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Title of Proposal: Revising the English 6-9 Licensure Program
Department of English
Primary Contact: Kelly Roberts, Eng 6-9 and 9-12 licensure coordinator, robertsk@meredith.edu
The faculty of the English 6-9 licensure program, Department of English, seeks permission to revise the
current program of study for the English 6-9 licensure. This revision is in response to the North Carolina
Department of Public Instruction’s requirements to “re-vision” (sic) programs for Teacher Education
Programs and to the changes in the North Carolina English 6-9 licensure standards.
Description of Changes
The table below compares the current English 6-9 licensure requirements with the proposed licensure
requirements. To address the new requirements, the English 6-9 licensure faculty seeks to make the
following changes:

Closely align the English 6-9 licensure requirements with the revised English major adopted in
2008, a major that includes more choice for student interests and more opportunity for
specialization in an area of literature or writing. In addition, the licensure program is able to be a
bit more streamlined as a result of aligning itself with the new major.
o
Do not require Eng 200 for licensure. Because Eng 200 is a requirement for majors and
all undergraduates at Meredith, this change affects only licensure-only students from
other institutions. In this way, we can eliminate a lower-level course in English for
students seeking licensure who already have obtained an English major; we will
encourage them instead to take an upper-level writing or language course.
o
Change the writing course to align with the new major, by allowing students to choose
from a menu of writing classes instead of taking Eng 358 only.
o
Change the upper-level course requirements to align with the new major. Students will
take Eng 240, Eng 330, Eng 320 (YA Lit), and any other electives they choose from this
menu.
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Program Comparison
Current Program Requirements for
Middle Grades Teacher Licensure with
Communication Skills Concentration
s.h.
Proposed ENG 6-9 licensure program
s.h.
ENG 111 Principles of Writing
3
ENG 111 Principles of Writing
3
ENG 200 Texts and Contexts
3
ENG 206 Survey of American literature
3
ENG 330 African American Literature
3
ENG 175 Grammar
1
ENG 275 Advanced Grammar
3
ENG literature elective
3
World lit elective strongly suggested
ENG 358 Advanced Composition
3
Writing course from menu
3
ENG 240 Intro to Film
3
ENG 240 Intro to Film
3
EDU 450 Reading in the Content Area
2
EDU 450 Reading in the Content Area
3
COM 225 Fundamentals of Public
Speaking
3
COM 225 Fundamentals of Public
Speaking
3
ENG 764 Teaching of English
2
ENG 764 Teaching of English
3
Eng 499 or 498 thesis
1-3
ENG 765 Practicum in Teaching of English 1
Total hours
27
25-27
Background and Rationale
In 2007, the North Carolina Department of Public Instruction and the State Board of Education approved
sweeping changes to the requirements for and evaluation of teacher education programs in institutions of
higher education. Beginning in the academic year 2010-2011, candidates for licensure will be assessed
using different criteria and methods from those currently in place. These changes were part of a
comprehensive package of “Re-visioning” (sic) for pre-service and in-service teachers and administrators.
Part of the intent of these changes is to institute a more seamless system of teacher education and
evaluation between pre-service and in-service teachers. Standards for all licensures were changed,
including those for ENG 6-9. All revised programs must be implemented beginning in the 2010-2011
academic year.
During 2008-2009, Meredith worked to formulate a blueprint for the revisions to all licensure programs
that would address the new state standards for all teachers (Appendix A). That blueprint also contained
proposed changes to specific licensure areas to meet the new content area standards (e.g. ENG 6-9)
(Appendix B). An omnibus proposal that included all licensure areas was submitted to the Department of
Public Instruction in May 2009. Teams of reviewers examined each proposal. The status of those
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approvals will be communicated to the institutions of higher education during fall 2009. Final approval
of all programs will be granted by the State Board of Education in early 2010.
Although a blueprint of the new ENG 6-9 program was submitted to the Department of Public Instruction,
the details of the programs were not required to be submitted, nor were the programs required to be
approved through the usual channels at their institutions. Included with each blueprint was a timeline for
institutional approval and implementation. Thus, the Department of English is submitting the proposal
for changes to the ENG 6-9 licensure program to the Teacher Education Committee and Academic
Council for consideration and approval in time to implement the changes in fall 2010.
The new standards for ENG 6-9 contain more emphasis on academic content and knowledge of language
systems. Thus, we recommend aligning our licensure with the new major in English (approved in 2008)
and thereby offering more choices for students to specialize in different aspects of English study and/or
writing. This revised licensure will make the process of becoming an English teacher much more
streamlined and much more open to student choice and the possibility of more in-depth study. In addition,
a renewed emphasis on the teaching of American Standard English and its grammar and mechanics in the
secondary schools and as part of SAT preparation has prompted us to revise the course to a 3-hour study
of grammar and the accompanying pedagogical content knowledge required to teach grammar well to
secondary students, particularly those with diverse language backgrounds. Finally, an increased emphasis
on displaying depth in content prompts us to add a senior thesis to the middle school licensure in English.
Just as all of the licensure areas at Meredith are proposing, the ENG 6-9 program seeks to foster more
opportunities for pre-service teachers to engage in leadership and advocacy opportunities (See Appendix
A) and to include a more intensive experience to develop teaching skills. Thus, full-time student teaching
needs to be expanded to the entire semester instead of the current structure of a 6-week initial block with
part-time teaching and classes, and later 10 weeks of full time teaching. The only substantive change that
decision to expand student teaching to the entire semester makes is that ENG 764 will now be taught in
conjunction with the practicum ENG 765, making ENG 764 now a 3-hour course. There will be no
additional hours for methods course in the discipline as a result of this change.
As the table on page 2 shows, aligning the licensure with the new major and offering student choice
enables us to decrease the number of hours required for ENG 6-9 licensure from a maximum of 27 hours
to 25-27 hours, depending on the level of thesis a student chooses to write.
The current program was accredited by NC-DPI and the National Council for the Accreditation of
Teacher Education (NCATE) in 2007. Most of the program will be retained because it still meets the
NCATE standards.
Impact Statement
A. Primary catalogue changes: The catalogue section under Education, Programs for Licensure
ENG 6-9 will need revision to reflect the changes. A re-working of the list of required courses
with title and semester-hour changes will need to be completed.
B. Students: Students who are admitted to student teach by spring 2011 will continue under the
current program. Students who are admitted to student teach after spring 2011 will complete the
new requirements. Students are being advised of these changes in three ways: (1) Teacher
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Education orientation meetings; (2) advising; and (3) meetings held as part of ongoing courses.
Students’ programs will not be lengthened by the change in programs.
C. Budget
1.
Department Faculty: No impact on faculty.
2. Library and Technology Resources. No additional impact from this proposal is anticipated.
The ENG 6-9 Program Coordinator will request copies of current young adult novels and
poetry anthologies each year as needed from the regular departmental budget line for library
resources. As in the current budget for the English department, the head of the department
will decide how to best grant a request from English faculty.
3. Facilities. No impact from this proposal is anticipated.
D. Catalogue changes On page 81 of the current catalogue, the list of ENG 6-9 Teacher Education
Program requirements for communication skills concentration will need to be changed to reflect
the new program of study (see chart immediately following for the new program requirements).
Program Requirements for Communication Skills Concentration, Middle School Teacher
Education (6-9 in Communication Skills/ELA)
Proposed ENG 6-9 licensure program
s.h.
ENG 111 Principles of Writing
3
World lit course strongly recommended
ENG 330 African American Literature
3
ENG 275 Advanced Grammar
3
COM 225 Fundamentals of Public
Speaking
3
Writing course
3
ENG 240 Intro to Film
3
EDU 450 Reading in the Content Area
3
ENG 764 Teaching of English
3
ENG 499 or 498 thesis
1-3
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E. Other Departments and Programs:
F. VI: Assessment Plan
Due to the new North Carolina Department of Public Instruction (NC-DPI) assessment requirements for
Institutions of Higher Education and for teacher candidates, changes in institutional and student
assessment will be implemented. NC-DPI will now assess and accredit programs by conducting onsite
visits. The means to judge the effectiveness of licensure programs will be evaluation of student electronic
portfolios. Exact details about the process for submitting student portfolios to NC -DPI are unknown at
this time. The new assessment rubric for IHEs to assess their teacher candidates is available. The ENG
6-9 faculty and Cooperating Teachers (CT) will be given orientation to the new instrument during spring
2010. The instrument will be piloted by the ENG 6-9 coordinator and selected CTs during the fall 2010
semester. The English program’s Continuous Improvement Plan for 2010-2011 will include outcomes
and strategies for collecting data based on the new NC-DPI evaluation tools so that feedback about
improving the program of study is ongoing.
VII. Supporting Documentation
Elon—BA in Middle Grades, English courses only:
http://www.elon.edu/docs/e-web/academics/advising/2010/MGE.pdf
English Language Arts: (28 hours)
_____ENG 205 (4) - Grammar
_____ENG 224 (4) - American Literature II
_____ENG 250 (4) - Interpretations of Literature
_____ENG 319 (4) - Writing Center Workshop
_____ENG 399 (4) - Young Adult Literature
_____One course from ENG 238, 239, 359 (4)
_____EDU 421 (4) – Methods of Teaching Middle Grades & Secondary English
High Point University—English courses within undergrad license in Middle Grades Education:
Language Arts Semester Hours
ENG 3251 Literature for Young Adults 4
ENG 2206 Theory, Research & Scholarly Writing 4
ENG 2284 Survey of World Literature 4
ENG 2250 English Literature I, British 4
ENG 2255 English Literature II, American 4
Choose one of the following 4:
ENG 2121
ENG 2122
Total 24 Hours
Western Carolina: Total 24 hrs


EDRD 467 - Adolescent Literature Credits: (3)
EDMG 415 - Language Arts Methods Grades 6-9 Credits: (3)
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




ENGL 102 - Composition II Credits: (3)
ENGL 312 - Grammar for Teachers Credits: (3)
ENGL 319 - The Teaching of Grammar Credits: (3)
ENGL 414 - Fundamentals of Teaching Composition Credits: (3)

ENGL 416 - Teaching English as a Second Language Credits: (3)
or
6 hours in literature from:








ENGL 231 - The Interpretation of Literature Credits: (3)
ENGL 465 - Topics in African American Literature Credits: (3)
ENGL 390 - The Bible as Literature Credits: (3)
ENGL 420 - Chaucer and His Age Credits: (3)
ENGL 421 - Fairy Tale Literature Credits: (3)
ENGL 440 - Milton and His Age Credits: (3)
ENGL 464 - Native American Literature Credits: (3)
ENGL 477 - Literature and Gender Credits: (3)
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APPENDIX A
North Carolina Professional Teaching Standards
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APPENDIX B
ENG 9-12 Licensure Standards
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Standards for English 9-12 Teachers
Standards for English/Language Arts Teachers
English/Language Arts (ELA) teachers know what it means to be a literate citizen in the 21st century,
acknowledging that the parameters of literacy are constantly shifting and expanding. ELA teachers know
and are able to apply the language of the discipline of English/language arts appropriate for the
developmental level of students and different grade level expectations. Teachers of ELA know and
understand literacy processes to facilitate continuous growth in and beyond the classroom. ELA teachers
recognize the importance of language practice in contexts within and beyond the academic environment
of the classroom in preparation for success in a global society. These standards are based on a philosophy
of teaching and learning that is consistent with the current research, exemplary practices, and state and
national standards.
Standard 1: ELA teachers demonstrate knowledge and use of reading processes through the use of
a wide range of text.
ELA teachers know what it means to be a literate citizen in the 21st century, acknowledging that the
parameters of literacy are constantly shifting and expanding. Teachers have an understanding of reading
as a process and are able to employ strategies to encourage students to comprehend, interpret, evaluate,
and appreciate text in all forms. They have an in-depth knowledge of a wide range of text. Teachers
understand how to integrate carefully designed learning experiences that encourage students to
demonstrate their ability to read and respond to text of varying complexity and difficulty.
Middle School
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications for a wide range of text specifically written for older children and younger adults.
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of a wide range of strategies to comprehend, interpret, evaluate, and appreciate text
appropriate to middle school.
High School
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications for text representing a global, multi-cultural, historical, and contemporary spectrum
of literature.
• Demonstrate an in-depth knowledge of and an ability to use varied teaching applications for a
range of works of literary theory and criticism and an understanding of their effect on reading and
interpretive approaches.
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of a wide range of strategies to comprehend, interpret, evaluate, and appreciate text
appropriate to high school.
Standard 2: ELA teachers demonstrate the knowledge and use of multiple composing processes.
ELA teachers understand that composition is a recursive process. They demonstrate a wide variety of
effective composing strategies in various forms that generate meaning and clarify understanding. ELA
teachers distinguish among different conventions of composition for a variety of audiences, purposes, and
contexts. Teachers understand the complexity of assessment when dealing with composition and use
effective assessment strategies that value all aspects of the composing process.
Middle School
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of print and non-print text.
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• Demonstrate an in-depth knowledge of and an ability to use varied teaching applications that
integrate time for and practice of composition in all aspects of learning.
• Demonstrate an in-depth knowledge of, and ability to use, varied theories and teaching
applications of aesthetic and rhetorical conventions.
High School
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of print and non-print text.
• Demonstrate an in-depth knowledge of and an ability to use varied teaching applications that
integrate time for and practice of composition in all aspects of learning.
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of aesthetic and rhetorical conventions.
Standard 3: ELA teachers demonstrate the knowledge and use of the function, the influence, and
the diversity of language.
In order to plan and execute effective instruction, ELA teachers have a comprehensive knowledge of the
function, the influence, and the diversity of language. Teachers understand and analyze the purposes of
language in various contexts and forms: reading, writing, speaking, listening, and viewing. They
understand the use of purpose, audience, and context within language to construct meaning; they apply
knowledge of the choices in language structure and language conventions within these constructs.
Teachers offer continuous feedback and provide effective assessment to foster language development.
Middle School
� Demonstrate an in-depth knowledge of and an ability to connect reading, writing, speaking,
listening, and viewing processes.
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of the conventions of English appropriate to the purpose, audience, and context.
• Demonstrate an in-depth knowledge of and an ability to use individual language acquisition and
development, recognizing the impacts of cultural, economic, political, and social environments
upon language.
High School
• Demonstrate an in-depth knowledge of and an ability to connect reading, writing, speaking,
listening and viewing processes.
• Demonstrate an in-depth knowledge of and an ability to use varied theories and teaching
applications of the conventions of English appropriate to the purpose, audience, and context.
• Demonstrate an in-depth knowledge of and an ability to use individual language acquisition and
development, recognizing the impacts of cultural, economic, political, and social environments
upon language.
Standard 4: ELA teachers demonstrate the knowledge and use of the integrated practices of
multimodal literacies.
In the 21st Century there are increased cognitive demands on the audience to interpret the intertextuality
of communication events that include combinations of print, speech, images, sounds, movement, music,
and animation. Products may blur traditional lines of genre, author/audience, and linear sequence.
Multimodal literacies acknowledge the idea that meaning is made through multiple modes of
communication and expression and thus is not limited to traditional ideas of language.
Middle School
• Demonstrate an in-depth knowledge of and an ability to integrate a variety of instructional
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strategies and assessments to develop understanding of media, visual, aural, and critical literacies.
• Demonstrate an in-depth knowledge of and an ability to use multimodality as a way to enhance or
transform the meaning of composing, reading, and analyzing print and non-print communication.
• Demonstrate an in-depth knowledge of and an ability to acquire, organize, evaluate, and
creatively use multimodal information.
High School
• Demonstrate an in-depth knowledge of and an ability to integrate a variety of instructional
strategies and assessments to develop understanding of media, visual, aural, and critical literacies.
• Demonstrate an in-depth knowledge of and an ability to use multimodality as a way to enhance or
transform the meaning of composing, reading, and analyzing print and non-print communication.
• Demonstrate an in-depth knowledge of and an ability to acquire, organize, evaluate, and
creatively use multimodal information.
References and Resources:
Albers, P. & Harste, J.C. (2007). The Arts, New Literacies, and Multimodality. English Education, 40
(6-20).
Multimodal Literacies Issue Management Team of the NCTE Executive Committee. (2005).
Multimodal Literacies.
http://www.ncte.org/about/over/positions/category/media/123213.htm?source=gs
National Council of Teachers of English. (2003). NCTE/NCATE
Program Standards: Program for Initial Preparation of Teachers of Secondary English
Language Arts Grades 7–12.
http://www.ncte.org/library/files/Programs/Teacher_Prep/RevisionApprovedStandards707.pdf
Stover, L. T., & Members of NCTE’s Standing Committee on Teacher Preparation
and Certification. (2006). Guidelines for the Preparation of Teachers of English Language
Arts. National Council of Teachers of English: Urbana, Illinois.
Final Drafts for Review
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