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University Accreditation

Pfeiffer is accredited by NCATE and the NCBOE to provide programs that lead to initial teacher licensure and advanced teacher certification.

For the 2007-2008 academic year, both Pfeiffer University's Elementary Education and Special Education: General Curriculum programs achieved a 100% pass rate on the licensure tests, Praxis II.  The State pass rate was 98% for both Elementary Education and Special Education: General Curriculum. During 2007-2008, the Teacher Education Board officially admitted 88 students into the teacher education programs. Forty-four (44) of those students successfully completed 15 weeks or 600 hours of student teaching within Stanly County, Cabarrus County, Rowan-Salisbury, Montgomery County, Kannapolis City, Randolph County, Union County and Charlotte/Mecklenburg local education agencies. Seven faculty members supervised the student teaching experiences, thus resulting in a faculty to student ratio of 1:6.29 for this experience.The School of Education offers academic training that can lead to initial teacher licensure in Biology (9-12), Chemistry (9-12), Comprehensive Science (9-12), Elementary Education (K-6), English (9-12), Mathematics (9-12), Music (K-12), Physical Education (K-12), Social Studies (9-12), and Special Education (K-12). All programs are accredited by the National Council for Accreditation of Teacher Education (NCATE) and approved by the North Carolina Department of Public Instruction (NCDPI).

 

Conceptual Framework - Undergraduate Education

Pfeiffer Teacher Education Program
Conceptual Framework

Developing Servant Leaders for Professional Practice: Preparation and Planning, Establishing a Respectful Environment, Instructing Effectively, and Assuming Professional Responsibilities

Since 1999, the primary focus of the Pfeiffer Teacher Education Program has been articulated as “Developing Servant Leaders.”  Consistent with the vision and mission of Pfeiffer University, this concept remains in place as the goal toward which our program strives.  The teacher as servant leader helps to set high standards for the learning community in which they serve. Through daily interaction, teachers encourage academic and civic excellence among the students they serve. Moreover, because of their unique position in the community and society, teachers who are both servants and leaders have the ongoing opportunity through their collaborative relationships with school colleagues, parents, and community agency personnel to model advocacy and high standards of ethics on behalf of the students they serve. 

The leading phrase of the conceptual framework recognizes the work of the teacher as professional. The teacher is not a technician, but rather is a professional informed about the discipline, the nature of the learner, and learning. The teacher must make innumerable independent decisions daily for the benefit of students' affective, cognitive and physical development.

The conceptual framework of the Pfeiffer Teacher Education Program embodies four domains that specify the areas of a teacher's responsibility.   These domains are based on the work of Charlotte Danielson (Enhancing Professional Practice: A Framework for Teaching, 2nd Edition, 2007) and are consistent with the North Carolina Professional Teaching Standards, approved by the North Carolina State Board of Education on June 7, 2007.

Under each domain are curriculum standards and professional dispositions, which candidates for teacher licensure are expected to demonstrate. 

Curriculum Standards

Developing Servant Leaders for Professional Practice: Preparation and Planning, Establishing a Respectful Environment, Instructing Effectively, and Assuming Professional Responsibilities
Curriculum Standards

Under each domain are curriculum standards and professional dispositions, which candidates for teacher licensure are expected to demonstrate.  

Domain 1. Planning and Preparation

The teacher as servant leader approaches the teaching function with a fund of knowledge about the discipline, the learner, and learning that must be continually renewed and elaborated.  This fund of knowledge is buttressed by continued engagement in professional development opportunities and reflection.  The teacher's knowledge provides the bases for informed planning.

       Dispositions
       1.    The candidate is intellectually curious about the discipline(s) that s/he teaches.
       2.    The candidate values balanced treatment of controversial issues and problems.
       3.    The candidate regards the scientific method as valid for investigating phenomena,
              acquiring new knowledge, or correcting and integrating previous knowledge.
              Curriculum Standards
              1.    The candidate uses accurate and extensive content knowledge to plan for
                     instruction.
              2.    The candidate uses knowledge of content pedagogy to plan for instruction.
              3.    The candidate plans for making cross-curricular connections.  
              4.    The candidate integrates 21st Century content and skills in instructional plans.
              5.    The candidate uses knowledge of how children learn and develop to plan effective
                     lessons.
              6.    The candidate selects instructional goals and objectives based on students'
                     interests and needs, and on State and local curricular goals.
              7.    The candidate uses knowledge of instructional resources to enhance lesson
                     design.
              8.    The candidate develops a coherent plan for instruction utilizing units, lessons, and
                     activities that are aligned with instructional goals and objectives.
              9.    The candidate uses diagnostic, formative, and summative assessment that informs
                     instruction.

Domain 2. Establishing a Respectful Environment
The teacher provides leadership for establishing and maintaining respectful learning environments in which each child has a positive, nurturing relationship with caring adults. In the classroom the teacher is that adult along with teacher assistant and volunteers.  

        Dispositions
        1.    The candidate embraces diversity in the school community.
        2.    The candidate is respectful of others' opinions.
        3.    The candidate is committed to the development of others.
        4.    The candidate demonstrates caring for the well being of others.

               Curriculum Standards
               1.    The candidate creates and maintains a positive and nurturing learning
                      environment.
               2.    The candidate identifies differences in approaches to learning and performance,
                      including different learning styles, learning challenges, and multiple intelligences,
                      and uses students' strengths as a basis for growth.
               3.    The candidate uses knowledge about the process of second language acquisition
                      and strategies to support the learning of students whose first language is not
                      English to provide a nurturing environment.
               4.    The candidate works collaboratively with families and other adults in the school
                      community for engagement in the instructional program.
               5.    The candidate uses a variety of classroom strategies for instructional grouping,
                      transitions, and use of volunteers and paraprofessionals.
               6.    The candidate creates high expectations for student behavior, and monitors and
                      responds appropriately to student behavior.
               7.    The candidate makes effective use of classroom space for safety and instruction.

Domain 3. Instructing Effectively
Instructional effectiveness lies at the heart of the role of professional teachers. The teacher as servant leader facilitates student development based upon knowledge of content, the structure of the discipline, students, teaching methods, the community, and curriculum goals.

       Dispositions
       1.    The candidate is enthusiastic about the teaching function.
       2.    The candidate values the role of research-verified evidence in informing teaching
              practice.
                Curriculum Standards
                1.    The candidate communicates clearly and accurately.
                2.    The candidate uses a variety of instructional strategies to encourage high
                       achievement of all students.
                3.    The candidate uses questions and assignments that encourage critical and
                       creative thinking.
                4.    The candidate provides for a high level of student engagement.
                5.    The candidate integrates literacy instruction across all subjects.
                6.    The candidate monitors student performance.
                7.    The candidate provides feedback to students that is accurate, substantive,
                       constructive, timely, and specific.
                8.    The candidate uses and integrates technology in instruction.

Domain 4. Professional Responsibilities
The teacher is responsible, not only to the students, but also to the entire learning community and to the teaching profession. Therefore, the teacher as servant leader models excellence in support of the school and the profession. Moreover, the teacher has an advocacy role to help assure that settings outside the classroom in which the student participates also promote healthy development.

       Dispositions
       1.    The candidate values the dispositions and behaviors of the servant leader including:
              listening, empathy, conceptualizing, heightened awareness, persuasiveness through
              action, using foresight, exercising stewardship, healing, commitment to the group,
              and building community.
       2.    The candidate models behavior appropriate to a professional setting including:
              consistent attendance, a strong work ethic, consistent preparation, punctuality,
              respect for colleagues, and appropriate dress.
                Curriculum Standards
                1.    The candidate reflects on teaching for instructional improvement.
                2.    The candidate maintains accurate records.
                3.    The candidate assists in identifying needs and implementing plans for
                       school improvement.
                4.    The candidate communicates with families and professional colleagues
                       to provide services to students.
                5.    The candidate engages in professional development for personal and
                       professional improvement.
                6.    The candidate uses personal professional ethics in decision-making and in
                       interactions with students, peers, parents, and the community.
                7.    The candidate advocates for students and schools.
                8.    The candidate engages in service for benefiting students and improving schools.
                9.    The candidate perceives and evaluates self as a servant leader.

 

Welcome to the School of Education at Pfeiffer University

Elementary Education – Program Director  Dr. Barbara Kean
Majors: Elementary Education

Music Education –  Program Director  Dr. Jean Raines
Majors: Music Education

Health & Physical Education – Program Director  Prof. Dawn Lucas
Majors: Physical Education

Secondary Education – Program Director  Dr. Clyde Sawyer
Majors: Comprehensive Science, English, Mathematics, Social Studies
Minors: Secondary Education

Special Education – Program Director  Dr. Marva Gavins
Majors: Special Education

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