UNC Charlotte Middle Grades – Science – Undergraduate
UNC Charlotte Program Proposal for
MIDDLE GRADES – SCIENCE – UNDERGRADUATE
*NOTE: this document was originally submitted in 2009 and references decisions made during the initial state-mandated revisioning process which occurred in 2009-10. Readers may need to refer to the original November 2009 NC DPI blueprint submission as needed. Updated areas of this document are noted.
Description and Rationale (original NCDPI blueprint, November 2009)
The University of North Carolina at Charlotte, with approximately 24,000 students, has been involved in the successful preparation of middle grades teachers since the 1980’s, and both state-approved program status and national accreditation through NCATE have been continuous since this program was initially granted. The undergraduate degree in Middle Grades Education is one of four offered by the College of Education, with content requirements providing strong relationships with the College of Liberal Arts and Sciences. Initial licensure students graduate with strong backgrounds in two content areas selected from among English language arts, social studies, mathematics, and science. This BA degree in Middle Grades Education is housed in the Department of Middle Grades, Secondary, and K-12 Education (MDSK), which is one of five departments within the larger unit.
A thorough, systematic revision of the undergraduate program has not occurred in approximately 10 years, so the middle grades faculty embraced the opportunity to update the knowledge, skills, and dispositional expectations for its candidates so that they might successfully move into the field with few transitional issues.
Departmental and programmatic meetings were held to evaluate data from all stakeholders to determine if the overall structure of the existing program needed to be revised to address NCDPI standards. Data indicated that the current number of hours and course offerings were sufficient; however, gaps were noted within courses and in overall programmatic alignment. Specifically, existing approaches to teacher training promoted segmented content instruction in which courses addressed explicit content but functioned in isolation. In addition, the middle grades teacher education program has not kept pace with the changing dynamics of the workplace, the globalization of the greater Charlotte region, and the increased availability of emerging and advanced technologies accessible to students, teachers, and schools.
Data from stakeholders mirrored our programmatic analysis in identifying emergent themes, and these are the impetus for systemic change. Program revisions are based on both the content of existing courses and six emergent data-based themes, which include the need for:
A. An integrated, spiraling curriculum that promotes communication, collaboration, innovation, student-centered pedagogy, global awareness, and leadership.
B. Twenty-first Century knowledge and skills, including but not limited to advanced and emerging technologies, multiple literacies, problem-solving, and critical thinking.
C. Greater emphasis on diversity so as to prepare candidates to work with changing student populations as a result of immigration, urban migration, and globalization. Instruction will include authentic learning experiences that promote candidates efficacy, knowledge and skills for addressing the cultural, ethnic, language, literacy, cognitive, and physical needs of students from diverse socio-economic backgrounds who comprise the urban educational community.
D. A greater impact on student learning through formative assessment, and the modification of pedagogical instruction and practice to better meet the diverse needs of early adolescents at all learning levels.
E. Bridging the gap between theory and practice.
F. Content knowledge preparation alignment and a closer application of standards.
The following table presents a summary of these changes by course, with an emphasis on how each course will better meet the standards and a rationale for these changes.
Course / Changes/Alignment to Standards / Rationale(Based on Data from School Partners, Candidates, and Faculty)
EDUC 2100 An Introduction to Education and Diversity in Schools (3)
1a.1, 1a.2, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2b.3, 2c.1, 2d.1, 2d.2, 2e.1, 4a.1, 4a.2, 4b.1, 5b.1, 5c.1 / · Introduction to Differentiation
· Increased focus on urban education
· Emphasis on diversity: Who are the students, what are their needs, how do we differentiate instruction?
· Global awareness module / · Strategies for working with student diversity.
· Urban focus to our program
· Focus on a wide range of diversity issues including but not limited to: ELL, EC, ethnic, socioeconomic status, gender, cognitive, and physical diversity
SPED 2100 Introduction to Students With Special Needs (3)
1a.1, 1a.2, 1a.3, 1a.4, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2b.3, 2c.1, 2d.1, 2d.2, 2e.1, 4a.1, 4a.2, 4b.1, 5b.1, 5c.1 / · Introduction to differentiation
· Increased focus on urban education
· Emphasis on diversity: Who are the students, what are their needs, how do we differentiate instruction? / · Strategies for working with student diversity.
· Urban focus to our program
· Focus on a wide range of diversity issues including but not limited to: ELL, EC, ethnic, socioeconomic status, gender, cognitive, and physical diversity
MDSK 3130 The Early Adolescent Learner (4)
1a.3, 1a.4, 1b.1, 1d.1, 1e.1, 2a.1, 2b.1, 2b.3, 2c.1, 2e.1, 4a.1, 4b.1, 4g.1 / · Deeper emphasis on cultural diversity
· Emphasis on connections between families, communities, schools
· Exploration of social/emotional development and the media’s influence
· Urban youth in comparison/contrast to rural youth
· Ethical conduct, school law / · Strategies for working with young adolescents who are in widely varying stages of physical/sexual, cognitive, social, emotional, and moral development and maturity
· Urban focus to our program, yet many candidates from rural backgrounds and experiences
· Candidates must understand ethical and legal boundaries of working with adolescents.
· Candidates miss importance of families and community agencies as authentic partners.
MDSK 3151 Instructional Design and Emerging Technologies
1a.2, 1b.1, 1c.1, 1c.2, 1e.1, 3a.1, 3c.1, 3d.1, 4d.1, 5b.1, 5c.1 / 21st Century Knowledge & Skills
· Smart Boards
· Web 2.0
· WebPages
· Other Emerging Technologies
· ClassScape and Blue Diamond formative assessment tools
· Global awareness module
· Effective Technology Integration into Classroom Instruction (TPCK)
· Addition of a Clinical Experience - 15 hours with focus on 1) Technology observation teaching, 2) Smart Board Lab, 3) Technology Inventory, 4) Lesson - observed online
· Introduction to TK20 for Electronic Teaching Portfolio
· Safety & Ethics. / · Technology in the course needs to be updated to include more current technology to equip candidates with 21st Century skills.
· ClassScape and Blue Diamond are formative assessment tools used by classroom teachers.
· Students need in-depth training in Technology Pedagogical Content Knowledge.
· The addition of a clinical experience will provide the candidates with the opportunity to observe the use of technology in the classroom.
MDLG 3131 The Philosophy and Curriculum of Middle Grades Education (4)
1a.2, 1a.3, 1a.4, 1b.1, 1b.2, 1b.3, 1c.1, 1c.2, 1e.1, 2a.1, 2b.1, 2b.2, 2b.3, 2e.1, 3a.1, 3b.2, 3c.1, 3d.1, 4f.1, 4h.1, 5b.1, 5c.1 / · Addition of School Improvement Plan assignment with emphasis on school policy and assessment practices in schools, including analyses of School Report Card data and EOC data
· Addition of Professional Development Plan
· Introduction to Differentiation – specific strategies to aid middle grades students
· Emphasis on collaboration and integrated curriculum design / · Candidates need to analyze data for formative assessment
· Assist in bridging the gap between theory and practice and create a more structured clinical experience
· Strategies for working with student diversity
· Strategies for integrated curriculum design
EDUC 4291 Modifying Instruction for Learners with Diverse Needs in Middle/Secondary Schools
1a.1, 1a.2, 1a.3, 1a.4, 1c.1, 1c.2, 1e.1, 2b.1, 2b.2, 2b.3, 2d.2, 4a.1, 4a.2, 4b.1, 5b.1, 5c.1 / · Greater emphasis on diversity: who are the students, what are their needs, how do we differentiate instruction – Specific strategies focused on early adolescent learners within the middle school context
· Increased focus on urban education and second language learners
· More focused clinicals / · Need to focus on a wider range of diversity issues including but not limited to: ELL, EC, Socioeconomic status, ethnic, gender, cognitive and physical.
· Need practical strategies to address needs of diverse learners within middle school context
· Urban focus to our program.
· Professional development plan
READ 3255 Integrated Reading and Writing in the Content Areas
1a.2, 1b.1, 1c.1, 1c.2, 1e.1, 2b.3, 3a.2, 3d.1, 4a.1, 4a.2, 5b.1, 5c.1 / · Second Language Learners - promote reading in the content
· Differentiation
· Information, communications, and technology literacy
· Strategies specifically for teachers within the context of contemporary middle schools / · Address language barriers to content area literacy
· Modify and adapt content-based literacy instruction to meet the diverse cognitive, cultural, and socio-economic needs of all students using practical strategies
· Promote media literacy and multi-genre knowledge and skills
Methods (E, A)
MDSK 4251 Teaching Science to Middle/Secondary Learners (3)
1a.1, 1a.2, 1b.1, 1c.2, 1e.1, 2b.2, 2d.2, 3a.1, 3b.1, 3b.2, 3c.1, 3c.2, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4h.1, 5a.1, 5b.1, 5c.1 / · Provide a more structured clinical experience which allows candidates the opportunity to teach with technology.
· Assessment practices
· Implementation of a unit plan using school-based resources (pacing guides, for example). / · Assist in bridging the gap between theory and practice
· Greater focus on formative assessment
· Provide candidates the ability to plan long-term and assess student learning
MDSK 4150 Assessment, Reflection, & Management Practices
1a.1, 1a.2, 1a.3, 1b.1, 1c.1, 1c.2, 1d.1, 1e.1, 2a.1, 2b.1, 2b.2, 2b.3, 2c.1, 2d.1, 2d.2, 2e.1, 3a.1, 3a.2, 3b.1, 3b.2, 3c.1, 3c.2, 3d.1, 4a.1, 4a.2, 4b.1, 4c.1, 4d.1, 4e.1, 4f.1, 4g.1, 4g.2, 4h.1, 4h.2, 5a.1, 5b.1, 5b.2 / · Teach with technology
· Refocus on assessment practices.
· Emphasis on using data to drive instructional decision making / · Assist in bridging the gap between theory and practice and develop Technological Pedagogical Content Knowledge Skills.
· Apply formative assessment in teaching practice
New Science Course
CPSC 4xxxx—The Nature of Science
(Science Specialty Standards- 1, 3) / · Emphasis on understanding the nature of science (NOS)
· Emphasis on knowledge of laboratory safety. / · Alignment to science standards
· Candidates need an understanding of the nature of science (NOS)
· Candidates need knowledge of laboratory safety
In late April, the College learned that the Longview Foundation has funded a project to develop instructional modules on 21st century global perspectives that will be integrated into two required undergraduate teacher education courses – Introduction to Education and Instructional Design/Technology. Additionally, field experience requirements will be modified to include school experiences in a P-12 school with an international focus, such as magnet schools for world language immersion, the International Baccalaureate program, and global studies. Thus, candidates will have at least three points of required curriculum which will focus on global perspectives to enhance understanding of the interconnected world. The instructional modules will be developed by faculty teams and piloted during 2009-2010.
Involvement of School Partners (original NCDPI blueprint, November 2009)
To date, we have received a wide variety of feedback from our middle/secondary school partners, primarily in the form of group feedback sessions and one-on-one conversations. The re-visioning committee has used this feedback to guide our discussions in revising our current courses to align with state standards.
1. September 16, 2008: Members of the Program Revisioning Team attended the Southwest Education Alliance Middle and High School curriculum directors meeting. Basic information about the re-visioning process was presented to directors from 15 systems, and feedback generated from the directors was collected
2. October 23, 2008: MDSK department faculty attended re-visioning presentation given to representatives from all Professional Development Schools. Feedback generated from the PDS representatives regarding the strengths of pre-service candidates was recorded, as well as areas that need increased emphasis.
3. November 7, 2008: CMS and COED Leadership Collaborative: Melba Spooner (MDSK department chair) and Vicki Jaus (re-visioning chair and member of MDSK dept) attended a quarterly meeting between Charlotte-Mecklenburg Schools and the UNC Charlotte College of Education to discuss mutual areas of concern, such as expanded preparation for teaching second language learners and exceptional children.
4. November 8, 2008: MDSK department faculty attended the Beginning Teachers Brunch. This brunch was held for May graduates to discuss experiences of first year teachers, and the quality of their teacher preparation programs in preparing them for their first year in the classroom. Feedback was generated and collected by department members.
5. March 9, 2009: about 25 teachers and 3 principals from Randolph Middle, Concord Middle, Central Cabarrus High and Mallard Creek High (our Professional Development Schools) met department faculty and members of the program revisioning team feedback on our programs and candidates. These schools host many of our student teachers, and serve as satellite locations for some UNCC courses. These school partners have in-depth knowledge of our candidates and their capabilities.
6. Spring 2009 semester: University supervisors in the Middle/Secondary areas at UNC Charlotte have been conducting one-on-one interviews with current cooperating teachers to ascertain their perceptions of strengths and weaknesses of our programs based on the candidates they have had this semester in their classrooms.
Based on feedback from other school partners, including PDS partners, central office personnel, cooperating teachers and current/past students, we have identified four primary needs for re-visioning within our programs:
· Effectively integrating technology consistently into instructional presentation to maximize student learning
· Effectively using formative assessment to diagnose student needs, and design instruction accordingly
· Effectively implement classroom management strategies on a consistent basis
· Increasing proficiency in how to best serve diverse learners, specifically incorporating effective differentiation strategies in the classroom, beyond just “EC modifications” (i.e., effectively serving ESL populations, traditionally underachieving populations, EC learners, etc.)
Once this focus was established, the committee then used these results as a guide to address “gaps” within our program in a variety of ways: