Institutions are required to submit to the State Board of Education “blueprints” of any new or revised graduate teaching area programs. All blueprints should address the standards for graduate teaching programs adopted by the Board in January 2009. (The standards are included on pages 15-16.) The “blueprints” (program proposals) are to include the following components:
A. A description of how the proposed program reflects the Standards for Graduate Teacher Candidates and the 21st century knowledge, skills, and dispositions. Institutions may provide this description in a narrative or use Tables A1 and A2 (pp. 12-14).
B. A description of how public school partners are involved in the design, delivery, and evaluation of the program (1-2 pages maximum).
C. A description of 1-4 electronic evidences used to demonstrate how candidates meet the standards. At least one electronic evidence is required; three additional evidences may be utilized, and all standards must be demonstrated.
The template for this section is provided in the following pages. It is to include:
1. A brief description of the evidence and the standards addressed. (Section C-1 of the template)
2. A matrix showing the key evidence in which each standard is demonstrated. (Section C-2 of the template)
3. A detailed description of the evidence (Section C-3 of the template) including:
a. specific artifact(s) that will be submitted by the candidates;
b. specific directions and/or requirements for the evidence provided to the candidates;
c. why the institution believes the evidence specifically addresses the standards; and
d. how the evidence will be evaluated by the institution.
D. The timeline for implementation
Notes:
1. Candidates who hold a teaching license and are adding a new teaching area at the graduate level must submit the institution’s approved EE 1 and EE 2 for the initial license area in addition to the graduate evidence(s) and satisfy NCLB requirements to be designated highly qualified.
2. Candidates earning their first teaching license at the graduate level (e.g., MAT programs) must submit the institution’s approved electronic evidences for the initial license area in addition to the graduate evidence(s) and satisfy NCLB requirements to be designated highly qualified.
3. For graduate EC programs in ED, LD, ID, SID, institutions must submit an electronic evidence to verify that candidates meet the specialty area standards in addition to the graduate evidences. This means that candidates for the ED, LD, ID, and/or SID license will submit at least two [one for the specialty area standards and one for the graduate standards], and may submit up to five [one for the specialty area and up to four for the graduate standards] electronic evidences.
Blueprints should be emailed to by September 15, 2015
Section A
Program Area
Delivery method
IHE Contact Name
IHE Contact Email
IHE Contact Phone
A description of how the proposed program reflects the Standards for Graduate Teacher Candidates and the 21st century knowledge, skills, and dispositions. Institutions may provide this description in a narrative or use Tables A1 and A2 (pp. 12-14)
1
Fall 2015
Section B
A description of how public school partners are involved in the design, delivery, and evaluation of the program (1-2 pages maximum).
1
Fall 2015
Section C
SECTION C-I: Key Evidence(s)Institutions must use at least one and may use up to four electronic evidences to demonstrate standards.
Name of Evidence / Brief Description of Evidence / Standards Addressed /
1 / Required
2 / Optional
3 / Optional
4 / Optional
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SECTION C-2: Relationship of the Evidence to the StandardsNorth Carolina Teacher Standard / Key Evidence from
Section C-1
Demonstrating the Standards /
NOTE: Only 1 evidence should be marked for each standard. It should be the evidence which Primarily demonstrates the standard is met.
1. tEACHER LEADERSHIP
Teacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to:
· Demonstrate effective ongoing communication, collaboration, and team-building among colleagues.
· Facilitate mentoring and coaching with novice teachers.
· Set goals and establish priorities while promoting educational initiatives that positively affect student learning.
· Participate in professional learning communities. / #1 #2 #3 #4
2. RESPECTFUL EDUCATIONAL ENVIRONMENT
Teacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders:
· Facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities.
· Create collaborative partnerships with families, schools, and communities to promote a positive school culture.
· Facilitate and model caring and respectful treatment of individuals within the learning community.
· Demonstrate knowledge and understanding of diverse world cultures and global issues.
· Encourage high expectations for all students.
· Collaboratively design and implement curriculum and instruction that is responsive to learner differences. / #1 #2 #3 #4
NOTE: Only 1 evidence should be marked for each standard. It should be the evidence which Primarily demonstrates the standard is met.
3. CONTENT AND CURRICULUM EXPERTISE
Teacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders:
· Demonstrate in-depth knowledge of curriculum, instruction, and assessment.
· Model the integration of 21st century content and skills into educational practices.
· Develop relevant, rigorous curriculum. / #1 #2 #3 #4
4. stUDENT lEARNING
Teacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders:
· Seek out and use existing research to inform school practices.
· Design action research to investigate and improve student learning and school policies and practices.
· Model technology integration that supports student learning.
· Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base. / #1 #2 #3 #4
5. REFLECTION
Teacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders:
· Promote an educational culture that values reflective practice.
· Model the development of meaningful professional goals.
· Model personal and professional reflection to extend student learning and school improvement / #1 #2 #3 #4
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SECTION C-3: Detailed Description of Key Evidence(s)For each of the key evidences identified in Section C-1 provide a detailed description of:
a. specific artifact(s) that will be submitted by the candidates;
b. specific directions and/or requirements for the evidence provided to the candidates;
c. why the evidence specifically addresses the standards; and
d. how the evidence will be evaluated by the institution.
The narrative section for each evidence is limited to 2-5 pages (1” margins, 10 pt. font, single-spaced). No attachments are to be included.14
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Evidence #1 (Required)Name:
Specific Artifact(s):
Standard(s) Addressed by the Evidence:
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Evidence #2 (Optional)Name:
Specific Artifact(s):
Standard(s) Addressed by the Evidence:
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Evidence #3 (Optional)Name:
Specific Artifact(s):
Standard(s) Addressed by the Evidence:
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Evidence #4 (Optional)Name:
Specific Artifact(s):
Standard(s) Addressed by the Evidence:
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Tables A1 and A2 may be used in Section A in lieu of a narrative. If the tables are used, they should be inserted in Section A of the blueprint.
Table A1. Specific Changes in the Program (add or delete rows as necessary)
Specific Change / Rationale for the Change
Table A2. Narrative Description of How the Revisioned Program Addresses the Standards and 21st Century Knowledge, Skills, and Dispositions
Standard 1: Teacher Leadership
Standard 2: Respectful Educational Environments
Standard 3: Content and Curriculum Expertise
Standard 4: Student Learning
Standard 5: Reflection
21st Century Knowledge, Skills, and Dispositions
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Approved by the SBE January 2009
Standards for Graduate Teacher Candidates
The North Carolina Professional Teaching Standards Commission developed teaching standards based on a “new vision of teaching” in light of 21st century opportunities, needs and demands. The following five graduate program standards are parallel to and expand upon those standards. These are advanced standards, appropriate for teacher education programs to use as guidelines in developing their graduate level teaching programs. Teachers granted the master’s degree license are expected to be teacher leaders in their specialty area, to facilitate the creation of healthy educational environments, to have deep knowledge and skills in their content and curriculum, to use research in making decisions about effective practice for student learning, and to be continuous, reflective practitioners who model the values of lifelong learning, critical thinking, problem-solving and innovation.
Standard 1: Teacher LeadershipTeacher leaders assume the roles and responsibilities of collaborative leaders in schools and communities. Teachers demonstrate leadership in their classrooms, schools and professional organizations; they advocate for students and effective educational practices and policies; and they are role models for ethical leadership. Teacher leaders will know and be able to:
· Demonstrate effective ongoing communication, collaboration, and team-building among colleagues.
· Facilitate mentoring and coaching with novice teachers.
· Set goals and establish priorities while promoting educational initiatives that positively affect student learning.
· Participate in professional learning communities.
Standard 2: Respectful Educational EnvironmentsTeacher leaders model leadership by establishing a positive and productive environment for a diverse population of students, their families, and the community. Teachers are knowledgeable about cultures and global issues and how they are contextualized locally. Teachers help colleagues develop effective strategies for students with special needs. They encourage positive, constructive relations among colleagues and students. Teacher leaders:
· Facilitate the development of inviting, respectful, supportive, inclusive, and flexible educational communities.
· Create collaborative partnerships with families, schools, and communities to promote a positive school culture.
· Facilitate and model caring and respectful treatment of individuals within the learning community.
· Demonstrate knowledge and understanding of diverse world cultures and global issues.
· Encourage high expectations for all students.
· Collaboratively design and implement curriculum and instruction that is responsive to learner differences.
Standard 3: Content and Curriculum ExpertiseTeacher leaders have a deep knowledge of the subjects they teach and understanding of curriculum theory and development. They value collaboration and the interconnectedness of disciplines. They understand the importance of curriculum relevance in engaging students in content. Teacher leaders:
· Demonstrate in-depth knowledge of curriculum, instruction, and assessment.
· Model the integration of 21st century content and skills into educational practices.
· Develop relevant, rigorous curriculum.
Standard 4: Student LearningTeacher leaders facilitate student learning through evidence-based practice informed by research. They understand and apply research in child and adolescent development, cognitive development, and general and specialized pedagogy. They encourage critical reading, writing and thinking in the learning process. They foster instructional and evaluation methods that embrace variety and authenticity. They promote student reflection and self-assessment. They encourage colleagues and students to take on leadership roles and work in teams. Teacher leaders:
· Seek out and use existing research to inform school practices.
· Design action research to investigate and improve student learning and school policies and practices.
· Model technology integration that supports student learning.
· Critically analyze student and school performance data to determine needs and plan instruction that is rigorous, coherent, and substantiated within a theoretical and philosophical base.
Standard 5: ReflectionTeacher leaders contribute to systematic, critical analysis of learning in their classrooms and beyond. They are lifelong learners who model and support ongoing professional development. Teachers embrace critical thinking, problem solving, and innovation. Teacher leaders:
· Promote an educational culture that values reflective practice.
· Model the development of meaningful professional goals.
· Model personal and professional reflection to extend student learning and school improvement.
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