School of Education
William B. Harvey, Dean
Through its four departments, the School of Education prepares students for careers in PK-12 schools, industry, government and other agencies. The Department of Curriculum & Instruction (CUIN), the Department of Human Development & Services (HDSV), the Department of Human Performance & Leisure Studies (HPLS), and the Department of Leadership Studies (LEST) have programs leading to degrees at the undergraduate and graduate levels. All of our teacher education programs are accredited by the National Council for the Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction. In addition, our counseling programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). We were the first HBCU to receive CACREP accreditation.
The Dean of the School of Education is the designated authority (by NC Department of Public Instruction and UNC General Administration) for university-wide licensure programs for teachers, school administrators, school counselors, and other school personnel. As such, although most licensure programs are housed in other academic units, the School of Education is responsible for coordinating and monitoring admission, placements, and assessment for all professional education students at the university. NC A&T SU offers 38 licensure programs at the undergraduate (initial licensure) and graduate (advanced licensure) levels. The Dean chairs the Teacher Education Council (TEC), which is the governance structure for all professional education (licensure) programs at the university. The TEC approves and monitors implementation of curriculum development as well as admission, placement, and assessment policies and procedures for licensure programs. Consequently, the School of Education through the TEC is responsible for overseeing (a) state mandated revisioning of professional licensure programs and (b) attainment of state teacher productivity mandates.
The Department of Curriculum & Instruction (CUIN) provides the professional studies component for the preparation of effective teachers and school personnel at the bachelor's and master's degree levels; the department cooperates with various departments within the university that offer teacher education programs. CUIN offers a bachelor’s degree in elementary education, with dual licensure in special education. Master’s degrees include the MAT in Special Education, the MAED in Elementary Education, the MAED in Reading, and the MS in Instructional Technology. The Department of Human Development & Services (HDSV) offers master’s level programs in School Counseling, Community/Agency Counseling, Rehabilitation Counseling, Adult Education, and School Administration. The Department of Human Performance & Leisure Studies (HPLS) provides the necessary preparation for students planning careers as PK-12 physical education teachers, sport science specialists, fitness managers, recreation administrators and athletic coaches. In addition, the department offers a master’s program with concentrations in teacher education, sport psychology and adapted physical education. The Department of Leadership Studies (LEST) is an interdisciplinary academic unit that seeks to foster excellence, integrity, creativity, learning, engagement and responsiveness to the challenges that face the local, regional and global constituents of North Carolina A&T State University. The mission of the Department of Leadership Studies is to make significant contributions to the growth and development of current and aspiring scholars and practitioners; to service learning and research communities on and off campus; to the development and implementation of innovative practice; and leadership with the purpose of solving complex challenges facing the multiplicity of individuals, industry and society. The Department of Leadership Studies is uniquely positioned to create synergies among academic and administrative units across the campus of North Carolina A&T State University.
The School of Education is a learning centered organization that prepares a variety of educators and human services professionals and supports their continuing professional development. Building on our historically Black university (HBCU) legacy of exemplary teaching and scholarship, as well as effective public service, we offer degrees at the baccalaureate and master's levels. Our graduates are catalysts for learning and leading in diverse contexts who engage in collaborative practice with key stakeholders from local to global communities.
The School of Education aspires to be a premier center for multicultural, intellectual, and collaborative engagement of professionals who are catalysts for learning and leading in a global society.
Teacher education programs were accredited initially in 1976 by the National Council for the Accreditation of Teacher Education. This national accreditation was reaffirmed in 2007 until 2014. Our counseling programs are accredited by the Council for the Accreditation of Counseling and Related Educational Programs (reaffirmed in 2009) and the Council on Rehabilitation Education (reaffirmed in 2010).
Elementary Education – Bachelor of Science
Sport Science and Fitness Management – Bachelor of Science
General Program Requirements
General program requirements for School of Education programs can be found in this catalogue under the departmental sections.
Teacher Education at North Carolina Agricultural and Technical (NC A&T) State University reflects the North Carolina Standards for Teachers and the 21st century knowledge, skills, and dispositions embedded in them through the University's Professional Education Conceptual Framework. Teacher Education degree programs are housed in five colleges and schools at the University; the licensure component is coordinated and managed by the School of Education. Each Teacher Education degree program is composed of the general program requirements as defined by the University’s general studies program, the content area specialization, and the Professional Education core.
Content Area Specialization
Subject-matter specialization provides opportunities for the student to understand the theoretical basis upon which subject content is developed and organized. It also provides the student an opportunity to accumulate and understand a vast body of facts which comprises one's selected discipline. The function of knowledge in the development of mature scholarship is emphasized in this segment of the prospective teacher's experiences also.
Professional Education Core
Teacher Education candidates engage in Professional Learning Communities (PLCs), or communities of practice where all members work collaboratively to create a shared vision, as they matriculate through Teacher Education. The Shared Vision of the Professional Education Unit at North Carolina A&T State University was developed in collaboration with the five academic colleges that house professional education degree programs - the College of Arts and Sciences, the School of Agriculture and Environmental Sciences, the School of Business and Economics, the School of Education, and the School of Technology - PK-12 education partners, and other stakeholders. Consistent with the mission of the University, the Unit strives to prepare 21st Century Professional Educators who understand the complex needs of a pluralistic global society and who respond to these needs by creating interdisciplinary learning environments where critical thinking, collaboration, communication, and commitment to service guide thinking and behavior. As such, the Professional Education Program at North Carolina A&T State University is committed to the development of 21st Century Professional Educators who are aware of diverse populations in their communities, who appropriately use and interpret assessment data to guide future decision making, who engage in the skillful art of reflection to transform thinking and practice, and who use various forms of technology to manage instruction and assessment.
The Professional Education Program has adopted the theme "21st Century Professional Educators: Catalysts for Learning and Leading" as its core belief to produce educators who work with learners of all ages with varying experiences and various approaches to learning. Relying on an inquiry approach to teaching and learning where candidates use critical thinking skills to work collaboratively with stakeholders, the Professional Education Program emphasizes the merging of theoretical and practical knowledge to develop educators who engage, inspire, and encourage learners to explore, discover, and become advocates for lifelong learning and service to humankind. Four core values interwoven throughout the Professional Education Program guide the development of professional educators at North Carolina A&T State University: Diversity, Assessment, Reflection, and Technology. Infused throughout the Professional Education Program are seven key principles necessary for the growth and development of an effective 21st Century Professional Educator. These principles emerge from and align with the Unit?s core values: content mastery, professional knowledge, professionalism, leadership, equity, global awareness, and inquiry.
In the teacher education programs at NC A&T, all candidates study in Professional Learning Communities (PLCs), completing a developmental scope and sequence of courses collectively called the Professional Education Core (PEC). There are four PLCs – one associated with each academic year. The PLC associated with the freshman year (PLC 1) introduces candidates to the profession. Each candidate will be required to take the course CUIN 110 Ethics of Teaching, which has an accompanying twenty-hour field experience. Candidates are also required to take an additional course that addresses instructional technology for the 21st century classrooms. During the sophomore year, candidates develop a context for designing, presenting and assessing learning in PLC 2 by completing two courses – CUIN 210 Culturally Relevant Pedagogy and CUIN 310 Assessment for 21st Century Classrooms. A thirty-hour field experience is required in CUIN 210 Culturally Relevant Pedagogy. In PLC3, candidates in the junior year will learn to implement instructional plans for all students. The two required courses are: CUIN 410 Differentiated Instruction and CUIN 520 Content Area Literacy. The forty-hour field experience in PLC 3 focuses on application of theories in the school. PLC 4 will be completed during the candidate’s senior year and will provide candidates with the opportunity to practice the teaching profession. During PLC 4, candidates will complete CUIN 640 Methods of Teaching for 21st Century Classrooms, and/or specific content area methods courses, CUIN 660 Clinical Practice in Teacher Education, and CUIN 670 Capstone Experience in Teacher Education. While completing CUIN 640 Methods of Teaching for 21st Century Classrooms, and/or specific content area methods course, the sixty-hour field experience focuses on pedagogical strategies within the content area. In CUIN 660 Clinical Practice in Teacher Education candidates will be assigned to a school Monday through Friday for the entire school day. CUIN 670 Capstone Experience in Teacher Education is taken in conjunction with CUIN 660 and enables candidates to reflect upon their practice and learn from one another while participating in the clinical experience. At the culmination of each PLC, candidates are expected to have completed specific modules, evidences, and other requirements to transition to the next PLC. These transition points are the basis for monitoring candidates’ progress toward program completion. Candidates receive annual written status reports detailing their progress toward completing each transition point. Additionally, candidates begin developing evidences for their final candidate portfolio during PLC 1 and deposit these into electronic portfolios. Specified evidences are added to the portfolios during each PLC. The evidences will be assessed using a team composed of university faculty and administrators and public school partners.
Enrollment In Advanced Courses
Only formally admitted candidates may enroll in advanced courses in the Professional Education Sequence. Students enrolled in all field experience courses and clinical practice courses must show proof of educator?s liability insurance at the beginning of the semester.
The Professional Studies Sequence includes: CUIN 101 (or equivalent), 110, 210, 310, 410, 520, 640, 660, and 670. All courses numbered 400 and above in this sequence require formal admission to the Teacher Education Licensure Program.
Clinical Practice – Student Teaching/Internship
(Students are required to complete all licensure tests prior to admission to beginning clinical practice.)
Admission to Clinical Practice requires (1) formal admission to the Teacher Education Licensure Program, (2) an approved Student Teaching or MAT Internship Application submitted in TaskStream (3) a cumulative GPA of 2.80, (4) copy of individual scores on Praxis II in licensure area, and (5)(6) proof of educator’s liability insurance.
All candidates are required to take CUIN 670 Capstone Experience in Teacher Education in conjunction with the Clinical Practice course. Students enrolled in a clinical practice course that is 6 credit hours are permitted to take only one additional 3 credit hour course during the clinical practice semester. This additional course cannot be scheduled during the public school day nor during the student/internship teaching seminar. All students enrolled in a student teaching course are REQUIRED to pay a student teaching fee.
All Teacher Education candidates are expected to exhibit appropriate dispositions at all times. Candidates are expected to embrace and abide by tenets described in the ?Aggie Pact?, the NEA Code of Ethics, and professional dispositions described in the Conceptual Framework that are integrated throughout the program. The display of appropriate dispositions is especially significant for candidates enrolled in clinical, field, or internship experiences to ensure that candidates' behavior represents appropriate and acceptable professional standards of conduct at all times. Examples of inappropriate dispositions include, but are not necessarily limited to, inappropriate language, dress, immoral conduct, tardiness, dishonesty, etc. Documented instances/episodes of inappropriate behavior may be grounds for a candidate?s dismissal from Teacher Education. Persons who have been convicted of a felony will not be recommended for licensure; therefore, all candidates should be able to submit to a criminal background check at their own expense, if necessary.
Admission, Retention, and Licensure
The Dean of the School of Education is the designated University Official with the authority and responsibility to recommend to the State Department of Public Instruction undergraduate candidates who apply for licensure in the following fields:
- Agriculture Education
- Art Education
- Biology Education
- Birth through Kindergarten
- Business Education
- Chemistry Education
- Comprehensive Social Studies
- Elementary Education
- English Education
- Family and Consumer Sciences
- Mathematics Education
- Music Education
- Physics Education
- School Social Work
- Spanish Education
- Special Education (Add On)
- Trade Preparatory Programs
All candidates who are recommended for licensure must be admitted to the Teacher Education Licensure Program. Undergraduate candidates are expected to be admitted to the Teacher Education Licensure Program during their Freshman year. Failure to be formally admitted to Teacher Education will limit candidates' progress in completing the Professional Education core (see section on Enrollment in Advanced Courses). The application for admission package includes:
- TaskStream account;
- Completed Notification and Acknowledgement of Criminal Background Form;
- Philosophy of Teaching Statement;
- Completed application for admission to Teacher Education, which can be obtained from the Dean’s Office;
- Minimum 2.8 cumulative GPA on a 4.0 scale;
- Basic skills competency demonstration, most frequently illustrated by Praxis I;
- Membership in a professional organization;
- Successful completion of a Dispositions Survey; and
- Successful completion of an interview with a Teacher Education faculty panel.
It is the candidate’s responsibility to ensure the application for admission and proof of basic skills competency are provided to the School of Education Dean’s Office. Additionally, the candidate should schedule an interview with a Teacher Education faculty panel using the publicized method. All admission items are verified before the candidate is admitted to Teacher Education. Upon successful admission, candidates will receive an official letter from the Dean of the School of Education.
To remain in Teacher Education, candidates must maintain a minimum cumulative academic grade point average of 2.80. Students are encouraged to meet with their advisors a minimum of three times per semester to discuss their progress in the program. A candidate who fails to maintain a 2.8 cumulative GPA will be placed on probation for one semester. If the candidate?s GPA does not increase to a minimum 2.8 GPA after the semester, the candidate will be dropped from the program. Candidates are notified in writing of their probationary status and/or subsequent removal from the program by the Office of the Dean of the School of Education.
Readmission To Teacher Education
Once a candidate has been dropped from the Teacher Education Licensure Program for any reason, the following steps must be taken before a student will be readmitted:
- The students must file a formal application for re-admittance to the Teacher Education Program and have a cumulative 2.80 GPA.
- The application of the student along with the student's complete profile must be reviewed by the Teacher Education Council for action.
- The student, program coordinator, department chairperson, and dean of the school involved will be notified in writing of the Teacher Education Council's decision on the student's application for readmission to the Teacher Education Program.
Upon completing the Teacher Education degree, candidates are eligible to apply for state licensure in the Office of the Dean of the School of Education. Upon receipt of the candidate’s application, approval or endorsement of the licensure application is secured from the candidate’s major department. The candidate is required to (1) complete the Licensure Data Cover Sheet with complete signatures of either the advisor or program coordinator, (2) submit to the Office of the Dean, completed Licensure Data Cover Sheet with supporting documents (i.e., Form A, official degree-dated undergraduate transcripts, Praxis II Examinee Score Report, LEA/IHE Certification of Teaching Capacity Form, and appropriate processing fee payable by check or credit card), and (3) submit electronic evidences in TaskStream for evaluation at the proficient level. After processing the application, the completed application form is forwarded to the Office of Registration and Records, who attaches a copy of the candidate’s official transcript to the application form and forwards it to the State Department of Public Instruction in Raleigh, North Carolina.
Note: The candidate is required to take and pass all appropriate PRAXIS II tests before being recommended for licensure. The candidate should consult with his/her advisor, department chairperson or dean to determine passing scores on Praxis Tests for licensure. The University reserves the right to refuse to recommend any applicants for licensure when they are deficient in mental or physical health, scholarship, character, or other qualifications deemed necessary for success in the education profession.
Transfer To The Teacher Education Program
All students transferring into the Teacher Education Program must have a cumulative GPA of 2.80 (on a 4.0 scale) and must meet all other requirements for entry to the Teacher Education Program.