Department of English
Program
Requirements:
B.A.
in English--High School Teaching
Requirements for the BA in English with Teacher Licensure in High School Teaching
By declaring and earning a BA in English with high school teaching, you are fulfilling two separate but related sets of requirements – those set by the university to complete your degree and those set by the North Carolina Department of Public Instruction for your licensure. Some of these state requirements are fulfilled through coursework, while others are fulfilled by qualifying national test scores, a minimum GPA of 2.75, the technology portfolio, and acceptance into the Teachers Academy.
Course Requirements in English
These requirements are identical to those for the program, English-B. A.,
except for the following: students must take English 321, Linguistics for
Teachers, and English 322, The Teaching of Writing to meet requirements
III and V.
English
321: Linguistics for Teachers has three interrelated goals:
to develop your understanding of language structure, to learn about theories
that provide different perspectives of grammar, and to understand how
language differs according to purpose, audience, and occasion, You
will use what you learn in analyzing how you and others speak and write
and how the two modes connect. You will write frequently about
language structure and use, work in groups, and gain a working knowledge
of how the computer can be an efficient tool in analyzing and writing
about language.
English
322: Teaching Writing has two aims: to develop your writing
skills and confidence in writing and to apply theories of composition
to potential classroom practice. You will use what you learn from
your reading of rhetoric and composition theory and from your own experiences
as readers and writers to begin to develop approaches to the teaching
of English. You will write frequently in formal and informal contexts,
keep reflective journals, and work often in groups.
A grade of "C" or better in each course is required for admission to student teaching. Both courses meet requirements III and V. For complete B.A. requirements, see the Handbook for English Majors and Minors.
Additional
Course Requirements:
Health [HEA] 201 (3 hours); Educational
Leadership and Cultural Foundations [ELC] 381 (3
hours); Curriculum
and Instruction [CUI]
545(3 hours), 450 (3 hours), 535 (3 hours), 551 (3 hours), and 465 (12
hours).
Health (HEA) 201: Personal Health (3:3)-- Study of determinants of healthful and safe living for various age groups; emphasis on analyses and interpretations of research methods and findings within a social ecological conceptual framework
Educational Leadership and Cultural Foundations (ELC) 381: The Institution of Education (3:3)-- Historical background, purposes, and concepts basic to public education; school as an expression of social and economic life, as a modifying influence on life, as an interpreter of ideologies, as an instrument for the transmission of culture; evolution, use, and personal significance to teachers of the dominant American philosophy of education.
Curriculum and Instruction (CUI) 545: Diverse Learners (3:3:2)-- Provides students with a broad base of knowledge and skills to increase their effectiveness in meeting the needs of diverse learners through appropriate instructional, curricular, and behavioral strategies. During this course, you will be asked to spend 20 hours as an observer/participant in a high school classroom.
CUI 450: Psychological Foundations of Education (3:3)-- Designed to develop and demonstrate application of knowledge and understanding of the processes and methods of learning and teaching in respective school settings. Includes study of learner's growth and maturation, individual differences, and application of psychology to task of the teacher in evaluating pupil progress. Classroom observation and simulated experiences emphasized. Appropriate emphasis on adolescence.
CUI
535: Literacy in the Content Area (3:3)-- Designed to prepare
the middle grades, secondary, and special subject or content area teachers
to work with students who exhibit a variety of reading and writing levels.
CUI 551: Teaching Practices and Curriculum in English (3:3:2)-- Designed to prepare you for student teaching by integrating subject matter considerations and teaching methods. You will learn about designing integrative lesson and unit plans, accommodating individual and group needs, responding to writing, evaluating performance, and other concerns of the English classroom teacher. Fifty hours of high school observation and participation are required.
CUI 465 Student Teaching
and Seminar: Secondary School (12)-- You will be admitted to the last phase
of the program when you've completed all prerequisites. The semester before
you student teach, you will complete a Piedmont Alliance form indicating areas
of interest and preferences, and you will then be assigned to an area high school
and a cooperating teacher. These assignments are made by the School of
Education in cooperation with the administrative staffs of local school systems. After
you have been assigned, you will contact your cooperating teacher, and the two
of you will make plans for your work in the classroom, including when and how
you will assume responsibility. Part of your work in the school involves
observing, reflecting, working with individuals and small groups, as well as
teaching whole classes. The Student Teaching Handbook explains in detail
how cooperation should work.
Several times during your student teaching period, a supervisor from the English Department or from the School of Education will visit your school. The supervisor can help you with developing ideas, suggesting methods, and answering questions. The supervisor will visit your classroom to get a sense of your development as a teacher. At the end of the semester, you, your cooperating teacher, and the supervisor will meet for final discussion and evaluation of your work.
CUI 551 is a prerequisite to CUI 465. CUI 551 is normally offered in
the fall semester and CUI 465 is in the spring semester.
It is strongly recommended that you take LIS 120: Introduction to Instructional Technology for Educational Settings (1:1:1) or CUI 120 Introduction to Instructional Technology for Educational Settings (1:1:1) as they fulfill the North Carolina Basic Skills Technology Requirement.
Other
Requirements:
a. Admission to the Teachers Academy: In the semester in which you expect to
complete 60 hours of work toward the degree (usually the last semester
of your sophomore year), you should apply for admission to the Teachers
Academy
with the Director of English Education (20F McIver). The requirements are:
(1) an overall grade point average of 2.75; (2) a 2.75 grade point average
in English courses above the 100 level; (3) successful completion of at
least 12 semester hours at UNCG; (4) recommendation of the English department;
and (5) achievement of a satisfactory score as set by the North Carolina
Department of Public Instruction on the Praxis I Exam (PPST).
b. Admission to Student Teaching (CUI 465, twelve hours): Apply for student
teaching the year before you expect to graduate. The application period is
from the first day of classes in January through February 15. The requirements
are: (1) admission to the Teachers Academy, (2) proof that the major and education
course requirements will be successfully completed in the semester before student
teaching, (3) a consistent grade point average of 2.75 or higher after being
admitted to the Teachers Academy, and (4) recommendation of the English Department.
Except in unusual circumstances, students may not take additional courses during
the student teaching semester.
c. To apply for your license, you need to successfully complete the following:
the BA in English with high school teaching degree with a grade point average
of 2.75 or higher, your student teaching internship, the Praxis II professional
knowledge and pedagogy examination in two parts, and the state mandated technology
requirements.
Notes:
(1) Either at
the end of your last semester of your second year or at the beginning
of your third
year, you should request an official audit through
the Registrar’s Office in Mossman. The online form is at http://web.uncg.edu/adv/degreeaudits/.
By doing this, you and your academic advisor will have a more accurate
record of your course progress and will be better able to sequence
the coursework
during your third and fourth years.
(2) If
you wish to do study abroad and you still plan to complete this program
in four
years, recognize that the education courses for the last three semesters
of this program are sequenced; therefore, you will want to plan ahead.
To fulfill
this degree and related licensure requirements, the most flexible semesters
for study abroad are summers, spring semester of sophomore year, and fall
semester of junior year.
(3) Since the student teaching semester consists
of only 12
hours of work, the student must arrange to make up the deficit of 3 hours
in another semester or in summer school. (4) CUI 545 is a prerequisite
for 551.
CUI 551 (English Methods) is a prerequisite to CUI 465 (Student Teaching).
CUI 551 will normally be offered only in the fall semester and CUI 465
only in the spring semester.
For more course information, see the Undergraduate Bulletin or the Graduate Bulletin.