Elementary Education
The design of the Lees-McRae College Elementary Education with Licensure (K-6) program of study prepares well-educated teachers who are competent, dedicated professionals with high personal and ethical standards that will act as reflective practitioners for their students. The college offers a degree completion program in Elementary Education for students who have earned an Associate's Degree or 65 hours of transfer credit. The programs are offered at the following sites: Mayland Community College in Spruce Pine, NC, Surry Community College in Dobson, NC and Western Piedmont Community College in Morganton, NC. Classes are designed to accommodate adult working students by scheduling classes twice a week with both afternoon and evening choices at some sites.
The Elementary Education Discipline
Elementary educators – those teachers who specialize in the early academic years of children – provide the care, nurturing, and leadership young people need to develop into young students. The Lees-McRae College Elementary Education program provides a strong course of study that promotes positive and holistic development of teachers within a reflective practitioner framework. This framework, which serves as the philosophy of the program, guides students and faculty alike to incorporate the best practices in elementary education and make personal reflections into their motivations and effectiveness in the classroom. It is expected that students who complete the Elementary Education program and become licensed teachers will be individuals who have a distinct knowledge about the practice and theory of teaching as well as a balanced sense of personal values, integrity, and moral worth. It is also expected that students who complete the program will become teachers who reflect on all aspects of the teaching/learning process, and will mentor their own students. They will possess professional dedication to working with students, parents, public school faculty and administration, and their local community.
Why Study Elementary Education at Lees-McRae College?
The LMC Elementary Education Program is designed for traditional, non-traditional, lateral-entry, and adult students alike who wish to become licensed elementary classroom teachers (K-6) in the state of North Carolina. Lees-McRae offers the junior and senior years of a 4-year teacher education program. This arrangement allows students to complete their 4-year degree close to home, and at the same time offers students with transfer coursework from other institutions (including a Bachelor’s degree) the opportunity to complete their teacher education coursework for state licensure. Lateral-entry teachers can also earn the 6-15 semester credit hours each year that are required to maintain their lateral-entry licensure.
The program provides the opportunity for graduates to gain the knowledge, skills, and dispositions necessary to be outstanding teachers. Courses in the Elementary Education major have been critically and conscientiously designed to meet the learning outcomes identified as being crucial for the preparation of elementary school teachers. They form an appropriate balance of knowledge, philosophy, and theory with methods and practice. The courses are based on National Council for Accreditation of Teacher Education (NCATE) standards, North Carolina Department of Public Instruction (NCDPI) competencies, the Interstate New Teacher Assessment and Support Consortium (INTASC) standards, and the teaching of the North Carolina Standard Course of Study (NCSCS).
There are two unique aspects of the Lees-McRae Elementary Education Program; requiring a Bachelor of Arts degree and an Integrated Arts Concentration that utilizes art, music, dance, and drama in the elementary classroom as meaning makers.
Bachelor of Arts Degree: This course of study includes a language requirement that will help graduates to better meet the needs of the diverse populations they will serve. Currently, extended campus students can follow either a Bachelor of Arts or a Bachelor of Science program.
An Integrated Arts Concentration: The Integrated Arts Concentration provides opportunities for program majors to acquire knowledge and skills that support teaching basic and advanced subject curriculum through the arts. This is based on the A+ School Concept, Howard Gardner’s theories on Multiple Intelligences, current brain research, and recent theories on learning styles. The off-campus programs gain this same experience through specialized methods courses and strong academic advising early in their college career.
Outstanding Aspects of the LMC Elementary Education Program
Accreditation
Through adhering to the high standards required in maintaining accreditation by the National Council for Accreditation of Teacher Education (NCATE) and the North Carolina Department of Public Instruction (NCDPI), the LMC Elementary Education Programs emphasize excellence, not mediocrity. NCATE is the professional accrediting organization for schools, colleges, and departments of education in the United States. It is a coalition of over 30 organizations representing teachers, teacher educators, policymakers, and the public.
In NCATE-accredited schools, the new professional teacher gains:
- A broad liberal arts education
- An in-depth study of the content to be taught
- A foundation of professional knowledge on which to base decisions
- Diverse, well-planned clinical experiences in K–12 schools
- An evaluation of readiness to practice through many assessments
- The ability to use knowledge in practice
Job-seekers with NCATE accreditation have distinct advantages: Teacher candidates who graduate from NCATE-accredited schools will be better prepared for initial licensing and advanced board certification. NCATE is working with the Interstate New Teachers Assessment and Support Consortium, and the National Board for Professional Teaching Standards to ensure that teacher education accreditation standards, model teacher licensing standards, and advanced teacher certification standards are compatible.
Many states have reciprocity agreements based on graduation from NCATE-accredited schools, so graduates of NCATE-accredited schools will generally find it easier to apply for licensure when they move out of state.
NCATE accreditation provides the parents of school children:
- An assurance that the teacher preparation program meets standards set by the teaching field at-large
- An assurance that the teacher preparation program underwent rigorous external and impartial review by education professionals with no conflict of interest in reviewing programs
- An assurance that candidate performance is thoroughly assessed throughout the program of study and before licensure recommendation.
For more information about NCATE accreditation, please contact:
NCATE: 2010 Massachusetts Avenue NW, Suite 500,
Washington, DC 20036-1023,
(202) 466-7496
or on the web at www.ncate.org
All NCATE information: NCATE copyright 2002. All rights reserved.
Faculty and Staff
The faculty and staff of the program are well-qualified for the responsibilities they fulfill. All fulltime faculty have appropriate degrees, public school experience, and NC professional licensure. Adjunct faculty are chosen based on their current experience and expertise in their specific fields of teaching. All staff members support the "Reflective Practitioner Framework."
Field Experiences
The field experiences embedded in the program are organized in a logical progression — from observations — to assisting — to student teaching. Each experience provides a smooth transition to the next level of expectation, assuring student success as the level of participation in the public schools advances. Lees-McRae College has agreements with three Professional Development Schools (PDS) that allow students to work with professionals who are committed to improving training for future teachers.
INTASC Portfolio
All students develop a professional New Teacher’s Portfolio, aligned with the Interstate New Teacher Assessment and Support Consortium (INTASC) standards. This document provides a bridge to the Initial Licensure (ILT) Program for assessing new teachers.
Student/Faculty Ratio
The student/faculty ratio is appropriate to allow for positive interaction. Class sizes are held to small numbers that allow for a high level of student participation in small-group and cooperative learning activities. With this ratio, faculty members enjoy mentoring and working with students on an individual basis.
Technology Skills
The computer / media skills gained through the integrated curriculum and completion of the NC Technology Portfolio ensure that students meet all state-identified competencies expected of new teachers, and have the practical computer skills to effectively instruct and manage their students and classrooms in the information age.
Considerations and Provisions for Students Transferring to LMC
Since the Lees-McRae College Elementary Education Program serves as the last two years of a four-year degree in Elementary Education, there are certain preadmissions requirements. These requirements are equivalent to the achievements of the first two years of a traditional four-year degree program. These requirements also ensure that students can successfully meet their academic goals and all licensure requirements as developed by the State Board of Education, State Legislature, the North Carolina Department of Public Instruction, and Lees-McRae Teacher Education Program.
Pre-Admissions Requirements for Elementary Education
Students must have a 2.5 cumulative GPA on all previous coursework
Students must have completed an Associate of Arts Degree from a regionally- accredited school; OR Students must have 65-semester credit hours that meet the Lees-McRae College General Education Core.
Students must achieve a composite score of 522 on the reading, writing, and mathematics tests of the Praxis I: Pre-Professional Skills Test. Students with a BA/BS degree are exempt from this requirement, but will need to take PRAXIS II upon program completion as all students must do.
With an Associate of Arts degree, students will be registered at Lees-McRae with junior class status, with all the privileges and benefits available to students already enrolled at Lees-McRae, including eligibility for financial assistance, academic honors, student activities, development services, and social opportunities.
Content area courses from a student’s Associate of Arts Degree graded below "C" will not fulfill a Lees-McRae requirement.
Each person who is interested in the program will be given a transcript analysis to determine if there are any pre-requisite courses they need to take prior to starting the program. If a student already has an accredited AA, AS, BA or BS degree, or has 65 semester credit hours that meet the Lees-McRae College General Education Core, they will not have to take additional courses prior to starting the program. Students without one of these degrees will be given a detailed listing of the courses they need to take, and advice on efficient ways to meet those pre-requisite course requirements.
Admissions Process for the LMC Elementary Education Program
The admissions process for a program of this nature takes time and can be frustrating. There are many pre-qualifications, scheduling, and licensure issues to be considered. It is important to take the time in the application process to be sure that Elementary Education is the correct professional choice, and that Lees-McRae College is the correct teacher education program choice. Applications for admission are available from the program coordinator, and come with detailed instructions on completing the admissions process.
Since the LMC Elementary Education Programs are sequenced two-year programs of study (four full-time [12-15 hour] semesters and one [6 hour] summer session), non-lateral entry students must begin their program with a new cohort (group), and continue full-time through the two-year course of study. Students must complete the admissions process no later than two months prior to the anticipated starting month and year.
Following a pre-admission interview and advising appointment with a program coordinator, the Dean of Admissions will inform students of their admission acceptance or denial. Applicants not accepted into the program should contact the coordinator for direction on meeting the preprogram requirements. Accepted applicants should make their $100.00 deposit to the College as instructed in their acceptance letter.
Admission to the LMC Teacher Education Program
Admission to the Teacher Education Program is separate from the Lees-McRae College admission process. It will be fully explained in the course EDU 201, Foundations of Teaching or EDU 202 Foundations Bridge Course. Acceptance into the Teacher Education Program at Lees-McRae is a process that occurs over your first semester beginning with instruction and evaluation on the knowledge, skills, and dispositions necessary for effective classroom teaching. Following EDU 201 or EDU 202, students will be asked to formally make application to the Teacher Education Program by:
- Completing the Application for the Lees-McRae College Teacher Education Program
- Gathering two supportive Lees-McRae College EDU faculty recommendations
- Writing an essay on their desire to become a teacher. Applications will be approved by the Admissions Subcommittee of the Lees-McRae College Teacher Education Committee.
PRAXIS I Testing Requirements
Providing qualified teachers for our classrooms is a national priority. The public demands that we hold beginning teachers to the highest professional standards. Educators at all levels see the challenge: To establish a teacher licensing program which is national in scope, yet tailored to suit the evolving needs of individual states. One vital component of such a program is a system of thorough, fair, and carefully validated assessments designed to evaluate each teacher candidate’s basic academic skills, subject knowledge, and classroom performance. Thirty-five states rely on The PRAXIS Series: Professional Assessments for Beginning Teachers®. These assessments reflect the most current research and the professional judgment and experience of thousands of distinguished educators from across the country.
The PRAXIS Series assessments are nationally administered and continually updated and improved to provide the valid, reliable information states need. The series incorporates the latest technology in computer-based assessments and instruction. Each assessment meets the exacting standards set by Educational Testing Service (ETS). The three categories of assessments in The PRAXIS Series correspond to the three milestones in teacher development:
PRAXIS I: Academic Skills Assessments: Prior to entering a teacher training program
PRAXIS II: Subject Assessments: Graduating from a teacher training program
PRAXIS III: Classroom Performance Assess: The first years of classroom teaching
PRAXIS I: Academic Skills Assessments: designed to be taken early in the student’s college career to measure reading, writing, and mathematics skills vital to all teacher candidates. The assessments are available in two formats, paper-based and computer-based. Both test formats measure the same academic skills. Computer based test provide an immediate score in reading and math, and are available on demand throughout the year by appointment, eliminating the need to register in advance. The paper-based tests, called the PPST® or Pre-Professional Skills Tests, are given six times a year.
PRAXIS II: Subject Assessments in Elementary Education: taken during a student’s senior year and must be passed before a student can be recommended for licensure.
PRAXIS III: Classroom Performance: not currently required in NC.
The State of North Carolina requires passing scores on both the PRAXIS I and II for all pre- professional teachers to be recommended for clear license following their teacher education program. Lees-McRae College’s Teacher Education Program policies dictate that all students entering the program must have taken and passed all three parts of PRAXIS I prior to admission to Lees-McRae and the Teacher Education Program. Students who have already earned a BA or BS degree prior to program admission are exempt from this requirement. To support this policy, a series of PRAXIS I Test Preparation Seminars are given, generally each semester. Students are also given preparation seminars for the PRAXIS II during their student teaching seminars held in the second semester of their senior year.
For more information about PRAXIS I and II testing, contact:
Educational Testing Service
Teaching and Learning Division
Rosedale Road, Princeton, NJ 08541
(609) 771-7395
or on the web at
www.ets.org
www.teachingandlearning.org
praxis@ets.org
PRAXIS information copyright © 2000 ETS. All rights reserved.
Support for Lateral Entry Teachers
Students with Bachelor’s degrees are required by the State of North Carolina to complete a teacher education course of study to be licensed. A teacher already employed in the public schools without their teacher certification is considered a "lateral-entry" teacher and given a special temporary license. Lees-McRae College is dedicated to supporting lateral-entry teachers. Faculty members regularly attend state and regional meetings on teacher licensure to ensure accurate academic advising for lateral-entry teachers. Currently, teachers considered "lateral-entry" are required to affiliate with a teacher education program and complete 6 semester credit hours per year towards their teacher education. Teachers with an "Emergency Permit" are required to complete 15 semester credit hours per year. To learn more about the state and local educational requirements for lateral-entry teachers, contact your local school personnel office, the North Carolina Department of Public Instruction, or the LMC Division of Education and Physical Education.
Beginning in January 2002, the North Carolina Department of Public Instruction instituted three Regional Alternative Licensing Centers (RALC) to assist Lateral Entry Teachers gain their clear licenses. Lateral Entry Teachers may request the Licensure Officer from their local school district’s central office to send transcripts and continuing education credits to the RALC for evaluation. After an evaluation, Lateral Entry Teachers may follow RALC program requirements, or choose to follow the Lees-McRae College Teacher Education Program requirements. If a student chooses to follow RALC program requirements, he/she may take as many or as few courses from Lees-McRae as he/she wishes. It should be understood, however, that recommendation for licensure will be made by the RALC, and not Lees-McRae College.
Lees-McRae College offers several course requirement options for those students who currently hold a Bachelor of Arts or Science degree. These students are required to take the standard course of study for the first, second, and third semesters (including the Summer I Session). During the fourth semester, however, they may choose the program option that best suits their goals. Program options include a Bachelor of Science in Elementary Education or a Licensure-Only program of study. For complete details, carefully read the Lees-McRae College Teacher Education Handbook policy on Lateral Entry Teacher program requirements, or contact the Licensure Officer in the Division of Education and Physical Education.
After Graduation
With the national teacher shortage, there are opportunities for graduates to be selective in accepting teaching positions based on geographic areas as well as grade level interests. In order to attract the best candidates, many public school systems are paying a substantial signing bonus or moving expenses, and assisting new teachers professionally in many ways. Ultimately, the greatest reward of a career in Elementary Education is the satisfaction that comes with being a positive influence on the social, emotional, physical, and most importantly academic development of children.
Application Form
Click on each of the site locations to download an application for admission:
Mayland Community College
Surry Community College
Western Piedmont Community College
Locations and Contact Information
Surry Community College
Laura Horton
HortonL@lmc.edu
Western Piedmont Community College
Ava Smith
smitha@lmc.edu
Mayland Community College
Ginger McKinney
mckinneyv@lmc.edu