internship experience will be required to register for EDU 5500a (Continuation of School Executive Internship II) before being permitted to enroll in EDU 5600. Candidates who have accumulated less than 85 hours of the required 100 hours will earn a grade of NC (No Credit) for 35

the internship experience and will be required to repeat EDU 5500. Knowledge/Leadership Skills The North Carolina School At conclusion of EDU 5500 Candidates progress toward Candidates must demonstrate Executive Evaluation Rubric (Internship II) proficiency in designated proficiency in all assigned indicators for Preservice Candidates indicators will be evaluated by upon completion of EDU 5500. If not the coordinator upon proficient on all assigned indicators, the completion of internship. candidate may be required to register for EDU 5111: School Executive Evidence Continuation (1-3 credit hours).

Leadership Disposition Practicum Evaluation Form At conclusion of EDU 5500 Candidates will be evaluated Candidates whose overall scores reflect (Internship II) by their internship supervisor a majority of items within the and supervising principal/LEA Developing Range (a score ranging from at the conclusion of EDU 5500. 55-65) will be flagged with feedback regarding strategies for improvement provided by the University Supervisor/Principal/Graduate Faculty. Candidates whose scores have been marginal for two consecutive internships (5400 & 5500) will be asked to develop a formalized action plan in conjunction with his/her University Supervisor to address dispositional concerns. This plan will be filed in the School of Education office and reassessed at the mid-point of the following semester. It is the expectation that at the conclusion of EDU 5500 candidates would earn a majority of scores within the Proficient Range. Knowledge/Skills/Dispositions Possible Electronic Evidences: At the end of the Candidates are required to The Evaluation Rubric for each Evidence corresponding course(s) upload electronic evidences to must demonstrate a Proficiency rating EDU 5171. Professional taken during EDU 5500 Foliotek which demonstrate on all indicators which have been Learning Communities their proficiency in the aligned to the NC Standards for School Instructional Leadership indicators aligned to Executives. Rubrics are available for Project (Electronic Evidence coursework during semester. view on the School of Education website #1) Candidates complete these as well as in the Appendix of the evidence activities in Internship Handbook.

coursework and during the EDU 5172. Distributed EDU 5500 Internship II 36

Leadership Portfolio experience. They are (Electronic Evidence #2); evaluated by their course instructors as well as EDU 5174. School university supervisors. Management Case Study (Electronic Evidence #4)

EDU 5271. Community Involvement and Engagement Action Plan (Electronic Evidence #3) and School Culture and Safety Analysis Report (Electronic Evidence #5)

EDU 5173. Assessment and Evaluation of School Indicators Analysis Project (Electronic Evidence #6)

Gateway #3: Exit from Leadership Development – Internship II (Non-licensure track or B.A. to M.Ed. ) Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills Internship Logs/Reflection At conclusion of EDU 5800 Reflections and logs are The candidate must successfully (Internship II) reviewed by the internship log a minimum of 150 hours. supervisor. During Internship II. Candidates who have not accumulated the required 150 hours of internship experience will be required to register for EDU 5800a (Continuation of Internship II) before being permitted to exit the program. Candidates who have accumulated less than 120 hours of the required 150 hours will earn a grade of NC (No Credit) for the internship experience and will be required to repeat EDU 5800.

Gateway #4: Exit from of Internship III: EDU 5600 Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills Internship Logs/Reflection At conclusion of EDU 5600 Reflections and logs are The candidate must successfully log a (Internship III) reviewed by the internship minimum of 100 hours. During supervisor. Internship III. Candidates who have not accumulated the required 150 hours of internship experience will be required to register for EDU 5600a (Continuation of School Executive Internship III) before being permitted to exit the program. Candidates who have accumulated less than 85 hours of the required 100 hours will earn a grade of NC (No Credit) for the internship experience and will be required to repeat EDU 5600. Knowledge/Leadership Skills The North Carolina School At conclusion of EDU 5600 Candidates progress toward Final check that all indicators on the Executive Evaluation Rubric (Internship III) proficiency in designated North Carolina School Executive for Preservice Candidates indicators will be evaluated by Evaluation Rubric for Preservice the coordinator upon Candidates are at proficiency. If not completion of internship. proficient on all assigned indicators, the candidate may be required to register for EDU 5111: School Executive Evidence Continuation (1-3 credit hours). Knowledge/Skills/Dispositions Possible Electronic Evidences: At the end of the Candidates are required to The Evaluation Rubric for each Evidence corresponding course(s) upload electronic evidences to must demonstrate a Proficiency rating EDU 5171. Professional taken during EDU 5600 Foliotek which demonstrate on all indicators which have been Learning Communities their proficiency in the aligned to the NC Standards for School Instructional Leadership indicators aligned to Executives. Rubrics are available for Project (Electronic Evidence coursework during semester. view on the School of Education website #1) Candidates complete these as well as in the Appendix of the evidence activities in Internship Handbook.

coursework and during the EDU 5172. Distributed EDU 5600 Internship III Leadership Portfolio experience. They are (Electronic Evidence #2); evaluated by their course instructors as well as EDU 5174. School university supervisors. Management Case Study (Electronic Evidence #4)

EDU 5271. Community Involvement and Engagement Action Plan (Electronic Evidence #3) and School Culture and Safety Analysis Report (Electronic Evidence #5)

EDU 5173. Assessment and Evaluation of School Indicators Analysis Project (Electronic Evidence #6)

Knowledge/Skills/Dispositions Final Internship Oral During the final seminar Candidates completing EDU The candidate’s Final Internship Oral Presentation Rubric week of EDU 5600 5600 are expected to make a Presentation Rubric score must reflect presentation showcasing one proficiency in communication skills, use of their electronic evidences. of media to enhance presentation, The presentation is evaluated audience engagement, and ability to by a select group of faculty respond appropriately to questions. including Educational Leadership Internship supervisors as well as course instructors. Gateway #5: Program Completion Component Assessed Measure When Process Criteria Knowledge/ Leadership Skills GPA Completion of Program Final transcript verification 3.0 or higher required for graduation or licensure Knowledge/ Leadership Skills Completion of ALL required Completion of Program Candidates must successfully Demonstration of proficiency in all Electronic Evidences upload Electronic Evidence #1, Electronic Evidences is a requirement #2, #3, #4, #5, and #6 during for licensure eligibility. the progression of the program. Evidences are Final check that all required evidences aligned to specific courses and have been uploaded in the Foliotek data evaluations of these projects management system and are available must demonstrate the for DPI review. students’ proficiency in the knowledge and skills defined in the NC Standards for School

Executives. Successful completion is indicated in the student’s profile in Foliotek. Knowledge/Leadership Advanced License Completion of program School of Education submits “P” License is awarded Skills/Disposition requirements are met licensure application to NCDPI Knowledge, Skills & Disposition Certification of Capacity At conclusion of the This is a state-wide All competencies have been met and program of study standardized assessment candidate receives endorsement from required for licensure in the School of Education’s Educational School Administration for Leadership coordinator/faculty. North Carolina. Candidates will be evaluated by their internship supervisors, faculty, and supervising principal. The IHE must “certify the capacity” of the graduate candidate exiting the program. Knowledge/Leadership Program Evaluation Survey During the candidates final Candidates provide Candidates will complete the Program Skills/Disposition course information on overall Evaluation Survey during their final preparation and course. Results are reviewed by the strength/weaknesses of the Dean of the School of Education Educational Leadership annually to assess program program. effectiveness and need for improvement in various areas. Knowledge/Leadership Employment of Program Program Completion School of Education tracks the Candidates are tracked for employment Skills/Disposition Completers employment/career of and career advancement. program completers as well as Student Achievement Test the impact of the program Student Achievement test data for Data (as applicable) completer on student schools employing program completers achievement test data. from the School of Education are evaluated annually as this data becomes available.

Filing for the School Administrator’s License Individuals completing the M.Ed. program or Add-on in Educational Leadership are eligible for the “P” license through the N.C. State Department of Public Instruction. In order to apply for this license, the candidate must follow the below steps:

. Candidate must have completed all required Evidence work at proficient or higher, uploaded to Foliotek and successfully completed the required 300-hour internship (EDU 5400/5500/5600). The B.A. to M.Ed. candidate who wishes to seek licensure must complete the evidence work, upload to Foliotek and successfully complete EDU 5900. . Request an official transcript from the Registrar’s Office once degree has been conferred. Add-on candidates will be able to request an official transcript once all courses have been completed and grades submitted. Official transcript must be sent to Mrs. Jodi Moser at [email protected]. . Create an account with NCDPI (if you do not already have an account). Link: https://vo.licensure.ncpublicschools.gov . Complete all required information, upload provided completion letter in the area in which it ask for a transcript (Mrs. Moser will upload the actual transfer later) and pay fee. . Contact Mrs. Jodi Moser via email at [email protected] to notify the Stout School of Education that all materials have been uploaded and fee has been paid. . The Stout School of Education’s Licensure Officer will upload the official transcript provided by Mrs. Moser, review the candidate’s file, insure that required Electronic Evidences have been met/uploaded and verify that the candidate is eligible for the School Administrators License.

Add-On License: EC Program Director Candidates who successfully complete either the M.Ed. in Educational Leadership are eligible to add the Exceptional Children Program Administrator license by competing the following three courses (9 hours) from the Special Education Master’s Program of study. Once these three courses have been completed, the candidate is eligible to file for the EC Program Director’s “M” license upon successful completion of the Educational Leadership: Administration & Supervision Test (test code #5411).

EDU 5090 Individuals with Intellectual Disabilities: Legal, Ethical, and Historical 3 Perspectives EDU 5141 Curriculum Assessment and Planning for Students with Intellectual 3 Disabilities EDU 5144 Consultation and Collaboration with Families and Community Agencies 3 Total 9 hours

Elementary Education

Dr. Leslie Cavendish Chair, Department of Elementary and Middle Grades Education Stout School of Education 233 336.841.9375

Elementary Education The High Point University Master of Education in Elementary Education program builds on the most current body of knowledge of best practice relevant to teaching grades K-6. The program is designed for candidates who have a baccalaureate teaching license or who will receive a teaching license before the end of the first term of graduate enrollment. The program requires comprehensive examinations and 36 hours (i.e., professional core, instruction courses, a capstone thesis or product of learning, and a literacy or STEM infused practicum experience). Candidates may select between three concentrated areas of specialized study which include the Literacy Concentration (18 hours of coursework in reading and literacy instruction), the STEM Concentration (18 hours of course work in science, technology, engineering and mathematics) or the Content Concentration (18 hours of instruction courses in the content areas of science, mathematics, social studies and language arts). The School of Education offers the B.A. to M.Ed. Program in Elementary Education which allows advanced undergraduate students majoring in elementary education to enroll in three graduate level courses during their final year of study. Upon completion of the initial license and degree program in elementary education, these candidates may enroll and complete the M.Ed. program in Elementary Education during the summer and fifth year of their program at High Point University. The High Point University Master of Education in Elementary Education and B.A. to M.Ed. Program in Elementary Education seek to prepare candidates who have the advanced knowledge, skills, abilities, and dispositions to be master teachers of elementary school aged children.

Goal and Objectives- Literacy Concentration Goal 1: To provide instruction that allows candidates to implement effective and exceptional literacy instruction based on current research. 1.1. To provide opportunities for the candidate to synthesize the research and best practices in elementary education, both theoretical and practical within the field of literacy. 1.2 To assist candidates with a deep knowledge of spoken, written and reading development in instructional plans and practices. 1.3 To provide opportunities for the candidate to research, gather data, analyze, and present information about effective literacy instruction. Goal 2: To provide instruction that allows candidates to become effective collaborative and ethical leaders in 21st Century classrooms and in the community. 2.1 To assist candidates to articulate a vision of elementary education for all students in the 21st century. 2.2 To assist candidates to develop the skills needed for ongoing and continued personal and professional reflection to extend student learning and overall school improvement. 2.3 To provide opportunities for candidates to Incorporate 21st century content and skills such as Creativity, Critical Thinking and Problem-Solving, Communication, Collaboration, Information Literacy, Media Literacy, ICT Literacy, and Leadership into the elementary school curriculum. 42

Goal 3: To provide candidates with knowledge regarding literacy assessment and data that allows them the opportunity to facilitate student learning effectively. 3.1 To assist the candidate to analyze current assessment tools for both formative and summative literacy assessment. 3.2 To mentor and facilitate a candidate’s ability to implement a variety of authentic literacy formative and summative performance-based assessments to impact, inform, and improve instruction to facilitate literacy development. 3.3 To assist the candidate in analyzing data gathered from various forms of literacy assessments to improve instruction in the learning environment.

Student Learning Outcomes M.Ed. in Elementary Education – Literacy Concentration  Candidates completing the M.Ed. in Elementary Education are eligible for the “M” level Elementary Education K-6 NC Teaching License.  Candidates completing the program will be prepared to sit for the Reading Specialist exam which, if passed, allows the candidate to add this K-12 area to their initial license.  Candidates will demonstrate the ability to implement effective and exceptional literacy instruction based on current research.  Candidates will become effective collaborative and ethical leaders in 21st Century classrooms and in the community.  Candidates will apply knowledge regarding literacy assessment and data that allows them the opportunity to facilitate student learning effectively.

Literacy Concentration Program of Study Courses Credit

Core EDU 5010 Advanced Instructional Technology for the 21st Century 3 EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3 EDU 5166 Using Data for Instructional Improvement 3

Instructional EDU 5131 Literature and Informational Texts for Children and Young Adults 3 EDU 5132 Foundations of Writing Instruction 3 EDU 5134 Foundations of Reading Instruction 3 EDU 5135 Diagnosis and Assessment in the Teaching of Reading 3 EDU 5136 Content Area Literacy 3 EDU 5231 Supervised Practicum in Literacy Program Implementation 3 EDU 5138 Literacy Support of the E-Learning Community **Elective Course

Capstone Experience EDU 5030 Methods of Educational Research 3 EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis

Goals and Objectives - STEM

Goal 1: Candidates in STEM will utilize scientific, technological, engineering-based, and mathematical programs, information, and Research to develop STEM programs and activities for elementary classrooms 1.1. To provide the candidate opportunities for in depth synthesis of the research and best practices in elementary STEM education, both theoretical and practical. 1.2 To provide the candidate opportunity to gather data, analyze, and present information about teaching and learning in the areas of STEM. 1.3 To provide opportunity for students to design research projects that utilize STEM programs and design available to elementary schools. Goal 2: STEM candidates will develop firm foundational content knowledge in all areas of STEM. 2.1. To provide the candidate an opportunity to develop a deep knowledge of the core subjects and the interconnectedness across STEM disciplines. 2.2 To provide the candidate with knowledge about ways to incorporate 21st century content and skills such as Creativity, Critical Thinking and Problem-Solving, Communication, Collaboration, and Information Literacy as it applies to STEM content. 2.3 To provide the candidate opportunities demonstrate content knowledge in Science, Technology, Engineering, and Mathematics in an elementary setting.

Goal 3: Candidates will demonstrate the ability to implement best practices based upon current research in the field of STEM. 3.1 To provide the Candidate with ability to utilize strategies to create learning outcomes for students that are aligned to the NGEN Standards, CCSS, Essential Standards, and the ISTE standards. 3.2 To provide the candidate with the ability to develop the skills needed for ongoing and continued personal and professional reflection to extend student learning and overall school improvement in the areas of STEM. 3.3 The candidate will becoming a facilitator of student learning who is skilled in applying a variety of authentic formative and summative performance-based assessments to impact, inform, and improve instruction. Goal 4: Elementary candidates will have the knowledge and understanding of scientific inquiry, process skills, concepts, and application relative to STEM areas. 4.1. Candidates will understand various strategies of teaching and learning such as inquiry-based instruction, Problem-based learning, Project-based learning that apply to STEM classrooms. 4.2 Candidates will be able to integrate process skills and concepts of STEM across disciplines. 4.3 Candidates will demonstrate application of STEM Learning in the educational setting.

Student Learning Outcomes M.Ed. in Elementary Education – STEM Concentration  Candidates will increase their understanding of Science, Technology, Engineering, and Mathematics as it applies to the K-6 learning environment.  Candidates will develop STEM lessons and teach in the field to develop a better understanding of how STEM is to be integrated into the regular curriculum.  Candidates will read and analyze research in the field of STEM Education.  Candidates will complete a research project in the field of STEM Education and carry forth a full IRB project.  Candidates will be leaders in the area of STEM in the elementary school environment.  Candidates will test math and science curricula for LEGO Education in the field.

STEM Concentration Program of Study Courses Credit

Core EDU 5011 Technology Integration for Elementary STEM Based Programs 3 EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3 EDU 5166 Using Data for Instructional Improvement 3

Instructional EDU 5130 Numerical Representation & Number Concepts in Elementary 3 Mathematics EDU 5133 Integrated Principles of Science and Social Studies Instruction 3 EDU 5137 Integrating STEM Instruction into the Elementary Classroom 3 EDU 5232 STEM Infused Principles of Robotics and Technology 3 EDU 5233 Connected Systems and Interdependence in Science 3 EDU 5234 Practicum Infused STEM Strategies for K-6 Classrooms 3

Capstone Experience EDU 5030 Methods of Educational Research 3 EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis

Goals and Objectives – Content Goal 1: To enhance content knowledge and use of best practices in education to deliver content in Elementary classrooms. 1.1. To provide the candidate opportunities for in depth synthesis of the research and best practices in elementary education, both theoretical and practical across all areas of content. 1.2 To assist the candidate in the development of a deep knowledge of the core subjects and the interconnectedness across disciplines. 1.3 To assist the candidate in incorporating 21st century content and skills such as Creativity, Critical Thinking and Problem-Solving, Communication, Collaboration, Information Literacy, Media Literacy, ICT Literacy, and Leadership into the elementary school curriculum. Goal 2: To provide instruction that allows candidates to become effective collaborative and ethical leaders in 21st Century classrooms and in the community. 2.1. To provide opportunities for the candidate to expand the learning environment through global connections and real‐world context. 2.2 To assist candidates in developing a global awareness which promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences as they play out in the classroom and community. 2.3. To assist the candidate in developing the skills needed for ongoing and continued personal and professional reflection to extend student learning and overall school improvement.

Goal 3: To provide candidates with knowledge regarding assessment and data that allows them the opportunity to facilitate student learning effectively. 3.1. To assist the candidate in becoming a facilitator of student learning who is skilled in applying a variety of authentic formative and summative performance-based assessments to impact, inform, and improve instruction. 3.2 To assist candidates in developing assessment tools for both formative and summative assessment systems. 3.3. To assist the candidate in analyzing data gathered from various forms of assessment to improve instruction in the learning environment.

Student Learning Outcomes M.Ed. in Elementary Education – Content Concentration  Candidates will increase personal and professional abilities to reflect upon their own practices and the practices of others in the field of education.  Candidates’ will demonstrate an enhanced understanding regarding tolerance, understanding and acceptance in supporting diverse populations of learners through research and coursework in the field.  Candidates will be able to gather and use data to inform best practices in the classroom through formative and summative data disaggregation.  Candidates will utilize new tools from the courses taken to enhance lessons for students that promote 21st Century learning and real world application.  Candidates will demonstrate facilitative leadership in the classroom, and become involved leadership opportunities within the school environment outside of the classroom.

Content Concentration Program of Study Courses Credit

Instructional EDU 5130 Numerical Representation & Number Concepts in Elementary 3 Mathematics EDU 5132 Foundations of Writing Instruction 3 EDU 5133 Integrated Principles of Science and Social Studies Instruction 3 EDU 5134 Foundations of Reading Instruction 3 EDU 5136 Content Area Literacy 3 ** ONE additional course from either the Literacy or STEM 3 Concentrations

Capstone Experience EDU 5030 Methods of Educational Research 3 EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis

Elementary Education Cohort Program

The cohort program is a contractual agreement between High Point University and a local school district. Cohorts are usually developed to allow school districts to identify talented teachers with career status who are good candidates for career advancement. For degree seeking candidates, the cohort program is designed to offer the instructional coursework on site within the school district, online or on the campus of HPU. Candidates will complete the practica at the school or in the district in which he/she is currently employed. The Elementary Education core courses are provided online for cohort participants.

There are numerous benefits to local school districts as well as the IHE (Institution of Higher Learning) which include the following:

1. Instructional coursework is delivered by High Point University full-time graduate faculty within the local school districts at a centralized location or online or on the campus of HPU. 2. Cohort participants typically move through the program together as a "cohort group". The cohort group forms a Professional Community of Learners in that teachers form strong collegial and supportive relationships with each other as they move through the program.

3. The cohort model has an adjusted tuition and fee structure that reduces the cost to each participant based on the number of teachers who enroll in the program. 4. Teacher leadership is strongly emphasized in today's 21st century schools. Successful completion of the cohort program in Elementary Education.

Description of Courses: Elementary Education Core Courses EDU 5010: Advanced Instructional Technology for the 21st Century A study of the integration of technology into the 21st Century classroom addressing the NETS Standards for Teachers and Administrators. Emphasis is placed on Web 2.0 technologies such as blogs, wikis, podcasts, and social networking sites as well as interactive technologies including whiteboards and student response systems. Students will also complete an in-depth exploration of an issue surrounding the use of technology in the classroom. (3) Prerequisite: Proficiency Test Required EDU 5011: Technology Integration for Elementary STEM Based Programs This graduate level course focuses on the integration of science, technology, engineering, and mathematics (STEM) into appropriately differentiated lessons for Elementary students in grades K-6. Topics of study in which students will gain expertise include but are not limited to robotics, programming with Scratch and iCreate, interactive whiteboards applications for STEM, iPad applications for STEM, and Web 2.0 technologies. As a part of the course candidates will complete a STEM-Infused, Curriculum Project. (3) EDU 5040: Diversity in Education: Societal and Organizational Perspectives This course addresses diversity issues in education extending beyond the classroom regarding school, district, and community practices. Candidates will research the implications of these practices and propose strategies to incite change in their schools and communities. Topics may include gender, socioeconomic status, sexual identity as well as racial, ethnic, and religious backgrounds. (3) EDU 5060: Developing Leaders in 21st Century Systems This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3) EDU 5166: Using Data for Instructional Improvement This graduate level course examines how the instructional strategies used in the K-12 classrooms align with known best practices and research findings. The alignment between what is taught and the Common Core State and Essential Standards in order to develop actionable goals to improve student performance will be emphasized. Topics include building assessment literacy, rubric design, formative and summative assessment procedures, data coaching and collaborating through PLC’s for total school improvement. Using technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms will also be emphasized. (3)

Elementary Education Instructional Courses EDU 5130: Numerical Representations and Number Concepts in Elementary Mathematics An investigative approach to the study of the concepts underlying the mathematics taught in grades K-6 and the connections to algebra, science, engineering, and technology. Candidates will explore relationships between number, operations, and representations in real-world contexts as they develop an understanding of the structure and coherence of mathematics. The Common Core Standards for Mathematical Practice and Standards for Mathematical Content will be emphasized to help candidates 48 relate the concepts learned mathematical practices in the K-6 classroom. (3) EDU 5131: Literature and Informational Texts for Children and Young Adults This graduate course will include a critical examination of the characteristics of successful literature programs and exploration of criteria for evaluating and selecting quality children’s and young adult literature and informational texts across levels of text complexity and content for the purposes of enhancing teaching and learning. Emphasis will include critical and pedagogical issues in children’s and young adult literature. Candidates will describe and develop theories of response to literature that integrate the language arts, technology, and visual/performing arts. (3) EDU 5132: Foundations of Writing Instruction: This course will examine process writing models, stages for encouraging writers to select, draft, revise, share, edit, and publish topics within a variety of genres. Strategies, use of literature for children and adolescents for establishing criteria of good writing demonstrated and evaluated. Writers’ workshop, effective use of authentic reasons for writing, time, mini-lessons, teacher conferences, collaborative student revisions and editing groups. Strategies for teaching phonics, spelling, and grammar in context. Strategies for preparing for NC writing tests. Websites for supporting young writers and publishing their texts. Lesson/Unit planning required. (3) EDU 5133: Integrated Principles of Science and Social Studies Instruction: This course is designed to enhance elementary teacher content knowledge and use of differentiated strategies in science and social studies. Candidates will gain content knowledge by practicing various methods of teaching integrated science and social studies and develop authentic applications in real- world situations. The unifying concepts of science will be integrated with the five themes of geography utilizing an inquiry-based approach throughout the course. Science areas covered will include: physical, life, earth/space, and technology. Social studies areas covered will include: geography, world and US history, political science, economics, anthropology, sociology and psychology. The course will be taught using a place-based education approach with the environment as the unifying concept. (3) EDU 5134: Foundations of Reading Instruction: An examination of the social, cognitive and linguistic foundations of literacy development. Critical reading of professional literature to articulate and support a philosophy of literacy development which emphasizes the interrelatedness of the language arts for English proficient and potentially English proficient students. Demonstrations of varied instructional and management strategies to develop print rich classroom environments and to teach and support children’s efficient use of the syntactic, semantic, graphophonemic and pragmatic cue systems. (3) EDU 5135: Diagnosis and Assessment in the Teaching of Reading: Procedures to assess a reader’s definition of reading, attitudes, interests, use of cue systems, reading strategies and understanding of text. Evaluation of data to select, apply and modify instructional strategies. Use of assessment strategies for ongoing, systematic evaluation, diagnosis and instruction. Recording summaries of assessment data on graphic profiles and in written reports to communicate with parents, students and other educators. To become a reflective practitioner using inquiry-based professional growth and improved instruction. Research, student analysis, field experience required. Strategies for NC End of Grade tests. Prerequisite: EDU 5134: Foundations of Reading Instruction; (3) EDU 5136: Content Area Literacy This graduate level course will include a critical examination of the necessary conditions of content area literacy learning and an exploration of print and non-print texts across all genres (informational texts, literature, and poetry) to extend and deepen understanding of content across disciplines. Candidates will assess text complexity, accessibility, and level of support for students in order to match text to readers. Emphasis will include planning and implementing pre-reading, reading, and post-reading instructional strategies for fostering content area literacy and an understanding of assessment as it is

49 used to drive comprehension, vocabulary, and study skills instruction in elementary, middle and secondary content-area classes. (3) EDU 5137: Integrating STEM Instruction into the Elementary Classroom: This course examines the methods, processes and procedures for integrating project-based STEM strategies into instruction to build inquiry, problem-solving, and critical thinking skills of K-6 learners. (3) EDU 5138: Literacy Support for the e-Learning Community (elective course) This online course provides an opportunity for students to collaborate through a learning community forum regarding research-based literacy practices. Weekly modules and support from a literacy faculty member will offer students a risk-friendly environment to ask questions, share concerns, and grow in their understanding as literacy educators. Additionally, an online tutorial to independently prepare students for the Praxis II Reading Specialist exam will also be provided. (2) EDU 5231: Supervised Practicum in Literacy Program Implementation The purpose of the course is to provide candidates with the opportunity to establish conditions that support the implementation of a comprehensive literacy workshop model. Theories, materials, instructional strategies and assessment tools introduced during the program of study are applied in the classroom or on-campus literacy center. Candidates are supervised and attend seminars focused on supporting efforts to effectively implement the many facets of a literacy workshop model. (3) EDU 5232: STEM Infused Principles of Robotics and Technology This course is designed to provide candidates with experience in the programming, and use of robotic software and robotics materials. Candidates will use STEM infused robotics and technology tools in lesson design for the K-6 classroom. Other STEM-infused technology tools including Vernier probe-ware, SmartBoard, inquiry-based kits, and problem-based learning curriculum materials will be utilized to enhance inquiry-based classroom instructional practices. (3) EDU 5233: Connected Systems and Interdependence in Science An exploration of how the living world is connected to its physical surroundings. This course takes an integrated approach to the scientific study of Earth and its inhabitants. Students examine dynamic systems ranging from single cells to organisms and ecosystems and explore how life is both constrained by and dependent upon the chemical and physical environment. Science content, based on the Science Curriculum Frameworks, is integrated with pedagogy so students not only learn about science topics but also ways they can include these topics in their own classrooms. Emphasis will be placed on addressing and correcting common misconceptions. Organizing themes for this course will include: Earth systems and evolution of life, the flow of energy, and physics of the senses. (3) EDU 5234: Practicum Infused STEM Strategies for K-6 Classrooms This course will center on the teaching and research of strategies applicable to the NEXT Generation Science Standards for STEM in the elementary K-6 settings. The course will include activity sessions where strategies will be developed and then replicated in the classroom setting through a 30- hour practicum experience. Candidates will participate in demonstration teaching and the modeling of best practices for elementary STEM. (3)

Elementary Education Capstone Experience (6 semester hours) Choose EDU 5030 and one of the options below: EDU 5030: Methods of Educational Research: An examination of the current research design methodologies which are relevant to the field of education. Exploration of quantitative and qualitative approaches will be presented as candidates learn how to evaluate published research for relevance, credibility, and generalization in informing school practice. Candidates are required to complete an action research project which is designed to analyze a 50 current diversity issue relevant to the current school setting and how this research can be applied to improving home, school/community partnerships. (3) EDU 5200: Thesis: Through collaboration with a faculty member, development and fulfillment of an organized research study relative to an issue in elementary or special education. Upon completion of the study, the student will defend the research in an oral presentation to the graduate faculty and candidates. Prerequisites: Candidates must have completed a minimum of at least 12 graduate hours with grades of A or B Co- Requisite: EDU 5030 (3) EDU 5200a: Thesis Continuation: Required course fee registration for candidates who need additional time to complete the thesis requirements. No Credit EDU 5300: Product of Learning: An opportunity for candidates to demonstrate, in a summative manner, mastery in pedagogy, content knowledge, and instructional implementation which are emphasized in the elementary or special education graduate degree program. This is a non‐thesis product and must include a multimedia presentation to graduate faculty and students. Co-Requisite: EDU 5030 Candidates must have completed a minimum of at least 12 graduate hours with grades of A or B (3) EDU 5300a: Product of Learning Continuation: Required course fee registration for candidates who need additional time to complete the thesis requirements. No Credit

Graduate Teacher Standards: The following table illustrates how each of the Graduate Teacher Standards is met within the five professional core courses for the M.Ed. Elementary Education Program:

Standards/Indicators EDU EDU EDU EDU EDU 5010/5011 5166 5040 5060 5070 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, X collaboration, and team building 1.2 Facilitate mentoring and coaching with novice X teachers 1.3 Sets goals and establishes priorities while promoting X initiatives that affect student learning 1.4 Participates in professional learning communities X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, X supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, X schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of X individuals in learning community

2.4 Demonstrate knowledge of diverse world cultures X and global issues 2.5 Encourage high expectations for all students X 2.6 Collaboratively design and implement curriculum that is responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X instruction, and assessment 3.2 Models the integration of 21st century content and X skills into educational practices 3.3 Develops relevant, rigorous curriculum 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice 4.2 Designs action research to investigate and improve student learning and school practices 4.3 Models technology integration that supports X student learning 4.4 Critically analyzes student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice 5.2 Models the development of meaningful professional X goals 5.3 Models personal and professional reflection to extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the M.Ed. Elementary Education Program (Literacy Concentration):

Standards/Indicators EDU EDU EDU EDU EDU 5134 5135 5131 5132 5136 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, and team building 1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting initiatives that affect student learning 1.4 Participates in professional learning communities 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful,

52 supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and X global issues 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is X X X responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X X X instruction, and assessment 3.2 Models the integration of 21st century content and skills X X X X into educational practices 3.3 Develops relevant, rigorous curriculum X X X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school X X X practice 4.2 Designs action research to investigate and improve X X X student learning and school practices 4.3 Models technology integration that supports student X X X learning 4.4 Critically analyzes student and school performance data X X X X to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective X practice 5.2 Models the development of meaningful professional goals X 5.3 Models personal and professional reflection to extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the M.Ed. Elementary Education Program (Content Concentration):

Standards/Indicators EDU EDU EDU EDU EDU 5130 5132 5133 5134 5137 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, and team building 1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting

initiatives that affect student learning 1.4 Participates in professional learning communities 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and global issues 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is X X X responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X X X X X instruction, and assessment 3.2 Models the integration of 21st century content and skills X X X X X into educational practices 3.3 Develops relevant, rigorous curriculum X X X X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school X X X X practice 4.2 Designs action research to investigate and improve X X X X student learning and school practices 4.3 Models technology integration that supports student X X X learning 4.4 Critically analyzes student and school performance data X X X to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice 5.2 Models the development of meaningful professional goals 5.3 Models personal and professional reflection to extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the M.Ed. Elementary Education Program (Literacy Practicum Capstone Experience):

Standards/Indicators EDU EDU 5030 5231/5232 1. TEACHERS DEMONSTRATE LEADERSHIP

1.1 Demonstrate effective ongoing communication, collaboration, and team X building 1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting initiatives that affect X X student learning 1.4 Participates in professional learning communities 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and X X flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to X promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and global issues X 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is responsive to X learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, and X assessment 3.2 Models the integration of 21st century content and skills into educational X practices 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice X X 4.2 Designs action research to investigate and improve student learning and X school practices 4.3 Models technology integration that supports student learning 4.4 Critically analyzes student and school performance data to determine needs X X and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice X X 5.2 Models the development of meaningful professional goals X X 5.3 Models personal and professional reflection to extend student learning and X school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the M. Ed. Elementary Education Program (Thesis Capstone Experience):

Standards/Indicators EDU EDU 5030 5200 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, and team building X 55

1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting initiatives that affect student X X learning 1.4 Participates in professional learning communities 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and flexible X X educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to X promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community X 2.4 Demonstrate knowledge of diverse world cultures and global issues X X 2.5 Encourage high expectations for all students X 2.6 Collaboratively design and implement curriculum that is responsive to learner X differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, and assessment 3.2 Models the integration of 21st century content and skills into educational practices X 3.3 Develops relevant, rigorous curriculum 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice X X 4.2 Designs action research to investigate and improve student learning and school X X practices 4.3 Models technology integration that supports student learning X 4.4 Critically analyzes student and school performance data to determine needs and X X plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice X X 5.2 Models the development of meaningful professional goals X X 5.3 Models personal and professional reflection to extend student learning and school X improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the M.Ed. Elementary Education Program (Product Capstone Experience):

Standards/Indicators EDU EDU 5030 5300 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, and team building X 1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting initiatives that affect student X X learning 1.4 Participates in professional learning communities

2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and flexible X X educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to X promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and global issues X 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is responsive to learner X differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, and assessment X 3.2 Models the integration of 21st century content and skills into educational practices X 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice X X 4.2 Designs action research to investigate and improve student learning and school X practices 4.3 Models technology integration that supports student learning 4.4 Critically analyzes student and school performance data to determine needs and X X plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice X X 5.2 Models the development of meaningful professional goals X X 5.3 Models personal and professional reflection to extend student learning and school X improvement

Required Electronic Evidences: Rationale: All graduate candidates in Elementary Education will be required to submit a series of Electronic Evidences that demonstrate their proficiency in curriculum design, instructional planning, data analysis, and content instruction. Candidates must submit the following evidences through Foliotek to the State Department of Public Instruction to be eligible for the “M” license in Elementary Education. These evidences require each candidate to create or implement a comprehensive hallmark project related to a set of competencies. These evidences will be tied to individual courses within the program of study. The specific description of each evidence appears below.

Evidence #1: Instructional Effectiveness on Student Achievement Course: EDU 5300 Product of Learning OR EDU 5200: Thesis Description: The purpose of the Product of Learning is an opportunity for candidates to demonstrate, in a summative manner, mastery in pedagogy, content knowledge, and instructional implementation which are emphasized in the elementary education graduate degree program. Candidates are engaged in a teacher action research conducted within their community and classrooms. The goal of the Product of 57

Learning is to develop and implement a systematic inquiry process to offer opportunities for candidates to answer questions about classrooms, curriculum, student learning and effective instructional practices.

Evidence #2 Diversity/Cultural Awareness Action Research Project Course: EDU 5030 Methods of Educational Research Description: The purpose of this assignment is to provide candidates with an opportunity to demonstrate that they understand the relevance of action research to guide school improvement in instruction and educational initiatives. Candidates are to select a topic that focuses specifically on enhancing the learning environment for diverse populations of students (this can include special needs populations). In collaboration with their school administrator the topic should be selected based on its relevance to the school’s current improvement plan and need to evaluate the effectiveness of a new initiative, program or instructional strategy. The candidate will assume leadership for submitting a research proposal outlining the topic, review of existing literature, and design of the study which should include information about participants, methodology, and instrumentation. Candidates will subsequently collect and analyze data to support a research hypothesis. A thirty-minute professional presentation of the research project, including conclusions and recommendations, is required. The final research paper should be written using current APA style format (6th edition) and should be approximately 10-12 pages in length.

B.A. to M.Ed. Program in Elementary Education Literacy, STEM or Content Concentration

B.A. to M.Ed. Program of Study: The B.A. to M.Ed. program is designed for those students in the undergraduate Elementary Education program who have proven academic success in the first three years of the program. These students will be admitted into the graduate program at the end of the junior year. During the senior year while completing their undergraduate studies the student will be enrolled in nine hours of graduate course work. The graduate program will be completed in one summer session and a fifth year following graduation from the undergraduate program.

Degree Offered: Master of Education in Elementary Education (M.Ed.)

PRAXIS II in Reading Specialist Exam may be taken by individuals wishing to add the Reading Specialist License onto their existing teaching license once the literacy concentration has been completed.

Hours: 36 Admission Terms: End of the Spring Semester of the Junior Year Admission Criteria:  GPA of 3.0 or higher  Successful Junior Year Review (JYR)  Recommendations to the Graduate School by the Elementary Education Program Faculty  Prerequisite Courses: Satisfactory Completion of Junior Level Elementary Education courses

B.A. to M.Ed. Elementary Education Program - Literacy

Courses Credit

Core EDU 4566/5166 Using Data for Instructional Improvement 3 EDU 4510/5010 Advanced Instructional Technology for the 21st Century 3 EDU 4540/5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3

Capstone Experience EDU 5030 Methods of Educational Research 3 EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis

B.A. to M.Ed. Elementary Education Program - STEM Courses Credit

Core EDU 4566/5166 Using Data for Instructional Improvement 3 EDU 4511/5011 Technology Integration for Elementary STEM Based Programs 3 EDU 4540/ 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3

Instructional EDU 4533/5133 Integrated Principles of Science and Social Studies Instruction 3 EDU 5130 Numerical Representation & Number Concepts in Elementary 3 Mathematics EDU 5137 Integrating STEM Instruction into the Elementary Classroom 3 EDU 5232 STEM Infused Principles of Robotics and Technology 3 EDU 5233 Connected Systems and Interdependence in Science 3 EDU 5234 Practicum Infused STEM Strategies for K-6 Classrooms 3

Capstone Experience EDU 5030 Methods of Educational Research 3 EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis

B.A. to M.Ed. Elementary Education Program - Content Courses Credit

Instructional EDU 5132 Foundations of Writing Instruction 3 EDU 4533/5133 Integrated Principles of Science and Social Studies Instruction 3 EDU 5130 Numerical Representation & Number Concepts in Elementary 3 Mathematics EDU 5134 Foundations of Reading Instruction 3 EDU 5136 Content Area Literacy 3 ** ONE additional course from either the Literacy or STEM 3 Concentrations

Capstone Experience EDU 5030 Methods of Educational Research 3 EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis

Progression in the Program A typical full-load of graduate coursework in the Elementary Education Program is two courses each semester. Candidates are encouraged to plan the sequence of courses that they will take with their academic advisor. Candidates may be admitted into the program during the fall, spring, or summer. Listed below are the typical course offerings and sequences depending on when admission occurs: (Note: Cohorts and the B.A. to M.Ed. candidates will be provided with their own course sequence) M.Ed. Elementary Education Program - Literacy Suggested Program of Study

Fall Semester Year 1 Spring Semester Year 1 EDU 5131: Literature and Informational 3 EDU 5166: Using Data for Instructional 3 60

Texts for Children and Young Adults Improvement EDU 5132: Foundations of Writing 3 ** Elective Course Instruction EDU 5138: Literacy Support of the E- Learning Community

Summer I (June) Year 1 Summer II (July) Year 1 EDU 5136: Content Area Literacy 3 EDU 5060: Developing Leaders in 21st 3 Century Systems

8 Week Summer Session (June – July) Year 1 EDU 5231: Supervised Practicum in Literacy Program Implementation 3 * if not completed during this period it can be completed during Spring, Year 2, in the candidate’s classroom EDU 5135: Diagnosis and Assessment in the Teaching of Reading 3

Fall Semester Year 2 Spring Semester Year 2 EDU 5030: Methods of Educational 3 EDU 5010: Advanced Instructional 3 Research Technology for the 21st Century

EDU 5040: Diversity in Education: 3 EDU 5300: Product of Learning 3 Societal and Organizational Perspectives OR EDU 5200: Thesis EDU 5134: Foundations of Reading 3 EDU 5231: Supervised Practicum in 3 Instruction Literacy Program Implementation *if not completed during the summer it can be completed in the candidate’s classroom

M.Ed. Elementary Education Program - STEM Suggested Program of Study

Fall Semester Year 1 Spring Semester Year 1 EDU 5011: Technology Integration for 3 EDU 5166: Using Data for Instructional 3 Elementary STEM Based Programs Improvement EDU 5133: Integrated Principles of 3 Science and Social Studies Instruction

Summer I (June) Year 1 Summer II (July) Year 2 EDU 5130: Numerical Representation & 3 EDU 5060: Developing Leaders in 21st 3 Number Concepts in Elementary Century Systems Mathematics EDU 5137: Integrating STEM Instruction 3 61

into the Elementary Classroom

8 Week Summer Session (June – July) Year 1 EDU 5234: Practicum Infused STEM Strategies for K-6 Classrooms *this course may also be 3 offered during the May Mini Session

Fall Semester Year 2 Spring Semester Year 2 EDU 5030: Methods of Educational 3 EDU 5300: Product of Learning 3 Research OR EDU 5200: Thesis EDU 5040: Diversity in Education: 3 EDU 5232: STEM Infused Principles of 3 Societal and Organizational Perspectives Robotics and Technology

EDU 5233: Connected Systems and 3 Interdependence in Science

M.Ed. Elementary Education Program - Content Suggested Program of Study

Fall Semester Year 1 Spring Semester Year 1 EDU 5132: Foundations of Writing 3 EDU 5166: Using Data for Instructional 3 Instruction Improvement EDU 5133: Integrated Principles of 3 Science and Social Studies Instruction

Fall Semester Year 2 Spring Semester Year 2 EDU 5030: Methods of Educational 3 EDU 5010: Advanced Instructional 3 Research Technology for the 21st Century

EDU 5040: Diversity in Education: 3 EDU 5300: Product of Learning 3 Societal and Organizational Perspectives OR EDU 5200: Thesis EDU 5134: Foundations of Reading 3 Instruction *One Additional Course from either the Literacy or STEM concentration can be completed during any semester in which they are being offered. 62

All graduate candidates will be required to obtain a subscription of Foliotek. Foliotek is a software data management system used in the assessment of each candidate’s knowledge, skills, and dispositions. Candidates will be required to use their Foliotek account for the duration of their enrollment in the School of Education in order to upload important applications, course assignments and electronic evidences as required by the North Carolina Department of Public Instruction. The School of Education will track candidate progress in the graduate program through this data and verify that they have successfully met the competencies required in the program of study for which they are seeking licensure. The application for the Internship sequence can be accessed only through Foliotek.

Candidates are reminded that the following criteria must be met during each semester/session of study in order to continue in the degree program:

 Candidates are expected to make satisfactory progress in the completion of the electronic evidences required in the Instructional Courses described above. Any candidate who does not meet proficiency standards in completing each evidence may be required to satisfy these deficiencies before proceeding in the remainder of the program. Candidates are reminded that they must meet the proficiency level for all evidences in order to be eligible for the “M” level license in Elementary Education.

 Candidates are expected to successfully pass the Comprehensive Examination in Elementary Education in order to exit the program and be eligible for the graduate degree. Details concerning this examination are described below.

 Regular attendance is expected in all graduate classes. Each individual instructor may impose certain guidelines with regard to attendance.

Evaluating Student Achievement & Performance Outcomes

Data is collected on candidates and graduates and that data is analyzed as a part of an assessment plan to assist in the improvement of the program and determine eligibility for candidate licensure.

M.Ed. in Elementary Education and M.Ed. in Special Education Assessment Plan

Gateway #1A: Admission to B.A. to M.Ed. Program in Elementary Education (If Applicable) Component Assessed Measure When Process Criteria Basic Knowledge/Skills GPA (Undergraduate At Application Transcript compiled with 3.0 or Higher Transcript) for Admission other documentation for admission Knowledge/Skills/Dispositions Application Essay At Application Reviewed by the Chair of Assessed on a scale of for Admission Elementary/Middle check plus, check, or Grades Education check minus (3, 2, or 1 Department and one point)1-3 for Writing other elementary Mechanics, education faculty Relevance/Focus, and member (Literacy or Depth/Rigor of essay by STEM). The both scores both the chair and are averaged together. faculty member. Dispositions Two Professional At Application Recommendation from Recommendations are Recommendations for Admission (1) a faculty member in evaluated on a scale of Elementary Education, Strongly Recommend, and (2) a Recommend, recommendation from a Recommend with faculty member outside Reservations, or Do Not of education OR the Recommend. candidate’s current academic advisor OR a current employer is required.

Gateway #1B: Admission to the Graduate Program in Elementary Education and Special Education (B.A. to M.Ed. Candidates ONLY) Candidate Internship Mid-point of Data collected in the A minimum score of 50 Knowledge/Skills/Dispositions Midterm Evaluation spring School of Education and points is required for semester of evaluated for candidate to be candidate’s performance during considered satisfactory senior year student teaching in student teaching performance. Candidates requiring an intervention at the mid- point of student teaching may not be accepted into the graduate program upon graduation. Basic Knowledge/Skills GRE/MAT At Application Data collected in the MAT: 380 (30) for Admission School of Education GRE: 800 (V+Q)

Basic Knowledge/Skills GPA (Undergraduate At Application Transcript compiled with 3.0 or Higher Transcript) for Admission other documentation for admission Knowledge/Skills Curriculum Vitae At Application Vitae compiled with Current NC License in for Admission other documentation for Teaching or other admission related area is required Dispositions Professional At Application Recommendation Positive professional Recommendation for Admission compiled with other recommendation documentation for required admission Knowledge/Skills/Dispositions Application Essay At Application Reviewed by the Assessed on a scale of 1- for Admission Program Director of the 3 for Writing Mechanics, Graduate Studies Relevance/Focus, and Program Depth/Rigor Knowledge/Skills North Carolina Initial At Application If candidates are seeking Passing Scores on the Teaching License for Admission the “M” license in Praxis II are required for 65

addition to the degree, the initial license or the initial teaching evidence of a cleared license in elementary or N.C. Elementary or special education is Special Education required or the teaching license if the candidate must make candidate intends to file himself eligible for the for the “M” license initial license by taking through DPI. and passing the Praxis II Specialty Exam during the first two semesters of enrollment. Gateway #2: Admission to Candidacy: Comprehensive Examination Knowledge/Skills GPA At conclusion of Transcript reviewed by No deficiencies or Core and Program Coordinator in academic probation at Specialty Elementary/ time of application Coursework Special Education M.Ed. programs. Knowledge/Skills Electronic Evidences: At the end of EDU Candidates are required to The Evaluation Rubric for (Special Education M.Ed.) 5141/42/43 upload electronic Evidences #1 and #3 must Case Study Analysis (Evidence #1) and evidences #1 and #3 to demonstrate a and Online Teacher EDU 5141/44/46 Foliotek and demonstrate proficiency rating on all Training Package (Evidence #3) that their case study, indicators which have (Evidence #1) and teacher training package, been aligned to the Community and community transition Advanced Standards for Transition Planning project meets proficiency. Special Education: Project (Evidence The two projects are Intellectual Disabilities. #3) evaluated by the course Rubrics are available for instructors in EDU review on the School of 5141/5142/5143 and EDU Education website. 5141/5144/5146. Knowledge/Skills Comprehensive Within the last Candidates complete a Candidates choose three Examination nine hours of three hour essay from among six questions

graduate examination which covers which have been coursework (at the major theories and randomly selected from a conclusion of content of the core and master list. Each Core and instructional courses question is scored using Specialty offered in the Elementary “blind review” by two Coursework or Special Education M.Ed. faculty. A candidate must program of study. earn a minimum of 80 out of 100 possible points (80%) on each question after the two scores from each faculty member are summed. Each question is scored for Content (65 points) and Organization (35 points). Gateway #3: Candidate Capstone Experience – Special Education Component Assessed Measure When Process Criteria Knowledge/Skills/ Candidates complete During the final Candidate selects this 300 In order to receive credit Dispositions EDU 5240 for their semester/session hour capstone experience (CR) for EDU 5240, the Internship Option required capstone of graduate if s/he is interested in a candidate must earn a experience coursework. career as an EC Director of minimum of 400 points Exceptional Children. (80%) of the maximum 500 points possible on Dispositions are assessed the Clinical Internship in through a mandatory Special Education Rubric. interview which is part of the application for Internship process. A five point scale rates candidates in four areas: Academic Potential, Leadership Potential, Personal Learning &

Development, and Self Expression. OR OR OR OR Knowledge/Skills/ Candidates complete During the final Candidate selects this In order to receive credit Dispositions EDU 5300 for their semester/session capstone experience if (CR) for EDU 5300, the Product of Learning Option required capstone of graduate s/he is interested plans to candidate must experience coursework. stay in the classroom or successfully present the moving to a curriculum plan for the portfolio

level position within the organization and content school. within to the graduate faculty. The candidate must earn a minimum of 38 points (80%) of the maximum 48 points possible on the Product of Learning Score Rubric.

OR OR OR OR Knowledge/Skills/ Candidates complete During the final Candidate selects this In order to receive credit Dispositions 5200 for their required semester/session capstone experience if (CR) for EDU 5200, the Thesis Option capstone experience of graduate s/he is interested in future candidate must present coursework. doctoral study in an acceptable research

education. proposal which is approved by the thesis A four member thesis committee. committee which includes one public school Successful defense of representative is selected. thesis/Approval of thesis The chair of the thesis by the Graduate Studies committee supervises the Office. writing of the thesis and the oral defense.

Knowledge/Skills Electronic Evidences: At the end of EDU Candidates demonstrate The Evaluation Rubric for 5030: Research that they understand the Evidence #2 must Diversity/Cultural Methods in relevance of action demonstrate a Awareness Action Education research to guide school proficiency rating on all Research Project improvement and indicators which have (Electronic Evidence educational initiatives. been aligned to the #2) Diverse populations Advanced Standards for should be the focus of the Elementary and Special research project as it Education. Rubrics are relates to the School’s available for review on current improvement the School of Education plan. Candidates are website. required to upload electronic evidence #2 to Foliotek and demonstrate that their research project meets proficiency. The project and research paper is evaluated by the course instructor in EDU 5300. Gateway #3: Candidate Capstone Experience – Elementary Education Knowledge/Skills/Dispositions As the bases for the During the final Candidate selects this The Evaluation Rubric for Evidence #1 with Product of product of learning semester/session capstone experience if Evidence #1 must Learning (Elementary Education) (EDU 5300) candidates of graduate s/he is interested plans to demonstrate a will complete coursework. stay in the classroom or proficiency rating on all Electronic Evidence #1: moving to a curriculum indicators which have Instructional level position within the been aligned to the Effectiveness on school. Advanced Standards for Student Achievement Elementary Education. The candidate will select a Rubrics are available for curriculum focus in STEM review on the School of or literacy and develop a Education website. philosophical focus,

alignment of the curriculum topic to the CCES, strategies and school plan for implementation. EE#1 will serve as the framework for the candidate’s product of learning. Candidates are required to upload electronic evidence #1 to Foliotek and demonstrate that the project meets proficiency. The project is evaluated by the course instructor in EDU 5300.

OR OR OR OR Knowledge/Skills/ As the bases for the During the final Candidate selects this In order to receive credit Dispositions master’s thesis (EDU semester/session capstone experience if (CR) for EDU 5200, the Evidence #1 with Thesis Option 5200) candidates will of graduate s/he is interested in future candidate’s EE#1 must be complete Electronic coursework. doctoral study in deemed Proficient (see (Elementary Education) Evidence #1: education. rubric) by the thesis

Instructional chair. The Evaluation Effectiveness on The candidate will select a Rubric for Evidence #1 Student Achievement curriculum focus in STEM must demonstrate a or literacy and develop a proficiency rating on all philosophical focus, indicators which have alignment of the been aligned to the curriculum topic to the Advanced Standards for CCES, strategies and Elementary Education. school plan for Rubrics are available for 70

implementation. review on the School of EE#1 will serve as the Education website. framework for the candidate’s thesis. Successful defense of Candidates are required to thesis/approval of thesis upload electronic by the Graduate Studies evidence #1 to Foliotek Office. and demonstrate that the project meets proficiency. The project is evaluated by the course instructor in EDU 5200.

* Special Education M.Ed. Program Only

Gateway #4: Program Completion Component Assessed Measure When Process Criteria Knowledge/Skills: GPA Completion of Final Transcript verification 3.0 or higher Program required for graduation Pedagogical Knowledge *Praxis Completion of Praxis II scores are verified Must meet state passing score Exceptional program Children’s Director Exam Knowledge/Skills/ Advanced Completion of School of Education submits “M” License is awarded Dispositions license program licensure application to SDPI. requirements are met Knowledge/Skills/ Completion of School of Education tracks the Successful Employment/Career Dispositions Program employment/career status of Status of Program Completers Program Completers. *If Applicable

MAT in Elementary Education

The Master of Arts in Teaching (MAT) is an accelerated teacher licensure program that is designed for candidates who already hold a baccalaureate degree from a regionally accredited institution. The 45-hour program of study includes an initial 36-hour sequence of courses in 21st century teaching and learning, technology, and methodology which culminates in a capstone student teaching internship experience. During PHASE I of the program post-baccalaureate courses allow candidates to complete the requirements for an initial N.C. teaching license in Elementary Education K-6, including student teaching. At the completion of PHASE I and the candidate's passing scores on the Pearson’s Foundation of Reading, Mathematics and Multi-subject tests, the individual is eligible for the "A" (initial) N.C. teaching license. Should the individual choose not to proceed to PHASE II, he/she has completed the requirements for the initial teaching license in Elementary Education K-6 only.

The individual choosing to receive the MAT degree in Elementary Education K-6 must apply for graduate candidacy and be admitted to PHASE II of the program. In PHASE II the candidate enrolls in an additional 9 hours of graduate coursework in order to complete the remaining requirements for the MAT degree and to be eligible for the "M" level N.C. license in Elementary Education K-6. In Phase II, candidates may choose one specialization area (Leadership, STEM or Literacy). The Elementary Education Comprehensive Examination is also required at the completion of these 9 hours.

In addition, those completing the High Point University MAT Program are expected to meet or exceed proficiency in the following areas:

 Content Knowledge in the Major  Leadership skills  Collaboration Skills  Relationship Building  Use of Technology  A knowledge of formative and summative assessment procedures  A knowledge of Research  Media and Financial Literacy  A knowledge of diverse cultures and global issues  A knowledge of multiple languages  An understanding of the process of life-long learning  Reading, Science, Mathematics, and Communication Skills  Critical Thinking and problem solving skills  Innovative and Creative Thinking  Reflection and Informed Decision Making

Goals and Objectives

Goal 1: To provide an M.A.T program in Elementary Education that provides candidates with the experiences needed to become 21st century professionals.

1.1 To provide the candidate opportunities to investigate research and best practices in elementary education and teacher leadership, both theoretical and practical across all areas of content. 1.2 To provide opportunities for the candidate to gain knowledge about the learning environment through global connections and real‐world context. 1.3 To assist the candidate in developing the skills needed for ongoing personal and professional reflection to extend student learning and overall school improvement. Goal 2: To facilitate the M.A.T in Elementary Education candidate’s acquisition of the 21st century knowledge, skills, and dispositions needed to produce globally competitive P-12 students. 2.1 To assist the candidate in the development of knowledge of the core subjects and the interconnectedness across disciplines. 2.2 To assist candidates in developing and using assessment tools for both formative and summative assessment systems in the elementary classroom. 2.3 To assist the candidate in incorporating 21st century content and skills such as Creativity, Critical Thinking and Problem-Solving, Communication, Collaboration, Information Literacy, Media Literacy, ICT Literacy, and Leadership into the elementary school curriculum. Goal 3: To help prospective M.A.T teachers to develop the leadership skills needed to effectively collaborate, facilitate change and innovation, and make informed decisions which impact student success. 3.1 To provide candidates opportunities to develop skills in communication, collaboration, and leadership those positively impact the elementary school environment. 3.2 To provide candidates with opportunity to read and analyze research regarding teacher leadership and innovative programs in elementary schools. 3.3. To make candidates aware of the decision making process within a school environment. Goal 4: To promote the MAT Elementary Education candidate’s understanding of how to develop a learning environment that is nurturing, inclusive, healthy, and safe. 4.1 To assist candidates in developing a global awareness which promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences as they play out in the classroom and community. 4.2 To assist candidates in gaining strategies for classroom management that prepares them to maintain a safe educational learning environment. 4.3 To help candidates gain awareness regarding issues of poverty, and the needs of varying student populations as they affect the learning process.

Student Learning Outcomes M.A.T. in Elementary Education  Candidates will be able to read, use and understand research in the profession regarding content, leadership, and what it means to be a 21st Century Educator.  Candidates will be able to create/develop engaging lessons that differentiate for the varying needs of different groups of students with regard to culture, exceptionality, religion, learning style etc.  Candidates will be able to create a plan and manage the classroom utilizing strategies from course content and learning.  Candidates will be able to work as a collaborative partner with others in the field demonstrating leadership, and communication skills.

 Candidates will understand the global nature of education as it refers to poverty, exceptionality, and diversity among students in public school settings.  Candidates will demonstrate content competency in math, ELA, science and social studies as it is infused with technology and integrated across curricula.

Master of Arts in Teaching Elementary Education K-6 (MAT) Program – Phase I Courses Credit

Core (12 credit hours) EDU 5010 Advanced Instructional Technology for the 21st Century 3 EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5050 Classroom Organization and Management 3 EDU 5080 Advanced Educational Psychology 3

Instructional (18 credit hours) EDU 5130 Numerical Representation & Number Concepts in Elementary 3 Mathematics EDU 5131 Literature and Informational Texts for Children and Young Adults 3 EDU 5132 Foundations of Writing Instruction 3 EDU 5133 Integrated Principles of Science and Social Studies Instruction 3 EDU 5134 Foundations of Reading Instruction 3 EDU 5229 Supervised Practicum in the Elementary Setting 3

Capstone Experience (6 credit hours) EDU 5166 Using Data for Instructional Improvement 3 EDU 5230 Clinical Internship in Elementary Education 3

Initial License in Elementary Education Awarded after Passing Pearson Testing

Master of Arts in Teaching Elementary Education K-6 (MAT) Program – Phase II (Candidates will choose one of the following specialization areas) Courses Credit Leadership Specialization EDU 5030 Methods of Educational Research 3 EDU 5060 Developing Leaders in 21st Century Systems 3 EDU 5300 Product of Learning 3 Literacy Specialization EDU 5135 Diagnosis and Assessment in the Teaching of Reading 3 EDU 5136 Content Area Literacy 3 EDU 5231 Supervised Practicum in Literacy Program Implementation 3

STEM Specialization EDU 5137 Integrating STEM Instruction into the Elementary Classroom 3 EDU 5232 STEM Infused Principles of Robotics and Technology 3 EDU 5233 Connected Systems and Interdependence in Science 3 “M” Level is added to the Initial License after Completion of Phase II

Description of Courses: Core Courses MAT in Elementary Education (21 semester hours) EDU 5010: Advanced Instructional Technology for the 21st Century A study of the integration of technology into the 21st Century classroom addressing the NETS Standards for Teachers and Administrators. Emphasis is placed on Web 2.0 technologies such as blogs, wikis, podcasts, and social networking sites as well as interactive technologies including whiteboards and student response systems. Students will also complete an in-depth exploration of an issue surrounding the use of technology in the classroom. (3) EDU 5020: Curriculum Development Curriculum analysis, using the North Carolina Core and Essential Standards as a guide. The processes, strategies, and techniques used to produce the state curriculum will be discussed. Methods appropriate for assessing individual learning needs in this performance-based curriculum will be presented and classroom practices for meeting these needs will be introduced and practiced. Curriculum relevance, rigor, connectedness, and the integration of 21st century content and skills into educational practices will be discussed. (3) EDU 5030: Methods of Educational Research An examination of the current research design methodologies which are relevant to the field of education. Exploration of quantitative and qualitative approaches will be presented as candidates learn how to evaluate published research for relevance, credibility, and generalization in informing school practice. Candidates are required to complete an action research project which is designed to analyze a current diversity issue relevant to the current school setting and how this research can be applied to improving home, school/community partnerships. (3) EDU 5040: Diversity in Education: Societal and Organizational Perspectives This course addresses diversity issues in education extending beyond the classroom regarding school, district, and community practices. Candidates will research the implications of these practices and propose strategies to incite change in their schools and communities. Topics may include gender, socioeconomic status, sexual identity as well as racial, ethnic, and religious backgrounds. (3) EDU 5050: Classroom Organization and Management A discussion of classroom management strategies and techniques for maintaining and orderly and safe learning environment for all students. Functional assessment, data collection procedures and the development of interventions using the Responsiveness to Instruction model will be emphasized. Candidates will be required to complete a series of assignments that will allow for the development of skills in record keeping, data collection, and intervention implementation and evaluation. (3) EDU 5060: Developing Leaders in 21st Century Systems This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3)

EDU 5080: Advanced Educational Psychology This course includes an examination of the contemporary educational psychology theories of human behavior and learning most applicable in today’s 21st century classrooms. Research practices and application of theories in development, instruction, and classroom management including learning styles, differentiation, and brain-based research will be emphasized. (3) EDU 5166: Using Data for Instructional Improvement This graduate level course examines how the instructional strategies used in the K-12 classrooms align with known best practices and research findings. The alignment between what is taught and the Common Core State and Essential Standards in order to develop actionable goals to improve student performance will be emphasized. Topics include building assessment literacy, rubric design, formative and summative assessment procedures, data coaching and collaborating through PLC’s for total school improvement. Using technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms will also be emphasized. (3)

Specialty Area Courses MAT in Elementary Education (18 semester hours) EDU 5130: Numerical Representations and Number Concepts in Elementary Mathematics An investigative approach to the study of the concepts underlying the mathematics taught in grades K-6 and the connections to algebra, science, engineering, and technology. Candidates will explore relationships between number, operations, and representations in real-world contexts as they develop an understanding of the structure and coherence of mathematics. The Common Core Standards for Mathematical Practice and Standards for Mathematical Content will be emphasized to help candidates relate the concepts learned mathematical practices in the K-6 classroom. (3) EDU 5131: Literature and Informational Texts for Children and Young Adults This graduate course will include a critical examination of the characteristics of successful literature programs and exploration of criteria for evaluating and selecting quality children’s and young adult literature and informational texts across levels of text complexity and content for the purposes of enhancing teaching and learning. Emphasis will include critical and pedagogical issues in children’s and young adult literature. Candidates will describe and develop theories of response to literature that integrate the language arts, technology, and visual/performing arts. (3) EDU 5132: Foundations of Writing Instruction: This course will examine process writing models, stages for encouraging writers to select, draft, revise, share, edit, and publish topics within a variety of genres. Strategies, use of literature for children and adolescents for establishing criteria of good writing demonstrated and evaluated. Writers’ workshop, effective use of authentic reasons for writing, time, mini-lessons, teacher conferences, collaborative student revisions and editing groups. Strategies for teaching phonics, spelling, and grammar in context. Strategies for preparing for NC writing tests. Websites for supporting young writers and publishing their texts. Lesson/Unit planning required. (3) EDU 5133: Integrated Principles of Science and Social Studies Instruction: This course is designed to enhance elementary teacher content knowledge and use of differentiated strategies in science and social studies. Candidates will gain content knowledge by practicing various methods of teaching integrated science and social studies and develop authentic applications in real- world situations. The unifying concepts of science will be integrated with the five themes of geography utilizing an inquiry-based approach throughout the course. Science areas covered will include: physical, life, earth/space, and technology. Social studies areas covered will include: geography, world and US history, political science, economics, anthropology, sociology and psychology. The course will be taught 77 using a place-based education approach with the environment as the unifying concept. (3) EDU 5134: Foundations of Reading Instruction: An examination of the social, cognitive and linguistic foundations of literacy development. Critical reading of professional literature to articulate and support a philosophy of literacy development which emphasizes the interrelatedness of the language arts for English proficient and potentially English proficient students. Demonstrations of varied instructional and management strategies to develop print rich classroom environments and to teach and support children’s efficient use of the syntactic, semantic, graphophonemic and pragmatic cue systems (3) EDU 5135: Diagnosis and Assessment in the Teaching of Reading: Procedures to assess a reader’s definition of reading, attitudes, interests, use of cue systems, reading strategies and understanding of text. Evaluation of data to select, apply and modify instructional strategies. Use of assessment strategies for ongoing, systematic evaluation, diagnosis and instruction. Recording summaries of assessment data on graphic profiles and in written reports to communicate with parents, students and other educators. To become a reflective practitioner using inquiry-based professional growth and improved instruction. Research, student analysis, field experience required. Strategies for NC End of Grade tests. Prerequisite: EDU 5132: Foundations of Reading Instruction; (3) Spring/Summer II EDU 5229: Clinical Internship in Elementary Education - I This introduction to the clinical internship is designed to provide the MAT candidate seeking initial license in elementary education with a semester-long experience in an elementary setting. Opportunities to apply teaching principles and theories in K-6 classrooms will be emphasized. EDU 5230: Clinical Internship in Elementary Education: This course is a continuation of the clinical internship and provides opportunities for practical applications of pedagogical and instructional strategies relevant to the elementary setting. The Clinical Internship-I and II provide the candidate seeking initial licensure in elementary education with a 16-week student teaching experience along with completion of the required edTPA performance-based portfolio. (3)

The following table illustrates how each of the N C Professional Teaching Standards is met within the professional core courses for the MAT in Elementary Education Program (Phase I):

Standards/Indicators EDU EDU EDU EDU 5010 5050 5040 5080 1. TEACHERS DEMONSTRATE LEADERSHIP a. Teachers lead in their classrooms. 1. Evaluates the progress of students toward high school graduation X using a variety of assessment data measuring goals of the Common Core State & Essential Standards. 2. Draws on appropriate data to develop classroom and instructional X plans. 3. Maintains a safe and orderly classroom that facilitates student X learning. 4. Uses positive management of student behavior, effective X communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint. b. Teachers demonstrate leadership in the school. 78

1. Engages in collaborative and collegial professional learning X activities. 2. Identifies the characteristics or critical elements of a school X improvement plan. 3. Displays the ability to use appropriate data to identify areas of X need that should be addressed in a school improvement plan. c. Teachers lead the teaching profession. 1. Participates in professional development and growth activities. 2. Begins to develop professional relationships and networks. d. Teachers advocate for schools and students. 1. Implements and adheres to policies and practices positively affecting students’ learning. e. Teachers demonstrate high ethical standards 1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. 2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. 1. Maintains a positive and nurturing learning environment. X X b. Teachers embrace diversity in the school community and in the world. 1. Appropriately uses materials or lessons that counteract X stereotypes and acknowledges the contributions of all cultures. 2. Incorporates different points of view in instruction. X 3. Understands the influence of diversity and plans instruction X accordingly. c. Teachers treat students as individuals. 1. Maintains a learning environment that conveys high expectations X X of every student. d. Teachers adapt their teaching for the benefit of students with special needs. 1. Cooperates with specialists and uses resources to support the X special learning needs of all students. 2. Uses research-verified strategies to provide effective learning X X activities for students with special needs. e. Teachers work collaboratively with the families and significant adults in the lives of their students. 1. Communicates and collaborates with the home and community X X for the benefit of students. 3. TEACHERS KNOW THE CONTENT THEY TEACH a. Teachers align their instruction with the Common Core State & Essential Standards. 1. Develops and applies lessons based on the Common Core State &

Essential Standards. 2. Integrates effective literacy instruction throughout the curriculum and across content areas to enhance students’ learning. b. Teachers know the content appropriate to their teaching specialty. 1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 2. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity. c. Teachers recognize the interconnectedness of content areas/discipline. 1. Demonstrates knowledge of links between grade/subject and the Common Core State & Essential Standards by relating content to other disciplines. 2. Relates global awareness to the subject. d. Teachers make instruction relevant to students. 1. Integrates 21st century skills and content in instruction. X 4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. 1. Identifies developmental levels of individual students and plans X instruction accordingly. 2. Assess and uses resources needed to address strengths and X weaknesses of students. b. Teachers plan instruction appropriate for their students. 1. Collaborates with colleagues to monitor student performance and X make instruction responsive to cultural differences and individual learning needs. c. Teachers use a variety of instructional methods. 1. Uses a variety of appropriate methods and materials to meet the needs of all students. d. Teachers integrate and utilize technology in their instruction. 1. Integrates technology with instruction to maximize students’ X learning. e. Teachers help students develop critical-thinking and problem- solving skills. 1. Integrates specific instruction that helps students develop the X ability to apply processes and strategies for critical thinking and problem solving. f. Teachers help students to work in teams and develop leadership qualities. 1. Organizes student learning teams for the purpose of developing X X cooperation, collaboration, and student leadership. g. Teachers communicate effectively.

1. Uses a variety of methods to communicate effectively with all students. 2. Consistently encourages and supports students to articulate thoughts and ideas clearly and effectively. h. Teachers use a variety of methods to assess what each student has learned. 1. Uses multiple indicators, both formative and summative, to X monitor and evaluate students’ progress and to inform instruction. 2. Provides evidence that students attain 21st century knowledge, X skills and dispositions. 5. TEACHERS REFLECT ON THEIR PRACTICE a. Teachers analyze student learning. 1. Uses data to provide ideas about what can be done to improve X students’ learning. b. Teachers link professional growth to their professional goals. 1. Participates in recommended activities for professional learning and development. c. Teachers function effectively in a complex, dynamic environment. 1. Uses a variety of research-verified approaches to improve teaching and learning.

The following table illustrates how each of the N C Professional Teaching Standards is met within the specialty courses for the MAT in Elementary Education Program (Phase I):

Standards/Indicators EDU EDU EDU EDU EDU 5130 5132 5133 5134 5135 1. TEACHERS DEMONSTRATE LEADERSHIP a. Teachers lead in their classrooms. 1. Evaluates the progress of students toward high school graduation using a variety of assessment data measuring goals of the Common Core State & Essential Standards. 2. Draws on appropriate data to develop classroom and X instructional plans. 3. Maintains a safe and orderly classroom that facilitates student learning. 4. Uses positive management of student behavior, effective communication for defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint. b. Teachers demonstrate leadership in the school. 1. Engages in collaborative and collegial professional learning activities. 2. Identifies the characteristics or critical elements of a school improvement plan.

3. Displays the ability to use appropriate data to identify areas of need that should be addressed in a school improvement plan. c. Teachers lead the teaching profession. 1. Participates in professional development and growth activities. 2. Begins to develop professional relationships and networks. d. Teachers advocate for schools and students. 1. Implements and adheres to policies and practices positively affecting students’ learning. e. Teachers demonstrate high ethical standards 1. Upholds the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct. 2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. 1. Maintains a positive and nurturing learning environment. b. Teachers embrace diversity in the school community and in the world. 1. Appropriately uses materials or lessons that counteract stereotypes and acknowledges the contributions of all cultures. 2. Incorporates different points of view in instruction. 3. Understands the influence of diversity and plans instruction accordingly. c. Teachers treat students as individuals. 1. Maintains a learning environment that conveys high expectations of every student. d. Teachers adapt their teaching for the benefit of students with special needs. 1. Cooperates with specialists and uses resources to support the special learning needs of all students. 2. Uses research-verified strategies to provide effective learning activities for students with special needs. e. Teachers work collaboratively with the families and significant adults in the lives of their students. 1. Communicates and collaborates with the home and community for the benefit of students. 3. TEACHERS KNOW THE CONTENT THEY TEACH a. Teachers align their instruction with the Common Core State & Essential Standards. 1. Develops and applies lessons based on the Common Core X X X X State & Essential Standards. 2. Integrates effective literacy instruction throughout the X X X X 82 curriculum and across content areas to enhance students’ learning. b. Teachers know the content appropriate to their teaching specialty. 1. Demonstrates and appropriate level of content knowledge X X X X in the teaching specialty. 2. Encourages students to investigate the content area to X X X X expand their knowledge and satisfy their natural curiosity. c. Teachers recognize the interconnectedness of content areas/discipline. 1. Demonstrates knowledge of links between grade/subject X X X X and the Common Core State & Essential Standards by relating content to other disciplines. 2. Relates global awareness to the subject. X X X X d. Teachers make instruction relevant to students. 1. Integrates 21st century skills and content in instruction. X X X X 4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. 1. Identifies developmental levels of individual students and plans instruction accordingly. 2. Assess and uses resources needed to address strengths X X and weaknesses of students. b. Teachers plan instruction appropriate for their students. 1. Collaborates with colleagues to monitor student X X X X performance and make instruction responsive to cultural differences and individual learning needs. c. Teachers use a variety of instructional methods. 1. Uses a variety of appropriate methods and materials to X X X X X meet the needs of all students. d. Teachers integrate and utilize technology in their instruction. 1. Integrates technology with instruction to maximize X X students’ learning. e. Teachers help students develop critical-thinking and problem-solving skills. 1. Integrates specific instruction that helps students develop X X X X the ability to apply processes and strategies for critical thinking and problem solving. f. Teachers help students to work in teams and develop leadership qualities. 1. Organizes student learning teams for the purpose of developing cooperation, collaboration, and student leadership.

83 g. Teachers communicate effectively. 1. Uses a variety of methods to communicate effectively with X all students. 2. Consistently encourages and supports students to X articulate thoughts and ideas clearly and effectively. h. Teachers use a variety of methods to assess what each student has learned. 1. Uses multiple indicators, both formative and summative, to X monitor and evaluate students’ progress and to inform instruction. 2. Provides evidence that students attain 21st century X X X X X knowledge, skills and dispositions. 5. TEACHERS REFLECT ON THEIR PRACTICE a. Teachers analyze student learning. 1. Uses data to provide ideas about what can be done to X improve students’ learning. b. Teachers link professional growth to their professional goals. 1. Participates in recommended activities for professional learning and development. c. Teachers function effectively in a complex, dynamic environment. 1. Uses a variety of research-verified approaches to improve teaching and learning.

The following table illustrates how each of the N C Professional Teaching Standards is met within the capstone product for the MAT in Elementary Education Program (Phase I):

Standards/Indicators EDU EDU 5040 5230 1. TEACHERS DEMONSTRATE LEADERSHIP a. Teachers lead in their classrooms. 1. Evaluates the progress of students toward high school graduation using a variety of X X assessment data measuring goals of the Common Core State & Essential Standards. 2. Draws on appropriate data to develop classroom and instructional plans. X X 3. Maintains a safe and orderly classroom that facilitates student learning. X X 4. Uses positive management of student behavior, effective communication for X X defusing and deescalating disruptive or dangerous behavior, and safe and appropriate seclusion and restraint. b. Teachers demonstrate leadership in the school. 1. Engages in collaborative and collegial professional learning activities. X X 2. Identifies the characteristics or critical elements of a school improvement plan. X X 3. Displays the ability to use appropriate data to identify areas of need that should be X X addressed in a school improvement plan. 84 c. Teachers lead the teaching profession. 1. Participates in professional development and growth activities. X 2. Begins to develop professional relationships and networks. X d. Teachers advocate for schools and students. 1. Implements and adheres to policies and practices positively affecting students’ X learning. e. Teachers demonstrate high ethical standards 1. Upholds the Code of Ethics for North Carolina Educators and the Standards for X Professional Conduct. 2. TEACHERS ESTABLISH A RESPECTFUL ENVIRONMENT FOR A DIVERSE POPULATION OF STUDENTS a. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults. 1. Maintains a positive and nurturing learning environment. X b. Teachers embrace diversity in the school community and in the world. 1. Appropriately uses materials or lessons that counteract stereotypes and X X acknowledges the contributions of all cultures. 2. Incorporates different points of view in instruction. X X 3. Understands the influence of diversity and plans instruction accordingly. X c. Teachers treat students as individuals. 1. Maintains a learning environment that conveys high expectations of every student. X X d. Teachers adapt their teaching for the benefit of students with special needs. 1. Cooperates with specialists and uses resources to support the special learning X needs of all students. 2. Uses research-verified strategies to provide effective learning activities for students X with special needs. e. Teachers work collaboratively with the families and significant adults in the lives of their students. 1. Communicates and collaborates with the home and community for the benefit of X students. 3. TEACHERS KNOW THE CONTENT THEY TEACH a. Teachers align their instruction with the Common Core State & Essential Standards. 1. Develops and applies lessons based on the Common Core State & Essential X Standards. 2. Integrates effective literacy instruction throughout the curriculum and across X content areas to enhance students’ learning. b. Teachers know the content appropriate to their teaching specialty. 1. Demonstrates and appropriate level of content knowledge in the teaching specialty. 2. Encourages students to investigate the content area to expand their knowledge and satisfy their natural curiosity. c. Teachers recognize the interconnectedness of content areas/discipline. 1. Demonstrates knowledge of links between grade/subject and the Common Core State & Essential Standards by relating content to other disciplines.

2. Relates global awareness to the subject. X d. Teachers make instruction relevant to students. 1. Integrates 21st century skills and content in instruction. 4. TEACHERS FACILITATE LEARNING FOR THEIR STUDENTS a. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students. 1. Identifies developmental levels of individual students and plans instruction accordingly. 2. Assess and uses resources needed to address strengths and weaknesses of X students. b. Teachers plan instruction appropriate for their students. 1. Collaborates with colleagues to monitor student performance and make instruction X responsive to cultural differences and individual learning needs. c. Teachers use a variety of instructional methods. 1. Uses a variety of appropriate methods and materials to meet the needs of all X students. d. Teachers integrate and utilize technology in their instruction. 1. Integrates technology with instruction to maximize students’ learning. X e. Teachers help students develop critical-thinking and problem-solving skills. 1. Integrates specific instruction that helps students develop the ability to apply X processes and strategies for critical thinking and problem solving. f. Teachers help students to work in teams and develop leadership qualities. 1. Organizes student learning teams for the purpose of developing cooperation, X collaboration, and student leadership. g. Teachers communicate effectively. 1. Uses a variety of methods to communicate effectively with all students. X 2. Consistently encourages and supports students to articulate thoughts and ideas X clearly and effectively. h. Teachers use a variety of methods to assess what each student has learned. 1. Uses multiple indicators, both formative and summative, to monitor and evaluate X students’ progress and to inform instruction. 2. Provides evidence that students attain 21st century knowledge, skills and X dispositions. 5. TEACHERS REFLECT ON THEIR PRACTICE a. Teachers analyze student learning. 1. Uses data to provide ideas about what can be done to improve students’ learning. X b. Teachers link professional growth to their professional goals. 1. Participates in recommended activities for professional learning and development. X c. Teachers function effectively in a complex, dynamic environment. 1. Uses a variety of research-verified approaches to improve teaching and learning. X

The following table illustrates how each of the Graduate Teacher Standards is met within the Phase II courses for the MAT in Elementary Education Program:

Standards/Indicators EDU EDU 5030 5060 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, and team X X building 1.2 Facilitate mentoring and coaching with novice teachers X X 1.3 Sets goals and establishes priorities while promoting initiatives that affect X X student learning 1.4 Participates in professional learning communities X X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and X flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and global issues X 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, and assessment X 3.2 Models the integration of 21st century content and skills into educational X practices 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice X 4.2 Designs action research to investigate and improve student learning and X school practices 4.3 Models technology integration that supports student learning X 4.4 Critically analyzes student and school performance data to determine needs X and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice X X 5.2 Models the development of meaningful professional goals X X X 5.3 Models personal and professional reflection to extend student learning and X school improvement

PHASE I MAT edTPA PERFORMANCE BASED PORTFOLIO

In August 2016 the North Carolina General Assembly approved that all student teachers completing an approved teacher preparation program in N.C. submit a performance-based portfolio to demonstrate readiness for teaching. Effective 2017-2018, students completing the MAT in Elementary Education, Phase I will be required to participate in the implementation plan for edTPA portfolio completion.

DESCRIPTION: The edTPA is a performance-based assessment portfolio, which teacher candidates complete during their student teaching semester as a licensure requirement. The edTPA consists of three major areas of evaluation: Planning, Instruction and Assessment. Within each of these three categories student teachers will be asked to complete a series of tasks that provide evidence of competency in planning, instructional delivery and assessment of students. In Planning, student teachers will complete a Context for Learning task which requires them to describe their district, school, classroom, and students. They will develop a series of sequenced lesson plans that all relevant instructional materials to accompany these lessons during Planning. Once they have crafted their lesson plans, students will be required to complete a commentary in which they are prompted to describe and reflect on their planning with special attention to the central focus, objectives, differentiation, rationale, and incorporation of academic language throughout the learning segment.

In the category of Instruction, student teachers will be required to video record themselves teaching the previously-described learning segment and choose two clips to submit from their lessons, along with a written commentary addressing the atmosphere of the classroom, the engagement of students, and differentiation. Finally, in the third category of Assessment, students will choose one assessment and analyze the students who have been highlighted in the video they have chosen to upload into the portfolio. Student teachers will be required to submit three student work samples of this assessment (one student must have a specific learning need such as an Individualized Education Plan or be designated as an English Language Learner) along with their feedback to those students. Student teachers also submit a written commentary, addressing class performance on the assessment, how the feedback will help students, academic language and plans for future lessons.

For additional support students are encouraged to consider registering for EDU 4112 (1-4 credits) which will be offered in an online format during both semesters of student teaching. Each of the four credits will include a series of online modules designed to support the student as he/she completes the edTPA portfolio. Students may elect to register for the number of credit hours which will best meet their needs. The EDU 4112 course will include the following components:  Module 1: edTPA Overview/Academic Knowledge (1 CR)  Module 2: Planning (Will include samples of exemplar lesson segments) (1 CR)  Module 3: Instruction (Will include Video Samples) (1 CR) Module 4: Assessment (Will include sample “exemplar” commentaries (1 CR)

PHASE II MAT

Evidence #1 Curriculum Resource Guide and School Action Plan Description: The purpose of the Curriculum Resource Guide and School Action Plan is to provide candidates with the opportunity to demonstrate an understanding of how curriculum is developed and implemented in a relevant and interconnected manner across disciplines. Using the Common Core State & Essential Standards , candidates will produce a resource guide that focuses on a self-selected curriculum content area and elementary grade level. The guide will include a template for addressing 21st century skills with 21st Century Skills and ICT Literacy Maps across a unit of five sample lesson plans. Using the candidate’s current school, a vision of 21st century curriculum implementation including the development of a three-year action plan focusing on teacher skills, incentives and school resources will be required at the conclusion of the project. Collaboration with the candidate’s current school administrator and demonstrating how the curriculum guide can be used as a tool for facilitating instructional planning, particularly with novice teachers, is also required.

Assessment System Gateways Master of Arts in Teaching (MAT) Updated Version Coming Soon Gateway #1: Admission to the MAT Graduate Program: Phase I Component Assessed Measure When Process Criteria Basic Knowledge/Skills GPA At Application for Transcript compiled with 3.0 or Higher (Undergraduate Admission other documentation for Transcript) admission Knowledge/Skills Curriculum Vitae At Application for Vitae compiled with other Current NC License in Admission documentation for Teaching or other related admission area is required Dispositions Professional At Application for Recommendation compiled Positive professional Recommendation Admission with other documentation recommendation required for admission Knowledge/Skills/Dispositions Application Essay At Application for Reviewed by the Program Assessed on a scale of 1-3 Admission Director of the Graduate for Writing Mechanics, Studies Program Relevance/Focus, and Depth/Rigor Basic Knowledge/Skills PPST At Application for Data collected in the School Passing Scores or Composite Admission of Education of 468 on Praxis I Core (If UG GPA is lower Academic exam (reading, than 3.0) writing, and math)

*Basic Knowledge/Skills GRE/MAT At Application for Data collected in the School MAT: 380 (30) Admission of Education GRE: 800 (V+Q) (If UG GPA is lower than 3.0) *Candidates applying to the MAT Program with undergraduate GPA’s of lower than 3.0 may elect to take 2000 level undergraduate education courses to replace the GRE/MAT requirement. A 3.0 or higher in 2000 level education courses will be accepted in place of the GRE/MAT. Candidates must consult with the Dean of the School of Education if this option is to be used as a substitute for the GRE/MAT requirement. Gateway #2: Exit From MAT Methods Courses/Practicum Component Assessed Measure When Process Criteria

Knowledge/Skills Literacy Infused EDU 5133/ EDU 5229 MAT candidates must Candidates must earn a Curriculum Project or EDU 5160/EDU demonstrate that they can score of 30 points 5229 successfully use and fuse (Proficiency) or higher on literacy, technology, and the Literacy Infused content area instructional Curriculum Project Rubric strategies and materials to (maximum points =45) plan and implement a which has been aligned to comprehensive unit for one the N.C. Professional grade level/subject. Five (5) Teaching Standards. Any lesson plans must be student earning a score of developed to form a 29 or below cohesive unit including (Emerging/Developing) will Instructional Modifications, be required to register for and Differentiated EDU 5199: Evidence Strategies for Diverse Continuation to continue to Learners. work on the project until it reaches proficiency. Knowledge/Skills Teaching of Two EDU 5229 Candidates are required to Observations are evaluated Lesson Plans from teach a minimum of one of using the 36-item RUBRIC the Literacy Infused the 5 lesson plans from the for Internship Formal Curriculum Unit. Curriculum Unit. One must Observations and Impact on be observed directly by the P-12 Learning Checklist. university supervisor, the Candidates should strive for second lesson may be a Proficiency rating on the videotaped and evaluated rubric which corresponds to by the university supervisor. a score of 86-97 points out Categories focusing on of a total possible points of Learners and Learning, 108. Content Knowledge, Instructional Performance, and Professional Responsibility are targeted in this Internship Observation.

Pedagogical Knowledge/Skills Reflection of the EDU 5133/ EDU 5229 Candidates complete a The rubric score earned by two lessons taught or EDU 5160/EDU reflection following the the candidate becomes part from the 5229 lesson taught that focuses of the overall collection of Curriculum Unit. on Learners and Learning, artifacts used to evaluate Content Knowledge, the EDU 5229 experience. Instructional Performance, Students should and Professional demonstrate a Proficiency Responsibility. This rating on the Reflection reflection is evaluated by Rubric (a score of 15-18 the university supervisor points out of a possible 24). using the Reflection Rubric. Feedback should be used by the candidate to develop the Professional Growth Plan. Knowledge/Skills/Dispositions Leadership & EDU 5050 During Classroom Students must earn a score Collaboration Organization and of 14 points (Proficiency) or Project Management candidates higher on the Leadership select the elementary or and Collaboration Rubric secondary school that will (maximum points =21) eventually serve as the site which has been aligned to for EDU 5229 and analyze the N.C. Professional current information by Teaching Standards. Any evaluating the school's student earning a score of website, reviewing the 13 or below school report card and AYP (Emerging/Developing) will data, and thoroughly be required to register for analyzing the School EDU 5199 to continue to Improvement Plan (SIP) in work on the project until it order to develop a profile of reaches proficiency. the school. Based on the analysis of collected data, a proposed action plan for the school in the area of improved school discipline,

school climate or whole school-wide positive support will be developed. Specific plans for collaborating and leading a school to implement the proposed action plan is required. Knowledge/Skills/Dispositions Professional EDU 5229 Based on feedback from the The PDP will be evaluated Growth Plan cooperating teacher and by the university supervisor university supervisors in using the Professional EDU 5229 along with Development Plan Rubric. performance data and The PDP and PDP Rubric will reflections, MAT candidates be reviewed by the develop a Professional university supervisor in EDU Development Plan which will 5230 or EDU 5261at the outline areas of needed start of the clinical improvement, goals, internship. objectives and anticipated timeline for making progress. The plan will be used to target areas of needed growth during EDU 5230: Clinical Internship in Elementary Education or EDU 5261: Clinical Internship in Secondary Mathematics. Knowledge/Skills/Dispositions Candidate EDU 5229 The Candidate Internship The Candidate Internship Internship Evaluation Form is used by Evaluation Form uses the Evaluation university supervisors to four-point scale that ranges assess a student’s from Emerging Developing, performance at the end of Proficient, and EDU 5229 and again at the Accomplished (maximum midterm of EDU 5230 or total points is 80). Final

EDU 5261. grading for EDU 5229 uses the Candidate Internship Evaluation Form as a means of assigning the candidate an A for the course if the points range from 72-80 points, a B if the points range from 64-71, and a C if the candidate earns 56-63 points. Gateway #3: Exit From Student Teaching Component Assessed Measure When Process Criteria Knowledge/Skills/Dispositions RUBRIC for Prior to the mid-point Candidates are required to Candidates should strive for Internship Formal of the semester have at least one formal a Proficiency rating on the Observations and (week prior to fall or observation using the rubric which corresponds to the Impact on P-12 spring break). RUBRIC for Internship Formal a score of 86-97 points out Students Checklist Observations and the Impact of a total possible points of on P-12 Students Checklist 108. Reflection Rubric prior to the mid-point of the semester. All interns are required to complete a reflection following the formal observation and assessment of impact of P- 12 students using the Reflection Rubric. Knowledge/Skills/Dispositions Candidate Mid-Point of The Candidate Internship Any intern scoring at 56 or Internship Midterm Semester Evaluation Form is used by below points for the Evaluation university supervisors to midterm evaluation will be assess a student’s required to develop an performance at the end of intervention plan that will EDU 5299 and again at the address those areas of midterm of EDU 5230/5261. concern outlined during the Items on the Candidate midterm evaluation. Interns 94

Internship Evaluation Form with an intervention plan are clustered in categories will be required to have a including Professionalism, least one additional formal Classroom Climate/Culture, observation using the Instruction, Content RUBRIC for Internship Formal Knowledge, Observations and the Impact Evaluation/Assessment, and on P-12 Students Checklist. Impact on P-12 Student The EPP will extend student Learning. teaching in the event that the candidate does not make adequate progress on the intervention plan during the second half of EDU 5230/5261. Knowledge/Skills/Dispositions Using Data to EDU 5166: Using This project is designed to Candidate’s must earn a Assess Student Data to Make assess the candidate’s score of 20 points Learning Instructional proficiency in planning (Proficiency) or higher on Improvement formative and summative the Using Data to Assess assessments that align with Student Learning Project a unit that the candidate will Rubric (maximum points be teaching during EDU =26) which has been aligned 5230/5261. The candidate to the N.C. Professional develops an assessment Teaching Standards. Any plan that illustrates his/her student earning a score of ability to think about and 19 or below plan ahead for daily informal (Emerging/Developing) will assessment and the be required to register for instructional changes that EDU 5199 to continue to are made by the student work on the project until it based on the results. Data reaches proficiency that has been collected on P-12 students from the informal, formative and summative assessments

should be used to make instructional improvements which include the specific plans or strategies which will be used to meet the needs of all learners in the classroom. Students also must complete the N.C. Falcon online assessment modules for certification as a requirement of this project. Knowledge/Skills/Dispositions LEA/IHE Final Conference at University Supervisor and The LEA/IHE Certification of Certification of End of Semester Cooperating Teacher Teaching Capacity is Teaching Capacity complete the performance administered at the evaluation and provide conclusion of the clinical feedback during a formal internship. Candidates must final conference. The score at the "Met" level on University Supervisor is all items in order to receive responsible for recording a grade of “P” (Passing) for the grade. The Cooperating the EDU 5230 or 5261. Teacher is responsible for the “Student Teaching/Interning Performance Gateway #4: 36-Hour Review: Completion of Phase I Knowledge/Skills GPA Completion of Phase Final Transcript verification I required for licensure 3.0 or Higher

Knowledge/Skills Required N.C. Completion of Candidates must Uploaded evidences are Evidences for the Phase I successfully upload stored in the Foliotek data initial license completed Electronic management system and

Evidences #2, #3, #5, and #6 submitted to the N.C. State during their progression in Department of Public the MAT program. Instruction for licensure. Evidences are aligned to specific courses and Demonstration of evaluations of these proficiency in all Electronic projects must demonstrate Evidences is a requirement the candidate’s for licensure eligibility. “proficiency” in the knowledge and skills defined in the N.C. Professional Teaching Standards. Content Knowledge Pearson During last semester Scores are verified. Must meet state passing Foundations of of program score and is a requirement Reading and for licensure General Curriculum Subtests (Math and Multi-subjects (Elementary)

Praxis II Specialty Exam (Secondary Mathematics), effective 2014- 2015 Knowledge/Skills/Dispositions Program Evaluation Final seminar of the MAT candidates provide Completion of the Program by Student student teaching information on overall Evaluation survey is Teachers survey internship experience preparation and required as a final strengths/weaknesses of the assignment in EDU educator preparation 5230/5261. Results are program. reviewed by the Dean annually to assess program effectiveness and need for

improvement in various areas. Knowledge/Skills/Dispositions Teacher Candidate Final seminar of the MAT candidates provide Completion of the Teacher Evaluation of student teaching information on the Candidate Evaluation of Cooperating internship experience internship experience, site, Cooperating Teacher is Teacher and cooperating teacher. required as a final assignment in EDU 5230/5261. Results are reviewed by the Dean annually to assess the need changes in internship experiences or cooperating teachers. Knowledge/Skills/Dispositions Employment Program Completion Successful Interview and Criteria set by LEA’s Employment Job Status Report completed annually by the School of Education

Gateway #5: Admission to Candidacy: Phase II Component Assessed Measure When Process Criteria Basic Knowledge/Skills GPA (Transcript of At Application for Transcript compiled with 3.0 or Higher. No completed Admission to Phase II other documentation for deficiencies or academic coursework from admission to Phase II probation at time of Phase I) application. Content/Pedagogical Pearson During last semester Praxis II scores are verified. Eligibility for the initial Knowledge Foundations of of Phase I teaching license is required Reading and to be admitted into Phase II General Curriculum of the program. Subtests (Math and Multi-subjects for Elementary) Or-

Praxis II Specialty Exam (Secondary Mathematics), effective 2014- 2015 Dispositions Letter of At Application for Submitted to Foliotek along Satisfactory letter of Recommendation Admission to Phase II with the application recommendation from a faculty member is required to be admitted into Phase II of the program. . Gateway #6: Comprehensive Examination Component Assessed Measure When Process Criteria Knowledge/Skills Comprehensive Within the last nine Candidates complete a Candidates choose three Examination hours of graduate three hour essay from among six questions coursework. examination which covers which have been randomly the major theories and selected from a master list. content of the core and Each question is scored instructional courses offered using “blind review” by two in the Elementary or Special faculty. A candidate must Education M.Ed. program of earn a minimum of 80 out study. of 100 possible points (80%) on each question after the two scores from each faculty member are summed. Each question is scored for Content (65 points) and Organization (35 points). Gateway #7: Exit from the Program: Completion of Phase II Component Assessed Measure When Process Criteria Knowledge/Skills GPA Completion of MAT Final Transcript verification 3.0 or higher Program required for graduation

Knowledge/Skills/ Advanced license Completion of MAT School of Education submits “M” License is awarded Dispositions requirements are program licensure application to met SDPI.

Knowledge/Skills/ Completion of School of Education tracks Successful Dispositions Program the employment/career Employment/Career Status status of Program of Program Completers Completers. Gateway #8: Candidate Performance in the Field Knowledge/Skills/Dispositions Survey to After first and second The Educator Preparation The Survey to Elementary/Middle/ year of teaching Program surveys principals Elementary/Middle/ Secondary who have employed Secondary Principals results Principals graduates in their first and are reviewed by the Dean second of teaching. These annually to assess program ILT (Initially Licensed effectiveness and need for Teachers) are evaluated for improvement in various classroom discipline skills, areas. instructional planning, collaboration, disposition, and overall effectiveness. Knowledge/Skills/Dispositions Survey for After first and second The Educator Preparation The Survey for Graduates of Graduates of year of teaching Program surveys program Elementary/Middle/ Elementary/ completers in their first and Secondary results are Middle/ second year of teaching to reviewed by the Dean Secondary evaluate their perceptions annually to assess program of teaching success in effectiveness and need for classroom discipline, improvement in various instructional planning, areas. collaboration, disposition, and overall effectiveness as related to the educator preparation program. Knowledge/Skills/Dispositions P-12 Student Ongoing The School of Education Value-Added data reports

100

Impact requests that at exit from are provided by students. the program, students sign Other measures of P-12 an agreement that they will performance are also provide the EPP with requested. The School of ongoing “value-added” data Education uses this data to or information about P-12 evaluate the teacher student performance. education programs. Through the use of social networking the EPP continues to interact with program completers and offers a Mentor Teacher Program for newly employed students in year 1 and 2 of teaching.

101

The Comprehensive Examination

The Comprehensive Examination is required of all candidates completing the M.Ed. in Elementary Education, Special Education or Secondary Mathematics or the MAT degree (PHASE II) in Elementary Education or Secondary Mathematics. It should be taken during the semester in which the candidate plans to graduate and covers the following broad areas/themes: (1) theory and its application into practice, (2) research methods, (3) 21st century technology, (4) curriculum development (5) literacy instruction, (6) leadership in 21st century schools, (7) content knowledge (depends on which concentration has been selected), (8) thematic and integrated instruction, (9) formative and summative assessment, (10) parents and families, (11) diversity and multicultural education and (12) 21st century teaching and learning. The Comprehensive Examination is three hours in length and is administered on-campus, in a computer format. A passing score is required for obtaining the M.Ed. or MAT degree.

Application for the Exam The comprehensive exam will be offered two times per semester (fall and spring). Graduate candidates consult the School of Education website for application deadlines and administration dates for the comprehensive examination. Candidates should complete the application and submit to the School of Education Office by the deadline. After you have been approved to take the exam, an email notification will be sent to inform you of the testing location.

The Exam The Comprehensive Exam should be taken within the last 6 to 9 hours of coursework. The three-hour exam is administered on-campus as a computer exam. The exam is offered two times per semester (fall and spring). The exam is not offered during the summer. Passing this exam is a mandatory requirement for obtaining the M. Ed. degree. The exam can only be taken twice.

Evaluation and Scoring Procedures: Additional information concerning the evaluation and scoring procedures for the Comprehensive Exam can be found the Comprehensive Exam Booklet.

The Capstone Experience M.Ed. Degree (EDU 5030/5200; EDU 5030/5300): Candidates in the Master of Elementary Education Program are required to complete a six semester hour capstone experience which is typically completed within the last semester or session. It is expected that candidates enrolling in the capstone experience have completed all other core and instructional coursework as this typically represents the culmination of their experiences in the graduate degree program. Candidates beginning the capstone sequence are expected to have successfully completed the mandatory Comprehensive Examination and should be in good academic standing. Candidates’ not otherwise eligible for enrollment due to academic difficulties must receive prior permission from the Graduate Program Coordinator. As candidates near the completion of their instructional sequence of courses it is highly recommended that they consult with the Graduate Program Coordinator to determine which of the capstone options best meets their needs. Candidates are expected to notify the School of Education regarding their intent to do the Product of Learning (EDU 5030/5300) or thesis (EDU 5030/5200). In all capstone experiences, a significant research-based hallmark project and presentation is required.

102

The Product of Learning: (EDU 5030/5300): The Product of Learning option is highly recommended for those candidates who are not intending to pursue doctoral study upon completion of the Master’s Degree. The main purpose of the product is to assemble a compilation of materials, artifacts, and other evidences that are intended to demonstrate mastery in the concentration area chosen by the candidate. The proposed plan for the portfolio content and organization must be presented to the supervisor of the product experience for approval within the first four weeks of the initial EDU 5300 experience.

Thesis: (EDU 5030/5200): Candidates who are considering doctoral study upon completion of the Master’s Degree in Elementary Education are strongly encouraged to complete the Master’s thesis as their product of learning. The thesis involves doing research on a topic of interest to the candidate. It is expected that the thesis work should be of publishable quality. Some examples of acceptable content can be:

 A quantitative research study of the impact that an educational program, new initiative, or teaching methodology has had on a particular population of students (descriptive, comparative, correlational, ex-post facto (the EDU 5030 research methods course will include development of an acceptable research proposal and approval by the institution’s IRB Committee)  A qualitative research study that investigates the impact that an educational program, new initiative, or teaching methodology has had on the attitude, perception, or behavior of a particular population of students (case study, ethnographic study)  Research on a new solution to an educational problem or critical issue  A study which compares several solutions to an educational problem or issue  the design and implementation of a new method, strategy or program  A research study which investigates a current school, local, state, or federal policy which relates to elementary education

The process for completing the thesis is as follows:

 Candidates who are expecting to complete a master’s thesis for their capstone experience should consult the Guide to Preparing the Thesis which is available in the Norcross Graduate Studies Office. Submission of the thesis title and graduate committee must be submitted to the Dean of the Graduate School by the first week of EDU 5200. A thesis committee must be comprised of no fewer than three members, one of whom should be a practitioner in the field. Approval of the thesis topic must be indicated by the thesis chair.  A written proposal of the thesis is due by the conclusion of EDU 5030.  The written proposal must be approved by the university’s IRB Committee prior to any data collection.  Attendance, meeting deadlines and showing initiative in completing the required research project is included in the final grade  An oral defense of the thesis is required. The oral defense is attended by the candidate's chair and graduate committee along with interested graduate and undergraduate students. Faculty from the candidate’s school and LEA will also be invited (if the research is relevant).  Candidates who need more time to complete thesis requirements will be expected to register for EDU 5200a (Thesis Continuation) each semester until the completion of the oral defense and submission of the paper to the Graduate Studies Office.

103

The Capstone Experience MAT Degree (EDU 5166/5230): Candidates who are enrolled in Phase I of the MAT Program are required to complete a full time student teaching experience at the elementary level. Procedures for completing the required student teaching internship are available on the School of Education website or through the School of Education office (841- 9188). An application for student teaching is required and candidates are encouraged to adhere to all School of Education deadlines. These applications are accessible through the Foliotek software system. During the Capstone Experience candidates enrolled in the MAT program will be completing electronic evidence #5 (Assessment and Evaluation of Teaching and Learning) in EDU 5166: Using Data for Instructional Improvement which is a co-requisite for the EDU 5230: Clinical Internship. At the conclusion of the student teaching internship candidates enrolled in the MAT Phase I program will be evaluated by their university supervisor and cooperating teacher during a final conference. All candidates must successfully demonstrate proficiency on the LEA/IHE Certification of Teaching Capacity evaluation.

Filing for the “M” License: Individuals completing the M.Ed. and MAT (Phase II) program in Elementary Education are eligible for the “M” license through the N.C. State Department of Public Instruction. In order to apply for this license, the candidate must follow the below steps:

. Request an official transcript from the Registrar’s Office once degree has been conferred. Official transcript must be sent to Mrs. Jodi Moser at [email protected]. . Create an account with NCDPI (if you do not already have an account). Link: https://vo.licensure.ncpublicschools.gov . Complete all required information, upload provided completion letter in the area in which it ask for a transcript (Mrs. Moser will upload the actual transfer later) and pay fee. . Contact Mrs. Jodi Moser via email at [email protected] to notify the Stout School of Education that all materials have been uploaded and fee has been paid. . The Stout School of Education’s Licensure Officer will upload the official transcript provided by Mrs. Moser, review the candidate’s file, insure that required Electronic Evidences have been met/uploaded and verify that the candidate is eligible for the “M” level license.

104

Special Education with a Concentration in Intellectual Disabilities

Dr. Sarah Vess Chair, Department of Specialized Curriculum Stoute School of Education 234 336.841.9614

The M.Ed. in Special Education prepares special education teachers to effectively interact with a variety of students with intellectual disabilities in grades K-12. Special emphasis is placed on transition planning, curriculum implementation and assessment. Candidates will have a choice to complete a thesis, product of learning or internship capstone experience. Completion of the program leads to "M" level licensure in Intellectual Disabilities.

The High Point University Master of Education in Special Education seeks to prepare candidates who have the advanced knowledge, skills, abilities, and dispositions to be master teachers of students with intellectual disabilities in grades K-12.

Goals and Objectives Goal 1: To enhance adapted curriculum content knowledge and use of best practices in special education. 1.1: To provide the candidate opportunities for in-depth synthesis of the research and best practices in special education, both theoretical and practical. 1.2: To assist the candidate to expand his/her understanding of the NC SCOS for core subjects at higher academic levels. 1.3: To provide opportunities for the candidate to expand his/her proficiency in the use of digital and communication technologies of the new century as well as integrating it into the classroom.

Goal 2: To provide instruction that allows candidates to become effective collaborative and ethical leaders in 21st Century classrooms and in the community. 2.1: To assist the candidate in incorporating 21st century learning skills such as collaboration, communication skills, assistive technology, and transitional planning into the special education K-12 curriculum. 2.2: To provide opportunities for the candidate to further develop leadership skills in the school, community and profession especially focusing upon the home-school partnership with parents. 2.3: To provide a learning environment that fosters respect and ethical principles in teacher/student and colleague relationships. 2.4: To assist candidates in developing a global awareness which promotes understanding, tolerance, and acceptance of ethnic, cultural, religious, intellectual and personal differences as they play out in the classroom and community.

Goal 3: To provide candidates with knowledge regarding assessment, data, and policies that allows them the opportunity to facilitate student learning effectively. 3.1: To assist the candidate to develop and implement a balance of assessments for the special education classroom.

105

3.2: To assist the candidate in utilizing and interpreting data to inform instruction, goal setting, transition planning and the provision of special education services.

Student Learning Outcomes M.Ed. in Special Education  Candidates completing the M.Ed. in Special Education are eligible for the “M” level Special Education Adapted Curriculum K-12 NC Teaching License.  Candidates will enhance their content knowledge and use of best practices in special education to effectively deliver adapted curriculum content.  Candidates will provide instruction that allows them to become effective collaborative and ethical leaders in 21st Century classrooms and in the community.  Candidates will apply knowledge regarding assessment, data, policies and procedures that allows them the opportunity to facilitate student learning effectively.  Candidates will engage in in-depth synthesis of research and best practices in special education, both theoretical and practical.  Candidates will employ proficient skills in the areas of digital and communication technologies and integrate these aspects effectively into instruction.

Program of Study Courses Credit

Core EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3 EDU 5090 Individuals with Intellectual Disabilities: Legal, Ethical and Historical 3 Perspectives EDU 5166 Using Data to Make Instructional Improvement 3

Instructional EDU 5141 Curriculum Assessment and Planning for Students with Intellectual 3 Disabilities EDU 5142 Instructional and Transition Planning for Elementary Students with 3 Intellectual Disabilities EDU 5143 Occupational and Transition Planning for Secondary Students with 3 Intellectual Disabilities EDU 5144 Consultation and Collaboration with Families and Community Agencies 3 EDU 5145 Assistive Technology and Instructional Support for the 21st Century 3 Classroom EDU 5146 Building Self-Determination and Advocacy Skills in Students with 3 Intellectual Disabilities

Capstone Experience EDU 5030 Methods of Educational Research 3

106

EDU 5300 Product of Learning 3 OR OR EDU 5200 Thesis OR OR EDU 5240* Clinical Internship

Program EC Administrators Option *Leads to the license in Program EC Administrators. Students selecting this capstone track must also complete the following three courses in Educational Leadership in order to be eligible for the EC Program Administrator license:  EDU 5171. Strategies for Student Learning and Development  EDU 5172. Implementing Distributed Leadership for Teacher Empowerment  EDU 5174. Organizational Management and Legal Issues t for 21st Century Schools

Description of Courses: Core Courses Special Education Core Courses EDU 5040: Diversity in Education: Societal and Organizational Perspectives This course addresses diversity issues in education extending beyond the classroom regarding school, district, and community practices. Candidates will research the implications of these practices and propose strategies to incite change in their schools and communities. Topics may include gender, socioeconomic status, sexual identity as well as racial, ethnic, and religious backgrounds. (3) EDU 5060: Developing Leaders in 21st Century Systems This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3) EDU 5090: Individuals with Intellectual Disabilities: Legal, Ethical, and Historical Perspectives: An in-depth examination of the historical perspectives of persons with intellectual disabilities including past and current research, theories, and issues related to causation. Relevant legislation, including compliance issues, will be addressed both historically and currently within the sociopolitical environment. Ethical issues will include self-advocacy, transition, behavior management, and collaboration among professionals, parents, and community. EDU 5166: Using Data for Instructional Improvement This graduate level course examines how the instructional strategies used in the K-12 classrooms align with known best practices and research findings. The alignment between what is taught and the Common Core State and Essential Standards in order to develop actionable goals to improve student performance will be emphasized. Topics include building assessment literacy, rubric design, formative and summative assessment procedures, data coaching and collaborating through PLC’s for total school improvement. Using technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms will also be emphasized. (3) Specialty Area Courses Special Education Courses EDU 5141: Curriculum Assessment and Planning for Students with Intellectual Disabilities: This course will focus on effective assessment and instruction for persons with intellectual disabilities. An 107

investigation of the formal and informal assessment strategies used in the diagnosis and instructional planning for individuals with intellectual disabilities. Emphasis is placed on designing assessment strategies that lead to the implementation of instructional plans within the school and community setting. This course will also address effective instructional methods and strategies for students with intellectual disabilities. EDU 5142: Instructional and Transition Planning for Elementary Students with Intellectual Disabilities: Students with examine the strands and goals of the North Carolina Course of Study appropriate for elementary age students with intellectual disabilities. The Common Core State & Essential Standards and the Extended Content Standards will be utilized in developing effective instruction for students with intellectual disabilities. Transition issues related to this population will also be addressed including community agencies that provide services to elementary age students and their families. This course includes a field based component. EDU 5143: Instructional and Transition Planning for Secondary Students with Intellectual Disabilities: Students with examine the strands and goals of the North Carolina Course of Study appropriate for secondary students with intellectual disabilities. The Occupational Course of Study as well Extended Content Standards will be emphasized. The policies and procedures governing students preparing for and entering the workforce and/or continued education will be examined as well as community resources available for successful transition issues. Students will develop transition plans and discuss methods to involve the student, family, and future employers in meeting the needs of persons with intellectual disabilities. This course includes a field based component. EDU 5144: Consultation and Collaboration with Families and Community Agencies: This course will emphasize providing supportive resources and information to students, parents, and other professionals in order to maximize student learning experiences and educational outcomes. Students will access resources and information and share these with professionals in the field of special education. This course includes a field based component. EDU 5145: Assistive Technology and Instructional Support for the 21st Century Classroom: Examination of low and high levels of assistive technology and augmentative communication devices available to meet the needs of persons with intellectual disabilities. Building on this knowledge, participants will learn how to enhance instruction, assessment, accommodations, communications, and administrative duties. Collaboration with available community and school resources in conducting assistive technology assessment will be emphasized. EDU 5146: Building Self-Determination and Advocacy Skills in Persons with Intellectual Disabilities: This course will address behavior issues common for people with intellectual disabilities as well as effective instructional practices for the promotion of self-advocacy, self-determination, problem-solving, and generalization of these skills to multiple settings – including employment, post-secondary instruction, and community-based living and involvement. The establishment of respectful environments across the life- span will also be addressed.

Special Education Capstone Experience (Choose one of the three options below:) EDU 5030: Methods of Educational Research: An examination of the current research design methodologies which are relevant to the field of education. Exploration of quantitative and qualitative approaches will be presented as candidates learn how to evaluate published research for relevance, credibility, and generalization in informing school practice. Candidates are required to complete an action research project which is designed to analyze a current diversity issue relevant to the current school setting and how this research can be applied to improving

108 home, school/community partnerships. EDU 5300: Product of Learning: An opportunity for candidates to demonstrate, in a summative manner, mastery in pedagogy, content knowledge, and instructional implementation which are emphasized in the elementary or special education graduate degree program. This is a non‐thesis product and must include a multimedia presentation to graduate faculty and students. Co-Requisite: EDU 5030 Candidates must have completed a minimum of at least 12 graduate hours with grades of A or B EDU 5300a: Product of Learning Continuation: Required course fee registration for candidates who need additional time to complete the product requirements. No Credit EDU 5200: Thesis: Through collaboration with a faculty member, development and fulfillment of an organized research study relative to an issue in elementary or special education. Upon completion of the study, the student will defend the research in an oral presentation to the graduate faculty and candidates. Prerequisites: Candidates must have completed a minimum of at least 12 graduate hours with grades of A or B Co- Requisite: EDU 5030 EDU 5200a: Thesis Continuation: Required course fee registration for candidates who need additional time to complete the thesis requirements. No Credit EDU 5240: Clinical Internship in Special Education: Students completing the M.Ed. in Special Education may choose to complete an internship experience that prepares them to assume the role of Executive Director in the Division of Exceptional Children Services. (3) Co-Requisite: EDU 5030 and Permission of the Graduate Director Students selecting this capstone track must also complete the following three courses in Educational Leadership in order to be eligible for the EC Executive Director license:  EDU 5171. Strategies for Student Learning and Development  EDU 5172. Implementing Distributed Leadership for Teacher Empowerment  EDU 5174. Organizational Management and Legal Issues for 21st Century Schools

The following table illustrates how each of the Graduate Teacher Standards is met within the four professional core courses for the Special Education Program:

Standards/Indicators EDU EDU EDU EDU 5010 5040 5060 5090 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, X and team building 1.2 Facilitate mentoring and coaching with novice teachers X 1.3 Sets goals and establishes priorities while promoting initiatives X that affect student learning 1.4 Participates in professional learning communities X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, X inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and X

109 communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in X learning community 2.4 Demonstrate knowledge of diverse world cultures and global X issues 2.5 Encourage high expectations for all students X 2.6 Collaboratively design and implement curriculum that is responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, and assessment 3.2 Models the integration of 21st century content and skills into X educational practices 3.3 Develops relevant, rigorous curriculum 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice 4.2 Designs action research to investigate and improve student learning and school practices 4.3 Models technology integration that supports student learning X 4.4 Critically analyzes student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice 5.2 Models the development of meaningful professional goals 5.3 Models personal and professional reflection to extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within the instructional courses for the Special Education Program:

Standards/Indicators EDU EDU EDU EDU EDU EDU 5141 5142 5143 5144 5145 5146 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, and team building 1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting initiatives that affect student learning 1.4 Participates in professional learning communities 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and flexible educational

110 communities. 2.2 Create collaborative partnerships with families, schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and global issues 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X X X X instruction, and assessment 3.2 Models the integration of 21st century content and X X X X skills into educational practices 3.3 Develops relevant, rigorous curriculum X X X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice 4.2 Designs action research to investigate and improve student learning and school practices 4.3 Models technology integration that supports student learning 4.4 Critically analyzes student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice 5.2 Models the development of meaningful professional goals 5.3 Models personal and professional reflection to extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within the capstone experience for the Special Education Program:

Standards/Indicators EDU EDU EDU EDU 5030 5200 5240 5300 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, X X X

111 and team building 1.2 Facilitate mentoring and coaching with novice teachers 1.3 Sets goals and establishes priorities while promoting initiatives X X X X that affect student learning 1.4 Participates in professional learning communities 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, X X X X inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and X X X communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in X X learning community 2.4 Demonstrate knowledge of diverse world cultures and global X X X issues 2.5 Encourage high expectations for all students X X 2.6 Collaboratively design and implement curriculum that is X X X responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, and X assessment 3.2 Models the integration of 21st century content and skills into X X X educational practices 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice X X X X 4.2 Designs action research to investigate and improve student X X learning and school practices 4.3 Models technology integration that supports student learning X 4.4 Critically analyzes student and school performance data to X X X X determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice X X X X 5.2 Models the development of meaningful professional goals X X X X 5.3 Models personal and professional reflection to extend student X X X learning and school improvement

Required Electronic Evidences: Rationale: All graduate candidates in Special Education will be required to submit a series of Electronic Evidences that demonstrate their proficiency in curriculum design, transition planning, data analysis, and content instruction in the area of intellectual disabilities. Candidates must submit the following evidences through Foliotek to the State Department of Public Instruction to be eligible for the “M” license in Special

112

Education. These evidences require each candidate to create or implement a comprehensive hallmark project related to a set of competencies. These evidences will be tied to individual courses within the program of study. The specific description of each evidence appears below.

Evidence #1 Technology Infused Curriculum Course: (Part A) EDU 5141: Curriculum Assessment and Planning for Students with Intellectual Disabilities AND: (Part B): EDU 5142: Instructional Planning for Elementary Age Students with Intellectual Disabilities OR: EDU 5143: Instructional and Transition Planning for Secondary Students with Intellectual Disabilities Description: Candidates will create an instructional unit for students with intellectual disabilities that includes at least 5 lesson plans that focus on a one goal. Candidates will need to consider research- validated practices for students with intellectual disabilities, integration of technology, use of paraprofessionals, and incorporation of other skills within the lesson plans. Candidates will explain their choices within the lesson plans.

Evidence #2 Diversity/Cultural Awareness Action Research Project Course: EDU 5030: Methods of Educational Research Description: The purpose of this assignment is to provide candidates with an opportunity to demonstrate that they understand the relevance of action research to guide school improvement in instruction and educational initiatives. Candidates are to select a topic that focuses specifically on enhancing the learning environment for diverse populations of students (this can include special needs populations). In collaboration with their school administrator the topic should be selected based on its relevance to the school’s current improvement plan and need to evaluate the effectiveness of a new initiative, program or instructional strategy. The candidate will assume leadership for submitting a research proposal outlining the topic, review of existing literature, and design of the study which should include information about participants, methodology, and instrumentation. Candidates will subsequently collect and analyze data to support a research hypothesis. A thirty-minute professional presentation of the research project, including conclusions and recommendations, is required. The final research paper should be written using current APA style format (6th edition) and should be approximately 10-12 pages in length.

Evidence #3 Community Transition Planning Project Course: SU Year 1: EDU 5141: Curriculum Assessment and Planning for Students with Intellectual Disabilities AND: Fall Year 2: EDU 5144: Consultation and Collaboration with Families and Community Agencies

EDU 5146: Building Self-Determination and Advocacy Skills in Persons with Intellectual Disabilities Description: Using the same case study presented in electronic Evidence #1, candidates will be provided with the opportunity to use this same data to demonstrate their understanding of how to select appropriate supportive resources for persons with intellectual disabilities as well as to plan, through collaborative networking, how family members, school personnel, and community members can be integrated into the transition process. In Part A of this project, candidates enrolled in EDU 5144: Consultation and collaboration with Families and Community Agencies will gather data from multiple sources related to the demographics of a chosen county/city and identify resources/services that are

113 available for persons with intellectual disabilities. The services should address education, social/recreation, housing, related services (e.g., Occupational Therapy, Physical Therapy, Speech/Language Therapy, and Counseling), transportation, family support, and employment. Using specific data presented in the case study, candidates will select from among the list of resources and services and “match” these to the specific characteristics and needs of the student population presented in the case study. In Part B of this project, candidates enrolled in EDU 5146: Building Self- Determination and Advocacy Skills in Persons with Intellectual Disabilities will develop a comprehensive transition unit plan (5 lessons) to assist in the self-determination and advocacy skills of persons with intellectual disabilities in accessing these 10 community resources. In Part C of the project candidates will be expected to complete an appraisal of the strengths of these services/resources are for persons with intellectual disabilities as well as what areas need to be strengthened. Finally, in Part D of the project candidates will develop a defined set of recommendations for the development, revision, continuation of various community services and programs for individuals with intellectual disabilities across the age span using the information collected in Part C. The intervention plan should address the ethical issues concerning the provisions of services for individuals with intellectual disabilities as well as follow regulations for confidentiality as addressed in HIPPA, FERPA, and IDEIA.

Progression in the Program Candidates should plan the sequence of courses that they will take with their academic advisor. Candidates may be admitted into the degree program during the fall, spring, or summer.

A typical full-load of graduate coursework in the Special Education Program is six semester hours of study (two courses) each semester followed by two courses in Summer Session I and two courses in Summer Session II. Candidates who follow the recommended sequence of courses should expect to be able to complete the degree program in Special Education within two years. Candidates are reminded that the following criteria must be met during each semester/session of study in order to continue in the degree program:

114

meet proficiency standards in completing each evidence may be required to satisfy these deficiencies before proceeding in the remainder of the program. Candidates are reminded that they must meet the proficiency level for all evidences in order to be eligible for the “M” level license in Special Education.

 Candidates are expected to successfully pass the Comprehensive Examination in Special Education in order to exit the program and be eligible for the graduate degree. Details concerning this examination are described below.  Candidates are expected to adhere to the School of Education Code of Ethics and Professional Behaviors and the University Honor Code (see Appendix A.) at all times. Violations of these codes may result in dismissal from the graduate or licensure program. (Note: In the event that a graduate candidate feels that there has been an improper decision made regarding his/her violation, an appeal may be filed (see Appendix B).  Candidates are expected to register for classes and meet all deadlines imposed by the Registrar and the Business Office. Late registration or failure to meet all financial obligations may result in dismissal from the program.  Regular attendance is expected in all graduate classes. Each individual instructor may impose certain guidelines with regard to attendance.

B.A. to M.Ed. Program in Special Education with a Concentration in Intellectual Disabilities

B.A. to M.Ed. Program of Study: The B.A. to M.Ed. program is designed for those students in the undergraduate Special Education- Adapted Curriculum program who have proven academic success in the first three years of the program. These students will be admitted into the graduate program at the end of the junior year. During the senior year while completing their undergraduate studies the student will be enrolled in nine hours of graduate course work. The graduate program will be completed in one summer session and a fifth year following graduation from the undergraduate program.

Degree Offered: Master of Education in Special Education (M.Ed.) Hours: 36 Admission Terms: End of the Spring Semester of the Junior Year Admission Criteria:  GPA of 3.0 or higher  Successful Junior Year Review (JYR)  Recommendations to the Graduate School by the Elementary Education Program Faculty  Prerequisite Courses:  Satisfactory Completion of Junior Level Elementary Education courses

The Capstone Experience (EDU 5030/5300, EDU 5030/5200 or EDU 5030/5240):

115

Candidates in the Master of Special Education Program are required to complete a six semester hour capstone experience which is typically completed across two consecutive semesters or sessions. It is expected that candidates enrolling in the capstone experience have completed all other core and specialty coursework as this typically represents the culmination of their experiences in the graduate degree program. Candidates beginning the capstone sequence are expected to be in good academic standing and are not eligible for enrollment if they are currently on academic probation unless receiving prior permission from the Director of the Graduate Programs. As candidates near the completion of their instructional sequence of courses it is highly recommended that they consult with the Special Education Program Coordinator to determine which of the three options best meets their needs. Candidates are expected to notify the School of Education regarding their intent to do the Product of Learning (EDU 5300), the thesis (EDU 5200), or the Internship (EDU 5240) during the semester or session immediately preceding the semester of intended enrollment.

The Product of Learning: (EDU 5030/5300): The Product of Learning option is highly recommended for those candidates who are not intending to pursue doctoral study upon completion of the Master’s Degree. The main purpose of the product is to assemble a compilation of materials, artifacts, and other evidences that are intended to demonstrate mastery. The product is organized into a portfolio which should integrate multimedia and digital evidence into a seamless product which also provides evidence of technology skill mastery. The proposed plan for the portfolio content and organization must be presented to the supervisor of the product experience for approval within the first four weeks of the initial EDU 5300 experience.

Thesis: (EDU 5030/5200): Candidates who are considering doctoral study upon completion of the Master’s Degree in Special Education are strongly encouraged to complete the Master’s thesis as their product of learning. The thesis involves doing research on a topic of interest to the candidate. It is expected that the thesis work should be of publishable quality. Some examples of acceptable content can be:

The process for completing the thesis is as follows:

(Refer to section on Elementary Education)

Clinical Internship: (EDU 5030/5240):

116

Candidates who are considering a career as an Exceptional Children Program Administrator upon completion of the Master’s Degree in Special Education are strongly encouraged to consider the six-hour clinical internship as their capstone experience. The internship is typically completed across two consecutive semesters or sessions under the direct supervision of an EC Program Director or Lead Teacher in Special Education. In the majority of circumstances, the internship is completed by accumulating hours from the school in which the candidate is currently employed, the central office, and other activities which can be performed before and after regular school hours and, in some circumstances, on Saturdays.

Candidates must be in good academic standing (not on academic probation or have had any violations in conduct or behavior) in order to be eligible for the 5240 internship experience. If a candidate is placed on academic probation during the semester or session prior to when the internship has been planned, he/she may be asked to delay the start of the internship. Appeals regarding decisions made to delay internships should follow the procedures outlined in the Graduate Handbook.

It is expected that candidates will register for EDU 5240 at the conclusion of their program of study. The application for internship placement will be completed through Foliotek immediately preceding the start of the internship. Announcements in graduate classes and notices on the School of Education bulletin board (lower level of Roberts Hall) and website will serve as ample notification of internship application deadlines. If an application is filed by the candidate after the announced deadline, the School of Education reserves the right to deny a candidate’s request for the internship placement. A one-time $100.00 internship fee is required when registering for EDU 5240 and is used to provide a stipend for the mentoring Exceptional Children’s Program administrator who is supervising the graduate intern.

Evaluating Student Achievement & Performance Outcomes

Data is collected on candidates and graduates and that data is analyzed as a part of an assessment plan to assist in the improvement of the program and determine eligibility for candidate licensure. (See Assessment Plan on page 72 under Elementary Education)

The Comprehensive Examination

117 comprehensive examination. Candidates should complete the application and submit to the School of Education Office by the deadline. After you have been approved to take the exam, an email notification will be sent to inform you of the testing location.

Evaluation and Scoring Procedures: Additional information concerning the evaluation and scoring procedures for the Comprehensive Exam can be found the Comprehensive Exam Booklet. Filing for the “M” License:

Individuals completing the M.Ed. program in Special Education are eligible for the “M” license through the N.C. State Department of Public Instruction. In order to apply for this license, the candidate must follow the below steps:

Add-On License: EC Program Director

Candidates who successfully complete either the M.Ed. in Special Education are eligible to add the Exceptional Children Program Administrator license by competing the following three courses (9 hours) from the Educational Leadership Master’s Program of study. Once these three courses have been completed, the candidate is eligible to file for the EC Program Director’s “M” license upon successful completion of the Educational Leaders: Administration & Supervision Test (test code #5411, fee: $115.00). 118

EDU 5171 Strategies for Student Learning and Development 3 EDU 5172 Implementing Distributed Leadership for Teacher Empowerment 3 EDU 5174 Organizational Management and Legal Issues for 21st Century Schools 3 Total 9 hours

Secondary Mathematics (9-12)

Dr. Rob Harger Chair, Department of Mathematics Congdon 152 841-9659

119

The High Point University Master of Education in Secondary Mathematics program builds on the most current body of knowledge of best practice relevant to teaching grades 9-12. The program is designed for candidates who have a baccalaureate teaching license in secondary mathematics or who will receive a teaching license before the end of the first term of graduate enrollment. The program requires a comprehensive examination and 36 hours (i.e., 15 hours of professional education core, 15 hours of specialty courses, and a six-hour capstone experience). Candidates must select 18 hours of mathematics coursework from among a specialized menu of options. Upon completion of the M.Ed. degree program in Secondary Mathematics candidates are eligible for the "M" level license.

Goals and Objectives Goal 1: To provide for the secondary mathematics teacher a rigorous and deeper study in the field of mathematics. 1.1: To assist the candidate to develop a deeper knowledge of mathematics and the interconnectedness across disciplines. 1.2: To provide opportunities for the candidate to expand the mathematics learning environment through global connections and real‐world context for mathematics. Goal 2: To provide the secondary mathematics teacher opportunities for in depth synthesis of the research and best practices in secondary mathematics education, both theoretical and practical. 2.1: To articulate a vision for mathematics education in the 21st century for all students. 2.2: To assist the candidate in becoming a facilitator of student learning who is skilled in applying a variety of authentic formative and summative performance-based assessments to impact, inform, and improve instruction. 2.3: To facilitate a deeper understanding of adolescent development in the learning of mathematics. Goal 3: To assist the secondary mathematics teacher in incorporating 21st century content and skills such as Creativity, Critical Thinking and Problem-Solving, Communication, Collaboration, Information Literacy, Media Literacy, ICT Literacy, and Leadership into the secondary mathematics curriculum. 3.1: To provide for more advanced training in the use of the technologies appropriate for mathematics instruction. 3.2: To assist the candidate in developing the skills needed for ongoing and continued personal and professional reflection to extend student learning and overall school improvement. Goal 4: To assist the secondary mathematics teacher in developing effective leadership skills as the teacher leader in the classroom, as a school leader and as leader in the community. 4.1: To assist in developing the skills necessary to become effective collaborative and ethical leaders. 4.2: To assist candidates in developing a global awareness which promotes understanding, tolerance, and acceptance of ethnic, cultural, religious and personal differences as they play out in the classroom and community.

Student Learning Outcomes M.Ed. in Secondary Mathematics

120

 Prepares students who will be eligible for the M license in secondary mathematics.  Prepares students to pass the comprehensive examination.  Prepares students who have achieved mastery in the teaching of secondary mathematics.

Program of Study Courses Credit

Math (Choose One) MTH 5004 Linear Algebra 3 MTH 5005 Matrix Theory MTH 5006 Modern Algebra (Choose One) MTH 5011 Complex Variables 3 MTH 5012 Advanced Calculus for Secondary Teachers (Choose Three) MTH 5001 Historical Development of Mathematics 9 MTH 5002 Combinatorics MTH 5003 Graph Theory MTH 5007 Number Theory MTH 5008 Geometry MTH 5009 Mathematical Models MTH 5010 Topology MTH 5013 Probability & Statistics MTH 5040 Special Topics

Education EDU 5010 Advanced Instructional Technology for the 21st Century 3 EDU 5030 Methods of Educational Research 3 EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5060 Developing Leaders in 21st Century Systems 3 EDU 5160 Instructional Planning and Assessment in Secondary Mathematics 3

Capstone Experience EDU 5166 Using Data for Instructional Improvement 3 MTH 5099 Product of Learning 3

Description of Courses:

121

Secondary Mathematics - Education Courses EDU 5010: Advanced Instructional Technology for the 21st Century A study of the integration of technology into the 21st Century classroom addressing the NETS Standards for Teachers and Administrators. Emphasis is placed on Web 2.0 technologies such as blogs, wikis, podcasts, and social networking sites as well as interactive technologies including whiteboards and student response systems. Students will also complete an in-depth exploration of an issue surrounding the use of technology in the classroom. (3) Prerequisite: Proficiency Test Required EDU 5030: Methods of Educational Research: An examination of the current research design methodologies which are relevant to the field of education. Exploration of quantitative and qualitative approaches will be presented as candidates learn how to evaluate published research for relevance, credibility, and generalization in informing school practice. Candidates are required to complete an action research project which is designed to analyze a current diversity issue relevant to the current school setting and how this research can be applied to improving home, school/community partnerships. (3) EDU 5040: Diversity in Education: Societal and Organizational Perspectives This course addresses diversity issues in education extending beyond the classroom regarding school, district, and community practices. Candidates will research the implications of these practices and propose strategies to incite change in their schools and communities. Topics may include gender, socioeconomic status, sexual identity as well as racial, ethnic, and religious backgrounds. (3) EDU 5060: Developing Leaders in 21st Century Systems This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3) EDU 5160: Instructional Planning and Assessment in Secondary Mathematics Candidates enrolled in this course will design and develop lesson plans and curriculum units to engage students in grades 9-12 to think critically and problem solve in the areas of mathematics. Integration of 21st century strategies, content and skills will be emphasized in the application of mathematics to real world applications. The N.C. Standard Course of Study and NCTM Guidelines will be reviewed as candidates create a Curriculum Integration Project that infuses technology and literacy as required for N.C. license. (3) EDU 5166: Using Data for Instructional Improvement This graduate level course examines how the instructional strategies used in the K-12 classrooms align with known best practices and research findings. The alignment between what is taught and the Common Core State and Essential Standards in order to develop actionable goals to improve student performance will be emphasized. Topics include building assessment literacy, rubric design, formative and summative assessment procedures, data coaching and collaborating through PLC’s for total school improvement. Using technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms will also be emphasized. (3) Secondary Mathematics - Math Courses MTH 5001: Historical Development of Mathematics. The major mathematical developments from ancient times to the 21st century. The concept of mathematics, changes in that concept, and how mathematicians viewed what they were creating. (3) MTH 5002: Combinatorics. Basic principles of counting: addition and multiplication principles, enumeration techniques, including generating functions, recurrence formulas, rook polynomials, the principle of inclusion and exclusion, and Polya’s theorem. This course will also cover basic concepts of

122 graph theory: graphs, digraphs, connectedness, trees and graph colorings. (3) MTH 5003: Graph Theory. Basic concepts of graph theory. Trees and forests. Vector spaces associated with a graph. Representation of graphs by binary matrices and list structures. Traversability. Connectivity. Matchings and assignment problems. Planar graphs. Color ability. Directed graphs. (3) MTH 5004: Linear Algebra. Vector spaces. Bases and dimension. Changes of basis. Linear transformations and their matrices. Linear functional, simultaneous triangularization and diagonalization. Rational and Jordan canonical forms. Bilinear forms. (3) MTH 5005: Matrix Theory. Vector spaces, linear transformations and matrices, orthogonality, orthogonal transformations with emphasis on rotations and reflections, matrix norms, projectors, least squares, generalized inverses, definite matrices, singular values. (3) MTH 5006: Modern Algebra for Secondary Teachers. Applications of topics selected from groups, rings, fields, extensions, Euclidean domains, polynomials, vector spaces, and Galois theory. (3) MTH 5007: Number Theory. Introduction to elementary additive and multiplicative number theory, including divisibility properties of integers, congruence modulo n, linear and quadratic congruence’s, some Diophantine equations, distribution of primes, and additive arithmetic problems. (3) MTH 5008: Geometry. An introduction to axiomatic geometry including a comparison of Euclidean and non-Euclidean geometries. (3) MTH 5009: Mathematical Models. Development and application of probabilistic and deterministic models. Emphasis given to constructing models that represent systems in the social, behavioral, and management sciences. (3) MTH 5010: Topology. A study of the basic concepts of general topological space including such topics as compactness, connectedness, product spaces, metric spaces, and continuous functions. (3) MTH 5011: Complex Variables. Operations with complex numbers, derivatives, analytic functions, integrals, definitions and properties of elementary functions, multivalued functions, power series, residue theory and applications, conformal mapping. (3) MTH 5012: Advanced Calculus for Secondary Teachers. A proof-oriented development of important ideas in calculus. Topics will include metric spaces, limits and continuity, sequences and series, point wise and uniform convergence, derivatives and integrals. (3) MTH 5013: Probability and Statistics for Secondary Teachers. An introduction to statistical reasoning and methodology emphasizing topics covered in the Advanced Placement Statistics examination. Topics include: descriptive statistics, basic probability, random variables and probability distributions, data collection, basic inference for means and proportions, two-sample problems for means and proportions, chi-square tests, and simple linear regression. (3) MTH 5030: Independent Study. Individual study and research under the guidance of a member of the department. (3) MTH 5040: Special Topics. (3) MTH 5099: Seminar in Teaching Mathematics in Secondary and Post-Secondary Setting. A capstone course which connects the student’s studies to contemporary issues and to the classroom situation. (3)

Graduate Teacher Standards: The following table illustrates how each of the Graduate Teacher Standards is met within the five professional core courses for the M.Ed. in Secondary Mathematics Program:

123

Standards/Indicators EDU EDU EDU EDU EDU 5010 5030 5040 5060 5070 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, X collaboration, and team building 1.2 Facilitate mentoring and coaching with novice teachers X 1.3 Sets goals and establishes priorities while promoting X X initiatives that affect student learning 1.4 Participates in professional learning communities X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, X X supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, X and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals X in learning community 2.4 Demonstrate knowledge of diverse world cultures and X X global issues 2.5 Encourage high expectations for all students X 2.6 Collaboratively design and implement curriculum that is X responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X instruction, and assessment 3.2 Models the integration of 21st century content and skills X X into educational practices 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school X X practice 4.2 Designs action research to investigate and improve X student learning and school practices 4.3 Models technology integration that supports student X learning 4.4 Critically analyzes student and school performance data X to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective X X practice 5.2 Models the development of meaningful professional goals X X 5.3 Models personal and professional reflection to extend X student learning and school improvement

124

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the M.Ed. in Secondary Mathematics:

Standards/Indicators EDU EDU MTH MTH 5160 5166 5099 5001- 5040 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, collaboration, X X and team building 1.2 Facilitate mentoring and coaching with novice teachers X 1.3Sets goals and establishes priorities while promoting initiatives X that affect student learning 1.4 Participates in professional learning communities X X 2. RESPECTFUL STUDENT ENVIRONMENTS 2.1 Facilitates the development of inviting, respectful, supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and global issues 2.5 Encourage high expectations for all students 2.6 Collaboratively design and implement curriculum that is X X X responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, instruction, X X X X and assessment 3.2 Models the integration of 21st century content and skills into X X X X educational practices 3.3 Develops relevant, rigorous curriculum X X X X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school practice X X 4.2 Designs action research to investigate and improve student learning and school practices 4.3 Models technology integration that supports student learning X X X 4.4 Critically analyzes student and school performance data to X X determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective practice X X 5.2 Models the development of meaningful professional goals X

125

5.3 Models personal and professional reflection to extend student X X learning and school improvement

Required Electronic Evidences Rationale: All graduate candidates in Secondary Mathematics 9-12 will be required to submit a series of Electronic Evidences that demonstrate their proficiency in curriculum design, instructional planning, data analysis, and content instruction. Candidates must submit the following evidences through Foliotek to the State Department of Public Instruction to be eligible for the “M” license in Secondary Mathematics 9-12. These evidences require each candidate to create or implement a comprehensive hallmark project related to a set of competencies. These evidences will be tied to individual courses within the program of study. The specific description of each evidence appears below.

Evidence #1 Curriculum Resource Guide and School Action Plan Course: EDU 5060: Developing Leaders in 21st Century Systems Description: The purpose of the Curriculum Resource Guide and School Action Plan is to provide candidates with the opportunity to demonstrate an understanding of how curriculum is developed and implemented in a relevant and interconnected manner across disciplines. Using the Common Core State & Essential Standards, candidates will produce a resource guide that focuses on self-selected curriculum content in mathematics for one grade level 9-12. The guide will include a template for addressing 21st century skills with 21st Century Skills and ICT Literacy Maps across a unit of five sample lesson plans. Using the candidate’s current school, a vision of 21st century curriculum implementation including the development of a three-year action plan focusing on teacher skills, incentives and school resources will be required at the conclusion of the project. Collaboration with the candidate’s current school administrator and demonstrating how the curriculum guide can be used as a tool for facilitating the work of Professional Learning Communities, particularly with novice teachers, is also required.

Progression in the Program: A typical full-load of graduate coursework in the Secondary Mathematics Program is two courses each semester. Candidates are encouraged to plan the sequence of courses that they will take with their academic advisor. Candidates may be admitted into the program during the fall, spring, or summer. 126

Candidates are reminded that the following criteria must be met during each semester/session of study in order to continue in the degree program:

 Candidates are expected to successfully pass the Comprehensive Examination in Secondary Mathematics in order to exit the program and be eligible for the graduate degree. Details concerning this examination are described below.

 Regular attendance is expected in all graduate classes. Each individual instructor may impose certain guidelines with regard to attendance.

127

Master of Arts in Teaching (MAT) Secondary Mathematics 9-12 (HPU Student Only)

The Master of Arts in Teaching (MAT) Secondary Mathematics 9-12 is designed for current undergraduate students majoring in Mathematics who have proven academic success in the first three years of study. During the senior year while completing their undergraduate studies, the student will be enrolled in nine hours of graduate course work. Upon completion of the undergraduate program in mathematics candidates may continue in Phase I of the MAT program by applying to the Graduate School during the semester of anticipated graduation.

During Phase I, the initial 36-hour sequence of courses will focus on 21st century teaching and learning which culminates in a capstone student teaching experience. Successful completion of Phase I is designed to lead to the initial teaching license in Secondary Mathematics (9-12) upon passing the required Praxis II Specialty Area Exam in Mathematics: Content Knowledge and Mathematics: Pedagogy. Should the individual choose not to proceed to Phase II, he/she will have completed the requirements for the initial teaching license in Secondary Mathematics 9-12.

The individual choosing to receive the MAT degree must apply for graduate candidacy and be admitted to Phase II of the program. In Phase II the candidate enrolls in an additional 9 hours of graduate coursework in order to complete the remaining requirements for the MAT and be eligible of the "M" level NC license in Secondary Mathematics 9-12.

Goals and Objectives

Goal 1: To provide an educator preparation program for prospective secondary mathematics teachers with the experiences needed to become 21st century education professionals. 1.1: To facilitate knowledge of the societal and organizational structure and diversity of the21st century school and the classroom. 1.2: To provide experiences which lead to the acquisition of skills to deliver the mathematics content in 21st century context with 21st century tools. 1.3: To facilitate clinical experiences in the secondary mathematics classroom with highly qualified mathematics cooperating teachers. Goal 2: To facilitate the secondary mathematics teacher education candidate with the acquisition of the content knowledge, skills and disposition to produce globally competitive 9-12 students. 2.1: To expand the mathematics content knowledge needed to teach secondary Mathematics. 2.2: To understand the role of the mathematics teacher in the secondary school environment. 2.3: To make relevant the connections of mathematics to real world applications, globally. Goal 3: To assist the prospective secondary mathematics teacher to develop the leadership skills needed to effectively collaborate, facilitate change and innovation, and make informed decisions which impact student learning and success. 3.1: To provide classroom and school experiences that allow the prospective teacher to practice the leadership skills for planning and collaboration. 3.2: To develop the skills needed to analyze and reflect upon student performance and make decisions addressing the impact on student learning. Goal 4: To facilitate the prospective secondary mathematics teacher’s understanding of how to develop a learning environment that is nurturing, inclusive, healthy and safe. 4.1: To understand the issues related to how 9-12 students learn mathematics. 128

4.2: To understand and develop skills in organizing and managing the secondary mathematics classroom. 4:3: To create a mathematics classroom which recognizes the diversity of students and provides a positive experience in the study of mathematics.

Student Learning Outcomes M.A.T. in Secondary Mathematics  Prepares students who will be eligible for the initial license in secondary mathematics.  Prepares students to pass Praxis II test for the initial license.  Prepares students who are able to teach secondary mathematics using best practice and 21st century ski

For Phase II:  Prepares students who will be eligible for the M license in secondary mathematics.

Program of Study MAT in Secondary Mathematics Phase I Courses Credit

Math Two Math Courses 3000 or 4000 level course - TBA 6 (Taken during Senior Year of Undergraduate Program) (Choose Three) MTH 5001 Historical Development of Mathematics 9 MTH 5002 Combinatorics MTH 5003 Graph Theory MTH 5007 Number Theory MTH 5008 Geometry MTH 5009 Mathematical Models MTH 5010 Topology MTH 5013 Probability & Statistics MTH 5040 Special Topics

Education EDU 4540/5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5010 Advanced Instructional Technology for the 21st Century 3 EDU 5050 Classroom Organization and Management 3

129

EDU 5070 Trends and Issues in Education 3 OR OR EDU 5080 Advanced Educational Psychology EDU 5160 Instructional Planning and Assessment in Secondary Mathematics 3

Capstone Experience EDU 5166 Using Data for Instructional Improvement 3 EDU 5261 Clinical Internship in Secondary Mathematics 3

Initial License in Secondary Mathematics Awarded after Passing Praxis II

MAT in Secondary Mathematics 9-12 Phase II Courses Credit

MATH: MTH 5099 Product of Learning 3

EDUCATION: EDU 5030 Methods of Educational Research 3 EDU 5060 Developing Leaders in 21st Century Systems 3

“M” Level is added to the Initial License after Completion of Phase II

MAT in Teaching Secondary Mathematics 9-12 Sample Plan of Study

PHASE I Senior - Fall – Undergraduate Year 1 Senior - Spring – Undergraduate Year 1 Math Course (1) 3 EDU 4540: Diversity in Education: 3 Societal and Organizational Perspectives (Or Fall of Senior Yr) Math Course (2) 3

Summer I (June) Graduate School Year 1 Summer II (July) Graduate School Year 1 Math Course (3) 3 EDU 5050: Classroom Organization and 3 Management Math Course (4) 3 EDU 5070: Trends and Issues in 3 Education OR EDU 5080: Advanced Educational

130

Psychology

Fall Semester Graduate School Year 2 Spring Graduate School Year 2 Math Course (5) 3 EDU 5261: Clinical Internship in 3 Secondary Mathematics EDU 5160: Instructional Planning and 3 EDU 5166: Using Data for Instructional 3 Assessment in Secondary Mathematics Improvement EDU 5010: Advanced Instructional 3 Technology for the 21st Century

PHASE II Summer or Fall Semester Year 3 Fall or Spring Semester Year 3 EDU 5030: Methods of Educational 3 MTH 5099: Product of Learning 3 Research EDU 5060: Developing Leaders in 21st 3 Century Schools

Description of Courses Secondary Mathematics - Education Courses EDU 4540: Diversity in Education: Societal and Organizational Perspectives This course addresses diversity issues in education extending beyond the classroom regarding school, district, and community practices. Candidates will research the implications of these practices and propose strategies to incite change in their schools and communities. Topics may include gender, socioeconomic status, sexual identity as well as racial, ethnic, and religious backgrounds. (3) EDU 5010: Advanced Instructional Technology for the 21st Century A study of the integration of technology into the 21st Century classroom addressing the NETS Standards for Teachers and Administrators. Emphasis is placed on Web 2.0 technologies such as blogs, wikis, podcasts, and social networking sites as well as interactive technologies including whiteboards and student response systems. Students will also complete an in-depth exploration of an issue surrounding the use of technology in the classroom. (3) Prerequisite: Proficiency Test Required EDU 5030: Methods of Educational Research An examination of the current research design methodologies which are relevant to the field of education. Exploration of quantitative and qualitative approaches will be presented as candidates learn how to evaluate published research for relevance, credibility, and generalization in informing school practice. Candidates are required to complete an action research project which is designed to analyze a current diversity issue relevant to the current school setting and how this research can be applied to improving home, school/community partnerships. (3) EDU 5050: Classroom Organization and Management A discussion of classroom management strategies and techniques for maintaining and orderly and safe learning environment for all students. Functional assessment, data collection procedures and the development of interventions using the Responsiveness to Instruction model will be emphasized. Candidates will be required to complete a series of assignments that will allow for the development of skills in record keeping, data collection, and intervention implementation and evaluation. (3) EDU 5060: Developing Leaders in 21st Century Systems 131

This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3) EDU 5070: Trends and Issues in Education Discussion of current trends and issues in education and the historical foundations which have influenced them will be presented. Candidates will study a core set of trends and issues including topics such as 21st century schools, standards-based reform, privatization of schools, and the core principles that define democratic education in our country. Specific strands in elementary education, special education, literacy, and school administration will allow candidates enrolled in this course to focus on a more in- depth study of educational trends in issues related to their own interests and program of study. A final APA research paper related to a current issue of interest will be required. (3) EDU 5160: Instructional Planning and Assessment in Secondary Mathematics Candidates enrolled in this course will design and develop lesson plans and curriculum units to engage students in grades 9-12 to think critically and problem solve in the areas of mathematics. Integration of 21st century strategies, content and skills will be emphasized in the application of mathematics to real world applications. The N.C. Standard Course of Study and NCTM Guidelines will be reviewed as candidates create a Curriculum Integration Project that infuses technology and literacy as required for N.C. license. (3) EDU 5166: Using Data for Instructional Improvement This graduate level course examines how the instructional strategies used in the K-12 classrooms align with known best practices and research findings. The alignment between what is taught and the Common Core State and Essential Standards in order to develop actionable goals to improve student performance will be emphasized. Topics include building assessment literacy, rubric design, formative and summative assessment procedures, data coaching and collaborating through PLC’s for total school improvement. Using technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms will also be emphasized. (3) EDU 5261: Clinical Internship in Secondary Mathematics Candidates completing the MAT in Secondary Mathematics 9-12 will be provided with an opportunity to engage in the practical applications of the pedagogical and instructional strategies relevant to secondary education 9-12. This ten-week full-time internship occurs under the supervision of a graduate faculty member in mathematics and a cooperating secondary mathematics teacher in a public school setting. (3) Secondary Mathematics (Senior Level) - Math Courses MTH 3510: Complex Variables: Operations with complex numbers, derivatives, analytic functions, integrals, definitions and properties of elementary functions, multivalued functions, power series, residue theory and applications, conformal mapping. MTH 3710: Geometry: Incidence and affine geometry, parallel postulates, Euclidean and non-Euclidean geometry. Models and the development of Euclidean geometry. MTH 3810: Combinatorics: Basic principles of counting: addition and multiplications principles, enumeration techniques, including generating functions, recurrence formulas, rook polynomials, the principle of inclusion and exclusion, and Polya’s theorem. This course will also cover basic concepts of graph theory: graphs, digraphs, connectedness, trees and graph colorings. MTH 3960: Historical Development of Mathematics: The major mathematical developments from ancient times to the 21st century. The concept of mathematics, changes in that concept, and how mathematicians viewed what they were creating. MTH 4010: Number Theory: Introduction to elementary additive and multiplicative number theory,

132 including divisibility properties of integers, congruence modulo n, linear and quadratic congruences, some Diophantine equations, distribution of primes, and additive arithmetic problems. MTH 4210: Introduction to Topology: Set theory, topological spaces, metric spaces, continuous functions, separation, cardinality properties, product and quotient topologies, compactness, connectedness. Secondary Mathematics - Math Courses MTH 5001: Historical Development of Mathematics. The major mathematical developments from ancient times to the 21st century. The concept of mathematics, changes in that concept, and how mathematicians viewed what they were creating. (3) MTH 5002: Combinatorics. Basic principles of counting: addition and multiplication principles, enumeration techniques, including generating functions, recurrence formulas, rook polynomials, the principle of inclusion and exclusion, and Polya’s theorem. This course will also cover basic concepts of graph theory: graphs, digraphs, connectedness, trees and graph colorings. (3) MTH 5003: Graph Theory. Basic concepts of graph theory. Trees and forests. Vector spaces associated with a graph. Representation of graphs by binary matrices and list structures. Traversability. Connectivity. Matchings and assignment problems. Planar graphs. Color ability. Directed graphs. (3) MTH 5004: Linear Algebra. Vector spaces. Bases and dimension. Changes of basis. Linear transformations and their matrices. Linear functional, simultaneous triangularization and diagonalization. Rational and Jordan canonical forms. Bilinear forms. (3) MTH 5005: Matrix Theory. Vector spaces, linear transformations and matrices, orthogonality, orthogonal transformations with emphasis on rotations and reflections, matrix norms, projectors, least squares, generalized inverses, definite matrices, singular values. (3) MTH 5006: Modern Algebra for Secondary Teachers. Applications of topics selected from groups, rings, fields, extensions, Euclidean domains, polynomials, vector spaces, and Galois theory. (3) MTH 5007: Number Theory. Introduction to elementary additive and multiplicative number theory, including divisibility properties of integers, congruence modulo n, linear and quadratic congruences, some Diophantine equations, distribution of primes, and additive arithmetic problems. (3) MTH 5008: Geometry. An introduction to axiomatic geometry including a comparison of Euclidean and non-Euclidean geometries. (3) MTH 5009: Mathematical Models. Development and application of probabilistic and deterministic models. Emphasis given to constructing models that represent systems in the social, behavioral, and management sciences. (3) MTH 5010: Topology. A study of the basic concepts of general topological space including such topics as compactness, connectedness, product spaces, metric spaces, and continuous functions. (3) MTH 5011: Complex Variables. Operations with complex numbers, derivatives, analytic functions, integrals, definitions and properties of elementary functions, multivalued functions, power series, residue theory and applications, conformal mapping. (3) MTH 5012: Advanced Calculus for Secondary Teachers. A proof-oriented development of important ideas in calculus. Topics will include metric spaces, limits and continuity, sequences and series, point wise and uniform convergence, derivatives and integrals. (3) MTH 5013: Probability and Statistics for Secondary Teachers. An introduction to statistical reasoning and methodology emphasizing topics covered in the Advanced Placement Statistics examination. Topics include: descriptive statistics, basic probability, random variables and probability distributions, data collection, basic inference for means and proportions, two-sample problems for means and proportions, chi-square tests, and simple linear regression. (3) MTH 5030: Independent Study. Individual study and research under the guidance of a member of the 133 department. (3) MTH 5040: Special Topics. (3) MTH 5099: Seminar in Teaching Mathematics in Secondary and Post-Secondary Setting. A capstone course which connects the student’s studies to contemporary issues and to the classroom situation. (3)

Graduate Teacher Standards: The following table illustrates how each of the Graduate Teacher Standards is met within the six professional core courses for the MAT in Secondary Mathematics Program:

Standards/Indicators EDU EDU EDU EDU EDU EDU 5010 5030 5040 5050 5060 5070 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, X collaboration, and team building 1.2 Facilitate mentoring and coaching with novice X teachers 1.3 Sets goals and establishes priorities while X X X promoting initiatives that affect student learning 1.4 Participates in professional learning communities X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, X X X supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, X schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of X X individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures X X and global issues 2.5 Encourage high expectations for all students X X 2.6 Collaboratively design and implement curriculum X that is responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X instruction, and assessment 3.2 Models the integration of 21st century content and X X skills into educational practices 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform X X school practice 4.2 Designs action research to investigate and X X improve student learning and school practices

134

4.3 Models technology integration that supports X student learning 4.4 Critically analyzes student and school X X performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values X X X reflective practice 5.2 Models the development of meaningful X X professional goals 5.3 Models personal and professional reflection to X extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the MAT in Secondary Mathematics Program:

135 into educational practices 3.3 Develops relevant, rigorous curriculum X X X X X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school X X X practice 4.2 Designs action research to investigate and improve X student learning and school practices 4.3 Models technology integration that supports student X X X X learning 4.4 Critically analyzes student and school performance data X X X to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective X X X practice 5.2 Models the development of meaningful professional X X goals 5.3 Models personal and professional reflection to extend X X X student learning and school improvement

PHASE I MAT edTPA PERFORMANCE BASED PORTFOLIO

In August 2016 the North Carolina General Assembly approved that all student teachers completing an approved teacher preparation program in N.C. submit a performance-based portfolio to demonstrate readiness for teaching. Effective 2017-2018, students completing the MAT in Secondary Mathematics (9- 12), Phase I will be required to participate in the implementation plan for edTPA portfolio completion.

In the category of Instruction, student teachers will be required to video record themselves teaching the previously-described learning segment and choose two clips to submit from their lessons, along with a 136 written commentary addressing the atmosphere of the classroom, the engagement of students, and differentiation. Finally, in the third category of Assessment, students will choose one assessment and analyze the students who have been highlighted in the video they have chosen to upload into the portfolio. Student teachers will be required to submit three student work samples of this assessment (one student must have a specific learning need such as an Individualized Education Plan or be designated as an English Language Learner) along with their feedback to those students. Student teachers also submit a written commentary, addressing class performance on the assessment, how the feedback will help students, academic language and plans for future lessons.

North Carolina Implementation Plan: Academic Year edTPA Statewide Policy 2017-2018 Piloting required of all programs. EPPs must submit portfolios from 30% of teacher candidates for official national scoring. 2018-2019 EPPs must submit portfolios from 30% of teacher candidates for official national scoring. (scores will not count). Recommended scores are as follows: 38 for passing (all licensure areas based on 15 rubrics) and 48 for Highly Qualified (based on 15 rubrics). Summer 2019 North Carolina will set it passing scores for the three categories 2019-2020 edTPA will be required of all candidates (consequential with passing standard— students must meet the N.C. standard to be recommended for licensure OR the requirement in the state in which the student plans to teach) For additional support students are encouraged to consider registering for EDU 4112 (1-4 credits) which will be offered in an online format during both semesters of student teaching. Each of the four credits will include a series of online modules designed to support the student as he/she completes the edTPA portfolio. Students may elect to register for the number of credit hours which will best meet their needs. The EDU 4112 course will include the following components:  Module 1: edTPA Overview/Academic Knowledge (1 CR)  Module 2: Planning (Will include samples of exemplar lesson segments) (1 CR)  Module 3: Instruction (Will include Video Samples) (1 CR) Module 4: Assessment (Will include sample “exemplar” commentaries (1 CR)

PHASE II MAT

Evidence #1 Curriculum Resource Guide and School Action Plan Course: EDU 5060: Developing Leaders in 21st Century Systems Description: Using the Common Core State & Essential Standards, candidates will produce a resource guide that focuses on a self-selected curriculum content area for mathematics 9-12. The guide will include a template for addressing 21st century skills with 21st Century Skills and ICT Literacy Maps across a unit of sample lesson plans. Using the candidate’s current school (or a sample school), a vision of 21st century curriculum implementation including the development of a three-year action plan focusing on teacher leadership skills, incentives and school resources will be included. Collaboration with the candidate’s current school administrator (or a graduate candidate enrolled in EDU 5050 who is pursuing licensure in school administration through the Educational Leadership M.Ed. program), demonstrating how the curriculum guide can be used as a tool for facilitating instructional planning, particularly with novice teachers will also be required.

137

Candidates are reminded that the following criteria must be met during each semester/session of study in order to continue in the degree program:

138

deficiencies before proceeding in the remainder of the program. Candidates are reminded that they must meet the proficiency level for all evidences in order to be eligible for the “M” level license in Elementary Education.

 Regular attendance is expected in all graduate classes. Each individual instructor may impose certain guidelines with regard to attendance.

Master of Arts in Teaching (MAT) Secondary Mathematics 9-12

The Master of Arts in Teaching (MAT) Secondary Mathematics 9-12 is an accelerated teacher licensure program designed for candidates who already hold a baccalaureate degree from a regionally accredited institution. The 45-hour program includes two phases. During Phase I, the initial 36-hour sequence of courses will focus on 21st century teaching and learning which culminates in a capstone student teaching experience. Successful completion of Phase I is designed to lead to the initial teaching license in Secondary Mathematics (9-12) upon passing the required Praxis II Specialty Area Exam in Mathematics: Content Knowledge and Mathematics: Pedagogy. Should the individual choose not to proceed to Phase II, he/she will have completed the requirements for the initial teaching license in Secondary Mathematics 9-12.

Program Objectives

1. To provide an educator preparation program that provides candidates with the experiences needed to become 21st century professionals. 2. To facilitate the teacher education candidate's acquisition of the 21st century knowledge, skills, and dispositions needed to produce globally competitive P-12 students.

139

3. To help prospective teachers to develop the leadership skills needed to effectively collaborate, facilitate change and innovation, and make informed decisions which impact student success. 4. To promote the teacher education candidate's understanding of how to develop a learning environment that is nurturing, inclusive, healthy, and safe. 5. To coordinate professional education experiences which lead to the teacher education candidate's acquisition of skills to deliver 21st century content in a 21st century context with 21st century tools.

Master of Arts in Teaching Secondary Mathematics 9-12 Phase I

Courses Credit

Education EDU 5010 Advanced Instructional Technology for the 21st Century 3 EDU 5040 Diversity in Education: Societal and Organizational Perspectives 3 EDU 5050 Classroom Organization and Management 3 EDU 5070 Trends and Issues in Education 3 OR OR EDU 5080 Advanced Educational Psychology EDU 5160 Instructional Planning and Assessment in Secondary Mathematics 3

Capstone Experience EDU 5166 Using Data for Instructional Improvement 3

140

EDU 5261 Clinical Internship in Secondary Mathematics 3

Initial License in Secondary Mathematics Awarded after Passing Praxis II

Master of Arts in Teaching Secondary Mathematics 9-12 Phase II Courses Credit

MATH: MTH 5099 Product of Learning 3

EDUCATION: EDU 5030 Methods of Educational Research 3 EDU 5060 Developing Leaders in 21st Century Systems 3

“M” Level is added to the Initial License after Completion of Phase II

Description of Courses

EDU 5060: Developing Leaders in 21st Century Systems This course is designed to develop effective leadership skills in decision-making, strategic goal setting, and collaboration. Candidates will interact and work with each other to formulate their own approaches to distributed leadership as they develop a shared vision of school improvement, responsibility, and site- based accountability across all stakeholders. (3) EDU 5070: Trends and Issues in Education: Discussion of current trends and issues in education and the historical foundations which have influenced them will be presented. Candidates will study a core set of trends and issues including topics such as 21st century schools, standards-based reform, privatization of schools, and the core principles that define democratic education in our country. Specific strands in elementary education, special education, literacy, and school administration will allow candidates enrolled in this course to focus on a more in- depth study of educational trends in issues related to their own interests and program of study. A final APA research paper related to a current issue of interest will be required. (3) EDU 5160: Instructional Planning and Assessment in Secondary Mathematics Candidates enrolled in this course will design and develop lesson plans and curriculum units to engage students in grades 9-12 to think critically and problem solve in the areas of mathematics. Integration of 21st century strategies, content and skills will be emphasized in the application of mathematics to real world applications. The N.C. Standard Course of Study and NCTM Guidelines will be reviewed as candidates create a Curriculum Integration Project that infuses technology and literacy as required for N.C. license. (3) EDU 5166: Using Data for Instructional Improvement This graduate level course examines how the instructional strategies used in the K-12 classrooms align with known best practices and research findings. The alignment between what is taught and the Common Core State and Essential Standards in order to develop actionable goals to improve student performance will be emphasized. Topics include building assessment literacy, rubric design, formative and summative assessment procedures, data coaching and collaborating through PLC’s for total school improvement. Using technology integrated evaluation systems such as the Educational Value-Added Assessment System (EVAAS) for K-12 classrooms will also be emphasized. (3) EDU 5261: Clinical Internship in Secondary Mathematics: Candidates completing the MAT in Secondary Mathematics 9-12 will be provided with an opportunity to engage in the practical applications of the pedagogical and instructional strategies relevant to secondary education 9-12. This ten-week full-time internship occurs under the supervision of a graduate faculty member in mathematics and a cooperating secondary mathematics teacher in a public school setting. (3) Secondary Mathematics - Math Courses MTH 5001: Historical Development of Mathematics. The major mathematical developments from ancient times to the 21st century. The concept of mathematics, changes in that concept, and how mathematicians viewed what they were creating. (3) MTH 5002: Combinatorics. Basic principles of counting: addition and multiplication principles, enumeration techniques, including generating functions, recurrence formulas, rook polynomials, the principle of inclusion and exclusion, and Polya’s theorem. This course will also cover basic concepts of graph theory: graphs, digraphs, connectedness, trees and graph colorings. (3) MTH 5003: Graph Theory. Basic concepts of graph theory. Trees and forests. Vector spaces associated with a graph. Representation of graphs by binary matrices and list structures. Traversability. Connectivity. Matchings and assignment problems. Planar graphs. Color ability. Directed graphs. (3) MTH 5004: Linear Algebra. Vector spaces. Bases and dimension. Changes of basis. Linear transformations and their matrices. Linear functional, simultaneous triangularization and diagonalization. Rational and

142

Jordan canonical forms. Bilinear forms. (3) MTH 5005: Matrix Theory. Vector spaces, linear transformations and matrices, orthogonality, orthogonal transformations with emphasis on rotations and reflections, matrix norms, projectors, least squares, generalized inverses, definite matrices, singular values. (3) MTH 5006: Modern Algebra for Secondary Teachers. Applications of topics selected from groups, rings, fields, extensions, Euclidean domains, polynomials, vector spaces, and Galois theory. (3) MTH 5007: Number Theory. Introduction to elementary additive and multiplicative number theory, including divisibility properties of integers, congruence modulo n, linear and quadratic congruences, some Diophantine equations, distribution of primes, and additive arithmetic problems. (3) MTH 5008: Geometry. An introduction to axiomatic geometry including a comparison of Euclidean and non-Euclidean geometries. (3) MTH 5009: Mathematical Models. Development and application of probabilistic and deterministic models. Emphasis given to constructing models that represent systems in the social, behavioral, and management sciences. (3) MTH 5010: Topology. A study of the basic concepts of general topological space including such topics as compactness, connectedness, product spaces, metric spaces, and continuous functions. (3) MTH 5011: Complex Variables. Operations with complex numbers, derivatives, analytic functions, integrals, definitions and properties of elementary functions, multivalued functions, power series, residue theory and applications, conformal mapping. (3) MTH 5012: Advanced Calculus for Secondary Teachers. A proof-oriented development of important ideas in calculus. Topics will include metric spaces, limits and continuity, sequences and series, point wise and uniform convergence, derivatives and integrals. (3) MTH 5013: Probability and Statistics for Secondary Teachers. An introduction to statistical reasoning and methodology emphasizing topics covered in the Advanced Placement Statistics examination. Topics include: descriptive statistics, basic probability, random variables and probability distributions, data collection, basic inference for means and proportions, two-sample problems for means and proportions, chi-square tests, and simple linear regression. (3) MTH 5030: Independent Study. Individual study and research under the guidance of a member of the department. (3) MTH 5040: Special Topics. (3) MTH 5099: Seminar in Teaching Mathematics in Secondary and Post-Secondary Setting. A capstone course which connects the student’s studies to contemporary issues and to the classroom situation. (3)

Graduate Teacher Standards: The following table illustrates how each of the Graduate Teacher Standards is met within the six professional core courses for the MAT in Secondary Mathematics Program:

143

1.3 Sets goals and establishes priorities while X X X promoting initiatives that affect student learning 1.4 Participates in professional learning communities X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, X X X supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, X schools, and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of X X individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures X X and global issues 2.5 Encourage high expectations for all students X X 2.6 Collaboratively design and implement curriculum X that is responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X instruction, and assessment 3.2 Models the integration of 21st century content and X X skills into educational practices 3.3 Develops relevant, rigorous curriculum X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform X X school practice 4.2 Designs action research to investigate and X X improve student learning and school practices 4.3 Models technology integration that supports X student learning 4.4 Critically analyzes student and school X X performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values X X X reflective practice 5.2 Models the development of meaningful X X professional goals 5.3 Models personal and professional reflection to X extend student learning and school improvement

The following table illustrates how each of the Graduate Teacher Standards is met within instructional courses for the MAT in Secondary Mathematics Program: 144

Standards/Indicators EDU EDU EDU MTH MTH 5160 5166 5261 5099 5001- 5040 1. TEACHERS DEMONSTRATE LEADERSHIP 1.1 Demonstrate effective ongoing communication, X X X collaboration, and team building 1.2 Facilitate mentoring and coaching with novice teachers X X 1.3Sets goals and establishes priorities while promoting X X initiatives that affect student learning 1.4 Participates in professional learning communities X X X 2. RESPECTFUL STUDENT ENVIONMENTS 2.1 Facilitates the development of inviting, respectful, X supportive, inclusive and flexible educational communities. 2.2 Create collaborative partnerships with families, schools, X and communities to promote a positive school culture. 2.3 Facilitate and model a respectful treatment of X individuals in learning community 2.4 Demonstrate knowledge of diverse world cultures and X global issues 2.5 Encourage high expectations for all students X 2.6 Collaboratively design and implement curriculum that is X X X X responsive to learner differences 3. CONTENT AND CURRICULUM EXPERTISE 3.1 Demonstrates in-depth knowledge of curriculum, X X X X X instruction, and assessment 3.2 Models the integration of 21st century content and skills X X X X X into educational practices 3.3 Develops relevant, rigorous curriculum X X X X X 4. STUDENT LEARNING 4.1 Seeks out and uses existing research to inform school X X X practice 4.2 Designs action research to investigate and improve X student learning and school practices 4.3 Models technology integration that supports student X X X X learning 4.4 Critically analyzes student and school performance data X X X to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base 5. REFLECTION 5.1 Promotes an educational culture that values reflective X X X practice 5.2 Models the development of meaningful professional X X

145 goals 5.3 Models personal and professional reflection to extend X X X student learning and school improvement

PHASE I MAT edTPA PERFORMANCE BASED PORTFOLIO

In August 2016 the North Carolina General Assembly approved that all student teachers completing an approved teacher preparation program in N.C. submit a performance-based portfolio to demonstrate readiness for teaching. Effective 2017-2018, students completing the MAT in Secondary Mathematics (9- 12), Phase I will be required to participate in the implementation plan for edTPA portfolio completion.

146

Summer 2019 North Carolina will set it passing scores for the three categories 2019-2020 edTPA will be required of all candidates (consequential with passing standard— students must meet the N.C. standard to be recommended for licensure OR the requirement in the state in which the student plans to teach) For additional support students are encouraged to consider registering for EDU 4112 (1-4 credits) which will be offered in an online format during both semesters of student teaching. Each of the four credits will include a series of online modules designed to support the student as he/she completes the edTPA portfolio. Students may elect to register for the number of credit hours which will best meet their needs. The EDU 4112 course will include the following components:  Module 1: edTPA Overview/Academic Knowledge (1 CR)  Module 2: Planning (Will include samples of exemplar lesson segments) (1 CR)  Module 3: Instruction (Will include Video Samples) (1 CR) Module 4: Assessment (Will include sample “exemplar” commentaries (1 CR)

PHASE II MAT

147

Progression in the Program:

A typical full-load of graduate coursework in the Secondary Mathematics Program is two courses each semester. Candidates are encouraged to plan the sequence of courses that they will take with their academic advisor. Candidates may be admitted into the program during the fall, spring, or summer.

Candidates are reminded that the following criteria must be met during each semester/session of study in order to continue in the degree program:

148

they must meet the proficiency level for all evidences in order to be eligible for the “M” level license in Elementary Education.

 Regular attendance is expected in all graduate classes. Each individual instructor may impose certain guidelines with regard to attendance.

The Comprehensive Examination

149 and spring). The exam is not offered during the summer. Passing this exam is a mandatory requirement for obtaining the M. Ed. degree. The exam can only be taken twice.

Evaluation and Scoring Procedures: Additional information concerning the evaluation and scoring procedures for the Comprehensive Exam can be found the Comprehensive Exam Booklet.

Filing for the “M” License:

Individuals completing the M.Ed. program in Secondary Mathematics are eligible for the “M” license through the N.C. State Department of Public Instruction. In order to apply for this license, the candidate must follow the below steps:

150

Appendices

Appendix A. School of Education’s Code of Professional and Ethical Behaviors

Appendix B. HPU School of Education Diversity Vision Statement

Appendix C. High Point University Honor Code

Appendix D. School of Education Appeals Process

Appendix E. Code of Ethics for North Carolina Educators

Appendix F. Bibliography for the Conceptual Framework

Appendix G. References - Conceptual Framework – M.Ed. in Educational Leadership

151

Appendix A

School of Education Educator Preparation Program Revised March 2011 Code of Professional and Ethical Behaviors

All school system employees hold positions of public trust. They are responsible for the education of students and also serve as examples and role models to students. As prospective and current employees of the school system, candidates enrolled in both the initial and advanced teacher education and administration programs at High Point University are responsible for both the integrity and the consequences of their own actions. The highest standards of honesty, integrity, and fairness should be exhibited by each candidate when engaging in any activity concerning teaching or school administration, particularly in relationships with their peers, faculty, P-12 students, parents, the public, and other employees of the school system.

(Adopted from the Code of Ethics for North Carolina Educators approved by the North Carolina State Board of Education in March, 2002).

Candidates enrolled in the School of Education are provided with many opportunities to develop the attributes necessary for successful teaching and/or school administration careers. Along with these opportunities come the serious responsibilities of the candidate to students, school, community, and the University. Each candidate, initial and advanced, is required to comply with the following expectations:

1. Adhering to the University Honor Code adopted and endorsed by the faculty and Board of Trustees of High Point University. 2. Maintaining regular attendance, being punctual and, when engaged in field-work, staying in the school for the time scheduled. Only illness or true emergencies excuse an absence or tardy. Interns are expected to notify cooperating teachers, supervising principals, and University supervisors immediately if the schedule cannot be met. 3. Exemplifying the attitudes and actions expected of a teacher or school administrator rather than those which characterize a student. Interns should never engage in any inappropriate social interaction (including but not limited to, profane or lewd remarks, dating, etc.) with the students of the cooperating school. 4. Placing school duties and responsibility as a first priority and willingly accepting all reasonable duties assigned. 5. Never misrepresenting one’s professional qualifications. 6. Conforming to university and school policies regarding standards of behavior. 7. Safeguarding all personal and confidential information concerning pupils and us it only for professional purposes. Remember that much damage can be done to students as a result of inappropriate sharing of information. This includes refraining from texting and discussions on social networking websites and emails. 8. Acknowledging the diverse views of P-12 students, their families, and professional colleagues. Students should be challenged to look at all sides of controversial issues and refrain from exerting one’s own personal beliefs on others.

152

9. Following the rules of basic courtesy toward school administrators, teachers, pupils, staff, and members of the community. Refraining from making unfavorable remarks about the students, the cooperating teacher, the school, the staff, the community, and the University or its faculty. 10. Dressing appropriately and in keeping with faculty and University standards. Personal hygiene and grooming should be of the highest order. Provocative or sloppy dress is always unacceptable. Visible body piercing and tattoos may be unacceptable depending upon local school policies. Schools have differing policies so principals or cooperating teachers should be consulted and the policies of the school strictly followed. 11. Avoiding all partiality and favoritism toward students. 12. Maintaining good professional relationships. Always deal with the personnel of the cooperating school in an open, honest, and fair way. Without the cooperation of the area schools, High Point University could not properly train its undergraduate and graduate students. It is the responsibility of each of these students to maintain a good professional relationship with the cooperating schools. 13. Refraining from using personal cellphones, computers and other personal devices in the school setting unless approved by the cooperating teacher, administration and University. 14. Refraining from using social networking sites [such as Facebook, Twitter, MySpace and others.] in the school setting other than for instructional purposes. Texting and friending students, parents and teachers (unless the school administration approves) is not permitted. 15. Showing good common sense in all situations. If one is unsure, questions should be taken to the University supervisors, the Associate Dean or Dean of the School of Education. 16. All initial and advanced students enrolled in the educator preparation program are expected to be familiar with the Code of Ethics for North Carolina Educators adopted by the North Carolina State Board of Education in March, 2002.

153

Appendix B

HPU School of Education Diversity Vision Statement

In conjunction with High Point University’s Commitment to Diversity, Equity, and Inclusion and the School of Education’s Conceptual Framework, the School of Education envisions an inclusive community that reflects the diversity of America’s public schools. This vision for diversity encompasses three goals. First, in keeping with the university’s perspective that inclusivity “creates a path by which all individuals can achieve their highest potential” and recognition that U.S. students benefit from having a diverse body of educators, the School of Education aims to recruit and retain a diverse population of students, faculty, and staff. Second, the School of Education’s Conceptual Framework maintains that part of preparing teachers for 21st century classrooms includes ensuring teacher candidates can recognize the “developmental, emotional, and cultural aspects of each learner.” Thus, the School of Education strives to impart in its students the knowledge and skills that will enable them to advocate for and recognize and meet the needs of the learners in their schools. Third, the School of Education acknowledges the national demands for teachers in high-need schools and specialty fields, like STEM, special education, and English language instruction. Therefore, it seeks to help meet those demands through promoting careers in high-need schools and specialty fields among its teacher candidates and graduate students. Approved by the High Point University Teacher Education Council, March 2015

154

Appendix C

University Honor Code University students have the right and responsibility to live and learn in an environment free from fraudulence and dishonesty. The High Point University Honor Code which has been officially adopted and endorsed by the faculty and by the Board of Trustees affirms that:

We, the students of High Point University, believe that honesty and integrity are essential to student academic development. Therefore, we assert the following:

• Every student is honor-bound to abstain from cheating;

• Every student is honor-bound to abstain from collusion;

• Every student is honor-bound to abstain from plagiarism;

• Every student is honor-bound to report a violation of the University Honor Code;

• Every member of the University community is expected to be familiar with the Honor Code

155

Appendix D

Appeals Process The faculty in the Stout School of Education strives at all times to apply appropriate criteria evenly, fairly, and in keeping with the best interest of the student and the mission of the University. In the event of academic or behavioral infraction that could potentially result in dismissal from the graduate program, the Dean (or Associate Dean) will seek input regarding the offense from the Teacher Education Council in Executive Session.

Students have the right to appeal decisions made by the Teacher Education Council. If a student wishes to appeal his/her case further, then the following process should be followed which has been outlined by the Norcross Graduate School (see Graduate School Bulletin).

Norcross Graduate School (2017-2018 Bulletin) “Students may question a decision based on faculty-approved policies and made by faculty or administrative staff. All appeals must follow the outlined procedures in order to receive consideration.

Appeal of Administrative Action A student may appeal to the Executive Committee of the University, a decision of the Provost or the Assistant Vice President for Student Life after any other applicable appeal procedures have been exhausted. The Executive Committee is composed of a minimum of three administrative staff officers, and four faculty members. The decisions of the Executive Committee will be considered final.

Appeal of Grading Decision Students who wish to appeal a grade awarded by a faculty member should discuss the matter first with the faculty member. If a satisfactory conclusion of the question is not reached, a student may appeal the matter to the department chair. The decision of the department chair is final. In the case where faculty member is the department chair, it can be appealed to the dean.

Time Limitations Appeals of grades or administrative action by a student must be made within five business days of the time that the action is made known to the student by the appropriate officer. If the University is not in session at the time the decision is made, the time limitation will begin at the start of the next regular session (fall or spring).

Format of Appeals All appeals must me made using the following link: https://publicdocs.maxient.com/reportingform.php?HighPointUniv&layout_id=8

A basis for the appeal must be clearly stated, and evidence in support of the appeal must be included in the appeal. Appeals to the Executive Committee are limited to the following conditions:

156

1. A clearly erroneous finding of fact that materially affected the decision; and/or 2. A significant procedural irregularity which denied a fair hearing; and/or 3. Substantial new and relevant evidence which was not available at the previous hearing; and/or 4. The sanctions issued do not fit the offense as defined in the High Point University Student Guide to Campus Life.

The Committee has the authority to review extenuating circumstances before deciding to hear an appeal. On occasion, an appeal may come to the Executive Committee of the University for which an alternative resolution might be considered. In this instance, the chairman may remand the appeal to the Vice President for Student Life or their designee, for consideration of an alternative resolution. The Executive Committee of the University serves as the University’s committee of final appeal. “

157

Appendix E

CODE OF ETHICS FOR NORTH CAROLINA EDUCATORS

PREAMBLE The purpose of this Code of Ethics is to define standards of professional conduct. The responsibility to teach and the freedom to learn, and the guarantee of equal opportunity for all are essential to the achievement of these principles. The professional educator acknowledges the worth and dignity of every person and demonstrates the pursuit of truth and devotion to excellence, acquires knowledge, and nurtures democratic citizenship. The educator strives to maintain the respect and confidence of colleagues, students, parents and legal guardians, and the community, and to serve as an appropriate role model. The educator exemplifies a commitment to the teaching and learning processes with accountability to the students, maintains professional growth, exercises professional judgment, and personifies integrity. To uphold these commitments, the educator:

I. COMMITMENT TO THE STUDENT

A. Protects students from conditions within the educator’s control that circumvent learning or are detrimental to the health and safety of students. B. Maintains an appropriate relationship with students in all settings; does not encourage, solicit, or engage in a sexual or romantic relationship with students, nor touch a student in an inappropriate way for personal gratification, with intent to harm, or out of anger. C. Evaluates students and assigns grades based upon the students’ demonstrated competencies and performance. D. Disciplines students justly and fairly and does not deliberately embarrass or humiliate them. E. Holds in confidence information learned in professional practice except for professional reasons or in compliance with pertinent regulations or statutes. F. Refuses to accept significant gifts, favors, or additional compensation that might influence or appear to influence professional decisions or actions.

II. COMMITMENT TO THE SCHOOL AND SCHOOL SYSTEM

A. Utilizes available resources to provide a classroom climate conducive to learning and to promote learning to the maximum possible extent. B. Acknowledges the diverse views of students, parents and legal guardians, and colleagues as they work collaboratively to shape educational goals, policies, and decisions; does not proselytize for personal viewpoints that are outside the scope of professional practice. C. Signs a contract in good faith and does not abandon contracted professional duties without a substantive reason. D. Participates actively in professional decision-making process and supports the expression of professional opinions and judgments by colleagues in decision making processes or due process proceedings.

158

E. When acting in an administrative capacity: 1. Acts fairly, consistently, and prudently in the exercise of authority with colleagues, subordinates, students, and parents and legal guardians. 2. Evaluates the work of other educators using appropriate procedures and established statutes and regulations. 3. Protects the rights of others in the educational setting, and does not retaliate, coerce, or intentionally intimidate others in the exercise of rights protected by law. 4. Recommends persons for employment, promotion, or transfer according to their professional qualifications, the needs and policies of the LEA, and according to the law.

III. COMMITMENT TO THE PROFESSION

A. Provides accurate credentials and information regarding licensure or employment and does not knowingly assist others in providing untruthful information. B. Takes action to remedy an observed violation of the Code of Ethics for North Carolina Educators and promotes understanding of the principles of professional ethics. C. Pursues growth and development in the practice of the profession and uses that knowledge in improving the educational opportunities, experiences, and performance of students and colleagues.

159

Appendix F

Bibliography for the Conceptual Framework

Bauer, J. J. & McAdams, D. P. (2004). Growth goals, maturity, and well-being. Developmental Psychology, 40(1), 114 - 127.

Bolman, Lee G. & Deal, Terrence E. (1997). Reframing Organizations: Artistry, Choice, and Leadership. Jossey-Bass:San Francisco, California.

Cunningham, William G. & Cordeiro, Paula A. (2003). Educational Leadership: A Problem-Based Approach. Allyn-Bacon; Boston, MA.

Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria: Va.: ASCD.

Darling-Hammond, L. (2006). “Constructing 21st Century Teacher Education, Journal of Teacher Education, Vol. 57, No. 3, May/June, p. 300-314.

Fullan, Michael (2001). Leading in a Culture of Change (2nd Edition). Jossey-Bass:San Francisco, California.

Fullan, Michael & Hargreaves, Andy (1998) What’s Worth Fighting For Out There? Teacher’s College Press: New York.

Gardner, Howard (1999) Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books.

Grant, Carl A. and Gillette, Maureen (2006). “A Candid Talk to Teacher Educators About Effectively Preparing Teachers Who Can Teach Everyone’s Children”, Journal of Teacher Education, Vol. 57, No. 3, May/June, p. 292-299.

Hargreaves, Andy & Fullan, Michael (1998). What’s Worth Fighting For in Your School. Teacher’s College Press: New York.

Howey and W. Garner (Eds.), Education of teachers: A look ahead, (pp.74-97). New York: Longman.

Interstate New Teacher Assessment and Support Consortium (INTASC) (1992). Model Standards for Beginning Teacher Licensing, Assessment and Development: A Resource for State Dialogue.

Jackson, P. (1968). Life in Classrooms. New York: Holt, Rinehart, Winston.

Kohlberg, L. (1969). Stage and sequence: The cognitive developmental approach to socialization. In D. Goslin (Ed.), Handbook of socialization theory and research. Chicago: Rand McNally.

160

Lambert, Linda. (1998). Building Leadership Capacity in Schools . Association for Supervision and Curriculum Development (ASCD): Alexandria, Virginia.

Lemke, Cheryl, etal. (2003) EnGauge 21st Century Skills: Literacy in the Digital Age, North Central Regional Educational Laboratory: Retrieved fromhttp://www.meteri.com on August 30, 2006.

Loevinger, J. (1976) Ego Development. San Francisco: Jossey-Bass.

Marzano, R. J. (2003). What works in schools. Alexandria, Va: ASCD.

Marzano, R.J., Pickering, D., & Pollock, J.E. (2001) Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, Va.: ASCD.

National Council for Accreditation of Teacher Education (2006). Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education.

North Carolina Professional Teaching Standards Commission (1999). Core Standards for Teachers in North Carolina.

Reiman, A. & Thies-Sprinthall, L. (1998) Mentoring and Supervision For Teacher Development. Needham Heights: Allyn & Bacon.

Rowley, James B. (1999). “The Good Mentor”, Educational Leadership, Vol. 56, No. 8., p. 20-22. Southern Regional Education Board. (August, 2006) Schools Can’t Wait: Accelerating the Redesign of University Preparation Programs. Atlanta, GA.

Sprinthall, N.A. & Thies Sprinthall, L. (1983). The need for theoretical frameworks in educating teachers: A cognitive developmental process. In K.

Thies-Sprinthall, L. (1984). Promoting the Developmental Growth of Supervising Teachers: Theory, Research Programs, and Implications. Journal of Teacher Education . 35 (3), 53-60

Thies-Sprinthall, L. (1986). A Collaborative Approach for Mentor Training: A Working Model. Journal of Teacher Education . Nov-Dec. 13-20.

Thies-Sprinthall, L. (1987). Preservice Teachers as Adult Learners. In Advances in Teacher Education Vol. 3, 35-56. M. Haberman & J. Backus, editors.. Norwood, NJ: Ablex.

Thies-Sprinthall, L. (1990). Support Groups for Novice Teachers. Journal of Staff Development 11 (4), 18- 22

Thies-Sprinthall, L. (1986). A Collaborative Approach for Mentor Training: A Working Model. Journal of Teacher Education . Nov-Dec. 13-20.

161

Southern Regional Education Board. (August, 2006) Schools Can’t Wait: Accelerating the Redesign of University Preparation Programs. Atlanta, GA.

Thomsen, S. R. & Gustafson, R. L. (1997). Turning practitioners into professors: Exploring effective mentoring. Journalism and Mass Communication Educator, 52(2), 24 - 32.

York-Barr., J., Sommers, W.A., Ghere, G.S., & Montie, J.K. (2001). Reflective practice to improve schools: An action plan for educators, Thousand Oaks, CA: Corwin Press.

162

Appendix G

References for the Conceptual Framework – M.Ed. in Educational Leadership

Boudett, K.P., City, E.A.; Murnane, R.J. (2005). Data wise: A step-by-step guide to using assessment to improve teaching and learning. Cambridge, MA: Harvard Education Press. Campbell, E. (2003) Let Right Be Done: Trying To Put Ethical Standards into Practice. The Ethical Dimensions of School Leadership: Studies in Educational Leadership, 1, (2), 107- 125. Campbell, E. (2006). Teaching ethically as a moral condition of professionalism. 601-617 http://sitemaker.umich.edu/tei/files/campbell_teaching_ethically.pdf Clark, C. M. (1990). The teacher and the taught: moral transactions in the classroom. In J. I. Goodlad, R. Soder, & K. A. Sirotnik (Eds.), The moral dimensions of teaching (pp. 251– 265). San Francisco: Jossey-Bass.

Darling-Hammond, L., Wise, A.E., Klein, S.P. (1999). A License to Teach: Raising Standards for Teaching. San Francisco, CA.: Jossey-Bass. DuFour, R. & Eaker, R. (1998). Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement. Alexandria, VA: ASCD. DuFour, R. and Marzano, R. J. (2011). Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution-Tree Press. Fullan , M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass. Green, R. L. (2010). The four dimensions of principal leadership; A framework for leading 21st century schools. Boston, MA: Allyn and Bacon. High Point University. (2012). Master Degree in Educational Leadership: Program Overview, Goals and Objectives. Retrieved from http://highpoint.nc.schoolwebpages.com/education/components/scrapbook/default.php?section detailid=5921&linkid=nav-menu-original-3-1 Hirsch, E. & Church, K. (2009). North Carolina Teacher Working Conditions Survey Brief: Teacher Working Conditions are Student Learning Conditions. Santa Cruz, Calif.: New Teacher Center Presentation to the NC Board of Education: New Teacher Center.

Ladd, H. (2009). Teachers’ perceptions of their working conditions: How predictive of policy- relevant outcomes? Urban Institute: National Center for Analysis of Longitudinal Data in Education Research. Working Paper 33. Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. University of Minnesota Center for Applied Research and Educational Improvement (Commissioned by the Wallace Foundation). Leithwood, K., Seashore Louis, K., Wahlstrom, K., Anderson, S., Mascall, B., Gordon, M. (2009). How successful leadership influences student learning: The second installment of a longer story. Second International Handbook of Educational Change. Springer Netherlands, 23, 611-629. 163

Eaker, R., DuFour, R., DuFour, R. (2002). Getting started: Restructuring schools to become professional learning communities. Bloomington, IN: Solution Tree. Marzano, R.J, Waters, T., McNulty, B.A. (2005). School leadership that works; Translating research into results. Alexandria, VA: ASCD. National Association of Elementary School Principals (2008). Leading learning communities: standards for what principals should know and be able to do (2nd, Ed.) Alexandria, VA.: NAESP. NC State Board of Education (NCSBE) (1998). NC Code of Ethics and Standards for Professional Conduct. Policy Manual. Retrieved from http://www.ncpublicschools.org/docs/profdev/standards/codeofethics.pdf NC State Board of Education, (2006). Future Ready Students: Goals for the 21st Century. NC State Board of Education Goals. Retrieved 2012 from www.ncpublicschools.org/docs/profdev/training/principal/materials/boardmission.pdf North Carolina Board of Education (2006, September). School Leadership in the 21st Century. Retrieved from http://www.ncpublicschools.org/stateboard/ North Carolina Board of Education. (2006) North Carolina Standards for School Executives Retrieved from http://www.ncpublicschools.org/docs/profdev/training/principal/standards.pdf North Carolina Teachers Working Conditions Survey. (2010, June). Research brief: Analysis of trends. New Teacher Center: Santa Cruz, California. Retrieved from http://www.ncteachingconditions.org/research2010 Partnership for 21st Century Skills. (n.d.) Building 21st century skills. Retrieved from http://route21.p21.org/index.php?option=com_content&view=article&id=5&Itemid=2 Portin,B., Schneider, P., DeArmond, M., Gundlach, L. (2003). Making sense of Leading Schools: A national study of the principalship. The Wallace Foundation. Reeves, D. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: ASCD. Schrum, L. & Levin, B. B. (2009). Leading 21st century schools: Harnessing technology for engagement and achievement. Thousand Oaks, CA: Corwin. The North Carolina Standards. Retrieved 2012 from http://route21.p21.org/index.php?option=com_content&view=article&id=123&Itemid=199 The Wallace Foundation. (2011). The school principal as leader: Guiding schools to better teaching and learning. Retrieved from www.wallacefoundation.org Waters, J., Marzano, R., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Aurora, CO: Mid-continent Research for Education and Learning.

164