Fayetteville State University
Re-Visioning of the Art Education Program
Section A
A description of how the proposed program has been re-visioned to reflect the North Carolina
Standard for Teachers and the 21st century knowledge, skills, and dispositions embedded in them
and the rationale for the changes, i.e., how the new program is different from the current program,
how it reflects the North Carolina Standards for Teachers and the 21st century knowledge, skills,
and dispositions embedded in the standards, and why specific revisions are being made. (2-3 pages
maximum)
The Art Education Program provides students with a range of curricular offerings, including
forty-five credit hours in the core curriculum, thirty-seven credits in the Visual Art major, and thirty-two
credits of Professional Education courses. The core curriculum prepares new students by reinforcing 21 st
Century skills, including oral and written communication, critical thinking and analytical reasoning,
science, mathematics, along with information and digital literacy. The Visual Arts courses are designed
to provide a strong foundation for a vital component of the North Carolina Professional Teaching
Standards, content knowledge. Future art educators will receive experience in art-making techniques
involving ceramics, graphic arts, painting, photography, printmaking, and sculpture. In addition, they will
be exposed to global perspectives in art history and production. Professional Education courses develop
the students’ pedagogical skills, the planning and implementation of instruction. Art Education majors
will learn about the ideas of past and present educational theorists, instructional strategies, and methods of
assessment. The program is designed to meet the needs of the proficient education professional.
An analysis of the Art Education curriculum matrix reveals an area for improvement. Future art
educators possessing 21st Century skills will need to meet the second standard of the NC Professional
Teaching Standards, establishing a respectful environment for diverse students. This includes the
expectation that proficient educators will adapt their teaching for the benefit of students with special
needs. Currently, there is no course in the Art Education curriculum that specifically addresses this need.
This identifies a gap in the curriculum, requiring a solution. The proposed changes to the Art Education
Program are as follows:
A. Add a course that will meet one of the requirements of the NC Professional Teaching Standards,
establishing a respectful environment for diverse students. This includes the expectation that
proficient educators will adapt their teaching for the benefit of students with special needs. SPED
320 (Education of the Exceptional Child) will meet this expectation. Art teachers, particularly
those serving elementary schools, may be exposed to the entire spectrum of the student body.
This will necessitate instruction in the best practices to teach students with special needs.
B. Bring the required observation hours into alignment with other methods courses in the Teacher
Education Program in an effort to reduce disparities between them. Currently, there are wide gaps
in the amount of observation hours for different programs.
C. The Teacher Education Programs at Fayetteville State University will add an additional six credit
hours of student teaching to the curricula. The Art Education Program will decrease free electives
from 3 credit hours to 2 credit hours to prevent the total required credit hours from exceeding the
limit of 128.
D. In order to allow the addition of SPED 320 (Education of the Exceptional Child) without
exceeding the limit of 128 credit hours, one course will have to be removed. It is proposed that
the course for removal be EDUC 210 (Computers in Education), which may be redundant or
unnecessary based on review of the program, feedback from students, and lack of alignment with
NC WISE. The NC WISE program is a state-wide electronic student accounting system used to
aid schools with information management. Gaining a basic knowledge of this or similar data
management systems can be useful to prospective teachers.
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E. Additionally, the following admissions policies were reviewed with our public school partners
and approved as a part of the revisoned program:
Teacher Education Admission Requirements for Traditional Candidates
• GPA 2.5 & 45 hrs general studies, including University College Core (UNIV 101 & 102
or UNIV 110 to be taught by SOE faculty and include Praxis Prep)
• EDUC 211and Praxis I
• Application Form with Security clearance, Essay, Healthy clearance, Recommendation
by Faculty, Deportment rating.
• Speech clearance or interview (to inform CAP development)
Teacher Education Admission Requirements for Lateral Entry Candidates
• Remove Copy of PRAXIS II test scores and “An acceptable deportment rating, officially
verified by the Director of Residence Life” and 2.5 GPA as entrance requirements
• Copy of transcript showing degree earned
• Employment Contract
• Copy of license applied for by employing agency
• Professional Education Plan
• Application
• EDUC 211
Teacher Education Requirements for Licensure-only Candidates
• Transcript verifying degree
• Completion of EDUC 211
• A grade point average of 2.50 or above or passing Praxis I score or 15 post baccalaureate
hours with at 3.0 GPA in teacher education
• Application, including verification of health status by the university physician; Personal
Security Data Form (Background Check); Recommendation to Teacher Education
Committee from the major department
Admission to Student Teaching
• Have completed or pending completion, the teaching specialty (methods) component
• Have a cumulative grade point average of 2.5 or above with a minimum of "C" or better
in all required coursework to include professional studies, specialty studies and second
academic concentration
• Have been recommended to and approved by the Teacher Education Committee through
the department chair of the area through which licensure is sought.
• Have a clear Personal Security Data Form (background check).
• Submit copy of official audit
• Apply 60 days prior to the end of the semester prior to student teaching experience
Field Experiences
• Early Field Experiences will include 60 hours of early field experiences and 40-60 hours
in the field during the methods semester.
• Methods Course(s) must be a semester long and prior to student teaching.
• Student Teaching Experience for secondary subjects and middle grades subjects will
require 15 weeks in the field.
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Section B
How public school partners were involved in the re-visioning of the program and how they will be
involved in the delivery and evaluation of the program. (1-2 pages maximum)
The public school systems surrounding Fayetteville State University have an important role to
play in the delivery and evaluation of the Art Education Program. The art education professionals
currently serving in the region present a model of the teaching standards that we hope to instill in our
candidates. Their insights into the needs of the 21st century art teacher were important factors in the revisioning of the Art Education Program at our university. The views and suggestions of local art teachers
will be sought through surveys. Further insights were sought and addressed during planning meetings
between the Office of Teacher Education and cooperating teachers.
Cooperating teachers and administrators are instrumental in the delivery of the Art Education
Program. They provide guidance and instruction to candidates in the field, offering invaluable feedback to
improve their pedagogical practice. The cooperating teachers will serve as the candidate’s most
immediate contact during their field experience and student teaching practice. These professionals will
advise the candidates in their instructional planning, offering constructive criticism of lesson and unit plan
design. They will also supervise the candidate’s delivery of instruction, sharing expertise in classroom
management and effective strategies. Cooperating teachers further serve as a model and instructor in the
practice of professional dispositions.
Cooperating teachers and administrators provide an integral component of the assessment of
candidates’ performance. Their evaluation of the candidates’ student teaching experience will provide the
evidence for Pedagogical and Professional Knowledge Skills and Dispositions. This will be verified by
their submission of the LEA/IHE Certification of Teaching Capacity, a document that attests to the
candidates’ proficiency in meeting the North Carolina Professional Teaching Standards.
Public school partners were involved in the development of the admissions policies for all levels
of programs in the School of Education. The specific information provided by our partners regarding the
processes and procedures for admission to teacher education at various levels of licensure. The agenda for
at least three meetings included the consideration of admission requirements. Cooperating teacher surveys
and interviews revealed that candidates should spend more time in the schools prior to student teaching.
Cooperating teachers and administrators are instrumental in the delivery of the Art Education
Program. They provide guidance and instruction to candidates in the field, offering invaluable feedback to
improve their pedagogical practice. The cooperating teachers will continue to serve as the candidate’s
most immediate contact during their field experience and student teaching practice. These professionals
will advise the candidates in their instructional planning, offering constructive criticism of lesson and unit
plan design. They will also supervise the candidate’s delivery of instruction, sharing expertise in
classroom management and effective strategies. Cooperating teachers further serve as a model and
instructor in the practice of professional dispositions.
Cooperating teachers and administrators provide an integral component of the assessment of
candidates’ performance. Their evaluation of the candidates’ student teaching experience will provide the
evidence for Pedagogical and Professional Knowledge Skills and Dispositions. This will be verified by
their submission of the LEA/IHE Certification of Teaching Capacity, a document that attests to the
candidates’ proficiency in meeting the North Carolina Professional Teaching Standards. Our public
school partners will continue to serve on evaluation teams for specific program evidences, such as the
case study and the leadership project.
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Section I: Key Evidences
Evidence
1. Content
Knowledge:
Evidence that
demonstrates
breadth of content
knowledge in
specialty area.
2. Content
Knowledge:
Evidence that
demonstrates
candidate depth of
understanding and
application of
content
knowledge in the
specialty area.
3. Pedagogical and
Professional
Knowledge Skills
and Dispositions:
Evidence that
demonstrates
effective design of
classroom
instruction based
on researchverified practice.
Name of
Evidence
Brief Description of Evidence
Praxis II or
Transcript
The complexity of the teacher’s task is such that they
will need to have a breadth of knowledge in order to
synthesize and deliver information in a manner that
inspires critical thinking. Therefore, one requirement
of the proficient candidate is to demonstrate his/her
possession of a sufficient amount of general
knowledge in addition to subject-specific knowledge.
This can be accomplished in either of two ways:
achieving a satisfactory composite score on the
PRAXIS II or completing twenty-four hours of course
work in their chosen major.
Art Show and
Presentation
The content product for Art Education will consist of
three components: research-based knowledge about
the visual arts, ability to produce an art project
demonstrating significant knowledge of a particular
medium (painting, sculpture, printmaking, etc.), and
analysis and adaptation of the project to a hypothetical
instructional situation, thus demonstrating critical
thinking and in-depth knowledge. The project will
demonstrate the candidate’s ability to apply analysis
and content knowledge to the instructional challenges
she may face in the classroom as well as
comprehension of the elements and principles of
design. The senior art show and presentation will be
completed in capstone course (ART 400: Art Thesis)
Long-Range
Planning
Product (IUP)
The North Carolina Professional Teaching Standards
specify that teachers know the content that they teach.
Long range planning will be evidenced by the
development of a unit plan. The candidate will design
instruction that uses a series of lessons and objectives
to teach a specific curricular goal. The Instructional
Unit Plan (IUP) will be used as a measure of the
candidate’s proficiency in this standard. It should
include at least four lesson plans that represent a
specific goal or set of competencies from the
NCSCOS. The IUP should show a progression from
entry level or introductory lessons to culminating
lessons that demonstrate higher order thinking skills
about the subject.
Descriptors
3b.1
3b.1
1a.2, 2b.3, 2d.1,
3a.1, 3c.1, 3c.2,
3d.1, 4a.1, 4b.1,
4c.1, 4d.1, 4e.1,
4f.1, 5c.1
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4. Pedagogical and
Professional
Knowledge Skills
and Dispositions:
Evidence that
demonstrates
knowledge, skills,
and dispositions
in practice.
5. Positive Impact
on Student
Learning:
Evidence that
demonstrates
impact on student
learning.
6. Leadership and
Collaboration:
Evidence that
demonstrates
leadership and
collaboration.
LEA/IHE
Certification
of Teaching
Capacity
The North Carolina Professional Teaching Standards
require that teachers facilitate learning for their
students. This is accomplished through the application
of pedagogical knowledge. The North Carolina
Department of Public Instruction requires proficient
candidates to demonstrate pedagogical and
professional knowledge, skills, and dispositions by
submitting the LEA/IHE Certification of Teaching
Capacity. Local Education Areas use this form, in
which cooperating teachers attest to the candidates’
pedagogical skills based upon their observation during
student teaching.
Case
Study/Assess
ment of
Student
Learning
The North Carolina Professional Teaching Standards
specify that teachers facilitate learning for their
students. The Art Education program’s requirements
can be met through the use of a case study providing
evidence representing assessment. The proficient
candidate will submit a case study that reflects the use
of formative and summative assessments, rubrics,
modification of instruction, and reflection upon
teaching practice. The candidate can collect data
regarding student progress through a variety of
indicators, including performance-based measures (art
assignments, projects, sketchbooks, art journals,
portfolios, and related tasks) and selected response
measures (written tests, formal assessments, written
assignments, etc.). The data from these indicators will
inform the candidate’s instructional decisions and
reflect impact on student learning, which will be
documented in the case study.
Leadership
and
Collaboration
The North Carolina Professional Teaching Standards
establish the expectation that teachers lead in their
profession, schools, and classrooms. Proficient
candidates are expected to demonstrate leadership in
the school through collaborative work with colleagues
to support student learning and school improvement.
Candidates will document their efforts in professional
leadership and collaboration. Document collaborative
work with colleagues to support student learning and
school improvement by submitting a report that
documents their ability to engage in professional
leadership and collaborative activities at the school
level.
1a.1, 1a.3, 1a.4,
1d.1, 1e.1, 2a.1,
2b.1, 2b.2, 2c.1,
2d.1, 2d.2, 3a.2,
3b.2, 3d.1, 4c.1,
4d.1, 4e.1, 4f.1,
4g.1, 4g.2, 4h.1,
4h.2, 5a.1
1a.1, 4b.1, 4h.1,
4h.2, 5a.1
1b.1, 1b.2, 1b.3,
1c.1, 1c.2, 2e.1,
5b.1
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Section II: Relationship of the Evidence to the Standards
North Carolina Teaching Standard
Key Evidence(s) from Section I Demonstrating the
Descriptors of the Elements
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
NC Standard Course of Study.
2. Draws on appropriate data to develop
classroom and instructional plans.
3. Maintains a safe and orderly classroom
that facilitates student learning.
4. Uses positive management of student
behavior, including strategies of conflict
resolution
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.
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North Carolina Teaching Standard
Key Evidence(s) from Section I Demonstrating the
Descriptors of the Elements
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 as an
asset in the classroom.
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. Provide effective learning activities for
students with special needs.
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North Carolina Teaching Standard
Key Evidence(s) from Section I
Demonstrating the Descriptors of the
Elements
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 North
Carolina Standard Course of Study.
1. Develops and applies lessons based on the
North Carolina Standard Course of Study.
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 an 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/disciplines.
1. Demonstrates knowledge of links between
grade/subject and the North Carolina Standard
Course of Study 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.
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North Carolina Teaching Standard
Key Evidence(s) from Section I
Demonstrating the Descriptors of the
Elements
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. Assesses and uses resources needed to address
strengths and weaknesses of students.
b. Teachers plan instruction appropriate for their
students.
1. Collaborates with colleagues to monitor
student 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 meet the needs of all students.
d. Teachers integrate and utilize technology in
their instruction.
1. Integrates technology with instruction to
maximize students’ learning.
e. Teachers help students develop criticalthinking and problem-solving skills.
1. Integrates specific instruction that helps
students develop the ability to apply processes
and strategies for critical thinking and problem
solving.
f. Teachers help students work in teams and
develop leadership qualities.
1. Organizes student learning teams for the
purpose of developing cooperation,
collaboration, and student leadership.
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North Carolina Teaching Standard
Key Evidence(s) from Section I
Demonstrating the Descriptors of the
Elements
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 monitor and evaluate students’
progress and to inform instruction.
2. Provides evidence that students attain 21st
century 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 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.
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Section III: Detailed Description of Evidences and Their Relevance to Descriptors
Evidence 1
Content Knowledge: Evidence that demonstrates breadth of content knowledge in the specialty
area
This assessment addresses recommended descriptors 3b.1
1.
Name of Evidence: Praxis II/Transcript
Description of the Evidence
The North Carolina Professional Teaching Standards specify that teachers must know the content they
teach. They must be well versed in the expectations of the North Carolina Standard Course of Study (NCSCOS) and
able to communicate them to students of various backgrounds and instructional needs. Teachers must develop and
apply research based strategies to facilitate student learning based on data assessing their individual needs. Visual
arts teachers will further need to demonstrate an understanding of visual culture and appreciation of global
perspectives. They must be prepared to integrate the arts with other disciplines (math, literature, science, social
studies, history, etc.), sharing the connections between art and the breadth of human experience.
The complexity of the teacher’s task is such that they will need to have a breadth of knowledge in order to
synthesize and deliver information in a manner that inspires critical thinking. Therefore, one requirement of the
proficient candidate is to demonstrate his/her possession of a sufficient amount of general knowledge in addition to
subject-specific knowledge. This can be accomplished in either of two ways: achieving a satisfactory and
established composite score on the PRAXIS II or completing twenty-four hours of course work in their chosen
major.
The PRAXIS refers to a series of tests used in the evaluation of Teacher Education candidates. The
PRAXIS I: Pre-Professional Skills Test is an assessment of basic skills in reading, writing, and mathematics. It is
one of the measures used to evaluate the readiness of candidates entering the Teacher Education Program. The
PRAXIS II: Subject tests measure the candidates’ knowledge of specific subjects taught in the K-12 schools. There
are a few versions of the test, including Principles of Learning and Teaching (PLT), Teaching Foundations, and
Subject-Specific tests. Achieving a satisfactory composite score on the PRAXIS II in Art will be an important
requirement for Art Education majors. It provides evidence that the standard expectation for a candidate’s breadth of
knowledge has been met.
The candidate in the Art Education Program will be required to fulfill the requirements of the core
curriculum, art major courses, and professional education courses, including student teaching. The candidate can
demonstrate his/her breadth of knowledge in the content area by submitting transcripts that document the successful
completion of twenty-four hours of courses in the art major. These courses will include the following:
ART 110 2D Design
ART 121 Basic Drawing
ART 123 Basic Digital Design
ART 212 Introduction to Painting
ART 223 Figure Drawing I
ART 230 Introduction to Ceramics
ART 231 Introduction to Sculpture
ART 321 Ancient to Medieval Art
ART 322 Renaissance to Modern Art
ART 353 Introduction to Printmaking
ART 400 Art Thesis
ART 410 Art Criticism
ART 442 Contemporary Art
The Art Education candidate will also choose an area of concentration in the visual arts from ceramics, graphics,
printmaking, painting, or sculpture. This will extend their study by an additional six credit hours.
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2.
Directions for the Evidence Provided to the Candidates
Proficient teachers demonstrate a breadth of knowledge relating to the content that they teach. You will be
expected to provide evidence of your mastery of a broad spectrum of knowledge that will be important in your
capacity as an educator. You can demonstrate your breadth of knowledge using one of the following artifacts:
 Achieving an acceptable score on the PRAXIS II, which measures your knowledge of your chosen
specialty area or
 Successfully completing 24 credit hours in your major
3.
Manner in which Evidence Addresses the Descriptors
The evidence specifically addresses descriptor 3b.1 of the North Carolina Professional Teaching Standards:
Teachers know the content appropriate to their teaching specialty. The PRAXIS II measures the candidate’s
knowledge of their specific specialty area. Transcripts displaying the candidate’s successful completion of 24 credit
hours in their major may also demonstrate mastery of the specialty area content.
4.
How Evidence Will be Evaluated by Institution
Fayetteville State University’s Art Education Program will evaluate the evidence of the candidate’s
performance by determining whether the PRAXIS II scores are sufficient to suggest mastery of the content. In
addition, the candidate may provide transcripts of academic performance in the art major to satisfy the program
requirements.
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Evidence 2
Content Knowledge: Evidence that demonstrates candidate depth of understanding and
application of content knowledge in the specialty area
This assessment addresses recommended descriptors 3b.1
1.
Name of Evidence: Art Show and Presentation
Description of the Evidence
The North Carolina Professional Teaching Standards expects that teachers know the content that they teach.
Educators who deliver instruction in a particular teaching specialty must demonstrate a richness and depth of
understanding by knowing the subject beyond the content they are expected to teach. Proficient candidates in Art
Education will demonstrate their depth of knowledge through the production of an In-Depth Content Product, an Art
Show and Presentation.
The content product for Art Education will consist of three components: research-based knowledge about the
visual arts, ability to produce an art project demonstrating significant knowledge of a particular medium (painting,
sculpture, printmaking, etc.), and analysis and adaptation of the project to a hypothetical professional situation
(producing and presenting an art installation), thus demonstrating critical thinking and in-depth knowledge. The
project will demonstrate the candidate’s ability to apply analysis and content knowledge to the challenges she may
face in art professions such as gallery or museum curators. In addition, it will reveal the candidate’s comprehension
of the elements and principles of design. The conceptual model of the Art Education In-Depth Content Product is
displayed below.
The Art Show and Presentation will require candidates to demonstrate their unique understanding of their
visual arts concentration and proficiency in the production and defense of their artistic vision.
The proficient candidate in Art Education will provide:
1.
2.
Written artist’s statement describing the art project and the candidate’s personal artistic philosophy and
influences.
An oral defense of the chosen body of work before a panel of arts instructors. The candidate must:
a. Describe the use of the specific medium or process (paint, sculpture, printmaking, etc.) represented by
the art project
b. Provide a detailed description of the project, using the language of formal analysis (elements and
principles of design)
i. Elements of design are the components that are used to create the artwork, including: line,
color, space, texture, value, shape, and form
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3.
ii. Principles of design comprise the set of rules governing the effective arrangement of the
elements: unity, variety, balance (symmetrical and asymmetrical), emphasis, scale and
proportion, and rhythm
A collection of selected art projects that demonstrate significant knowledge of a medium or process (ceramics,
graphic arts, printmaking, sculpture, etc).
A teacher in the visual arts must possess content knowledge and the ability to create original artwork at a
high level of competency. Content knowledge will be revealed in the candidate’s performance on the PRAXIS II or
transcripts showing twenty-four credit hours of successful course work in the visual art major. The Art Show and
Presentation will demonstrate the proficient candidate’s understanding of the arts and mastery of at least one
medium in his/her teaching specialty. The candidate’s mastery of an art medium will be determined by the manner
in which the art project meets the criteria specified in a rubric. Different rubrics relating to particular art media
(painting, sculpture, printmaking, etc.) will be used to measure performance.
2.
Directions for the Evidence Provided to the Candidates
Teachers are expected to demonstrate proficiency in their area of specialization. The Art Show and
Presentation for Art Education candidates will be represented by your Senior Show in the capstone course, ART
400: Art Thesis. You will be expected to display 10 – 15 of your best works in specific art media (ceramics, graphic
art, painting, photography, printmaking, or sculpture). You will be responsible for the framing and mounting of the
work in a gallery display as the culminating experience in the course. In addition, you will produce a written artist’s
statement that addresses your artistic vision and influences, using the language of formal analysis (elements and
principles of design). This statement must contain an explanation of the influences (favorite artists, life experiences,
etc.) that led you to develop your unique style. You will give an oral defense or detailed explanation of your artistic
choices before a panel of your art instructors.
3.
Manner in which Evidence Addresses the Descriptors
The Art Show and Presentation evidence specifically addresses descriptor 3b.1 of the North Carolina
Professional Teaching Standards: Teachers know the content appropriate to their teaching specialty. The Art Show
and Presentation requires the candidate to demonstrate the skills necessary in the professional gallery display of their
work. Candidates will choose a body of artwork that shows the expertise that they have accumulated in an artistic
area of concentration. In addition, they will reveal their thought processes in creative production as well as their oral
presentation skills in the defense of their work before a panel of art instructors.
4.
How Evidence Will be Evaluated by Institution
The Art Education Program will employ a rubric to measure the candidate’s performance in the Art Show
and Presentation. Art Education students will produce an art show featuring their best work in their concentration
areas. The artwork featured in the gallery display will be evaluated by a team of at least two arts instructors to
document and measure the candidate’s mastery of production and design. The arts instructors will form a panel to
evaluate the candidates’ oral defense of their work. This will be supplemented by the candidates’ artist statements
regarding their design choices and influences. Each component will be reflected on and measured according to a
rubric specific to the medium presented.
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Evidence 3
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates
effective design of classroom instruction based on research-verified practice
This assessment addresses recommended descriptors 1a.2, 2b.3, 2d.1, 3a.1, 3c.1, 3c.2, 3d.1, 4a.1,
4a.2, 4c.1, 4d.1, 4e.1, 4f.1, 5c.1
1.
Name of Evidence: Long Range Planning Product (Instructional Unit Plan)
Description of the Evidence
The North Carolina Professional Teaching Standards specify that teachers know the content that they teach.
Content knowledge will be delivered through rigorous instruction that represents curriculum standards. The
proficient candidate designs instruction that is aligned with the North Carolina Standard Course of Study
(NCSCOS). The goals and competencies of the NCSCOS will be referenced in lesson plans. The candidate’s ability
to plan effective instruction that incorporates the curricular goals of the NCSCOS, formative and summative
assessments, and literacy integration will be demonstrated through the creation of a long range planning product.
Long range planning will be evidenced by the development of a unit plan. The candidate will design
instruction that uses a series of lessons and objectives to teach a specific curricular goal. The long range planning
product, or IUP (Instructional Unit Plan), meets the North Carolina Professional Teaching Standards by
demonstrating the candidate’s proficiency in applying content knowledge, designing instruction aligned with the
NCSCOS, facilitating learning for the students, and reflecting upon their pedagogical practice. The IUP
demonstrates the expectations set forth in the rubric by producing measurable examples of the candidate’s teaching
and planning abilities.
2.
Directions for the Evidence Provided to the Candidates
Teachers are expected to demonstrate their pedagogical skills in the design of instruction. The Instructional
Unit Plan (IUP) will be used as a measure your proficiency in this standard. The components of the IUP are as
follows:
1.
2.
3.
Identify the subject.
Identify the grade level(s).
Provide a brief overview of the lesson including the context of the school/class in which the IUP will be
implemented.
4. Provide a statement of unit/curriculum goal(s) and competencies (must be aligned with NCSCOS).
5. Provide a statement of learning objectives.
6. The unit must be theme based and interdisciplinary.
7. The unit must include cooperative learning strategies and technology.
8. The unit must address the content from a global perspective.
9. The unit must integrate 21st century skills and content.
10. Identify any pre-requisite skills.
11. List of key vocabulary and theories (if applicable).
12. Provide a minimum of four lesson plans/instructional preps (at least 10 hours of instruction) (i.e.,
anticipatory set, specific lesson objectives/key questions, teacher input, guided practice, independent
practice, closure).
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13. Provide a comprehensive list of materials, handouts, resources, equipment and technological supports (i.e.,
websites, videos, worksheets, computer programs, transparencies, assistive tools, digital camera, MP3
players). Explain the use of technology (if needed).
14. Provide assessment/rubrics.
15. Provide the timeframe required to complete the IUP (number of days and length of class period)
16. Specify differentiated instruction strategies (How will gifted students engage? Reluctant readers? Disabled
students? English-as-a-second-language learners?).
17. Incorporate literacy skills into the lesson.
18. Provide a summary and reflection. Reflections include your thoughts after each lesson, such as how the
lesson was modified or adjusted. The summary should include your overall comments about the unit and
may inform professional conversation about teaching this IUP in the future.
The IUP should include at least four lesson plans that represent a specific goal or set of competencies from the
NCSCOS. The instructional plan should show a progression from entry level or introductory lessons to culminating
lessons that demonstrate higher order thinking skills about the subject.
Unit Plan Rubric
Emerging
Developing
Proficient
Accomplished
Learning
Activities
Candidate provides
little or no evidence
of literacy and
technology
integration and 21st
century skills
Candidate provides
some evidence of
literacy and
technology
integration and 21st
century skills
Candidate provides
sufficient evidence
of literacy and
technology
integration, and 21st
century skills
Clear, consistent,
and convincing
evidence of literacy
and technology
integration, global
perspective and 21st
century skills
Differentiated
Instruction
Candidate provides
little or no evidence
of interdisciplinary
unit plan with
differentiated
instruction for
diverse student
needs
Candidate provides
some evidence of
interdisciplinary
unit plan with
differentiated
instruction for
diverse student
needs
Candidate provides
sufficient evidence
of interdisciplinary
unit plan with
differentiated
instruction for
diverse student
needs
Clear, consistent,
and convincing
evidence of themebased,
interdisciplinary
unit plan with
differentiated
instruction for
diverse student
needs
Written Plan
Candidate provides
little or no evidence
of unit plan
containing lesson
plans with six steps
Candidate provides
some evidence of
unit plan containing
lesson plans with
six steps
Candidate provides
evidence of unit
plan containing at
least four lesson
plans with six steps,
list of materials,
rubrics
Clear, consistent,
and convincing
evidence of unit
plan containing at
least four lesson
plans with six steps,
list of materials,
rubrics
3.
Manner in which Evidence Addresses the Descriptors
The evidence demonstrates proficiency according to the following descriptors from the North Carolina
Professional Teaching Standards that are designed to verify candidate’s ability to sue data to design plans for
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instructions, steeped in an appreciation of diversity with the NCSCOS as its foundation. As a leader, the candidate
will continue to grow by collaborating with school leaders to design plans that will meet the academic needs of
learners. The IUP will provide an opportunity for the candidate to plan lesson reflecting a variety of instructional
processes that will apply strategies designed to further achievement of 21 st Century skills. IUP requires candidates to
consult the NCSCOS and make instructional decisions regarding the individual needs of diverse students. In
addition, the candidates will need to integrate the appropriate use of technology and 21 st century skills in an effort to
build students’ critical and problem-solving abilities relevant to the content.
4.
How Evidence Will be Evaluated by Institution
The Art Education Program will measure the candidate’s performance on the Long-Range Planning Product by
assigning candidates to produce an IUP (Instructional Unit Plan) consisting of interdisciplinary lesson plans, rubrics,
and lists of materials that demonstrate comprehension of differentiated instructional strategies. The IUP will be
completed in ART 380 and the candidate’s performance will be measured by a rubric addressing each of the
expectations.
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Evidence 4
Pedagogical and Professional Knowledge Skills and Dispositions: Evidence that demonstrates
knowledge, skills, and dispositions in practice
This assessment addresses recommended descriptors 1a.1, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2,
2c.1, 2d.1, 2d.2, 3a.2, 3b.2, 3d.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1
1.
Name of Evidence: LEA/IHE Certification of Teaching Capacity
Description of the Evidence
The North Carolina Professional Teaching Standards require that teachers facilitate learning for their
students. This is accomplished through the application of pedagogical knowledge. Teachers must know the ways in
which learning takes place and the appropriate levels of physical, social, and emotional development of their
students. Invested with this knowledge, they can plan appropriate instruction, using a variety of methods and
assessments that address students’ individual needs.
The North Carolina Department of Public Instruction requires proficient candidates to demonstrate
pedagogical and professional knowledge, skills, and dispositions by submitting the LEA/IHE Certification of
Teaching Capacity. The Certification of Teaching Capacity is the venue through which cooperating teachers attest to
the candidates’ pedagogical skills based upon their observation during student teaching.
The role of the cooperating teacher is to counsel and observe the candidate through the instructional
process. They function as role models, demonstrating ethical and professional practice. They mentor the candidate
through the process of instructional planning, reflection, and self-evaluation. This role distinguishes the cooperating
teacher as the one who is best able to render an evaluation of the candidate’s daily performance in the classroom.
The LEA/IHE Certification of Teaching Capacity is a form used to document the cooperating teacher’s evaluation of
the candidate’s pedagogical practice. The North Carolina Professional Teaching Standards provide the criteria used
to measure candidate performance. The form contains categories for the five standards and references to descriptors
of professionalism, classroom climate, instruction, evaluation/assessment, and impact on student learning. The
cooperating teacher indicates whether the candidate met the expectations. The form is then signed by the candidate,
cooperating teacher, principal, and the university supervisor.
The LEA/IHE Certification of Teaching Capacity is recognized as sufficient evidence of a candidate’s
proficiency in the use of data to identify student strengths and weaknesses, design instruction appropriate to their
individual needs, assess the results, and reflect upon the effectiveness of the lesson. Upon completion of student
teaching, submission of the form, and accomplishment of all state and institutional requirements, the candidate may
be recommended for licensure.
2.
Directions for the Evidence Provided to the Candidates
Teachers are expected to demonstrate proficiency in pedagogical practice, the art and science of instruction.
During your student teaching experience, your instructional practice will be observed and guided by your
cooperating teacher, cooperating principal, and the university supervisor. When your student teaching assignment
ends, your work will be evaluated by the cooperating teacher and reported in a document called the LEA/IHE
Certification of Teaching Capacity. The instrument catalogs the cooperating teacher’s impressions of your
pedagogical practice, or teaching ability. The signatures of the cooperating teacher and principal on this document
are necessary to obtain a teaching license from the North Carolina Department of Public Instruction.
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3.
Manner in which Evidence Addresses the Descriptors
The evidence demonstrates the candidate’s proficiency according to the descriptors in several North
Carolina Professional Teaching Standards. The LEA/IHE Certification of Teaching Capacity documents the
cooperating teacher and principal’s observation that the candidate has demonstrated proficiency in the planning and
delivery of quality instruction. This assessment provides an avenue through which the candidate’s ability to plan and
deliver individualized instruction based on data with the intent to have appositive impact on student learning has
been achieved during the student teaching experience. Effective delivery is further enabled by the candidate
maintaining an environment conducive to learning and accommodating of differences in 21 st Century teaching and
learning. The candidate’s student teaching experience requires the maintenance of an atmosphere that is safe and
conducive to student learning, where effective management of student behavior is evident. Instruction that is
designed to meet the needs of individual students, motivate students to expand knowledge base, and appropriate
methods of assessment must be employed. The candidate must display ethical principles in instruction and
collaborate with specialists and remain prepared to adjust instructional practice.
4.
How Evidence Will be Evaluated by Institution
The Art Education Program will determine the candidates’ mastery of pedagogical practice and dispositions
through observations by the University Supervisor and the LEA/IHE Certification of Teaching Capacity submitted
and signed by the cooperating teacher, university supervisor, student, and principal. The document will provide
evidence of the candidate’s pedagogical skills in several categories, as measured by the cooperating teacher and
University Supervisor.
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Evidence 5
Positive Impact on Student Learning: Evidence that demonstrates impact on student learning.
This assessment addresses recommended descriptors 1a.1, 4b.1, 4h.1, 4h.2, 5a.1
1.
Name of Evidence: The Assessment Case Study
The North Carolina Professional Teaching Standards specify that teachers facilitate learning for their students. The
proficient candidate will accomplish this in part through the use of a variety of assessments used to measure student
progress. Multiple forms of data regarding student performance will be gathered and examined to determine
appropriate instructional methodologies to address students’ strengths and weaknesses. Assessments will include
formative and summative evaluations to inform the candidate’s pedagogical practice. The Assessment Case Study is
an assessment of teaching effectiveness and children's learning in a case study format designed to provide teacher
candidates the opportunity to demonstrate their understanding of, and ability and skill to assess their students’
performance.
2.
Specific directions and/or requirements for the evidence provided to the candidates:
Teachers are required to facilitate learning for their students. In preparation for assuming this task, you will be
expected to design a case study that examines the effectiveness of an instructional strategy. You must demonstrate
that you can plan instruction appropriate for the students you teach and that you can use a variety of methods to
assess what each student has learned. Details for completing this evidence are outlined below. In addition, the case
study should insure anonymity, include permission by parents/guardians, and exercise discretion about personal
matters. Give the person a pseudonym and black out the person's real name on test records.
I. Describe student anecdotal information using prompts such as: I selected ___
because…His/her accomplishments are…He/She is an avid fan of…His/Her parents
are…He/She is most interested in…His/Her home life…Assessments available were…, try
to collect many artifacts that will give you a well-rounded picture of your student(s). These
artifacts may be in the form of test scores, work samples, interviews and observations.
Analyze the artifacts by content area, by literacy skills exhibited (or not), and by
learning/cognitive style. Make inferences about your student’s learning. How does your
student participate in class? How is your student an engaged, motivated, or a struggling
learner? Regarding multiple intelligences, which ones seem to best describe your student?
What kind of relationship do you perceive in the student’s engagement with reading and
writing? How do you perceive the student’s interactions with peers and teachers? How do
these interactions influence her/his engagement with the subject matter under study? Make
a chart of the knowledge/skills/abilities that you have identified from the artifacts, indicate
if these are achieved, in progress or absent with comments.
II. Two page review of the literature pertinent to the issues observed or ascertained from
the review of the assessment data available on the student(s).
III. One page summary of formal plan of action. Include your rationale for using particular
strategies. Remember that you are making your best guess based on what you learned
about the student from the informal assessments. Select which areas would most benefit a
strategic teaching focus and explain why. List the possible strategies and references for the
strategies from a review of the literature on your topic(s).
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III. Explanation of instructional strategies used specifically with the student(s) and the
student(s) reactions to include samples of student work. Include the chart from the
Anecdotal Information Section with the changes noted in knowledge/skills/abilities and
comments on how you determined the change. Be sure to include the assessment results
that you used to determine a positive impact has been made on student learning.
IV. Summary/Conclusion (2-3 pages): Respond thoroughly and thoughtfully to each of the
following three questions. This section should reflect a synthesis of your readings in class,
teaching in your tutorials, and interaction with your students. What positive impact did
your instruction have of the student? What are your overall recommendations for the
student(s) to become successful in the subject taught? What did you learn about the
learning process and instruction for the learner? How does your new understanding of the
subject matter engagement of the student(s) influence the kind of environment you will
want to create in your own classroom?
V. In the References section of the report list all the sources in APA format used in writing the report.
Every source cited in the paper must be included in the references, and every entry listed in the references
must appear in the paper.
Case Study Rubric
Emerging
Developing
Proficient
Accomplished
Case Study
Student(s)
Candidate
provides little or
no evidence of
resources used for
background
information
Candidate provides
partial or minimal
evidence of
resources used for
background
information
Candidate provides
evidence of a
variety of resources
used for
background
information
(language
development,
school records,
assessments, health
issues, etc.)
Candidate provides
clear, consistent,
and convincing
evidence of four or
more resources
used for
background
information
Selecting and
Administering
Assessments
Candidate
provides little or
no evidence of
varied or
appropriate
assessment
Candidate provides
partial or minimal
evidence of varied
or appropriate
assessment
Candidate provides
evidence of a
variety of
appropriate
assessments for
assignments
Candidate provides
clear, consistent,
and convincing
evidence of a
variety of
appropriate
assessments for
assignments
Analyzing
Assessment Data
Candidate
provides little or
no evidence of
analysis of
assessment data
and background
information to
determine student
Candidate provides
partial or minimal
evidence of
analysis of
assessment data
and background
information to
determine student
Candidate provides
evidence of
analysis of
assessment data
and background
information to
determine student
Candidate provides
clear, consistent,
and convincing
evidence of
analysis of
assessment data
and background
information to
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Development of
Instructional Plan
Based on Data
needs
needs
needs
determine student
needs
Candidate
provides no
instructional plan
based on
assessment data
and background
information to
address student
needs
Candidate provides
inadequate or
inappropriate
instructional plan
based on
assessment data
and background
information
Candidate provides
detailed and
appropriate
instructional plan
based on
assessment data
and background
information
Candidate provides
clear, consistent,
and convincing
instructional plan
that is detailed,
appropriate, and
based on
background info
3. How the evidence specifically addresses the NCPTS Descriptors:
In the student anecdotal information and instructional strategies sections of the case study the candidate will
demonstrate the ability to evaluate the progress of students toward high school graduation using a variety of
assessment data measuring goals of the NC Standard Course of Study by reviewing results of formative and
summative assessments that demonstrate students’ academic development. The anecdotal information, formal plan,
and reference sections of the case study will provide the opportunity for the candidate to collaborate with colleagues
to monitor student performance and make instruction responsive to cultural differences and individual learning
needs as the candidate gathers feedback in the form of conferences and literature reviews of scientific suggestions to
inform teaching practices. The formal plan and summary sections of the case study will provide opportunity for the
candidate to use multiple indicators, both formative and summative to monitor and evaluate students' progress and to
inform instruction and demonstrate data collection and analysis to guide learning needs. The instructional strategies
section will provide evidence that students attain 21st century knowledge, skills, and dispositions by describing
assessments that evaluate critical thinking, decision-making, and problem-solving skills. The summary section
encourages candidates to use data to provide ideas about what can be done to improve students' learning through
reflection on how formative and summative assessment yield critical information for monitoring an individual's
acquisition of knowledge and skills.
4. How the evidence will be evaluated
The Assessment Case Study, to be completed during the methods semester, will evaluate the candidate’s ability to
positively affect student learning. The case study will assist the program faculty in evaluating the candidate’s
proficiency in the use of formative and summative assessments, rubrics, modification of instruction, use of researchbased strategies, and reflection upon teaching practice which will be determined using a rubric reflecting content and
strategies appropriate to the specialty area of Art. The case study format will be introduced in EDUC 330:
Educational Psychology. The case study must be completed using the APA writing format and will be evaluated
using the Scholarly Writing Rubric applied by a team to include a methods faculty member, the methods instructor,
and the public school teacher assigned for the field experience component of the course. The candidate must
achieve at least an overall level of proficient to receive credit on the assignment.
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Evidence 6
Leadership and Collaboration: Evidence that demonstrates leadership and collaboration.
This assessment addresses recommended descriptors 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1
1.
Name of Evidence: Professional Leadership Product
Description of the Evidence
North Carolina Professional Teaching Standards establish the expectation that teachers lead in their
profession, schools, and classrooms. The Standards specify that candidates will show leadership in the classroom by
organizing, planning, and setting goals that meet the individual needs of their students. They will communicate the
vision and expectation that all students will graduate from high school as globally competitive citizens who are
prepared for the workforce and postsecondary education in the 21 st century. The candidate will use a variety of data
and assessment strategies to measure students’ progress toward that goal.
Proficient candidates are expected to demonstrate leadership in the school through collaborative work with
colleagues to support student learning and school improvement. They are also required to show leadership in the
profession, contributing to the establishment of a positive working environment in the school, as well as engaging in
activities to encourage personal professional development. Candidates must document their engagement in activities
that demonstrate leadership and planning in the school.
The proficient candidate in Art Education may choose to attend meetings of the North Carolina Association
of Educators (NCAE), the North Carolina Art Education Association (NCAEA), the school board, city council, or
other organizations whose decisions have an impact upon the education of their students.
Candidates may demonstrate leadership in the classroom by maintaining a safe and orderly learning
environment. Statements from the cooperating teacher and designs of the classroom layout, including student seating
charts, may be used as supporting evidence. Leadership in the classroom can be documented through artifacts that
show the measures taken to assess student progress toward the goal of graduation with competitive 21 st century
skills. The proficient candidate may provide evidence that includes:
a.
b.
c.
d.
e.
f.
Formative and summative assessment
Lesson plans that are aligned with the NCSCOS and designed to meet the individual needs of students;
differentiated instruction
Lesson plans that are aligned with the NCSCOS and designed to improve 21 st century skills
Lesson plans or strategies based upon specific data sets, such as the Individualized Education Plan (IEP)
Lesson plans that reflect information gained from board meetings, school improvement team meetings, etc.
Samples of student work
The proficient candidate will demonstrate leadership in the classroom, school, and education profession,
creating an environment that is conducive to learning, making data-driven decisions about instructional strategies,
and collaborating with peers to improve the school as a whole. The indicators mentioned above offer evidence of the
candidates’ efforts to facilitate student success.
24
2.
Directions for the Evidence Provided to the Candidates
Teachers are expected to demonstrate leadership in the school and classroom. You will document your efforts in
professional leadership and collaboration through providing samples of the following, which may be used as
evidence supporting your accomplishment of this evidence. Candidates may:
a.
Write a professional development plan that is consistent with the format used in North Carolina Public
Schools in the semester prior to student teaching. Provide an assessment of progress toward that goal.
b. Engage in collaborative and collegial professional learning activities
c. Participate in recommended activities for professional learning and development
d. Participate in school improvement team meetings
e. Identify the characteristics of an effective school improvement plan.
f. Display the ability to use appropriate data to identify areas of need that should be addressed in a school
improvement plan.
g. Communicate and collaborate with the home and community for the benefit of students
h. Begin to develop professional relationships and networks
i. Attend meetings or conferences of professional organizations, informing peers of useful ideas and
strategies.
You will be expected to provide evidence of your participation in the aforementioned activities in your school (staff
development, PTA meetings, conferences, etc.).
3.
Manner in which Evidence Addresses the Descriptors
The evidence demonstrates the candidates’ proficiency in the following descriptors from the North Carolina
Professional Teaching Standards: 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 2e.1, 5b.1. Candidates will be expected to analyze
national, state, and local data to make informed instructional decisions. They will participate in faculty meetings in
which budget or operational topics are discussed. Candidates will collaborate with educators, specialists, and
administration to facilitate effective instruction for students. They will involve themselves in professional
development and contribute to the maintenance of a collegial working and learning environment.
4.
How Evidence Will be Evaluated by Institution
The Art Education Program will require candidates to provide documentation of activities that facilitate
leadership and collaboration in the school. The activities may include collaboration with specialists and classroom
teachers, participation in IEP meetings to determine an Individualized Education Plan, participation in school
improvement team meetings, or other methods that demonstrate leadership and collaboration in the effort to improve
the school’s instructional performance. The activities will be catalogued in a list supplemented with appropriate
documentation and signatures by the cooperating teacher. Candidates may participate in presentations of information
and strategies to peers in the classroom or campus. The Project will be evaluated by a team to include a music
faculty member, the student teaching supervisor, and a public school teacher. The candidate must achieve at least an
overall level of proficient to receive credit on the assignment.
25
Timeline for Implementation
The School of Education at Fayetteville State University has submitted for approval a blueprint of each revised
initial licensure program. The revised programs and the candidates we serve, with the expectation of fall 2009
approval from the North Carolina Department of Public Instruction (NCDPI), will adhere to the following
implementation timeline:













September - November 2009: Complete minor changes to revisioning blueprint
Fall 2009: Create all assessment instruments for all electronic evidences
Fall 2009: Complete revised or new syllabi to meet new program blueprint and submit through the
approval process, as necessary
Fall 2009: Conduct meetings to inform current enrolled students, especially those not admitted to Teacher
Education, of the new program changes with the following effective dates
o Current candidates already admitted to Teacher Education or graduate program (MSA and
MAT) will be guided by the expectations of the program as existed when admitted.
o Current enrolled students not admitted to Teacher Education or graduate program must meet
admission requirements prior to fall 2010 in order to abide by the existing program requirements.
o Current candidates are expected to complete program requirements by spring 2012; two years after
the last group of candidates would have been admitted to the existing program. (Last program
admits to the existing programs will occur spring 2010).
o Current students who withdraw from the institution prior to meeting all program requirements and
return after the new programs are launched must meet the requirements of the new programs. If a
candidate has already completed a course that houses one of the electronic evidences, the advisor
and chairperson of the department from which the candidate is seeking licensure will meet to
determine the next best course in which the evidence must be completed and submitted.
o Existing programs will be phased out of existence effective fall 2012.
Spring 2010: Conduct extensive training on the effective use of assessment tools and evaluation of the
evidences to develop reliability and validity of the instrument and of the process so that candidates will
secure effective and accurate evaluation of their academic efforts
Spring 2010: Verify the applicability of TaskStream Assessment System to accommodate the new
electronic evaluation process. Determine with NCDPI appropriate submission process. Complete training
for all supervisors and faculty in the use of the system.
Spring 2010: Develop a recording (video capture) of the instructions to students for the effective use of
TaskStream to submit the required assessments. Training video will be available for each course that has
been identified by each program as housing one of the electronic evidences.
Spring 2010: Pilot test the submission and evaluation of the major evidences for candidates currently
enrolled in a random sample of courses that carry new electronic evidences.
Summer 2010: Use data from pilot study to guide adjustments to the process
Fall 2010: Admit first group of candidates to Teacher Education/graduate initial program who will be
required to adhere to the requirements of the revised programs.
Fall 2010: Revised or new courses will be offered in all revisioned programs
Spring 2011: Students admitted to Teacher Education and Graduate Programs in fall 2010, will provide the
first set of electronic evidences to be submitted to NCDPI and used to determine program effectiveness.
Spring 2012: FSU and the SOE will participate in the first NCDPI annual review process using data
collected from 2012 program completers who submitted the new electronic evidences