Everyone seems to agree: The more hands-on, pre-service experience in the classroom—where you observe and practice with an effective teacher who gives you helpful feedback—the better.

Why is this important?

Practice makes perfect. In fact, teachers with pre-service (classroom) experience as a part of their prep program are more likely to feel prepared for their first year in the classroom. Having the opportunity to observe other teachers and practice teaching is important for success as a first-year teacher.

What can this look like?

Pre-service, hands-on experience can come in a variety of forms.

In traditional undergraduate or master's programs, your pre-service program typically includes one or two semesters of working in an experienced teacher’s classroom. This is usually called "student teaching" and often occurs during your final year. 

Some alternative licensure programs offer several weeks of pre-service practice with an experienced teacher during summer school, and some will allow you to do a semester of student teaching while enrolled.

Residency programs, or one-year programs for candidates that meet the content requirements of licensure but may still need pedagogy requirements, usually offer a full year of pre-service teaching experience, where you may have some practice in the summer and then a "clinical year" embedded in a school. 

Heads Up: Several alternative licensure programs have "internship" components. This can sound like pre-service experience, but it is just the term for your first year as the primary adult in the classroom before the program has recommended you to receive your license. Some programs will have pre-service experience before this internship year—just make sure you understand the details of the program components before you sign up. For more information about our partner programs, click on a program in the Program Explorer and read the profile.

As a rule of thumb, more pre-service experience is better, but quality definitely matters. Make sure to ask any prospective programs about what the pre-service experience entails, including how long it lasts, how they select mentor teachers and how you will receive feedback on your practice.
 

Your program should help you understand many different student needs, backgrounds and learning styles, and be well prepared to meet the unique academic, social and emotional needs of individual students.

Why is this important?

North Carolina schools have among the most diverse student populations in the nation. With a growing immigrant population, a high percentage of rural students, and over 40% of the population not born in-state, diversity is a key strength and core value of the community.

Teachers who are Special Education and Bilingual licensed are in high demand (so are Science, Technology, Engineering and Mathematics (STEM) teachers). These teachers sometimes receive signing or yearly bonuses from their districts.

A lot of students come to school impacted by trauma, especially those experiencing poverty. Trauma can cause students to enter "fight or flight" mode more often, making it harder for them to absorb lessons. Luckily, there’s a growing body of research, preparation and supports to help educators understand how to effectively engage these students, so that they are able to thrive in school.

What can this look like?

A lot of things:

• Coursework specifically addressing the diverse needs of student populations.
• Understanding Adverse Childhood Experiences (ACEs) or trauma
• Getting coaching and feedback on culturally relevant pedagogy. 
• Learning about how unconscious biases among educators can lead to disproportionately disciplining some students (usually students of color).
• How to check for biases when teaching.

Some programs will specifically address trauma and how to help your students.

A few will even dive into how stress might be impacting your well-being, and how to develop tools to keep you healthy and thriving while in the classroom for as long as you intend to be there. After all, teaching—like all impactful professions—is challenging, and having strategies and tools for self-care will help you thrive as a teacher.

Your program should provide an experienced and highly effective mentor, teacher and coach to provide meaningful feedback during your preparation process. Ideally, your school or district should also provide support in your first few years and as you develop in your profession.

Why is this important?

Teachers told us that observing other teachers was important for them during their preparation and first years of teaching. They also said that having a mentor teacher, especially a mentor who is in a similar subject area and grade level, is critical for success.

North Carolina prep programs and districts have underscored the importance of having a successful, highly effective teacher mentor for both aspiring and new teachers alike. Learn what candidates who go on to teach in NC think about how well prepared they were by the EPP now that they are in the classroom. You want to learn from someone whose work you want to emulate. (Practice doesn’t make perfect; perfect practice makes perfect, after all.) 

What can this look like?

Most educator prep programs will put you in a classroom under the supervision of a mentor, master or host teacher (different names for essentially the same thing) during your pre-service experience.

You might start off only observing, and eventually, through "gradual release," you will start teaching more and more. Mentor teachers then give you constructive feedback to help you grow in ability and confidence.

Programs also send coaches to visit and observe you in your classroom at regular intervals. This resource gives you feedback and helps you think through challenges you're experiencing. Sometimes, coaches will visit you (even after your pre-service experience is over) when you are the primary teacher in a classroom. 

Ask your potential program(s) how they select mentor teachers, what they expect from them, and how they are ensuring that mentor teachers model effective practices and give helpful feedback. You want to ensure that you are equipping students with the proper tools. Be sure to ask these same questions about coaches who visit your classroom. Coaches will observe your classroom setting and how your students are growing. Be picky! You will be a better prepared teacher if you are mentored by an engaged, highly-effective teacher in your chosen field. 

You should look for a prep program that shows commitment to continuous improvement and collecting, sharing, and using data and research to improve their preparation practices (for the ultimate benefit of your future students)!

Why is this important?

Our world is changing rapidly, so the skills we need to be preparing our students for is changing too. To be prepared for the classrooms of today and tomorrow, you will want to know that your prep program is on top of the burgeoning research about childhood development, the brain and how humans learn and grow, equity, etc.

What can this look like?

A commitment to improvement might be the hardest criteria to spot as you shop for programs. You should be able to see data based on race/ethnicity, gender, pathway to licensure, and license area. This allows you to learn about the experience of candidates with whom you might have much in common. Don’t be afraid to ask questions about how the program uses data and research to reflect and improve practice! 

The North Carolina EPP Dashboard has data on each program, so you can choose the EPP that’s right for you. 

The dashboard covers four main areas for each EPP:

• Candidate Selection and Completion: See trends in applications, admissions, current enrollment, completion rates and the average time it takes candidates to finish the program.
• Knowledge and Skills: Find out what alumni say about how well their EPP prepared them for the classroom. You can also see how many EPP candidates passed their licensure exam. 
• Employment After the Program: Learn how many candidates get licensed in North Carolina, begin teaching (and where) and stay for at least two years.
• Performance as Teachers:  See classroom performance of different EPP candidates, including student growth, classroom management and their principal’s satisfaction in their first year of teaching. 

All data is broken down by race/ethnicity, gender, pathway to licensure and license area, so you can see the experiences of candidates who share your background. Use this tool with the TeachNC Program Explorer to help you choose your “best fit” teacher prep program.