Candidates complete liberal arts requirements and begin education courses.

Includes courses in policy, learning theory and diverse learners, along with field experience.

The formal application to teacher education is due by January 1. Six methods courses (Literacy A and B, Instructional Design, Math, Science, Social Studies) and Field Lab 2.

A full semester of student teaching, along with seminars in curriculum and assessment. Submit edTPA portfolio. In spring, additional courses in Leadership and Special Needs.

Courses in policy, learning theory and diverse learners, along with field experience. The formal application to teacher education is due April 1.

Fall: Instructional Design and Specific Content Pedagogy courses, along with field experience.

Spring: a full semester of student teaching, along with seminar. Submit edTPA portfolio.

Our Teacher Education program is strongly committed to partnership with local public schools. Our candidates complete a series of field experiences to become engaged with the teaching and learning process in action. In an early field experience they visit varied schools as a class group and discuss their observations. Then, as a part of the Diverse Learners course, they volunteer throughout a semester in a low performing school. Next, they observe and assist in a class of their level or content area. And lastly, all licensure candidates student teach for a full semester in a local public school.

All of our licensure candidates take a course called “Teaching Diverse Learners.”  This course addresses diversity in the classroom, particularly cultural and economic differences, as well as English language learners and exceptional children. They also explore differentiated instruction with appropriate instructional and behavioral strategies to meet the needs of all students. Additionally, these skills are addressed in all methods courses.

Our programs are relatively small, and our faculty spend a great deal of time mentoring and coaching students. We pride ourselves on our relationships with schools, teachers, administrators and, most importantly, our students. Additionally, we carefully select K-12 educators to work with us in mentoring our students during field experiences.  

Fifteen years ago, we started the Emerging Teachers Leaders Network (ETLN) to support our alumni in the early years of their teaching careers. We invite them back to campus each spring for a day-long conference for professional development. This conference has been very successful in maintaining connection and support for our graduates.

We are committed to the rigorous CAEP standards for effective educator preparation. We also work closely with our students to complete an edTPA portfolio for performance-based assessment during student teaching. Our extensive assessment system monitors evaluation data from candidates, cooperating teachers, alumni, and principals of alumni to assure continuous improvement. As a result, we produce teacher leaders that make a difference in the lives of children with whom they come into contact.

Our students participate in a number of noteworthy initiatives, each of which involves working with public school teachers and students. One service project is a sports literacy program at a local middle school where eighth grade students are mentored and supported. Another initiative is the STEM@Wake program, in which our department helps to host 150 high school students on campus for a day of STEM lab demonstrations. We host a Children’s Defense Fund Freedom Schools® session each summer. This program provides 6 weeks’ summer enrichment through a research based and multicultural curriculum that supports children and families.