Additional Information

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    Program Mission

    The goal of the Teacher Education Program at Lees-McRae College is to provide strong courses of study which promote positive and holistic development of teachers within a reflective practitioner framework. It is expected that students who complete the Teacher Education Program and become licensed teachers will be individuals who have a distinct knowledge about 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.

    Lees-McRae offers licensure in Elementary Education (K-6), Special Education: General Curriculum (K-12) and Theatre Arts (K-12).  Further information can be obtained from the Director of Teacher Education and the Teacher Education Handbook.

    As soon as a student establishes an interest in an education major, the student should contact the Director of Teacher Education and file an Interest Form. This procedure will place the student's name on a list in the Office of Teacher Education the and ensure receipt of all information concerning teacher education.

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    Admission Requirements

    Candidates who wish to enter the Lees-McRae Teacher Education Program and seek a teaching license should follow the procedures outlined below.

    1. As soon as a candidate establishes interest in seeking a teaching license, the candidate should contact the Director of Teacher Education or the appropriate Program Coordinator to schedule a conference, at which time the requirements for admission to the Teacher Education Program will be outlined to the candidate. At the same time, the candidate will file a Teacher Education Program Interest Form. This form provides current candidate contact information and ensures that candidates with an interest in an education program receive timely information regarding academic advising and licensure requirements.
    2. As soon as a candidate decides to seek teacher licensure, the candidate should also contact the Program Coordinator to begin the process of declaring a major in Education. During this process, contact must be made with the Director of the academic Program of the declared major (in the case of Theatre Arts Education) and with the Director of Teacher Education. This process establishes the candidate as a potential candidate for admission to the Teacher Education Program. All candidates majoring in a K-12 licensure program must also major in a second discipline (Theatre Arts).
    3. Candidates who establish an interest in the Teacher Education Program and declare a major as outlined in the current College Catalog often will be able to take advantage of the teacher education requirements that appear in the General Education Core, thus reducing the amount of time needed to complete both programs of study. This guideline does not apply to Elementary Education majors.
    4. On-campus Elementary Education candidates are required to work toward the B.A. or B.S. degree. The Bachelor of Arts degree requires three semesters (12 semester hours) of Spanish language instruction. On-campus B.A. candidates should begin taking the required Spanish courses as early as possible in their program of study, and no later than their sophomore year, in order to facilitate their last two semesters in the field. The Bachelor of Science degree requires 6-8 additional hours of math and/or science beyond the general education core requirements. Candidates should take these courses as soon as possible in order to complete them before the professional education courses are taken.
    5. The Lees-McRae College Department of Education, along with the North Carolina Department of Public Instruction, mandates passing PRAXIS Core: CORE ACADEMIC SKILLS FOR EDUCATORS as a requirement for admission to Teacher Education Programs.
    6. Lees-McRae further requires that candidates must take and pass EDU 201 with a “C” or better AND take PRAXIS Core:  CORE ACADEMIC SKILLS FOR EDUCATORS sections 5712 (reading), 5722 (writing), and 5732 (math) or receive a composite score of at least 468 as co-requisites for continuing with education course work in the on-campus programs. Scores on all PRAXIS tests must meet or exceed the requirements established by the State Department of Public Instruction for the year that the candidate takes the examination(s). An official report of the scores should be sent to the Director of Teacher Education, Lees-McRae College, PO Box 128, CPO 3740, Banner Elk, NC  28604. (Use the ETS reporting Code: 5751 when registering for the tests.) (See p. 39 for SAT and ACT scores that qualify candidates for exemption from PRAXIS I: CORE ACADEMIC SKILLS FOR EDUCATORS examination.)
    7. Candidates are required to pass PRAXIS: CORE ACADEMIC SKILLS FOR EDUCATORS (reading, writing, and math sections) prior to admission to Teacher Education. Candidates who have not passed all required sections of PRAXIS: CORE ACADEMIC SKILLS FOR EDUCATORS or who have not made a composite score of at least 468 will not be admitted to the Teacher Education Program until they do so. This means that they will not be allowed to register for further education courses if they have not passed PRAXIS: CORE ACADEMIC SKILLS FOR EDUCATORS (all required sections or required composite score).
    8. The candidate must apply for admission to the Teacher Education Program. There are four (4) parts to the application that must be submitted before consideration:
      1. Application for Admission to the Teacher Education Program. This form may be obtained in the Department of Teacher Education office.
      2. Two (2) Faculty Recommendations. Forms may be obtained in the Department of Teacher Education. Recommendations should be from faculty members of the Department of Teacher Education. NOTE: Recommendation letters are valid for the semester submitted and/or the following semester only. If a candidate fails to be admitted due to PRAXIS:  CORE ACADEMIC SKILLS FOR EDUCATORS scores or other disqualifiers, that candidate must submit new recommendations at the time of application to the Teacher Education Program.
      3. Personal Statement. In a one-page essay, applicants should analyze their professional dispositions for teaching.  Each applicant should reflect on what in his/her personality would produce an effective teacher.
      4. Academic Eligibility. Applicants should present documentation of PRAXIS:  CORE ACADEMIC SKILLS FOR EDUCATORS scores that meet the North Carolina Department of Public Instruction standards (a copy of an official PRAXIS Score Report) and a minimum cumulative GPA of 2.7 (applicants may print an unofficial copy of their transcript from WebAdvisor).

    Application Deadlines:

    On Campus Candidates:

    • Provisional Admission to Teacher Education.  Due by May 1 of the sophomore year.  Candidates must have a minimum 2.7 GPA and passing Praxis:  Core Academic Skills for Educators score (468).  Submit the Application for Admission to Teacher Education, including the essay.
    • Formal Admission to Teacher Education.  Due by December 1 of the junior year.  Candidates will submit two recommendations from Education faculty, have a minimum GPA of 2.7, and no grade below a “C” in any EDU coursework.

    Extended Campus Candidates:

    • Formal Admission to Teacher Education.  Due before the end of the first semester of LMC coursework (Dec. 1 or May 1).  Candidates must have a minimum 2.7 GPA, no grade below a “C” in any EDU coursework, and passing Praxis:  Core Academic Skills for Educators score (468).  Submit the Application for Admission to Teacher Education, including the essay, and two recommendations from Education faculty.

    Once all application materials are assembled, the Director of Teacher Educaion will make a recommendation to the Admissions Subcommittee of the Teacher Education Advisory Council for admission to the program. The Admissions Subcommittee may choose to interview a candidate. On occasion, a candidate will be admitted “with recommendations.” In such case, the candidate must demonstrate that he or she has attempted to rectify the issue(s) of concern within an established time frame and by following the procedures suggested by the Admissions Subcommittee of the Teacher Education Advisory Council.

    The Director of Teacher Education will write to each applicant informing her/him of the Admissions Subcommittee’s decision.

    Any candidate who is denied admission may reapply for admission to the Teacher Education Program if the candidate’s status changes significantly.

    A candidate may appeal the decision of the Admissions Subcommittee by filing a letter of appeal with the Director of Teacher Education. The Director will set up an Appeals Committee composed of the Director, the Dean of the Faculty, two members of the Admission Subcommittee of the Teacher Education Advisory Council, and one member of the faculty at large.

    It should be noted that admission to the Teacher Education Program does not guarantee satisfactory completion of the program. The teacher education faculty will aid all candidates in any way possible—always striving to mentor effectively. If, however, a candidate does not show appropriate progress, or is deficient in any area of the knowledge, skills, and/or dispositions established as necessary for effective teaching, the candidate will be advised to withdraw from the program. The decision to recommend a candidate’s withdrawal from the program will be made by the teacher education faculty with input from the faculty of the second major (if applicable) and/or the candidate’s public school cooperating teacher.

    Student teaching placement is not automatic or guaranteed. Student teaching placement is contingent upon successful completion of all coursework and field experiences, as well as demonstrating consistent progress towards an average of “proficient” on Dispositions. The Licensure Officer makes the ultimate decision as to whether or not a candidate may student teach, based on coursework, dispositions, and field experiences.

    If a candidate has ever been convicted of a crime (excluding minor traffic violations), the North Carolina Department of Public Instruction requires that a letter of explanation and a certified copy of the court proceedings be attached to the candidate’s  North Carolina license application. Generally, conviction of a crime precludes licensure in the state of North Carolina. It is important to discuss this with the academic advisor before proceeding with a program of study in education that leads to licensure.

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    Scholarships

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    Transfer/Licensure-only Policy

    Transfer and licensure-only candidates must meet the same requirements for admission to and exit from the program as traditional candidates. In order to ensure that these requirements are met, transfer and licensure-only candidates must follow the procedures outlined below:

    1. Candidates must complete the Application for Admission to the Teacher Education Program Form.
    2. Before admission, candidates must take PRAXIS:  CORE ACADEMIC SKILLS FOR EDUCATORS and meet or exceed the North Carolina Department of Public Instruction minimum score requirements. For candidates who already hold a Bachelor of Arts or Bachelor of Science degree with a cumulative 2.7 or higher GPA, the PRAXIS:  CORE ACADEMIC SKILLS FOR EDUCATORS requirement may be waived.

      Other exemptions are:

      SAT SCORES
      If a candidate has a composite score of 1100 (math and verbal only), s/he is exempt from PRAXIS Core
      If a candidate has a Verbal Score of 550, s/he is exempt from PRAXIS Reading and Writing
      If a candidate has a Math Score of 550, s/he is exempt from PRAXIS Math

      *Applicant must deliver an official SAT Scoreboard Report Card for the exemption scores to apply.

      ACT SCORES
      If a candidate has a 24 ACT Composite Score, s/he is exempt from PRAXIS Core
      If a candidate has a 24 on Math, s/he is exempt from PRAXIS Math
      If a candidate has a 24 on English, s/he is exempt on PRAXIS Reading and Writing

      *Applicant must deliver an official ACTScoreboard Report Card for the exemption scores to apply.

    3. Candidates must undergo an evaluation of official college transcripts by the Director of Teacher Education, the Dean of an appropriate second major (if applicable), and Registrar of the College. The results of the Transcript Evaluation will be reported in writing to the candidate. The purpose of this evaluation is to determine specific courses that must be taken in order to receive licensure in the chosen specialty area and to ensure that all General Education Core requirements have been met.
    4. From this evaluation, a Program Course of Study will be created in collaboration with the candidate’s academic advisor and filed in the candidate’s file in the Department of Education. The candidate will be given a copy of the Program Course of Study. Extended-Campus candidates are exempt from this requirement. Extended-Campus candidates should follow their Cohort Program Course of Study given to them by their Site Coordinator upon admission to the program. Some transfer and licensure-only candidates may be asked to take courses in the General Education Core if needed to meet competencies for their licensure program. Candidates admitted under direct transfer agreements should take note of this requirement.
    5. In addition, candidates may be asked to repeat courses previously taken if the grade does not meet the “C” standard set for the Teacher Education Program or if the information in a course is no longer timely. Licensure-only candidates whose course work is more than seven years old may be asked to audit or repeat certain courses.
    6. At the time of admission to the program, candidates must have a cumulative GPA of 2.7 or better and maintain that standard throughout the program. Transfer candidates who do not have a cumulative GPA of 2.7 from the first two years of general college course work and licensure-only candidates who did not have a cumulative GPA of 2.7 at graduation will be asked to make a 3.0 on the first semester’s work at Lees-McRae College before admission to the Teacher Education Program will be considered.
    7. Thereafter, such candidates are required to maintain the cumulative GPA of 2.7 or better required of every candidate in the program. This requirement gives the candidate an opportunity to show “good faith” in her/his efforts to obtain a teaching license.
    8. Candidates must participate in an admissions interview with the Admissions Subcommittee of the Teacher Education Committee if so requested.
    9. Candidates will receive notification in writing from the Director of Teacher Education of their admission to the Teacher Education Program and of any stipulations on the acceptance placed by the Admissions Subcommittee.

    To receive recommendation for licensure from Lees-McRae College, candidates must take the last 24 hours of professional education course work, including student teaching, through the Lees-McRae Teacher Education Program.

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    Program Academic Policies

    Policy on Academic Standing

    Candidates admitted to the Teacher Education Program are expected to maintain a minimum cumulative GPA of 2.7 or better while in the program. In addition, candidates are expected to make a grade of “C” or better in all Teacher Education courses. Candidates are required to repeat any courses in the Department of Education for which they do not receive a grade of “C” or better. Not meeting these requirements for good academic standing will result in action by the Teacher Education Committee.

    Policy on Exemptions / Waivers / Substitutions

    Candidates wishing to exempt various courses and requirements in the Teacher Education Program must make this wish known to the Director of Teacher Education, who will in turn seek appropriate documentation from the candidate. The Admissions Subcommittee of the Teacher Education Committee will act on the candidate’s request after consultation with the appropriate Department of Education faculty members (and other academic program faculty members when appropriate). Course Waiver Forms are available in the Office of Academic Affairs.

    Policy on Appeals

    All appeals concerning denied admissions to various aspects of the Teacher Education Program should be made in writing to the Director of Teacher Education, who will, in turn, establish an Appeals Committee. The Appeals Committee will consist of the Director of Teacher Education, the Provost & Dean of the Faculty, two members of the Admissions Subcommittee of the Teacher Education Committee, and one member at large from the faculty. The Appeals Committee will interview the candidate, and the Director of Teacher Education will make the Committee’s recommendation known to the candidate in writing.

    Policy on Readmission to Teacher Education

    A candidate must re-apply to the college and to the Teacher Education Program if he or she has been absent for one or more semesters. This is in accordance with current College Catalog procedures.

    TaskStream™ Policy

    TaskStream™ is a Web-based electronic portfolio application which allows students to upload and share selected work via the World Wide Web. Students in various programs in our college must subscribe to TaskStream™ as part of the program’s requirements.

    TaskStream™ also has tools which allow students to create standards-based lesson plans, evaluation rubrics, instructional units, and their own personal Web-based portfolio.

    Materials uploaded to TaskStream™ are used as part of course requirements. They also are evaluated and used in our college’s accreditation reports.

    As a condition of application to Teacher Education, all candidates must subscribe to and maintain a subscription to TaskStream™ throughout the teacher education program. 

    Beginning with the first semester of the junior year, candidates will create and maintain an electronic portfolio to document all the evidences required for program completion and licensure. Common assignments from various courses will be submitted as part of the portfolio.  

    Policy on Student Records

    Primarily, Public Law 93-380, the Family Educational Rights and Privacy Act (FERPA) of 1974, governs access to student records. Candidates have the right to inspect and review information contained in their education records. In order to inspect and review their education record, a candidate must complete the appropriate form available in the Department of Education. Once the candidate has completed the required form, the candidate may review the record in the office of the Director of Teacher Education.

    All student records are kept in locked filing cabinets in the Department of Education. Only full-time professional faculty members in the Department of Education who have reason to use student records will have access to them. Student records may be used in the Program only—they may not be removed from the Department of Education. Upon occasion, it is necessary to share information about certain candidates with part-time adjunct faculty members who teach in the Department of Education and who have contractual commitments with the Department of Education. The decision to share information from student records in such cases is carefully weighed by the Director of Teacher Education and is shared only if the information is necessary for the betterment of the education of the candidate.

    Candidates authorize the release of college entrance examination scores and copies of official transcripts at the time that they complete an Interest Form expressing interest in the Teacher Education Program. These scores and documents are used to advise the candidate towards success in the Teacher Education Program and to determine admission to the program. Candidates also sign a statement of acknowledgment that the Exit Criteria for Student Teaching will become a part of the candidate’s placement file and can be given to prospective employers if requested. This statement may be found at the end of the Final Exit Criteria form.

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    Teacher Education Handbook and Forms