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Knowledge, Skills, & Dispositions

The Teacher Preparation Unit as a whole and each of the licensing programs within the Unit have delineated the specific knowledge, skills, and dispositions in which each candidate must show proficiency in order to be recommended for licensure. All programs share the following list of target knowledge, skills, and dispositions in common.

Codes in parentheses refer to elements of the Conceptual Framework to which each knowledge, skill, or disposition corresponds. Each component is supported by comparable professional and state standards.

1. Candidates demonstrate knowledge of the subject area(s) in their area of licensure, as prescribed by the North Carolina Program Approval Standards and by the academic departments in which they earn their degrees. (1-A, 3-C)

2. Candidates effectively apply a variety of teaching strategies practiced by teachers in their content areas. (1-B)

3. Candidates understand the needs of diverse learners and plan lessons accordingly. (1-B, 2-C)

4. Candidates know the basic principles of child and adolescent psychology, and they incorporate this knowledge into their instruction and interaction with students. (1-B, 2-C)

5. Candidates know the philosophical, historical, and societal roots and foundations of education, and have developed a philosophy of teaching. (1-A, 2-A)

6. Candidates know and understand ethical, legal, and policy issues that inform current education debates. (1-A, 2-A, 3-C)

7. Candidates know and understand curriculum issues that inform current education debates. Candidates use this knowledge to adapt methods and materials to reflect best practices in their area of licensure. (1-ABC, 2-A, 2-C, 3-C)

8. Candidates work collaboratively with family members, school colleagues, community resources to enhance the educational experiences and well being of all learners. (1-B, 2-B, 2-C, 3-B)

9. Candidates have developed and implemented effective methods for classroom management that reflect best practices, and they implement these methods successfully in the classroom. (1-B, 2-C)

10. Candidates have developed and implemented effective methods for planning lessons and units that reflect best practices, and they implement these methods successfully in the classroom. (1-B, 1-C, 2-C)

11. Candidates have developed and implemented a fair and equitable assessment system, and this philosophy is demonstrated consistently throughout their field experience. (1-C, 2-C)

12. Candidates know and understand how to utilize technology to facilitate teaching, as demonstrated by its appropriate and considered use in their field experiences; they regularly integrate technology effectively into their teaching plans. (1-C)

13. Candidates exhibit the characteristics of professional teachers and emerging leaders - they work well with colleagues, they are punctual, they are responsible, they consider personal presentation, they plan ahead. (2-A, 2-B)

14. Candidates practice regular reflection, and they use this reflection to monitor and adjust their teaching. (3-A, 3-C)

15. Candidates consistently engage in ethical behaviors that reflect consideration for a diverse population of learners and for the rights and needs of all who are invested in the success of children and adolescents. (2-C, 3-B)

16. Candidates are committed to educational equity. They believe that awareness of and adjustments for cultural differences contributes to the academic success or failure of students. (3-B)

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