Degree Programs

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Majors

• Child and Family Development: (Birth-Kindergarten licensure)  
• Elementary Education (grades K-6 licensure)  
• Middle Grades Education (grades 6-9 licensure)  
• Special Education: General Curriculum (grades K-12 licensure)  
• Special Education and Elementary Education (grades K-6 licensure) (Dual Major)  

Minors

• Applied Understandings in Global Education  
• Child and Family Development (non-licensure)  
• Foreign Language Education (grades K-12 licensure) *
• Reading Education (grades K-12 licensure) **
• Secondary Education (grades 9-12 licensure) ***
• Teaching English as a Second Language (grades K-12 licensure) **
• Urban Youth and Communities (non-licensure)  

*The Minor in Foreign Language Education, offered in collaboration with the Department of Languages and Culture Studies in the College of Liberal Arts & Sciences, leads to teacher licensure in one of the following areas (grades K-12):

• French
• German
• Spanish

**The Reading Education and Teaching English as a Second Language license can only be added to another licensure area.

**The Minor in Secondary Education, offered in collaboration with appropriate departments in the College of Liberal Arts & Sciences, leads to licensure to teach in one of the following areas of Secondary Education (grades 9-12):

Biology Chemistry  English Environmental Studies

Mathematics Physics Political Science

In collaboration with the College of Arts + Architecture, the Cato College of Education offers professional education coursework that leads to licensure to teach in one of the following areas (grades K-12):

Art Dance

Music Theatre

Honors Programs

• Education, Honors Program  

Graduate Early Entry Programs

• Academically or Intellectually Gifted, Graduate Certificate, Early Entry  
• Elementary Education, M.Ed., Early Entry  
• Elementary Mathematics Education, Graduate Certificate, Early Entry  
• Foreign Language Education, Graduate Certificate, Early Entry  
• Learning, Design, and Technology, Online Learning and Teaching Concentration, Graduate Certificate, Early Entry  
• Reading Education, M.Ed., Early Entry   

Accreditation

See the Accreditations  section of this Catalog for details about program accreditation.

Program Responsibilities

The Cato College of Education has these undergraduate program responsibilities:

• To develop, deliver, and evaluate high quality undergraduate programs that prepare teachers and other professional personnel for schools and related agencies.
• To operate programs that meet the standards of external governing, licensing, and accrediting agencies.
• To address the culturally diverse educational needs of its particular region.
• To initiate and support activities in global perspectives of its faculty and students.
• To respond effectively to the problems and needs of children, their families, and professionals in schools and related agencies.

Program Values

The Cato College of Education holds these program values:

• We are a community of scholars who are committed individually and collectively to creating learning opportunities and environments where we enhance the capacity of our students to have a positive impact on children, youth, communities, families and schools. We are committed to meeting the developmental and educational needs of our students and to maximize the growth, development, and learning of each individual.
• In our programs of study, we are committed to high quality programs that are standards-based, to the ongoing assessment of candidates and programs for the purpose of continuous improvement, to collaboration and outreach, and to the highest standards of professional practice and scholarship. We are committed to international understanding and involvement.
• In fulfilling our professional roles, we are committed to the generation, dissemination, and application of knowledge. We, therefore, expect that faculty will be teacher-scholars and that they will maintain a balanced commitment to teaching, research, and service. We have a strong commitment to academic excellence and exceptional quality in all that we do.
• In our dealings with each other, our students, and our professional colleagues in schools and communities, we are committed to valuing diversity and to speaking out against oppression. We are committed to thoughtfulness, reflection, flexibility, and the exploration of new ideas. We are committed to openness, honesty, forthrightness, and the highest standards of integrity and ethical behavior. We strive to be collegial, collaborative, human, and respectful of others, even when we are not in total agreement with their views or with their work, and we are committed to being sensitive to and supportive of others, including students, staff, faculty, and our professional colleagues in the community.

Conceptual Framework

Professional Educators: Advancing Educational Equity through Excellence and Engagement, the Conceptual Framework for Professional Education Programs at UNC Charlotte, has a strong emphasis on the Cato College of Education’s updated vision to be a national leader in educational equity, excellence, and engagement. During coursework, early field experiences, and clinical practice candidates have multiple opportunities to develop the knowledge, skills, and dispositions necessary to produce highly effective and engaged professionals. Our programs seek to develop the proficiencies that are indicated below:

• Professional Responsibilities
  • Ethics
  • Professional Identify and Continuous Growth
  • Leadership
  • Collaboration
  • Policies, Laws, Standards, and Issues
• Dispositions
  • Advocacy
  • Self-Awareness
  • Reflective Practice
  • Social Justice
• Learners and Learning
  • Positive Impact and Accountability
  • Cultural Competence and Culturally Sustaining Practice
  • 21st Century Literacies, Competencies, and Character Qualities
• Effective Pedagogy
  • Specialty Area Knowledge
  • Pedagogical Knowledge
  • Research-Based Practice
  • Research Skills

Teacher Education Policies and Procedures

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Admission to Teacher Education Programs

See the specific degree program for admission requirements.  Information about additional requirements and procedures may be obtained in the Office of Teacher Education Advising and Licensure (TEAL) in the Cato College of Education.  Students in Art, Dance, Music, or Theatre should contact the Arts Education Specialist for specific admission requirements in their major department.

Professional Dispositions

Professional dispositions are consistent patterns of behavior or habits that may impact teaching effectiveness.  At the time of entry to the program, all students are asked to sign a dispositions statement that fully identifies and describes behavior patterns that are appropriate and inappropriate in professional conduct.  Education students are expected to demonstrate positive professional dispositions in all of their University activities (courses, clinicals, etc.).  

Retention in Teacher Education Programs

There are three minimum requirements for retention in a teacher education program:

1. A grade of C or above (a) in all professional education courses and (b) in all courses in the student’s area of teaching specialization
2. GPA of 2.5 or above (a) overall, (b) in all professional education courses, and (c) in the student’s area of teaching specialization
3. Disclosure of any criminal charges since admission to the program

Some teacher education programs have additional or higher requirements for retention. Information about these additional requirements can be obtained in the program’s home department. Note: Requirements for admission to student teaching are higher than requirements for retention in the program.

Admission to Yearlong Internships and Student Teaching

Most undergraduate teacher education programs incorporate student teaching in a yearlong internship that spans a student’s Senior year. The yearlong internship consists of one semester of intensive part-time clinical work in the classroom while completing coursework on campus. This clinical semester is followed by a semester of full-time student teaching, usually completed in the same classroom.

Students must apply and be formally admitted to a yearlong internship two semesters prior to the start of student teaching, which is typically in the first or second semester of the Junior year. In addition, during the first semester of their yearlong internship, students are screened for eligibility for student teaching. The minimum requirements for admission to student teaching are as follows:

1. Senior status
2. Prior admission to a teacher education program
3. Completion of all other course work in a student’s program of study
4. An overall GPA of 2.50 or above in the student’s total program of study
5. Grades of C or above in all professional education courses and a GPA of 2.75 or above in those courses
6. Grades of C or above in all courses in the student’s area of teaching specialization and a GPA of 2.75 or above in those courses
7. Recommendation from the student’s faculty advisor(s) certifying readiness to student teach

Some teacher education programs have additional requirements for admission to the yearlong internship and student teaching. Information about those requirements can be obtained from the program’s home department. Information about procedures and deadlines for applying for yearlong internships and student teaching in all programs can be obtained in the Office of School and Community Partnerships.

Graduation and Licensure Requirements

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For a degree to be conferred, a student must successfully complete all program requirements, which at a minimum includes:

• Grades of C or above in all professional education classes

For a recommendation of licensure:

• A passing grade in student teaching with recommendation from the clinical educator, school principal, and University Supervisor

• Per NC State Board of Education policy, beginning September 1, 2019 (fall 2019 semester), all candidates seeking a North Carolina licensure recommendation must have an official edTPA minimal passing score.

Academic Advising

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The Office of Teacher Education Advising and Licensure (TEAL) serves and advises all students involved in teacher education programs prior to their admission to the major (pre-education students). TEAL is responsible for:

• Promotion of teacher education programs and recruitment of students prior to their admission to UNC Charlotte
• Collaboration with pre-education students and advisors at community colleges in North Carolina
• Orientation and academic advisement of pre-education students prior to their admission to a specific teacher education program (which typically occurs during their Sophomore year)
• Collaboration with departments within the College of Arts + Architecture and the College of Liberal Arts & Sciences concerning admission to teacher education programs when those departments have teacher education tracks or degrees
• Academic support services for both students and their faculty advisors as students admitted to a teacher education program progress through their programs, complete student teaching, and apply for licensure
• Management of all applications for teacher licensure

In collaboration with academic departments involved in teacher education, the TEAL Office is the Cato College of Education’s central source of information about academic program requirements; criteria and procedures for admission to a specific teacher education program; disseminate information and testing preparation resources for Praxis Core, Pearson and Praxis Subject Assessment examinations; requirements and procedures for obtaining licensure in North Carolina (or in other states that have reciprocity agreements with North Carolina); and final audits to ensure completion of all program and licensure requirements.  For more details, visit teal.charlotte.edu.  

Support Offices and Resources

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Center for Educational Measurement and Evaluation

The Center for Educational Measurement and Evaluation (CEME) is a collaborative research center within the College of Education. CEME provides program evaluation services and statistical, methodological, and measurement expertise to schools and related agencies. Through CEME, faculty and students engage with educators in mutually beneficial projects that lead to evidence-based practices and improved educational outcomes and policy. Visit ceme.charlotte.edu.

Center for Science, Technology, Engineering, and Mathematics Education

The Center for Science, Technology, Engineering, and Mathematics Education (CSTEM) sponsors a wide variety of programs and projects that involve pre-service and in-service teachers and are designed to enhance the quality of instruction in science, technology, engineering, and mathematics, for both pre-college and university students. Visit the Center for STEM Education.

Office of School and Community Partnerships

The Office of School and Community Partnerships (OSCP) provides high quality learning experiences for pre-service educators and cutting edge professional development for career practitioners by fostering collaborative relationships with diverse schools, public agencies, and multiple constituencies. OSCP collaborates with these stakeholders to ensure successful clinical and internship experiences for education candidates and continuing education opportunities that meet and exceed education standards. The individual needs of the pre-college candidate, teacher-in-training, and career professional are prioritized to ensure equity, excellence, and engagement throughout all programming sponsored by OSCP.  Visit osacp.charlotte.edu for more information.

Special Facilities and Resources

Examples that support the work of both faculty and students in undergraduate teacher education programs include:

• The Cato College of Education Building includes classrooms for reading/language arts, science/mathematics, social studies, and student study rooms.
• The Education Learning Community is a one-year program for students who wish to become teachers. Community members take some General Education courses as a cohort group and participate in social activities, community service, and professional development activities.
• The Cato College of Education has partnerships with the Partner Schools Network that consists of schools in the region, which are public schools that work closely with the College to provide excellent clinical experience opportunities.
• The Atkins Library supports teacher education programs with a large children’s literature collection and curriculum and instructional materials. Visit library.charlotte.edu for details on additional available resources.

Financial Aid

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A number of scholarships and awards are available to undergraduate students in teacher education.  Information about these awards is available online at education.charlotte.edu/resources/student-resources/financial-aid, as well as in the Office of Teacher Education Advising and Licensure (TEAL).  Awards that recognize the achievements of undergraduate students in teacher education programs are listed below.  Additional information about each of these awards can be found at ninerscholars.charlotte.edu/scholarshipsearch.

• Alma and Sharon Goudes Education Scholarship
• Bertha and Irving Fishman Scholarship
• Cato Scholars Endowment
• Cato Scholarship for Education
• Dr. Herman Thomas Scholarship in Education
• Eve H. Buchanan-Cates and J. Mark Cates Endowed Scholarship for Teachers
• Gloria Moore Jones Education Scholarship
• Hathcock-Humble Legacy Scholarship in Education
• Jacqueline F. and Robert F. Hull Jr. Scholarship for Teachers
• Jane and Rusty Goode Endowment for Educators
• Jane and Rusty Goode Scholarship
• Lula Faye Clegg Memorial Scholarship
• Mary Fary Combs Memorial Scholarship
• MECK Pre-K Early Childhood Scholarship
• Michael Green Family Merit Scholarship
• Middle Grades University Endowed Scholarship
• Military Order of the Purple Heart Scholarship
• NC Alpha Chapter of ADK Memorial Scholarship
• Richard and Jacqueline Whitfield Early Childhood Education Scholarship
• Ronald J. Anderson Memorial Scholarship
• Shannon and Eric Reichard Special Education Scholarship

Student Organizations

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Examples of organizations that are especially relevant to undergraduate students in teacher education programs include:

Student North Carolina Association of Education

The Student North Carolina Association of Education (SNCAE), affiliated with the North Carolina Association of Educators (NCAE) and the National Education Association (NEA)

Student Council for Exceptional Children

The Student Council for Exceptional Children (SCEC), affiliated with the Council for Exceptional Children (CEC)

College Middle Level Association

The College Middle Level Association promotes excellent teaching in the middle grades and support for middle grades teacher candidates

Omicron Pi Chapter of Kappa Delta Pi

The Omicron Pi Chapter of Kappa Delta Pi is an international honor society in education for undergraduate and graduate students. To qualify for membership, undergraduate students must have a 3.5 cumulative GPA, 30 credit hours, and admission to teacher education. Graduate students must have a 3.75 cumulative GPA, 18 credit hours, and majoring in a field of education.