The School of Education (a.k.a. the Unit) and all of its partners, including teaching candidates and teaching majors, have selected as their Teacher Education program theme "The Professional Educator: A Catalyst for Learning." This may have been decided before your arrival, but there are always two student meetings during the academic year during which you may have input to the Conceptual Framework. From the theme, a conceptual framework has been developed which includes a rationale and organizing principles that guide the development of the curriculum for professional education including the categorization of knowledge.

The Teacher Education Unit's vision, mission, and dispositions emerged directly from the University's mission. Both the Unit and University strive to transmit a cultural experience for our candidates to be transformed into catalysts for learning. Candidates learn to create their own learning from the experiences with the faculty, interactions with the curricula and field experience opportunities, and other educational opportunities. Thus, because candidates create their learning outcomes from the interaction with their faculty and curricula, candidates are philosophically constructivists. While the constructivist view is primarily the philosophy by which education programs are structured, content specialists and school personnel programs might have other philosophical bases.

The conceptual framework is sufficiently broad as an umbrella to embrace all of the programs. The conceptual framework is the guiding force for program development and performance assessment. The outcome of the framework is the development of Unit standards for all programs, which are Diversity, Assessment, Reflection, and Technology (DART).

Since around 2000 and annually since that time, teachers from the public schools, teacher education students, professors, and administrators have come together to review the nature of the conceptual framework. As stated above at the heart of the conceptual framework is the candidate or emerging teacher; he or she is a Professional Educator: Catalyst for Learning. All of the programs that help to prepare teachers such as the Technology Education and Trade and Industrial Education programs (concentrations) also help to prepare teachers who have knowledge, skills, and dispositions related to the technical field of study and to Diversity, Assessment, Reflection, and Technology (meaning instructional technology). Your program helps to fulfill the conceptual framework by integrating those institutional proficiencies, DART, into your studies.

DART is surrounding the pyramid. The C on the left of the pyramid is the candidate (you) who is learning the necessary knowledge, skills, and dispositions to become a Catalyst for Learning. To the right in the pyramid, are the organizations from which we have taken standards for learning. For example, we have to learn standards established by the NC Department of Public Instruction (DPI). DPI indicates that you must understand how to work with families. Some time during your field experiences, student teaching, AND during your coursework, you should develop Products of Teaching that provide evidence that you understand how to work with the families of the students you will teach or are teaching. Our master's degree concentrations are founded on standards mandated by DPI but are also based on the career and technical education standards of the National Board for Professional Teaching Standards. For example, one of those standards indicates that the teacher works with the community and others to improve school programs and school to career transitions. A good example of a Product of Teaching that would help to ready the teacher or candidate to achieve that standard could certainly relate to the Technology Student Association or Skills USA. The undergraduate program is based on the standards of DPI and the Interstate New Teacher Assessment and Support Consortium (INTASC). Finally, both the graduate and undergraduate programs for Technology Education are based on the Standards for Technological Literacy. These are just some of the standards that the program is based on.

The overall goal across all three concentrations (Technology Education, Trade & Industrial Education, Training & Development for Industry) at the undergraduate and graduate levels and the Workforce Development Director concentration at the master's level is to help students become Catalysts for Learning whether they end up in a career in industry or the public schools. This is the personification of the Conceptual Framework.

Because this is our conceptual framework, students will understand that:

Diversity is an important area for obtaining knowledge, skills, & dispositions. Capitalize on the various backgrounds of students & peers. Address their needs.
Assessment is an important area for obtaining knowledge, skills, and dispositions. Use assessment to improve instruction and foster achievement.
Reflection is an important area for obtaining knowledge, skills, and dispositions. Reflect on teaching and learning in order to improve achievement.
Technology is an important area for obtaining knowledge, skills, and dispositions. Use technology to enhance learning.

Students will understand how to work with parents, families, and the overall community.

The goal of the licensure option of the Trade and Industrial Education concentration is to prepare students to develop cognitive and psychomotor skills in a technical specialization such as construction, drafting, graphics, electronics, manufacturing, or transportation. Students should become Catalysts for Learning. Graduates will be qualified to be licensed in North Carolina to teach trade and industrial education in secondary schools.

PROGRAM OBJECTIVES:
As specified by NCATE, INTASC, CTTE-ITEA, NAITTE, NBPTS, DART, and NC-DPI...
In order to become professional trade and industrial education teachers, who are catalysts for learning, students in the trade and industrial education program will:

The goal of the Technology Education concentration is to prepare students to become technologically literate and satisfy North Carolina Department of Public Instruction certification/licensure requirements for teaching technology education in the public schools; to prepare Catalysts for Learning.

As specified by NCATE, INTASC, CTTE-ITEA, DART, NBPTS, and NC-DPI...
In order to become professional technology education teachers, who are catalysts for learning, students in the technology education program will:

The goal of the Industrial Training and Development concentration is to prepare students to become capable trainers and developers of employees in industry and business. Students will become Catalysts for Learning.

As specified by NCATE, INTASC, CTTE-ITEA, NAITTE, NBPTS, DART, and NC-DPI...
In order to become professional trainers and developers, students in the Industrial Training and Development concentration will:

· Undergraduates should have earned 40 semester hours. Graduates should have earned 9 semester hours. If you get admitted after earning this number of credits, then you are LATE being admitted to Teacher Education.

· Have a 2.8 (MAT students only need a 2.5) GPA in the undergraduate program AND pass Praxis I. Grad students can pass Praxis I instead of having a 2.5 but do not need to pass Praxis I unless the undergraduate GPA is less than a 2.5.

You complete page one of the application available for the School of Education (call 336 334 7757). Grad students have Dr. Childress complete page two. Undergraduate students have Dr. Rhodes complete page two. Fax page one to their attention at 336 334 7577.

Graduate students, fax Dr. Childress a good teaching evaluation from your principal if you are currently teaching, in order for us to waive student teaching (fax 336 334 7577). (You should have also faxed him your license, DPI letter that came with your license, and unofficial transcripts.)

· Be admitted to Teacher Education (you should hear from the School of Education after applying, interviewing, and passing, the Sixteen Personality Factors Test).

· No matter what kind of license you have you must pass Praxis II, test 0050 with a 580 or better (Technology Education Teaching majors only, major codes 0273, 0276, and the MAT for Tech Ed Teaching).
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Benchmarking and Candidate Assessments

All students are evaluated on a regular basis to make sure that they are performing well. The programs also use this "benchmarking" procedure as part of the overall program evaluation process. These evaluations or benchmarks are shared with the Unit Assessment System. Just like the Conceptual Framework, the unit assessment system had input from all concerned and is revised on an ongoing basis.
The benchmarks are described below, and in red text is the meaning of each of the benchmarking data points.

Bachelor of Science in Technology Education (all concentrations)	Master of Science in Technology Education (all concentrations)	Master of Art in Technology Education (all concentrations)
Admission to the University: Class Rank, GPA 2.0, SAT 860 Class Rank: indicates your abilities in general to pursue scholarship, including your general knowledge. GPA: indicates your abilities in general to pursue scholarship, including your general knowledge. SAT: indicates your abilities in general to pursue scholarship, including your math and verbal abilities. Teachers must be able to function on an acceptable level when it comes to basic, general knowledge deemed important by society. As a Professional Educator: Catalyst for Learning, you need to meet this benchmark area. Preparing you as a professional is the link between these data and our Conceptual Framework.	Admission to the Degree: Good Undergraduate and Graduate Work GPAs, need a 2.6, Class A Teaching License, Good GRE scores, Good Letter of Intent, Good Recommendations GPA 2.6: indicates your abilities in general to pursue scholarship, including your general knowledge and your teaching knowledge. Teaching License: indicates your abilities in general to teach to the satisfaction of your school system. Indicates achievement of INTASC standards and your readiness to pursue advanced competencies at the master's level. GRE: indicates your abilities in general to pursue scholarship, including your general knowledge; may be used to provide advice on how to improve scholastically and better succeed at your studies. Letter of Intent: indicates your abilities in general to write and your dispositions as a teacher to pursue the master level of teaching. Good Recommendations: indicates your abilities in general and your knowledge, skills, and dispositions as a teacher to pursue the master level of teaching. Teachers must be able to help students achieve. Preparing you as a professional is the link between these data and our Conceptual Framework.	Admission to the Degree: 2.5 Undergraduate GPA and a 3.0 for any Graduate Work GPAs, Good Letter of Intent, Good Recommendations GPA of 2.5 from BS/BA/BEd: You might not have performed very well in college before becoming a teacher, but since the state allows you to start teaching with a 2.5 undergraduate GPA, for students pursuing a license we allow you in with a 2.5. GPA of 3.0: indicates your abilities in general to pursue scholarship, including your general knowledge and your teaching knowledge. Letter of Intent: indicates your abilities in general to write and your dispositions as a teacher to pursue the master level of teaching. Good Recommendations: indicates your abilities in general and your knowledge, skills, and dispositions as a teacher to pursue the master level of teaching. Teachers must be able to help students achieve. Preparing you as a professional is the link between these data and our Conceptual Framework.
Admission to Teacher Education: 40 sh, 2.8 GPA, Praxis I, pass Teacher Education interview, complete 16 Personality Factors Test 40 Sem Hrs: indicates that you have been able to pursue your studies over a sustained level and have been immersed in the university studies for general knowledge and in the early field experience for CUIN 301 and specialty are content knowledge. 2.8 GPA: indicates that you are learning your general and early specialty area knowledge at a proficient level. Teacher Education Interview: indicates whether or not you are developing the proper, positive, professional dispositions needed to become a good teacher; including DART. Do you have a positive attitude about working with children from all walks of life? What is your opinion about the importance of parental engagement? What do you know about current events related to education? 16 Personality Factors Test: indicates the extent to which your personality matches those dispositions needed by teachers; including DART. Are you sympathetic but also determined? Are you outgoing enough to be engaging to students? Teachers must be able to function on an acceptable level when it comes to basic, general knowledge deemed important by society. And you must done what you have needed to be prepared for your upper level studies. As a Professional Educator: Catalyst for Learning, you need to meet the knowledge, skills and dispositions in this benchmark area. Preparing you as a professional is the link between these data and our Conceptual Framework.	Admission to Teacher Education: 2.5 GPA from undergraduate degree or pass Praxis I, 3.0 GPA currently, 9 sh completed, pass Teacher Education interview, complete 16 Personality Factors Test, No more than two C's on the transcript GPA of 2.5 from BS/BA/BEd: You might not have performed very well in college before becoming a teacher, but since the state allows you to start teaching with a 2.5 undergraduate GPA, for students pursuing a license we allow you in with a 2.5, but the 2.6 is required for admission to the degree. 3.0 GPA: indicates that you working through your program of study at a proficient level regarding general knowledge, methods, DART, internship/clinical practice, pedagogy, and learning theory. 9 Sem Hrs: indicates that you have been able to pursue your studies over a sustained level, have some grounding in theory to add with your experience as a Class A licensed teacher and can now make an informed contribution to the Teacher Education admission process. Teacher Education Interview: indicates whether or not you, as an experienced teacher, are developing the proper, positive, professional dispositions needed to become a good teacher; including DART. Do you have a positive attitude about working with children from all walks of life? What is your opinion about the importance of parental engagement? What do you know about current events related to education? 16 Personality Factors Test: indicates the extent to which your personality matches those dispositions needed by experienced teachers; including DART. Are you sympathetic but also determined? Are you outgoing enough to be engaging to students? No More Than 2 C's: informs the professors' confidence in your ability to embody the state's standards for advanced programs and the standards of the National Board for Professional Teaching Standards (NBPTS).	Admission to Teacher Education: 2.5 GPA from undergraduate degree or pass Praxis I, 3.0 GPA currently, 9 sh completed, pass Teacher Education interview, complete 16 Personality Factors Test, No less than two C's on the transcript 3.0 GPA: indicates that you working through your program of study at a proficient level regarding general knowledge, methods, DART, internship/clinical practice, pedagogy, and learning theory. 9 Sem Hrs: indicates that you have been able to pursue your studies over a sustained level, have some grounding in theory to add with your experience as a Class A licensed teacher and can now make an informed contribution to the Teacher Education admission process. Teacher Education Interview: indicates whether or not you, as an experienced teacher, are developing the proper, positive, professional dispositions needed to become a good teacher; including DART. Do you have a positive attitude about working with children from all walks of life? What is your opinion about the importance of parental engagement? What do you know about current events related to education? 16 Personality Factors Test: indicates the extent to which your personality matches those dispositions needed by experienced teachers; including DART. Are you sympathetic but also determined? Are you outgoing enough to be engaging to students? No More Than 2 C's: informs the professors' confidence in your ability to embody the state's standards for advanced programs and the standards of the National Board for Professional Teaching Standards (NBPTS).
Admission to Student Teaching: Methods TECH 566/666, 2.8 GPA, Praxis II (tech ed only; not T&I) C or Better in Methods: indicates that you have the minimum or better in terms of what methods to use, DART related knowledge, skills, and dispositions, and micro teaching needed to enter student teaching. 2.8 GPA: indicates that you are learning your general and specialty area knowledge at a proficient level. 580 on Praxis II: indicates that you are proficient in specialty area knowledge, skills, and content-pedagogy, needed at a minimum to teach like other teachers.	Interim Portfolio Review: Must pass (with a B or with a C if no more than two C's are earned total on the transcript) TECH 717, which includes the interim portfolio requirement. This is a midpoint benchmark. Pass TECH 717: informs the professors' confidence in your ability to collect and organize products of teaching related to the state's standards for advanced programs and the standards of the NBPTS and DART through your development of the Products of Teaching Portfolio and through study and reflection on the standards of the NBPTS and its certification process. Must score At Standard on the following: Human Development: NBPTS I and DPI A Core Knowledge: NBPTS II and DPI D Contextual Learning: NBPTS III Career Decision Making: NBPTS VII	Completion of Phase I, Earning the License: 3.0 GPA, Pass the INTASC portion of the Products of Teaching Portfolio, Pass Praxis II (Tech Ed Only) (apply for teaching license) 3.0 GPA: indicates that you working through your program of study at a proficient level regarding general knowledge, methods, DART, internship/clinical practice, pedagogy, and learning theory. Pass Products of Teaching Portfolio: demonstrates your teaching knowledge, skills, and dispositions related to the state's standards for initial programs and the standards of the INTASC through your development of the Products of Teaching Portfolio and DART. 580 on Praxis II: indicates that you are proficient in specialty area knowledge, skills, and content-pedagogy, needed at a minimum to teach.
Exit Student Teaching and Graduation: Cooperating Teacher's Assessment, University Supervisor's Assessment, 2.8 GPA, Pass Products of Teaching Portfolio 2.8 GPA: indicates that you completed your program of study at a proficient level regarding general knowledge, methods, DART, student teaching, pedagogy, and learning theory. Student Teaching Appraisals: indicates that you conducted student teaching to the satisfaction of an experience teacher and teacher educator based on DART and the student teaching assessment items on the appraisal sheet. Student Teaching Portfolio: indicates that you conducted student teaching to the satisfaction of an experience teacher and teacher educator based on DART and the student teaching assessment items on the appraisal sheet and demonstrate this through the products of teaching that both you and your students developed during student teaching and before.	Annual Review: 3.0 GPA, Unconditional Admission Status, No more than two C's on the transcript 3.0 GPA: indicates that you working through your program of study at a proficient level regarding general knowledge, methods, DART, internship/clinical practice, pedagogy, and learning theory. No More Than 2 C's: informs the professors' confidence in your ability to embody the state's standards for advanced programs and the standards of the National Board for Professional Teaching Standards (NBPTS) and DART.	Admission to Phase II: Successful completion of Phase I, Submit GRE scores Phase I Completion and Class A License: indicates that you are proficient in the knowledge, skills, and dispositions required by the state and INTASC. GRE: indicates your abilities in general to pursue scholarship, including your general knowledge; may be used to provide advice on how to improve scholastically and better succeed at your studies.
Teaching: successful teaching evaluations by the principal Principal Evaluation: indicates that you are able to apply what you learned during the program of study and field experiences to your practice as a teacher.	Graduation: 3.0 GPA, Pass Comprehensive Final Exam, Pass Products of Teaching Portfolio (a culminating product of teaching) (upgrade teaching license) 3.0 GPA: indicates that you working through your program of study at a proficient level regarding general knowledge, methods, DART, internship/clinical practice, pedagogy, and learning theory. Comprehensive Final Exam: informs the professors' confidence that you have the knowledge to be proficient in the state's standards for advanced programs and the standards of the National Board for Professional Teaching Standards (NBPTS) and DART. Pass Products of Teaching Portfolio: demonstrates your teaching knowledge, skills, and dispositions related to the state's standards for advanced programs and the standards of the NBPTS through your development of the Products of Teaching Portfolio and DART.	Graduation: 3.0 GPA, Pass Comprehensive Final Exam, Pass the NBPTS portion of the Products of Teaching Portfolio (upgrade teaching license) 3.0 GPA: indicates that you working through your program of study at a proficient level regarding general knowledge, methods, DART, internship/clinical practice, pedagogy, and learning theory. Comprehensive Final Exam: informs the professors' confidence that you have the knowledge to be proficient in the state's standards for advanced programs and the standards of the National Board for Professional Teaching Standards (NBPTS) and DART. Pass Products of Teaching Portfolio: demonstrates your teaching knowledge, skills, and dispositions related to the state's standards for advanced programs and the standards of the NBPTS through your development of the Products of Teaching Portfolio and DART.

It is important that you achieve these various benchmarks in a timely fashion. Also keep in mind that not meeting a benchmark may entail being delayed or dismissed from the program. Grad students should remember that you must stay continuously enrolled.

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Official Lesson Plan Format and Contents

All majors in all concentrations in the Technology Education degrees, both undergraduate and graduate, are to use the following lesson plan format. The format below includes content as an example. In any course in which you are to write/plan a lesson, you are to use this format. This lesson plan format is also available on College Live Text.

Begin Sample Lesson Plan

EXAMPLE Competency-Based Lesson Plan

Transportation Systems First Period Vincent Childress

Competency Area:

Unit 3, Fuel Efficient Automobiles

Lesson 3.3, Aerodynamic Vehicle Design

This is the topic to be taught.

Instructional Technology, Aids and Audio/Visuals:

Computer projector, overhead projector, aerodynamic transparency, various colors of ink, handout of partially drawn model but without the irregular curves of the vehicle.

This is where you list anything used to enhance instruction through technology.

Materials/Tools:

Drafting machine, pencils, paper, tape, divider, compass, French curve, rule

This is where you list everything needed to conduct the entire lesson.

I. Focus and Review: (5 min.)

Last week: principles of aerodynamics - drag, turbulent flow, laminar flow.

This is where you review with students the very last learning that was covered.

Review terms and show overhead again briefly.

Ask: What design feature is the most important in creating laminar flow?

(streamlining or tapering vehicle body designs)

Always have a specific set of questions written to ask the class.

Show advance organizer.

This is a graphic that will help the students understand how the lesson will progress.

Importance: The car that you or your family buys will have better fuel economy if it is aerodynamic.

This is where you explain why students should know the material. It should be something that has meaning to students.

II. Statement of Objective: (competency or task) (5 min.)

Terminal 3.3.2: Given the tools listed above and a demonstration, the student will draw a design of an aerodynamic model automobile on the full-size scale. Drawn objects shall match dimensions to within +- 1/32" and shall follow the conventions of drafting.

Enabling 3.3.2-1: Given a French curve, the student will construct and draw irregular curves that are smooth.

Enabling 3.3.2-2: Given the problem of designing an aerodynamic vehicle, the student will apply what he/she knows about tapering/streamlining to the design of the model automobile. Characteristic tapering shall be evident in the design.

These objectives should be written as performance objectives as shown above and should use keywords from Bloom’s Taxonomy of Educational Objectives.

Stated to the kids aloud, on the board, and written by them in their notebooks you can say the objectives this way:

Learn how to do a mechanical drawing of your car model's irregular

curves. Sizes of drawn lines must match the indicated dimensions by +- 1/32", and curves must be smooth. Follow drafting rules that we learned earlier in the year.

-2 points for each small error and -5 points for large errors.

III. Standards and Benchmarks for Technological Literacy Addressed:

(literally for Technology Education teachers only)

Trade and Industrial Trade Certifying Standard (eg: ASE, NIMS, etc.)

Standard 18: Students will develop an understanding of and be able to select and use transportation technologies.

Benchmark G: Transportation vehicles are made up of subsystems such as structure, propulsion, suspension, guidance, and control.

Standard 9: Students will develop and understanding of engineering design.

Benchmark B: Expressing ideas to others verbally and through sketches and models is an important part of the design process.

This is the place where you list the official objective being taught as written by the respective standards organizations.

Addressing Diversity: special emphasis will be placed on the need for women to pursue careers in automotive engineering

This is where you focus on reaching and appealing to the various backgrounds of your students.

Assessment of the Student:

Drawn objects shall match dimensions to within +- 1/32" and shall follow the conventions of drafting. The characteristic tapering shape shall be evident in the design and model.

Regarding the knowledge portion of the aerodynamics lesson, provide student

This is where you state how you are assessing the students.

Reflection of the Teacher (Am I a Catalyst for Learning?):

Since the last time I taught this lesson, I decided to use colored ink at the overhead projector. This allowed students to follow step by step. I also need to conduct a pretest on this unit so that I can tell the extent to which students are learning this content.

This is where you indicate what happened when you taught the lesson and how you would improve it next time.

Cross Reference to NC Technology Skills Curriculum:

using the computer for design.

This is where you should list what other computer skills the lesson might relate to.

Special Needs Accommodations: large text will be used for one student who has trouble seeing. Color ink is used to guide the eyes of students.

This is where you indicate the accommodations and modifications that you will make for your various special needs students.

Knowledge, Skills, Dispositions Needed by the Teacher:

aerodynamics, drafting, understanding of the need for more women in technology

This is where you list all of the things you, the teacher, needs to know including attitudes.

IV. Teacher Input: (10 min.) (Knowledge, Skills, Dispositions needed by students)

Demonstrate from the overhead projector using blank film, partially drawn film, and color inks.

A. Introduction: New term: French curve - definition…and show silhouette of tool on overhead projector.

Modeling What Is Taught

B. Box Construction

1.set up each view of the vehicle as a box

2.size and location dimensions for non-curved lines

C. Locating points along a curve

1.distance of points from centerline of curve

2.marking each point

D. Aligning the French curve through points.

1.look for part of edge that matches curves.

2.draw construction lines

3.draw object lines

4.add dimensioning

Checking for Understanding

E. Ask students specific questions about each step in the demonstration.

1. How are the points for the curve located?

2. How is the French curve set on the points?

3. How should the curve itself be drawn?

This is the main part of the lesson plan. You MUST include a detailed content outline as shown above and include modeling what is taught and checking for understanding.

V. Guided Practice: (15 min.)

Distribute handout and allow student assistants to get drafting tools for each student. Students will draw second curve that I draw on their handout of partially drawn car.

Repeat process above, but monitor students in between each step as they work along with me. Provide feedback.

This is how you are going to make sure that students do what you taught them correctly on their very first try; its the practice, smaller activity.

VI. Independent Practice: (50 min.)

Students use materials/tools (including French curve) to create actual car designs.

This is when the students will apply what they learned to a new problem without as much help from you; its the big, main activity.

Parental Involvement:

Each student should develop a set of questions to ask his or her parent(s) or guardian pertaining to what the parent or guardian knows about fuel economy, alternative modes of transportation, and what is done on a day-to-day basis to save money on transportation. Answered questions should be returned with a parent signature.

This is where you design a brief way to get parents, guardians, and family members involved in the lesson.

VII. Closure: (5 min.)

Ask students what are the principle ideas of aerodynamics that are applied to their vehicle designs. Can they provide specific evidence of the application?

This is when you ask students specific review questions about what they just learned.

End Sample Lesson Plan