As part of the Duke University Teacher Preparation Programs, the Program in Education offers programs that lead to eligibility for licensure to teach on either the elementary (K-6) or secondary (9-12) level and an Academically/Intellectually Gifted add-on licensure program for in-service teachers. The Master of Arts in Teaching Program also offers secondary certification in several content areas. These licenses are issued by the state of North Carolina and are not Trinity College Certificate Programs (these licenses do not appear on Duke transcripts). A North Carolina license-holder can usually transfer this license to another state. North Carolina has reciprocal agreements with 42 other states.
The program is committed to producing liberally educated, reflective professionals who possess the intellectual background and ethical motivation to become leaders in their profession. The Teacher Preparation Program combines Duke's commitment to strong liberal arts majors with intensive field experiences, close personal contact with faculty, and a truly cooperative relationship with area schools. The resulting course of study leads to a multifaceted and complex understanding of the theory and practice of teaching.
The mission of the Duke University Teacher Preparation Programs is to prepare knowledgeable and skilled instructors who conduct themselves professionally and ethically as they practice reflective teaching.
The mission is comprised of several components (listed below). Candidates for licensure must demonstrate mastery of these components before they can be certified. They do so by exhibiting proficiency in the knowledge, skills, and dispositions of their chosen preparation program. A common core of knowledge, skills, and dispositions for all teacher preparation programs at Duke that apply to all candidates for licensure can be found here.
Components of the Mission
1. Knowledgeable and Skilled Instruction
Our candidates are:
· A) Liberally Educated - the Teacher Preparation Programs build on the liberal arts education of our candidates by providing them with a broad range of academic and field-based experiences and with support for mastering high-level content knowledge;
· B) Pedagogically Flexible - candidates are aware of a variety of teaching approaches, and they know how and when to apply them;
· C) Technologically Skilled - candidates are familiar with multiple applications of technology and include them successfully in a variety of teaching and learning situations.
2. Professional and Ethical Conduct
Our candidates are:
· A) Emerging Leaders - the Teacher Preparation Programs produce teachers who model professional behaviors and who are trained to become leaders-by-example both in and out of the classroom;
· B) Cooperative Team Members - candidates value and seek out the experience and expertise of others, and they work as team members to contribute to the efforts of their schools and their profession;
· C) Inclusive Instructors - candidates are aware of the needs of a diverse student population and they make appropriate accommodations for those needs.
3. Thoughtful Practice
Our candidates are:
· A) Reflective - candidates understand the value of regular and purposeful reflection, and they know how to practice it; they use that reflection to make their teaching stronger and more effective;
· B) Collaborative - candidates seek out and encourage the help and cooperation of the family and the community in the education of the whole child;
· C) Progressive - candidates recognize that content and pedagogical best practices are in constant states of change; the Teacher Preparation Programs prepare candidates to continue to develop professionally, to modify their teaching accordingly, and to strengthen their knowledge throughout their careers.
The Teacher Preparation Unit as a whole and each of the licensing programs within the Unit have delineated the specific knowledge, skills, and dispositions in which each candidate must show proficiency in order to be recommended for licensure. While each program has its own specific list (Elementary TPP, Secondary English, Math, Science, and Social Studies TPPS), all programs share the following list of target knowledge, skills, and dispositions in common.
(Codes in parentheses refer to elements of the Conceptual Framework to which each knowledge, skill, or disposition corresponds. Each component is supported by comparable professional and state standards [see, for example, the NC Professional Teaching Standards].
1. Candidates demonstrate knowledge of the subject area(s) in their area of licensure, as prescribed by the North Carolina Program Approval Standards and by the academic departments in which they earn their degrees. (1-A, 3-C)
2. Candidates effectively apply a variety of teaching strategies practiced by teachers in their content areas. (1-B)
3. Candidates understand the needs of diverse learners and plan lessons accordingly. (1-B, 2-C)
4. Candidates know the basic principles of child and adolescent psychology, and they incorporate this knowledge into their instruction and interaction with students. (1-B, 2-C)
5. Candidates know the philosophical, historical, and societal roots and foundations of education, and have developed a philosophy of teaching. (1-A, 2-A)
6. Candidates know and understand ethical, legal, and policy issues that inform current education debates. (1-A, 2-A, 3-C)
7. Candidates know and understand curriculum issues that inform current education debates. Candidates use this knowledge to adapt methods and materials to reflect best practices in their area of licensure. (1-ABC, 2-A, 2-C, 3-C)
8. Candidates work collaboratively with family members, school colleagues, community resources to enhance the educational experiences and well being of all learners. (1-B, 2-B, 2-C, 3-B)
9. Candidates have developed and implemented effective methods for classroom management that reflect best practices, and they implement these methods successfully in the classroom. (1-B, 2-C)
10. Candidates have developed and implemented effective methods for planning lessons and units that reflect best practices, and they implement these methods successfully in the classroom. (1-B, 1-C, 2-C)
11. Candidates have developed and implemented a fair and equitable assessment system, and this philosophy is demonstrated consistently throughout their field experience. (1-C, 2-C)
12. Candidates know and understand how to utilize technology to facilitate teaching, as demonstrated by its appropriate and considered use in their field experiences; they regularly integrate technology effectively into their teaching plans. (1-C)
13. Candidates exhibit the characteristics of professional teachers and emerging leaders - they work well with colleagues, they are punctual, they are responsible, they consider personal presentation, they plan ahead. (2-A, 2-B)
14. Candidates practice regular reflection, and they use this reflection to monitor and adjust their teaching. (3-A, 3-C)
15. Candidates consistently engage in ethical behaviors that reflect consideration for a diverse population of learners and for the rights and needs of all who are invested in the success of children and adolescents. (2-C, 3-B)
16. Candidates are committed to educational equity. They believe that awareness of and adjustments for cultural differences contributes to the academic success or failure of students. (3-B)
The North Carolina Professional Teaching Standards Commission has adopted five new teaching standards. Download a copy of the standards here.
1. Teachers demonstrate leadership
2. Teachers establish a respectful environment for a diverse population of students
3. Teachers know the content they teach
4. Teachers facilitate learning for their students
5. Teachers reflect on their practice
For more information about the accreditation process, please contact the Program in Education office at (919)-660-3075.