The Teacher as Progressive Leader is committed to helping all students reach their highest potential. In order to achieve this goal, candidates must prepare themselves to recognize and appreciate the capability for development in all individuals and must be competent in a way that will ensure that development. They must appreciate differences and prepare themselves to be successful in teaching a diverse population of students. Candidates must also know and be able to communicate the content that they will teach and understand the ways in which their teaching area connects to a broad body of knowledge and skills. Before completing the MHU program, candidates will develop habits and dispositions that will continue their growth as Teacher as Progressive Leaders; they will be reflective about their practices and engage in collaboration with the colleagues. They will develop leadership skills, and above all they will respect and care about their students.
The program aims to prepare teachers who are:
Program Expectations for Candidates becoming Teacher as Progressive Leader
Candidates are expected to display the professional knowledge (creative pedagogy), knowledge of the academic disciplines (content knowledge), and dispositions (social justice through critical agency) appropriate to a Teacher as Progressive Leader. Working collaboratively, the members of the Teacher Education Unit have identified characteristics that reflect appropriate knowledge, skills, and dispositions and have integrated these characteristics into the coursework and experiences that are required of candidates. In order to progress successfully through the Teacher Education Program, candidates must provide evidence that they are developing these characteristics and meeting established standards. The progress of candidates is evaluated through course grades, grade point averages, standardized tests (such as SAT, ACT, and Praxis testing), field experience assessments, interviews, and conferences. Candidates participate in reflective practices and create products that they then collect into a working electronic portfolio of “evidences.” Before completing the program, candidates revise their working portfolios to create the North Carolina Program Approval Portfolio, which will display selected evidence of their preparedness. As a formal process, assessment of candidate progress takes place at four different points called transitions.
Proficiencies Related to Diversity in the Classroom
As candidates enter into their assigned classroom, they will encounter many forms of diversity such as race, gender, identity, language, socioeconomic levels, religion, learning styles, and ability levels. Throughout the program of study, candidates have developed and have been taught proficiencies (knowledge, skills, and dispositions) that they are expected to demonstrate through working with students from diverse groups in classrooms and schools.
The knowledge and skills candidates are expected to demonstrate include differentiating instruction, assisting with individual education plans, and developing lesson plans that include modifications/accommodations that reflect attention to individual and cultural differences among students. In addition, the knowledge and skills will be demonstrated through the practice and application of the five North Carolina Professional Teaching Standards:
Standard 1: Teachers Demonstrate Leadership
Standard 2: Teachers Establish a Respectful Environment for a Diverse Population of Students
Standard 3: Teachers Know the Content They Teach
Standard 4: Teachers Facilitate Learning for Their Students
Standard 5: Teachers Reflect on Their Practice
The dispositions include thirteen of the twenty-eight dispositions that candidates are assessed on during Transition 1: Admission to Teacher Education and Transition 2: Admission to Clinical Practice. All twenty-eight dispositions reinforce the Conceptual Framework, program goals, and expectations. Listed are the dispositions related to diversity:
North Carolina Digital Learning Competencies for Classroom Teachers
The teaching and learning process is a complex balance of content knowledge, pedagogical strategies, and technological resources. The following Digital Competencies, informed by International Society for Technology in Education (ISTE), International Association for K – 12 Online Learning (iNACOL), and the NC Professional Teaching Standards, are to be viewed within the context of the current NC Professional Teaching Standards as extensions in relationship with the ways that digital technologies impact and affect schools.
Teachers and administrators should use these competencies to improve their practice and drive student learning within their classroom. The following four Focus Areas have been loosely aligned to the Professional Teaching Standards with a subset of competencies that help explain and ‘unpack’ the Focus Area.
Leadership in Digital Learning
Teachers will demonstrate leadership in accelerating their integration of digital teaching and learning pedagogies.
Teachers will model and teach digital citizenship by the ethical, respectful, and safe use of digital tools and resources that support the creation of a positive digital school culture.
Digital Content and Instruction
Teachers will know and use appropriate digital tools and resources for instruction.
Data and Assessment
Teachers will use technology to make data more accessible, adjust instruction to better meet the needs of a diverse learner population, and reflect upon their practice through the consistent, effective use of assessment.