The education program at High Point University has long been recognized for its excellence throughout North Carolina and the eastern United States. Our program is based within the liberal arts tradition; it is rigorous, field-centered and highly personalized. The teacher education programs at High Point University meet the requirements of both the National Council for the Accreditation of Teacher Education (NCATE) and the North Carolina State Board of Education.
The Bachelor of Arts (B.A.) degree in Middle Grades Education leads to licensure to teach social studies, language arts, science or mathematics to students in grades 6-9. Students choosing to major in Middle Grades Education will be required to choose two of the four discipline specializations and will take a minimum of 24 content hours of instruction in courses delivered through the College of Arts and Sciences in the departments of History, Political Science, English, Biology, Chemistry, Physics, and Mathematics. The major in Middle Grades Education requires 45 hours of coursework in teacher education. Undergraduate courses focus on the new Common Core State and N.C. Essential Standards, technology, and interdisciplinary curriculum in the middle grades.
A Focused Curriculum
High Point University’s Education Program provides students with the chance to become closely involved in local schools. As a result, our students are engaged in many pre-professional activities such as literacy and technology tutoring, mentoring and assisting with small group and whole class instruction beginning their freshman year. All fieldwork experiences are carefully structured and supervised by faculty in the School of Education so that our students are challenged to grow in their knowledge, skills and dispositions.
All students who are admitted to the teacher education program take courses in child development, classroom management, technology, assessment and highly specialized integrated methodology courses needed to interact, instruct and engage today’s 21st century student. This reflects the School of Education’s commitment toward providing a program of study that exemplifies “best practices” in teacher education. Each student’s required coursework culminates in a full-time student teaching internship, which is typically completed during the senior year.
Faculty members bring a wealth of experience and maintain professional affiliations within their fields of study by conducting research, presenting at professional conferences and serving on numerous educational boards at the local, state and national level. All faculty members in the School of Education have held roles in the public schools including classroom teachers, principals, program administrators and school psychologists.
Goal 1: That prospective 6-9 teachers will develop the knowledge, skills, and dispositions necessary to become effective leaders in their classrooms, the school and in the teaching profession.
- To develop the skills needed to engage in collaborative and collegial professional learning activities.
- To demonstrate high ethical standards by upholding the School of Education’s Code of Professional and Ethical Behaviors, the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.
Goal 2: That prospective 6-9 teachers will develop the skills necessary to establish a respectful environment for diverse students.
- To learn how to use materials or lessons that counteracts stereotypes and incorporates different points of view in instruction.
- To develop the skills to work with specialists to support the learning needs of all students.
- To learn how to incorporate instructional strategies designed to facilitate student cooperation, collaboration and learning.
Goal 3: That prospective 6-9 teachers will demonstrate knowledge in the content they teach.
- To demonstrate content knowledge in areas of language arts, science, mathematics and social studies relevant to the licensure areas being sought.
- To demonstrate success in passing the required Praxis II Subject Assessments in the licensure area(s) being sought (effective 2015).
- To develop an awareness of the interconnectedness of content areas/disciplines.
Goal 4: That prospective 6-9 teachers will develop the knowledge and skills to facilitate student learning.
- To develop an understanding of the unique issues facing adolescents in order to maintain a safe and orderly classroom that facilitates student learning.
- To acquire the knowledge needed to apply theories, concepts, and research related to young adolescent development that support student learning.
- To develop an understanding of the philosophical foundations of a developmentally responsive middle school program and school to support adolescent development.
- To develop and apply lessons based on the Common Core State and Essential Standards in the content areas of mathematics, language arts, science, and social studies.
- To learn how to provide instruction that reinforces the process strategies for critical thinking and problem solving.
Goal 5: That prospective 6-9 teachers will develop the skills necessary to reflect on their practices by analyzing student learning and applying this information to improve teaching.
- To acquire the knowledge and skills to use appropriate data to develop classroom and instructional plans.
- To develop an awareness of the elements of a school improvement plan and how to use data to identify areas of need within that plan.
- To develop the skills needed to use both formative and summative assessment data to monitor, evaluate, and inform instruction.