Belmont Abbey College

The primary mission of the Department of Education is the preparation of teachers who are liberally educated, professionally competent, personally and socially mature, and acutely aware of the responsibilities and privileges entailed in their involvement with public and private education. Influenced by the Benedictine heritage of the College, all teacher education programs also seek to develop the student’s understanding of the nature of community and of the teacher’s role as a community builder.

The mission of the elementary education program is to prepare prospective teachers for successful careers in public school classrooms (K-6). Students who complete the undergraduate teacher licensure program in elementary education are prepared to enter the first phase of their professional career as effective beginning teachers. They will also graduate as a liberally educated, professionally competent builder of community.

The goal of the elementary education program is to provide students with the knowledge and skills necessary to plan and implement developmentally appropriate learning experiences for children in kindergarten through grade six (K-6). Preparation for entering an elementary teaching career includes an integration of theoretical study, a variety of selective field experiences, and systematic professional and personal reflection.

The elementary education program objectives require that students demonstrate the following abilities and skills.

• Knowledge of the various content areas within the elementary school curriculum
• Intellectual curiosity and critical thinking capabilities
• Knowledge and understanding of the historical, social, and philosophical foundations of current elementary school practice
• An understanding of the patterns and processes which characterize the cognitive, linguistic, emotional, social, and physical development of elementary-age students
• An understanding of the application of child development principles to developmentally appropriate practices in the elementary school, including to both chronological norms and individual differences and variations
• An ability to create and sustain learning environments that motivate children to be active learners engaged in processes of discovery, interpretation and reflection
• The ability to observe and record the behavior of elementary children and apply observational data to learner
• Diagnosis and curriculum planning
• A proficiency in oral and written communication skills
• The ability to select, utilize, and evaluate a variety of instructional methods and teaching strategies
• An understanding of interdisciplinary perspectives and the ability to guide children’s learning through integrated, thematic units of instruction
• The understanding of and appreciation for cultural diversity
• An understanding of the multi-dimensional role of the elementary teacher, including instructional responsibilities, communication with parents, and collaboration with other professionals and community agencies
• The acquisition of those attitudes and values which inform and guide ethical action and reflection
• The personal maturity and confidence which assists the individual in continued professional growth

Students should understand that recommendation for teacher licensure is separate from the awarding of a degree. Consequently, the mere declaration of a major does not guarantee a student’s admission to a teacher licensure program, or eventual recommendation for state licensure. Such admission and recommendation is part of the responsibility and authority of the Department of Education and is governed by policies and procedures that apply to all applicants. These policies and procedures are detailed in the Department’s Teacher Education Handbook. Any student interested in pursuing NC teacher licensure should utilize this handbook as a reference tool. Critical issues and program requirements are summarized below.

Once a student declares a major in education, or intent to pursue teacher licensure, a faculty member in the Department of Education will be assigned as the student’s advisor. Student progress is monitored according to program descriptions and requirements summarized in this Bulletin. In order to achieve normal progression to the bachelor’s degree and North Carolina teacher licensure, students are advised to follow the schedule of courses set forth in the Teacher Education Handbook. Any departure from the standard program of study described in this Bulletin will be defined in consultation with a student’s advisor and will require the approval of the Chair of the Department. Students wishing to apply for admission to a licensure program are required to:

• submit a Declaration of Major form
• submit an Application for Admission to a Teacher Licensure Program
• submit two positive recommendations from Belmont Abbey College Education Department Faculty who are in a position to evaluate the student’s personal, social, and academic maturity
• successfully complete 9 credit hours of professional studies courses
• achieve a minimum Cumulative Grade Point Average of 2.5
• achieve North Carolina passing scores on the PRAXIS Pre-Professional Skills Tests (PPST) or Computer Based Tests (CBT) in Reading, Writing, and Mathematics

In compliance with state guidelines, licensure-seeking candidates must be formally admitted to a teacher licensure program at least two(2) semesters prior to student teaching. In addition, only those students formally admitted to the elementary licensure program may enroll in the following education courses that are designated for licensure candidates only: ED 400 Classroom Management, ED406 Language Arts, ED407 Diagnosis/Treatment of Reading Disabilities, ED410 Models of Teaching: Science/Social Studies, ED430 Teaching Mathematics, ED471 Student Teaching Seminar, and ED475 Student Teaching.

Should a student evidence difficulty in oral or written communication, a plan for improved proficiency will be developed between the student and is/her advisor.

Students should understand that admission to the senior year student teaching experience is not automatic. To be admitted, a student must:

• have been admitted to a teacher licensure program
• submit an Application for Admission to Student Teaching
• complete all prerequisite coursework.
• have earned a minimum grade of “C” in all required professional and specialty studies courses.
• have earned a minimum cumulative grade point average of 2.50 or higher in core courses and 2.75 or higher in professional and specialty studies courses.

Upon completion of all program requirements, including those summarized below, a student is eligible for recommendation for teacher licensure in North Carolina. Recommendation for licensure in other states is subject to the laws and requirements of that state, compliance with which is the responsibility of the student. The process for recommendation for licensure is explained in the Teacher Education Handbook.

To receive the College’s recommendation for licensure in North Carolina a student must:

• complete all required coursework with a minimum cumulative grade point average of 2.75
• achieve NC passing scores on the appropriate PRAXIS Specialty Area Examination(s)
• pass a Technology Competency/Portfolio review
• receive the recommendation of the Chair of the Department of Education and the College Licensure Officer.
• receive the recommendation of the student teaching supervisors (IHE and LEA) and the designated LEA official responsible for LEA coordination of the senior year student teaching experience (Form IHE-01b).
• complete all necessary application materials, obtain official transcripts, and pay any required State licensure fee(s).

Students holding a baccalaureate degree from an accredited college or university may apply to pursue a program of study leading to teacher licensure in elementary education (K-6). Following an evaluation of the individual’s previous academic transcripts, a specific program will be developed appropriate to the student's academic background and experience. The Department Chair and College Licensure Officer must approve this program and a written record of the student’s program requirements will be maintained in the Department office.

Students enrolled in licensure-only programs of study must complete a minimum of eighteen (18) semester hours of coursework (not including student teaching) at Belmont Abbey College.

The requirements for licensure-only programs are comparable to those for degree seeking students. For example, a student must:

• complete the same professional and specialty studies requirements as degree seeking students
• provide documentation of undergraduate GPA of 2.5(+) OR present passing scores for the Praxis Series I: Pre-Professional Skills Tests (PPST) in Reading, Writing, and Mathematics
• complete an application to teacher licensure
• submit an application for admission to student teaching.
• achieve NC passing scores on the appropriate PRAXIS Specialty Area Examination
• pass a Technology Competency/Portfolio review
• meet the same general admission, retention, and recommendation for licensure requirements defined for degree seeking students

Lateral Entry candidates who are employed as elementary teachers in North Carolina public schools can fulfill requirements toward licensure recommendation in affiliation with the Department of Education at Belmont Abbey College. The lateral entry teacher must provide the College Licensure Officer with a copy of the provisional license, a copy of the contract with the employing school system, and an official copy of any relevant college transcripts showing all degree information and a cumulative GPA at or above 2.5.

An individualized program of study is developed for each lateral entry teacher. For more information, please contact the Chair of the Education Department and consult the Teacher Education Handbook.

Any student wishing to appeal a program admission decision, a decision to deny approval to student-teach, a graduation recommendation, or a recommendation for licensure decision must make such an appeal in accordance with the policies and procedures established by the College, and set forth in the Department of Education Teacher Education Handbook. This handbook, and related publications, may be obtained from the Department Office. Copies of the Handbook are maintained in the Office of the Registrar, and in the Office of the Dean for Academic Affairs.

Professional Studies 22 Credits

• ED 200 Introduction to Education 1
• ED 250 Human Growth and Development 3
• ED 275 Introduction to the Exceptional Child 3
• ED 300 Technology and Learning 3
• ED 302 Education and Society 3
• ED 312 Educational Psychology 3
• ED 361 Curriculum and Instructional Design 3
• ED 400 Classroom Management 3

Specialty Studies 36 Credits

• ED 303 Children’s Literature 3
• ED 304 World of the Young Child 3
• ED 350 Arts in Elementary School 3
• ED 351 North Carolina History and Geography 3
• ED 406 Language Arts 3
• ED 407 Diagnosis and Treatment of Reading Disabilities 3
• ED 410 Models of Teaching: Science/Social Studies 3
• ED 430 Teaching Mathematics 3
• ED 474 Student Teaching Seminar 3
• ED 475 Student Teaching 9

For students who are not pursuing a major in education but who nonetheless have an interest in the study of education, an education minor is available. The normal sequence of courses (15 cr.), in which a student must earn a grade of “C” or better, is as follows:

• ED 250 Human Growth and Development (3)
• ED 275 Introduction to the Exceptional Child (3)
• ED 302 Education and Society (3)
• ED 312 Educational Psychology (3)
• ED XXX Approved Education Elective (3)

A student interested in pursuing a minor in education must contact the Department Chairperson within the completion of six (6) hours of the above listed courses; a student must formally apply to the Department of Education for approval.

Honor students in education are invited to join the Upsilon Eta Chapter of Kappa Delta Pi (KDP), an international society promoting excellence in education. Membership is open to honor students who have shown commendable personal qualities, worthy educational ideals, and sound scholarship. Involvement in KDP provides students with the opportunity to cultivate relationships with other members of the teaching profession, inspires students to strive for individual and professional growth, and encourages them to become active participants in state, regional, and national meetings.

The Curriculum Resource Center (CRC) is a resource facility (located in room 112, William Gaston Science Building) that provides a variety of education services for students and faculty. The CRC houses curriculum materials, professional literature, and instructional equipment. It supports the goals and objectives of the Department of Education, which reflect the instructional needs and practices of teachers in elementary schools. The center serves as an active learning environment for students and provides opportunities for examination, production, and evaluation of educational resources.

The Teacher Education Technology Lab (located in room 111, William Gaston Science Building) is a computing facility that serves both Belmont Abbey College education students and teachers from local public schools. Operating hours are designed to accommodate students’ schedules; weekday and evening hours are posted in the lab each semester.

The teacher education program at Belmont Abbey College is fully accredited by the National Council for Accreditation of Teacher Education (NCATE) and its program in teacher education is approved by the North Carolina Department of Public Instruction (NCDPI).

The Sister Christine Beck Department of Education of Belmont Abbey College is in compliance with Section 207 of Title II of the Higher Education Act of the United States Department of Education. This act requires Institutions of Higher Education (IHE’s) to report to the federal and state governments as well as to the public. These reports and relevant data are available upon request from the Sister Christine Beck Department of Education Office.

Powell, Sara Davis– Chair and Associate Professor of Education B.S. in Mathematics, Southern Nazarene University M.A.T. in Math Education, University of Colorado. Ph.D. in Administration, Supervision, and Curriculum Development, University of Colorado.

Dr. Powell has taught all grade levels, with most of her public school teaching experience in a middle school math classroom. She taught undergraduate and graduate courses at the College of Charleston for 12 years before joining the BAC faculty in fall 2006. Her areas of expertise include math education, upper elementary/middle grades, and instructional techniques. Dr. Powell is the author of Introduction to Middle School, a college text published in 2005 by Prentice Hall. Her second textbook, Introduction to Education: Choosing Your Teaching Path, will be published by Prentice Hall in January 2008.

Ratchford, Melinda - Associate Professor of Education B.S. Appalachian State University, M.S.L.S. University of North Carolina-Greensboro, Ed.S. Appalachian State University, Ed.D. University of North Carolina-Chapel Hill.

Dr. Ratchford worked in the North Carolina public schools for thirty-one years, retiring in July 2000. She is currently the Director of the Curriculum Resource Center , and in 2002 won the Adrian Faculty Excellence award. Her avocation has been a forty-five year interest in the study of RMS Titanic and her history, having given presentations on the topic to well over a hundred groups. She is an avid reader and a life long learner returning every ten years to get another degree; her latest was an A.A. in Paralegal Technology from Gaston College in 1999. She and her husband have traveled to forty-eight of the fifty states repeatedly and in Europe on numerous occasions.

Pam Wilson - Assistant Professor and Director of Field Experience in Education
B.S. Winthrop University, M.Ed. Winthrop University

After retiring from the public school system with thirty-three years of service, Mrs. Wilson joined the College faculty as an Assistant Professor. Her work in the public school system included twenty-nine years of classroom experience in grades K-3 and four years as an Instructional Specialist. In addition to these responsibilities, she taught part-time in the College's ADP program as well as providing training and consulting services for teachers in various school systems.

Benette Sutton - Visiting Lecturer in Education
B.A. Sacred Heart College, M.Ed. University of North Carolina-Charlotte

Mrs. Sutton worked for the Gaston County School System for over thirty years. She has been a classroom teacher, reading specialists and Title I Program Coordinator. For the last eight years, Mrs. Sutton has taught part time for the Abbey and recently implemented a tutoring program placing Belmont Abbey teacher candidates at Page Elementary to work with students needing extra instruction. Mrs. Sutton serves on the Board of Directors for the Gaston Literacy Council

Download the Title II NC Institution Level Survey 2005-2006