Welcome to Teaching as a Profession!
Articulation Agreement between Catawba College (Goodman School of Education) and the North Carolina Teaching as a Profession (TAAP) Program
Catawba College School of Education and the North Carolina Teaching as a Profession Program recently established an articulation agreement designed to increase the prospective teacher pipeline. The agreement allows students completing Teaching as a Profession coursework, field experiences, and the corresponding Teaching as a Profession Portfolio to submit their portfolio for evaluation for potential credit hours by examination for a Teacher Education course at the college.
Introduction:
Students who have completed the TAAP I and II courses with a grade of B or higher may submit their portfolio to seek credit by examination for EDUC 1100 (Introduction to Teaching and Technology) at Catawba College. To do so, students must complete the following steps:
- Apply and gain acceptance to Catawba College (catawba.edu/apply).
- Submit the TAAP Portfolio and high school transcript (to confirm grades of B or higher in TAAP I and TAAP II). (Web link to be added)
- Must be submitted by the end of the student’s first semester of enrollment at Catawba College.
- Acceptable formats include PDF, Microsoft Word, PowerPoint, or Google Docs.
- Email the School of Education office to verify submission of the portfolio.
- Once notified by the School of Education, submit a credit by examination form to the Business Office. This form will be provided to the student after submission of the portfolio. Please note that credit by examination requires a fee. Students meeting the criteria for credit (B or higher in TAAP I and II and 80% or higher rubric score for the portfolio) will receive reimbursement for this fee.
Students with questions, regarding this process should email the School of Education office. TAAP and public school partners should address questions to Dr. Kim Creamer, Dean of the School of Education.
Catawba College School of Education looks forward to welcoming TAAP students to our campus and our program. The rubric for assessment of the portfolio follows.
The rubric that follows is designed to evaluate student portfolios completed during TAAP coursework and to assess students' understanding and skills across multiple objectives related to teaching, school structure, curriculum, educational technology, and professional requirements, as required by EDUC 1100. Each criterion is assessed on a scale from "Needs Improvement (1)" to "Excellent (4)," with a total score of 80% or higher required to receive credit by examination for EDUC 1100.
Please note: Students should also refer to the “Portfolio Assignments to Meet Rubric Criteria” document to find a table listing the objectives found in the rubric with possible assignments from the TAAP portfolios that may be used to fulfill the objectives. As assignments in TAAP courses may vary, students should consult the TAAP instructor about assignments in relation to the Catawba College rubric. TAAP instructors may consult the Catawba College School of Education (Marvie Cartner or Dr. Kimberly Creamer) for clarification, as needed.
It is the responsibility of the student seeking credit by exam to ensure the assignments in the portfolio address the criteria listed for each objective. The student may, for example, need to add a paragraph to a journal entry or essay to address a particular objective listed in the Catawba College rubric. Examples may include historical and societal issues in education, use of educational technology, state requirements for entry to Educator Preparation Programs, and/or state licensure requirements. The student may also elect to submit an additional essay or assignment to address any objective(s) the student determines are not fully addressed by the existing portfolio assignments to receive credit by examination. The student may upload any additional work with the portfolio as an appendix at the end of the portfolio.
Objective: Understanding the Nature of Teaching and the Teaching Profession
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
Describe the nature of effective teaching |
Provides comprehensive and insightful descriptions of effective teaching, including specific examples |
Provides detailed descriptions of effective teaching with some examples |
Provides basic descriptions of effective teaching with limited examples |
Provides vague or incomplete descriptions of effective teaching |
|
Reflect on life goals and relate them to teaching |
Thoroughly reflects on personal life goals and clearly relates them to the benefits and challenges of teaching |
Reflects on life goals and relates them to teaching with minor gaps in clarity |
Reflects on life goals but only partially relates them to teaching |
Limited reflection on life goals and weak or unclear relation to teaching |
|
Name and describe NC Professional Teaching Standards;relate them to the professional duties of teachers. |
Provides detailed descriptions of professional duties with clear references to standards |
Describes professional duties with adequate reference to standards |
Describes basic professional duties with limited reference to standards |
Inadequate description of professional duties and lacks reference to standards |
|
Recognize and describe professional obligations (NC Code of Ethics) |
Accurately recognizes and thoroughly describes professional obligations with clear understanding |
Recognizes and describes professional obligations with minor inaccuracies |
Recognizes but provides limited descriptions of professional obligations |
Fails to recognize or describe professional obligations accurately |
|
Explore professional resources |
Thoroughly explores and evaluates a wide range of professional resources |
Adequately explores and evaluates several professional resources |
Explores some professional resources but lacks evaluation |
Limited exploration of professional resources |
Objective: Understanding the Organizational Structure of NC Public Schools
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
Describe roles of public school personnel |
Accurately and thoroughly describes roles at all levels with examples |
Accurately describes roles at most levels with some examples |
Describes basic roles with few examples |
Inaccurate or incomplete description of roles |
|
Recognize and use educational acronyms and professional vocabulary |
Accurately uses a wide range of educational acronyms and vocabulary |
Uses educational acronyms and vocabulary with minor errors |
Uses some acronyms and vocabulary but demonstrates limited understanding |
Fails to use key acronyms or vocabulary |
Objective: Understanding the Nature of Curriculum, Instruction, and Assessment
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
Describe relationships among curriculum, instruction, and assessment |
Provides a thorough and clear description with detailed examples |
Provides a detailed description with some examples |
Provides a basic description with limited examples |
Provides a vague or incomplete description |
|
Locate standardized curricula (i.e., use of the NCSCOS) |
Accurately locates and explains multiple standardized curricula |
Locates and explains several standardized curricula |
Locates some standardized curricula with basic explanations |
Fails to locate or explain standardized curricula accurately |
|
Discuss advantages/disadvantages of standardized curricula |
Provides a thorough discussion with balanced perspectives and detailed examples |
Provides a detailed discussion with some examples |
Provides a basic discussion with limited examples |
Provides a vague or incomplete discussion |
|
Compare/contrast methods of instruction |
Accurately compares and contrasts with detailed examples |
Adequately compares and contrasts with some examples |
Provides basic comparison/contrast with few examples |
Inaccurate or incomplete comparison/contrast |
|
Recognize influence of learning theory (ex: Vygotsky, Gardner, Piaget) |
Thoroughly recognizes and describes the influence with specific examples |
Recognizes and describes the influence with some examples |
Recognizes influence but provides limited descriptions |
Fails to recognize or describe influence accurately |
|
Locate and implement high-quality (research-verified, evidence-based) instructional resources |
Accurately locates and implements a variety of high-quality resources |
Locates and implements several resources |
Locates some resources but with limited implementation |
Fails to locate or implement high-quality resources |
Objective: Understanding Major Legal, Historical, & Societal Issues in K-12 Schools
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
Identify major tension points in history and describe the historical or societal issue(s) that caused the tension point. |
Thoroughly identifies and explains major tension points with specific examples |
Identifies and explains most tension points with some examples |
Identifies basic tension points with limited explanations |
Fails to identify or explain major tension points accurately |
|
Identify major Supreme Court decisions and describe their impact on education. |
Accurately identifies and explains major decisions with detailed examples |
Identifies and explains most decisions with some examples |
Identifies some decisions with basic explanations |
Fails to identify or explain major decisions accurately |
Objective: Understanding the Appropriate Use of Educational Technology
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
Identify and describe instructional uses of technology |
Thoroughly identifies and describes a variety of instructional uses with specific examples |
Identifies and describes several instructional uses with some examples |
Identifies some instructional uses with basic descriptions |
Fails to identify or describe instructional uses accurately |
|
Examine and implement educational software/web resources/technological tools |
Thoroughly examines and implements high-quality resources with clear criteria |
Examines/implements several resources with adequate criteria |
Examines/implements some resources with basic criteria |
Fails to examine/implement resources accurately |
|
Demonstrate awareness of the NC Digital Learning Competencies |
Demonstrates significant awareness with specific examples |
Demonstrates good progress with some examples |
Demonstrates basic progress with limited examples |
Limited or no progress towards mastery |
|
Collect and analyze educational data |
Accurately collects and thoroughly analyzes data with clear insights |
Collects and analyzes data with good insights |
Collects some data with basic analysis |
Fails to collect or analyze data accurately |
Objective: Understanding the Requirements for Entering the Teaching Profession
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
List and explain state requirements for entry into an educator preparation program |
Accurately lists and explains all requirements with detailed understanding |
Lists and explains most requirements with minor gaps |
Lists basic requirements with limited understanding |
Fails to list or explain requirements accurately |
|
List and explain licensure certification requirements |
Accurately lists and explains all requirements with detailed understanding |
Lists and explains most requirements with minor gaps |
Lists basic requirements with limited understanding |
Fails to list or explain requirements accurately |
Objective: Demonstrating Effective Communication Skills and Professionalism
|
Criteria |
Excellent (4) |
Good (3) |
Satisfactory (2) |
Needs Improvement (1) |
|
Demonstrate effective written communication skills |
Demonstrates exceptional skills; engaging and clear |
Demonstrates good skills; mostly clear and engaging |
Demonstrates basic skills; somewhat clear and engaging |
Demonstrates poor skills; unclear and not engaginf |
|
Demonstrate professionalism in content and presentation of assignments |
Assignments demonstrate exceptional effort with minimal errors in mechanics, spelling, and/or grammar |
Assignments demonstrate good effort with a few errors in mechanics, spelling, and/or grammar |
Assignments demonstrate basic effort with some errors in mechanics, spelling, and grammar |
Assignments fail to demonstrate effort with numerous errors in mechanics, spelling, and grammar |
Objective: Understanding the Nature of Teaching and the Teaching Profession
|
Criteria |
Possible portfolio assignment to meet criteria |
|
Describe the nature of effective teaching |
*Add a reflection of their field experience – a 2-3 page paper highlighting at least three things learned about effective teaching through the field experience. TaaP II PBM-Classroom culture paper Weekly Reflections (page 30) – Use these reflections to create the requested paper above. You do not have to submit all weekly reflections. |
|
Reflect on life goals and relate them to teaching |
FE21 Why Teach (pg 21) |
|
Name and describe NC Professional Teaching Standards and relate them to the professional duties of teachers. |
FE23 Field Experience PBM FE23 Interview of Roles and Duties of a Teacher ( pg 45) FE22 4.02: Teacher Evaluation Tool Activity (pg 116, 121) |
|
Recognize and describe professional obligations (NC Code of Ethics) |
FE223Interview of Roles and Duties of a Teacher ( pg 45)less |
|
Explore professional resources |
FE22 and FE23 Lesson Plans, FE22 PBM – Select two exemplar lesson plans to include in your portfolio. FE22 4.02: Educational Organizations Activity (pg 118, 123 |
Objective: Understanding the Organizational Structure of NC Public Schools
|
Criteria |
Possible portfolio assignment to meet criteria |
|
Describe roles of public-school personnel |
FE23 Interview of Roles and Duties of a Teacher ( pg 45) FE22 Interview of ML (pg 41), EC (pg 41), and Administrator (FE23), also embedded in FE21. |
|
Recognize and use educational acronyms and professional vocabulary |
Report from PLC meeting (pg 32) FE22, FE23, FE22 PBM Lesson plans - Select two exemplar lesson plans to include in your portfolio. FE22 2.02: Curriculum Handout (pg 56, 60) |
Objective: Understanding the Nature of Curriculum, Instruction, and Assessment
|
Criteria |
Possible portfolio assignment to meet criteria |
|
Describe relationships among curriculum, instruction, and assessment |
FE22, FE23, FE22 PBM Lesson Plans and reflections - Select two exemplar lesson plans to include in your portfolio. FE22 2.03: Unit Plan Guide (pg. 73, 78) |
|
Locate standardized curricula (i.e., use of the NCSCOS) |
FE22, FE23, FE22 PBM Lesson plans and reflections - Select two exemplar lesson plans to include in your portfolio. |
|
Discuss advantages/disadvantages of standardized curricula |
FE22, FE23, FE22 PBM Lesson plan reflections - Select two exemplar lesson plans to include in your portfolio. FE22, FE23, FE22 PBM Student work samples from lesson plans – Select two examples to include in your portfolio; these examples should correspond to the two lesson plans selected. |
|
Compare/contrast methods of instruction |
FE22, FE23, FE22 PBM Lesson plan and reflections - Select two exemplar lesson plans to include in your portfolio. FE22 Instructional Activity Peer Review and other Observations of Instructional Strategies (pg 4, 7) |
|
Recognize influence of learning theory (ex: Vygotsky, Gardner, Piaget) |
FE22, FE23, FE22 PBM Lesson plans - Select two exemplar lesson plans to include in your portfolio. Be sure to add a statement of the theory that supports the instructional choices in the lesson plans.
|
|
Locate and implement high-quality (research-verified, evidence-based) instructional resources |
FE2, FE23, FE22 PBM Lesson plans - Select two exemplar lesson plans to include in your portfolio. Be sure the lesson plans include a instructional resource list.
|
Objective: Understanding Major Legal, Historical, & Societal Issues in K-12 Schools
|
Criteria |
Possible portfolio assignment to meet criteria |
|
Identify major tension points in history and describe the historical or societal issue(s) that caused the tension point. |
FE21 TaaP 1 PBM |
|
Identify major Supreme Court decisions and describe their impact on education. |
FE21 TaaP 1 PBM |
Objective: Understanding the Appropriate Use of Educational Technology
|
Criteria |
Possible portfolio assignment to meet criteria |
|
Identify and describe instructional uses of technology |
FE23 Observation of Technology in the Classroom (pg 27) FE22, FE23, FE22 PBM Lesson Plans - Select two exemplar lesson plans to include in your portfolio. FE22 1.04:PIC-RAT Model Activity (pg 22, 27-29) FE22 1.04: Effective or Not Activity (pg 23, 30) FE22 1.04: Technology in the Classroom Activity (pg 24, 31) |
|
Examine and implement educational software/web resources/technological tools |
FI22, FI23, FI22 PBM Lesson Plans - Select two exemplar lesson plans to include in your portfolio. FE22 1.04: PIC-RAT Observation (pg 22, 27-29) |
|
Demonstrate awareness of the NC Digital Learning Competencies (https://www.dpi.nc.gov/districts-schools/districts-schools-support/digital-teaching-and-learning/digital-teaching-learning-standards) |
FI22, FI23, FI22 PBM Lesson plans and reflections - Select two exemplar lesson plans to include in your portfolio. Be sure at least one of the lessons includes digital learning.
|
|
Collect and analyze educational data |
FI22, FI23, FI22 PBM Student work samples with a reflection – Select two examples (that correspond with the two lesson plans selected. Weekly Reflections – Select one reflection that include analysis of data. |
Objective: Understanding the Requirements for Entering the Teaching Profession
|
Criteria |
Possible portfolio assignment to meet criteria |
|
List and explain state requirements for entry into an educator preparation program (ex: GPA, Praxis CORE exam) |
FE22 4.01: Occupational Outlook for Teachers (pg. 120, 123) |
|
List and explain licensure certification requirements (ex: GPA, licensure exams for desired discipline/grade level) |
FE22 4.01: Occupational Outlook for Teachers (pg. 120, 123) |
Objective: Demonstrating Effective Communication Skills and Professionalism
|
Criteria |
Possible portfolio assignment to meet criteria |
|
Demonstrate effective written communication skills |
All portfolio assignments |
|
Demonstrate professionalism in content and presentation of assignments |
All portfolio assignments |
Portfolio Submission
Students applying to Catawba College may submit portfolios for "credit by exam" below.
* - Required
