Education

Return to: Undergraduate Degrees

Faculty:

Full Professor: Monica Campbell (Director of Teaching Scholars), Janet Painter (Director of Engaged Scholars), Hank Weddington
Assistant Professors: Summer Carrol, Molly Duggan, Amy Rottmann
Instructors: Michael Lemke, Amy Van Buren (Assistant Director of Teaching Scholars)
Staff: Alyssa Reinhardt, Kim Mattox

Majors: Elementary Education (BA) and Middle School Education (BA) For Secondary & K12 Education Teacher Programs, see specific discipline majors and the M.A. in Teaching 4 + 1 program (see below).

Concurrent Enrollment: Internships and Field Experience

The School of Education recommends that students not enroll concurrently in more than two courses with field experience or internship components, with the exception of the senior year, when students are enrolled in their methods courses and student teaching. During the senior year, students should be prepared to spend time in their assigned schools completing fieldbased assignments in the fall semester on a part-time basis and on a full-time basis during the spring semester.

Special requests for exceptions to program requirements must be submitted in writing to the Chair of the School of Education for review by faculty. Such requests should be submitted during early registration for the semester in advance of the exception being requested.

Undergraduate Teacher Education Candidates

Student curriculum check sheets with individual program goals are available in the Office of the Registrar or the School of Education.

Mission Statement

The College of Education and Human Services believes that it should:

• Maintain an environment in which faculty ands staff members have a primary focus on the success of their students;
• Provide an open and constructive academic environment in which staff and faculty work together to support students as they explore the professions of the College to find the vocation that elicits their passion;
• Assure that students are liberally educated in a way that enriches their lives and reinforces the students’ ability to make connections across disciplines;
• Deliver programs that represent a coordinated and intentional sequence of learning experiences that emphasize the connection between valid theory and the best practice of their chosen field;
• Enable students to become competent, reflective practitioners who are responsive to the challenges and opportunities of a changing world and community through emphases in course work and settings;
• Promote social justice;
• Enable our students to be leaders in their practice and serve their profession through professional organization activity appropriate to the roles they accept;
• Rely on the institutional values and Christian foundation of Lenoir-Rhyne University to bring clarity through faith to issues of integrity, fairness, and caring in ethical practice.

Conceptual Framework

Professional Education candidates studying for practice in public schools prepare to leadership in 21st century schools by becoming reflective practitioners who intentionally engage in transformative cycles of learning about themselves, their content, their students and the world.

Reflective practitioners actively consider the impacts of their actions both in the process of teaching/counseling and afterward to provide future direction. Students at Lenoir-Rhyne learn to consider the technical and practical nature of teaching/ counseling, as well as the ethical and moral implications of teaching/ counseling. Graduates of Lenoir-Rhyne University’s education programs are expected to demonstrate critical thinking and reflection on their practice by the compilation of a portfolio during their course work. The portfolio serves not only as a tool to facilitate reflection, but also to synthesize reconstruction of ”self-as-practitioner” as a means toward continued professional development beyond the training experience. It is the intent of the Education program at Lenoir-Rhyne to enable students to analyze and think critically in order to go beyond the institutional limitations which perpetuate ”schooling,” to recognize and find positive challenges in dilemmas, and to find unique, professionally sound ways to solve those dilemmas. Reflective practitioners from Lenoir-Rhyne will become more aware of themselves as practitioners (e.g., in the classroom or counseling setting) and perceive that alternatives or changes are possible. This awareness requires a sense of reflective self-renewal as practitioners continually evolve in the process of self-directed growth and critical consciousness. The outcome will be empowerment, intentionally, and leadership in assuming a greater role and responsibility in the direction of classroom and school affairs. Teachers and school counselors can participate in developing partnerships with students, families, administrators, and communities in developing educational policy within both the content and consequences of reflective thinking.

Teacher Education Program Goals and Objectives:

What should Lenoir-Rhyne teacher education candidates know and be able to do? Specific competencies that Lenoir-Rhyne College public school licensure candidates should be able to demonstrate are:

1. Lenoir-Rhyne public school licensure candidates should know their content.
   They should:
   [C] Have a broad knowledge base appropriate for their field
   [S] Apply field-specific concepts and tools to their practice
   [K] Understand ways their field-specific content connects to the broader school curriculum
2. Lenoir-Rhyne University public school licensure candidates should possess pedagogical, and professional knowledge and skills. They should know how to teach/counsel by:
   [PK] Understanding how learning and change take place
   [S] Using a variety of methods to facilitate learning and change
   [P] Planning to meet student needs
   [S] Using a variety of assessment approaches to inform practice appropriately
   [S] Communicating effectively with all constituents
   [S] Enhancing practice with appropriate use of technology
   [D,S,PK] Creating a context for learning/counseling that is supportive and inclusive
   [D,S] Promoting teamwork, cooperation, and leadership
   [P] Aligning classroom instruction to the required curriculum in a student- centered manner
   [D] Instilling and modeling a love for life-long learning and development
   [S] Using inquiry to promote critical thinking and problem-solving
3. Lenoir-Rhyne public school licensure candidates should appreciate diversity by:
   [D,S] Demonstrating the belief that all students can learn and be successful through accommodating for individual needs in society
   [D] Demonstrating their belief that diversity in the classroom, school, and society is a strength
   [D] Knowing, respecting, and using the influence race, ethnicity, gender, religion and other aspects of culture on a child’s development and learning
   [D,S] Working collaboratively with families, public school personnel and community resource personnel to enhance student success
4. Lenoir-Rhyne public school licensure candidates should be leaders who:
   [D,S] Advocate for and/or with students, families, and the profession
   [D] Demonstrate high ethical standards of professional practice
   [D] Function effectively within an ever-changing environment
   [S] Demonstrate self-knowledge, self-advocacy and continued professional and personal development
   [D] Realize there are strengths in diverse types of leaders
5. Lenoir-Rhyne public school licensure candidates should be reflective as they:
   [P] Analyze and evaluate the results of their practice
   [S] Use research to inform practice
   [S] Conduct research to expand knowledge base and improve practice
   [P,PK] Construct and articulate rationale for what is done in practice and why
6. Lenoir-Rhyne public school licensure candidates should be respectful and caring by:
   [D] Showing an interest in students’ development and life
   [D] Being responsive to students and families
   [D] Promoting dignity of students and families
   [D] Expressing pride in student efforts
   [D] Building self-confidence and a positive self concept in students

Admission to Instructional Studies Program

GPA at the time of admission: cumulative 2.6 or better, and one of the following test scores:

1. SAT (Math and Verbal Composite) - 950 or better
2. ACT (Composite) - 20 or better
3. Praxis Core Academic Skills Tests - 146 Reading, 152 Writing, 140 Math.

Admission to Teacher Education

For all programs:

• Submit an electronic application
• Submit two dispositions evaluations
• Pass a speech assessment in EDU 254  
• Complete a formal background check through Certified Background

In addition to the requirements above, the following program-specific requirements must be met for admission:

B.A. in Elementary Education with licensure and B.A. in Middle Grades Education:

GPA at time of admission: 2.7 or better
One of the following test scores*:

1. SAT (Math and Verbal Composite): 1170 or better
2. ACT (Composite): 24
3. PRAXIS Core Academic Skills Tests: Math 150; Reading 156; Writing 162

*Students may use combinations of multiple tests to meet the testing requirements listed above.

Middle Grades majors who complete all 3 sections of the Praxis Core Academic Skills exams may be considered for a special admissions appeal if they attain a combined score (Math, Reading, & Writing) of 468 or better and fully pass any section of the exam associated with their primary discipline area. Students must appeal to the Chair of the School of Education prior to submitting their application for admission to the School of Education. The faculty will convene and make a decision on the appeal and the Chair will inform the student of this decision.

Transfer students must meet all of the SOE admissions requirements by the conclusion of their first semester at Lenoir-Rhyne and be accepted to the School of Education in order to continue in any EDU coursework. Additional Testing Requirements:

• All Elementary majors must pass 2 licensure examinations to be eligible for a NC teaching license:
  NC Foundations of Reading Exam: 229 or better
  Praxis Teaching Mathematics CKT Test: 150 or better

All Elementary Education majors are strongly encouraged to take the NC Mathematics examination at the end of the semester in which they take MAT 113  or before. Elementary Education majors must take the NC Mathematics exam by the end of the semester in which they complete EDU 224 . Scores must be on file within one 6 weeks of completing the course or Elementary Education majors will not be allowed to continue in upper level EDU courses.

Elementary education majors must take the NC Foundations of Reading exam at the conclusion of EDU 322  and submit scores before the fall semester in order to continue into EDU senior level courses.

Middle Grades Education majors must complete and pass the PRAXIS II Specialty Area test for their academic discipline prior to beginning their internship experience.

All undergraduate education majors pursuing NC teacher licensure are required to complete and pass the edTPA performance assessment with a score of 38 or better to be eligible for licensure recommendation.

Admissions and testing requirements are subject to change by the NC State Board of Education, by legislative mandate or changes in university policy. Check with your advisor or Dean of the College of Education and Human Services to secure the most up to date information.

Admission to Student Teaching

At least two semesters before a student (teacher candidate) expects to student teach, he/she must apply for status as a student teacher. This process is likely to begin at the end of student’s first semester of the junior year. Admission to student teaching requires:

1. A 2.7 cumulative grade point average;
2. successful interview with a panel of educators;
3. completion of a certified background check within the past year;
4. a conduct check with the Dean of Students Office;
5. completion of the primary courses required for licensure with a grade no lower than “C-“;
6. successful completion of a nationally normed pedagogical assessment as required by the university’s program as per state approval, currently through any electronic program designated by the School of Education; and
7. verification of passing scores on the NC current state content licensure assessments or examinations, if placed in a public school.

Education majors seeking a state educator’s teaching license must complete all remaining teaching specialty courses and successfully complete the content and foundational knowledge portions of the state licensure examinations prior to beginning the part-time internship to fulltime student teaching sequence.

Admission to student teaching is granted by the Teacher Education Council. Student Teaching usually occurs in the spring semester and involves a full 16 week commitment and whenever practicable will include the beginning and ending of school year. Students also spend part-time commitment the semester prior to the full-time semester in their internship placement(s). A student who does not pass Student Teaching must follow the approval process before being allowed to repeat Student Teaching. The process requires:

1. A written request for readmission to the School of the Education along with a professional development plan.
2. A recommendation from the School Chair, the Coordinator of Professional Experiences, and/or specialty area Program Coordinator for those who wish to attempt student teaching in the semester immediately following their first attempt.
3. Formal appeal before the Teacher Education Council which will review the progress of the student and make the decision.

Licensure for Undergraduate Degree-seeking Students

To be recommended to the Public Schools of North Carolina for teacher licensure, a student must successfully complete an approved program as outlined in the catalog and graduate from Lenoir-Rhyne. Specific program requirements are listed with each major. Additionally, the student must pass any testing and/or evidence requirements as outlined by the state of North Carolina and/or the School of Education, complete student teaching with a minimum grade of a “C-“, and have a positive recommendation from the North Carolina education agency in which student teaching or interning was completed. All Praxis and other licensure exam score requirements specified herein are subject to revision by the School of Education as mandated by the state of North Carolina. Courses in content methodology, exceptionalities, and literacy must be taken through state approved accredited Teacher Education programs.

Return to: Undergraduate Degrees