Division of Education offers one-day summer camp experience for gifted elementary school students

Education 3AAPfeiffer University’s Division of Education is offering a one-day summer camp experience in July 2014 for gifted elementary school students at its Misenheimer (Stanly County) campus.
The camp date for students who will enter grades 1-3 in fall 2014 is Mon., July 14; students entering grades 4-6 may attend on Tues., July 15.

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Policy Handbook

Pfeiffer University Teacher Education Policy Manuals

 

2013-14

2012-13

Meet Our Faculty

Elementary Education
Christopher Boe resized Angela Kern web Laura Lowder web Ann Crutchfield web

Christopher Boe
Assoc. Professor, Elem. Ed.
Director, Grad. Elem. Ed. Program
christopher.boe@pfeiffer.edu

Angela Kern
Asst. Professor, Elem. Ed.
angie.kern@pfeiffer.edu

Laura Lowder
Assistant Professor, Education
laura.lowder@pfeiffer.edu
Ann Crutchfield
Professor, Education
Dir. Field & Clinical Placement
ann.crutchfield@pfeiffer.edu

Health and Physical Education
 
Dawn Lucas web Matt Belles web
Dawn Lucas
Assoc. Professor, Physical Education
Dean, Division of Education
(704) 463-3207
dawn.lucas@pfeiffer.edu
Matt Belles
Assistant Professor of Education
(704) 463-3109
matt.belles@pfeiffer.edu

Special Education 
Lane Graham resized  Deanna Hurley-Chamberlain resized
Lane Graham
Asst. Professor, Special Education
lane.graham@pfeiffer.edu
 DeAnna Hurley-Chamberlain
Asst. Professor, Special Education
deanna.hurley-chamberlain@pfeiffer.edu

Secondary Education
gerald neal1
Gerry Neal
Assoc. Professor, Education
(704) 463-3122
gerald.neal@pfeiffer.edu

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.  

 

Student Teaching

APPLICATION FOR CLINICAL PRACTICE

To apply for clinical practice, you must submit an e-portfolio in TaskStream to be evaluated by a team of at least two faculty members. The e-portfolio will be assessed in terms of the Teacher Education Program's Conceptual Framework and Curriculum Standards. If the team determines that some competencies are not adequately met, they will recommend a plan for remediation prior to clinical practice or during clinical practice. Your application e-portfolio is due no later than the last add date in the semester prior to the semester in which you plan to do clinical practice.

 Step 1. You must submit an e-portfolio in TaskStream that includes the following products and evaluations of those products:

  • Research paper on contemporary issues (EDUC 321). Required score 80 or above.
  • Servant leadership project (EDUC 322). May not have more than one “not met” on the rubric.
  • A minimum10-lesson content Unit Plan from EDUC 406A/500, HPED 401/402, MUSC 505, OR SPED 526. Must score 80 or above on the rubric.
  • Simulated lesson presentation (EDUC 407/412/413/500L, HPED 401L or MUSC 505). Required score 80 or above.
  • 5-Step Formal Reflection (EDUC 406C/412/413/500, or HPED 401L/402L). Must achieve an “acceptable” or above on rubric.

Also, you must post the following on TaskStream:

  • A current unofficial transcript showing a GPA of 2.75 or higher and achieving a C or better in all EDUC and SPED course work (Elementary Education and Special Education-General Curriculum have additional grade stipulations. Please see catalog).
  • Official report from ETS indicating passing scores on the three (3) Praxis I tests (criterion is a 522 cumulative score, or passing scores on each of the three Praxis I test, or criterion scores on SAT or ACT).
  • Signed statement on any criminal convictions or the lack thereof.
  • Resume of personal and professional experiences relevant to clinical practice and teaching, (e.g. work, extracurricular experiences in high school and college, service learning, community, church, and field experiences).

Step 2. When you have posted all documents on your e-portfolio, you must complete an application giving the Teacher Education Board permission to –

  • Review the portfolio and all data required for admission to student teaching.
  • Secure references from all methods professors in the School of Education and two faculty in your major who have taught you and one cooperating teacher that has worked with you during a field experience.
  • And submit it to your advisor/ the secretary of the School of Education.

Step 3.  The School of Education faculty will examine your portfolio, test scores, and references; and recommend approval or denial of acceptance for student teaching.  The Teacher Education Board will approve or deny acceptance. The decision of the Teacher Education Board will be provided to you in writing.

Criteria for Clinical Practice & Licensure Requirements

In order to successfully complete your clinical practice requirements and to be recommended for licensure in North Carolina by Pfeiffer University, you must complete the following instructions and submit all documents which meet the indicated criteria.

Directions: To successfully complete clinical practice, the following documents and evaluations of those documents must be uploaded into your e-portfolio in TaskStream. Each document and evaluation must meet the indicated criteria before you will be recommended for licensure. Your final e-portfolio will be assessed by a team of at least two faculty members. The portfolio along with other aspects of your student teaching experience will be used to determine your final grade for clinical practice.

Step 1. You must submit the following documents in your e-portfolio in TaskStream. Each document must also include the rating scale for that product:

  • Product of Learning documentation and presentation (EDUC 510/540/541 or SPED 515). This will include your EDUC 510 Unit with a rubric evaluating your lessons and the Unit as well as your documentation and evaluation of student learning and your powerpoint presentation of this product. Must score 80 or above on all the rating scales/rubrics.
  • Self-Assessment (EDUC 510/540/541 or SPED 515). Must score 80 or above.
  • Final IHE/LEA form reflecting both the Cooperating Teacher's and University Supervisor's evaluation of your overall student teaching performance. Must score 100.

Also, you must post the following on TaskStream:

  • Current unofficial transcript showing a GPA of 2.75 or higher and achieving a C or better in all EDUC and SPED courses.
  • Official report from ETS with appropriate Praxis II tests scores (for elementary education and special education majors only). All other majors must successfully complete senior testing in the content area or take the corresponding Praxis II test(s) in their concentration area.
  • Technology portfolio and rubric. Must score 80 or above.
  • Your last formal observation by your University Supervisor (must have all required signatures). You must attach your lesson plan for this observation and your pre & post conference questionnaire.
  • A copy of your third formal reflection.
  • A copy of your parent involvement log and supporting documents.

Step 2. It is your responsibility to assure that each document and its evaluation is on TaskStream and meets the indicated criteria. You must work with the corresponding course instructor to get those documents to criteria before you will be recommended for licensure.

Step 3. You must meet with the School of Education's secretary to review your exit criteria, other graduation documentation, program assessment documents, and submit your licensure paperwork prior to graduation.

Step 4. In order to be recommended for licensure, you must meet all criteria for graduation at Pfeiffer University, receive passing Praxis II scores(for EE and SPED majors only) or successfully complete Senior content area testing, successfully complete your technology portfolio, complete licensure packet (includes: “Application for a North Carolina License”, “Student Teaching/Internship Performance: Evaluation by North Carolina Local Education Agency”, and submit a check for the State licensure fee) and achieve the designated results on the exit documents (listed above). The School of Education will complete the “Verification by Institution: Completion of Approved Education Program” once you have successfully completed all criteria as listed above. The licensure packet, passing Praxis II scores, official transcript and the Verification of Program Completion will be mailed to NCDPI. You may check with your advisor to confirm eligibility for licensure.

Teacher Education Program

miranda-beamAPPLICATION FOR ADMISSION TO THE TEACHER EDUCATION PROGRAM

Students seeking teacher licensure must request admission to the Teacher Education Program (TEP) as soon as they have completed EDUC 205, EDUC 306, and EDUC 360, but no later than while enrolled in EDUC 406.

Step 1. You must submit an e-portfolio in TaskStream that includes the following products and evaluations of those products:

  • Child or adolescent observation project (EDUC 306).  Required score 80 or above.
  • Evaluation of an oral presentation (EDUC 306). Required score 80 or above.
  • Non-linear multi-media presentation for use in teaching in the content area (EDUC 360). Acceptable performance on all criteria.  

Also, you must post the following on TaskStream:

  • A current unofficial transcript showing a GPA of 2.75 or higher and a C or better on all EDUC and SPED coursework.
  • Official report from ETS indicating passing scores on the three (3) Praxis I tests (criterion is a 522 cumulative score, or passing scores on each of the three Praxis I test, or criterion scores on SAT or ACT).
  • TEP Writing Sample. Required score of 5 or better.
  • English 2600 Grammar Test score of 70 or above from EDUC 205 or administered by the School of Education.

Step 2. When you have posted all documents, you must complete an application giving the Teacher Education Board permission to –

  • Review the portfolio and all data required for admission.
  • Secure references from all School of Education faculty and two (2) faculty in your major who have taught you.
  • Complete a background check on you.

Step 3.  The School of Education faculty will examine your portfolio, test scores, and references; and recommend approval or denial of admission. The Teacher Education Board will approve or deny admission. The decision of the Teacher Education Board will be provided to you in writing.

Step 4. If you meet all criteria for admission except having passing scores on the required tests, you may request an interview with a panel of the Teacher Education Board. Prior to the interview, you must complete the following (as related to the criteria not achieved):

  • a writing sample administered by the School of Education. (Prompt: “Explain why you should be admitted to the Teacher Education Program, addressing how you will overcome your deficiencies in order to become a capable teacher.”)
  • a grammar test administered by the School of Education.
  • a plan for passing the Praxis I prior to Student Teaching, must include  concrete applications as formal tutoring and/or courses.
  • You are expected to use Standard English in all written and oral presentations.

Step 5. The panel of the Teacher Education Board will judge the adequacy of your literacy skills for continuation in the Teacher Education Program.  The panel will recommend approval or denial of admission based on all data presented and your  interview.  Again the decision of the Teacher Education Board will be provided to you in writing.

Scholarships & Awards

Scholarships

The Grigg Education Scholars Program-The Grigg Education Scholars Program provides scholarship support to exceptional prospective teachers who seek to prepare for excellence in the teaching profession while also developing servant leadership skills and dispositions through service to the University and the community. Click here for complete information about this program.

Eligibility
The Grigg Education Scholars Program is open to North Carolina High School seniors who qualify to attend Pfeiffer University and are interested in the teaching profession. Preference is given to Stanly County students who meet the criteria. The Grigg Education Scholars awards shall be contingent upon the candidate's enrollment as a full-time student at Pfeiffer University during the fall semester of the award year.

Program Guidelines
Award Maximums will be established annually according to income available from the Grigg Education Scholars Program endowment. Awards shall not exceed the cost of tuition, room and board. Awards shall be provided to one or more recipients each year for a total of up to eight (8) semesters. Candidates must maintain a grade point average of 3.0. By the end of sophomore year, Grigg Education Scholars must apply and be admitted to the Teacher Education Program. To maintain the scholarship, Grigg Education Scholars must continue in the Teacher Education Program until the baccalaureate degree has been earned.

Awards

  1. Academic Excellence Award- This award is given to the teacher candidate with the highest GPA in professional and content courses within the School of Education.
  2. Golden Apple Award-The Golden Apple Award is given to teacher candidates who have shown tremendous growth throughout the program of study and exhibits a great potential for the teaching profession. Recipients are nominated and selected by faculty members.
  3. Servant Leadership Award-This award is given to the school of education student who performs above and beyond the call of duty with regard to service to Pfeiffer, the School of Education and surrounding schools. The recipient is nominated and selected by faculty members.

 

Evening/Online Programs

Career Information/Links

Student Organizations

The School of Education Majors Club

The School of Education at Pfeiffer University established a School of Education Majors Club for teacher education students who seek licensure in all content areas offered at the University.  The organization is a vehicle for upper level students to mentor freshmen and sophomores who have declared teacher education as their major. The club’s main focus is upon servant leadership and members seek to provide a way for education students to serve each other and the surrounding community as they prepare to become teachers.

A goal of the School of Education Major’s Club is for members to participate in service projects in local schools.  During the 2006-2007 academic year, the organization is sponsoring a field day and history bowl for 4th grade students from local elementary schools.   The field day events will take place on the Misenheimer Campus. 

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).

 

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.

 

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. 

Montgomery Community College Site

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

Regional Cohort: Randolph Community College

MSEE Program at Randolph Community College's University Center

When Randolph Community College President Robert Shackleford announced the University Center of Randolph County in 2008, which offered bachelor's degrees locally for the first time, it was momentous. RCC will make history a second time this spring when it again partners with Pfeiffer University to offer the first master's degree in Randolph County.

"I'm very excited about this development," said Dr. Shackleford during the RCC Board of Trustees' regular meeting on Nov. 18. "Through the University Center of Randolph County, we are able to offer some unprecedented educational opportunities for the people of our county, and this new master's degree is a great step forward for the program."

The Master of Science degree in Elementary Education is for teachers with an elementary license looking to enrich their content knowledge and refine their ability to design and deliver effective instruction, according to Dr. Christopher Boe, director of graduate programs in elementary education at Pfeiffer.

"We have eliminated much of the repetitive study that has historically been part of graduate programs of education," Boe said. "In place of those concepts, we endeavored to add a focus on teacher leadership and instructional transformation."

The same full-time, high-quality faculty who teaches Pfeiffer's on-campus programs will teach the University Center classes. The program will be offered in hybrid format, a mix of traditional classroom meetings and online learning opportunities. Classes will meet one night weekly and the course load is six semester hours per term with students finishing in six semesters or two years.

Admissions requirements include a Pfeiffer application, official transcripts, writing sample, three recommendations, a copy of the applicant's teaching license, and the Miller Analogies Test (MAT), which Pfeiffer will offer on the RCC campus. The program uses a cohort model, which means students will work through the program with the same group for every class.

The program is accredited by the National Council for the Accreditation of Teacher Education (NCATE) and approved by the N.C. Department of Public Instruction. Financial aid is available for those who qualify. Candidates currently working in school settings are eligible for a 40 percent tuition-reduction scholarship.

For more information and to apply, students should contact Dr. Christopher Boe at (704) 945-7352 or christopher.boe@fsmail.pfeiffer.eduThis e-mail address is being protected from spambots. You need JavaScript enabled to view it .

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