Department of Educational Leadership

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The department offers an undergraduate degree (Bachelor of Science in Health and Physical Education) and four graduate programs. At the graduate level, the department offers the Master of Arts in Education (M.A.Ed.) degree in Health and Physical Education Licensure Concentration (MA), the Master of Arts in Teaching (M.A.T.) with specialization in Health and Physical Education, and the Master of School Administration (MSA).

Licensure only programs are provided to qualifying students interested in pursuing a School Administration Add-on and an AIG Add-on.

Graduate Courses

For complete information about programs and courses leading to a Master of Arts in Education (M.A.Ed.), a Master of School Administration (M.S.A.), and a Master of Arts in Teaching (M.A.T.), see The Graduate School  .

Air Force ROTC Program

Director: TBD(U.S. Air Force) 

Assistant Professors: Captain Adrein Hebert, Captain Joshua Lampman

General Military Course courses are available for the freshman and sophomore years, and Professional Officers Course courses are available for the junior and senior years. Advanced credit for a portion of the freshman/sophomore curriculum may be granted for previous participation in high school junior ROTC, Army or Navy Senior ROTC, Civil Air Patrol, military school, or prior active military service.

Qualifications

The general qualifications for general military course entry are as follows: (a) United States citizenship; (b) meeting college entrance medical standards; (c) good moral character, and (d) attending a college or university offering the AFROTC Four‑Year Program or a college or university which has a cross‑town enrollment agreement with an institution hosting the AFROTC Program. UNC Pembroke has a cross‑town enrollment agreement.

Objectives

The objectives of the Aerospace Studies program are as follows:

• To recruit, train and produce a highly qualified Air Force officer capable of performing effectively in an assigned Air Force specialty.
• To provide a curriculum which is dynamic and responsive to the educational requirements of the Air Force junior officer.
• To provide relevant pre‑professional preparation for future Air Force officers in their freshman and sophomore years.
• To provide relevant pre‑professional preparation for future Air Force officers pursuing the Professional Officers Course.
• To stimulate the optimum development of military leadership among students through meaningful experience provided within a functional context.
• To motivate students to pursue flying careers and to provide practical indoctrination in flight operations.
• To strengthen each cadets’ sense of personal integrity, honor, and individual responsibility and enhance knowledge of how the U.S. Air Force serves the national interest.

Program Requirements

To be eligible for the General Military Course (GMC), each individual must:

• Be a full‑time student.
• Be 14 years of age or older.
• Be a U.S. citizen (there are provisions for aliens to participate in the GMC program).
• Be of good moral character.
• Meet University medical standards for admission to the institution.
• Not have been disqualified by disenrollment from an officer training program.

To be eligible for the Professional Officers Course (POC), each individual must:

• Be a full‑time student and scheduled to receive a baccalaureate degree.
• Be a U.S. citizen.
• Be of good moral character.
• Be certified Medically Qualified by appropriate Air Force medical authorities.
• Be at least 17 years of age.
• Be in good academic standing.
• Successfully complete either GMC or equivalent training and a four‑week Field Training Course.
• Attain a minimum qualifying score on the Air Force Officers Qualifying Test.
• Have two academic years remaining when entering the POC.

Program

The General Military Course (GMC) is an introductory level course dealing with mission, organization, and function of the U.S. Air Force, and with development of air and space power into a prime element of national security. The GMC is developmental in nature and is designed to motivate and prepare cadets for entry into the Professional Officers Course (POC). The standard GMC is a two-year course in Aerospace Studies (ARS). The first year is designated ARS 111 and 112 and the second year ARS 211 and 212.The GMC totals approximately 120 clock hours consisting of a suggested 60 hours of academics and 60 hours of Leadership Laboratory.

The POC subject matter includes a study of the United States armed forces’ role in contemporary society, and the role of the professional officer as a member of society along with theoretical and applied leadership management and communicative skills. The POC is designed to prepare cadets for active duty as Air Force officers. It is a two‑year course of instruction in Aerospace Studies (ARS) and is normally designated ARS 311 and 312 for juniors and ARS 411 and 412 for seniors. The POC totals approximately 240 clock hours, i.e., 120 hours per year consisting of 90 hours of academic and 30 hours of Leadership Laboratory.

Leadership laboratory provides cadets with practical command and staff leadership experiences through performing various tasks within the framework of the organized Cadet Corps. Leadership Laboratory accounts for 120 hours of the 360 hours normally allocated to Aerospace Studies.

Field Training is an off‑campus training and evaluation program held at Maxwell Air Force Base, Montgomery, AL, during the summer before cadets enter the POC. All cadets attend a two to three‑week encampment.

The Flight Instruction Program is an integral part of the Air Force ROTC program. The course is offered to a limited number of highly qualified ROTC cadets who are within 24 months of established commissioning date.

Uniforms and textbooks for Air Force ROTC are provided by the Federal Government. All students enrolled in the final two years of Air Force ROTC are under contract. Students under contract or scholarship receive a subsistence allowance of $300 per month for ARS 100 students, $350.00 per month for ARS 200 students, $450.00 per month for ARS 300 students, and $500.00 per month for ARS 400 students. A limited number of selected students enrolled in the Air Force ROTC program may qualify for scholarships. All scholarships pay the subsistence allowance, fees, tuition, and an annual textbook allowance.

During the two to three weeks of the Field Training Encampment, all students receive pay and travel allowance.

Students may transfer credits received in other ROTC units established under the provisions of the National Defense Act. ROTC credits may be used as free electives. Prior to commissioning, a student must complete requirements for and receive a baccalaureate degree (or higher degree).

Army ROTC Program

Enrollment in the Basic Course is open to all full‑time students, and it carries with it no obligation for military service. Completion of the Basic Course is a prerequisite for admittance into the Advanced Course.

Prior service in the military, high school ROTC, or membership in a National Guard or Reserve unit may result in direct Advanced Course placement. Entrance into the Advanced Course is selective and is based upon demonstrated performance and leadership potential. Students who satisfactorily complete the Advanced Course and graduate from the University are commissioned as Second Lieutenants into the U.S. Army.

Qualifications

The general qualifications for entry into the ROTC Program are as follows: (a) United States citizenship; (b) meeting college entrance medical standards; (c) good moral character; and (d) being enrolled as a full‑time student at UNCP.

Objectives

The objectives of the Army ROTC Program are to attract, motivate, and prepare selected students to serve as commissioned officers in the active or reserve components of the Army; to provide a practical understanding of the concepts and principles of military science; to develop a strong sense of duty, honor, and country; to promote teamwork and individual fitness; and to develop an understanding of and appreciation for international relations and national security. Attainment of these objectives prepares students for commissioning, and establishes a solid foundation for their professional development and effective performance in the uniformed services or in civilian enterprise.

The Army ROTC Program is of modular construction and is composed of a Basic and an Advanced Course. Enrollment in the Basic Course is open to all full‑time students, and it carries with it no obligation for military service. Completion of the Basic Course is a prerequisite for admittance to the Advanced Course. Prior military service, high school ROTC, or membership in a National Guard or Reserve unit may result in direct Advanced Course placement. Entrance into the Advanced Course is selective and is based on demonstrated performance and leadership potential. Students who satisfactorily complete the Advanced Course and graduate from the university are commissioned as second lieutenants.

Educator Preparation Program (EPP)

(U) = Undergraduate; (G) = Graduate; (AO) = Add-On

Educator Preparation Program Vision Statement

By holding ourselves to high standards of professional excellence and professional integrity, by caring for the personal and professional well-being of the teacher candidates in our undergraduate community and the career professionals in our graduate community, we will make sound judgments about the design and delivery of professional development programs in an environment of mutual trust and common commitment to public school children and their families.

Educator Preparation Program Mission Statement

Believing that the quality of education directly influences the quality of life both for those served and for those serving, the UNC Pembroke  Educator Preparation Program has as its mission to develop and nurture competent and caring communities of public school professionals who dedicate themselves to the education and welfare of all students and whose understanding of the dynamic interrelationship among theory, practice, and reflection compels them to actively influence positive change with sensitivity and integrity. The UNCP  Educator Preparation Program shares the University’s commitment to academic excellence, cultural diversity, and lifelong learning within a balanced program of teaching, research, and service.

Educator Preparation Program Diversity Position Statement

As part of the mission of the University of North Carolina at Pembroke in providing the setting and environment for the University experience, and to graduate students prepared for global citizenship and our multi-ethnic regional society, the  Educator Preparation Program at UNCP is committed to the development of educators who embrace the diversity of ideas, learning styles, racial, ethnic, and gender differences, and who possess the knowledge, skills, and dispositions necessary to promote living and learning in a global society.  In order to accomplish this, the Educator Preparation Program

1. recruits students from among diverse backgrounds, cultures, and races;
2. recruits faculties from among diverse populations who possess a knowledge base for teaching diverse populations;
3. develops, teaches, and assesses a curriculum that embraces learning and teaching for diverse populations; and,
4. provides (field) experiences and clinical settings which enable students to test, adapt, and adopt paradigms of learning for diverse populations.

Basic Tenets of the Conceptual Framework (Philosophy, Purpose, and Goals)

The UNCP  Educator Preparation Program is committed to the public school mission of preparing P-12 learners for full participation in a democratic society. We believe that all P-12 learners are entitled to the highest quality instruction, services, resources, and facilities that society can provide. UNCP’s primary responsibility in that noble effort is to prepare competent and collaborative professional educators committed to the democratic mission of public education.

Commitment

Public schools exist for the purpose of making equal access a reality for all children of any race, ethnicity, socioeconomic status, language, gender, religion, sexual orientation, or exceptionality.  Success in school is critical to the quality of future life for individuals as well as the health and vitality of our democracy. Therefore, professional educators-classroom teachers, specialists, administrators, and school counselors-significantly influence the shape of that future for P-12 learners in our public schools.  Such serious responsibility for the well-being of others requires an equally serious commitment from professional educators on several levels.

First, professional educators must be committed to the mission of public education in a culturally diverse, democratic society.  Professional educators respect the dignity of all children, their families, their cultures, and their communities and care deeply about each child’s academic success, health, and well-being.  Second, professional educators must be committed to rigorous standards for students.  Professional educators believe that all students can learn and set high expectations for all learners.  Professional educators create safe, secure, and supportive learning environments designed to meet the needs of diverse learners.  Third, professional educators must be committed to rigorous standards for themselves. They are personally invested in their professional work using continuous critical reflection to assess their effectiveness and guide professional development.  They are committed to lifelong learning and continuous growth over the span of a career.  Fourth, professional educators are committed to the profession.  They are proud to serve their communities as educational leaders and advocate for the profession in all interactions.  They affiliate with professional organizations at the district, state, and national levels.

Collaboration

Public education is a complex social institution whose stakeholders include local, state, and national governments, the general public, special interest groups, numerous national professional organizations, accreditation agencies, business partners, civic organizations, and millions of classroom teachers, administrators, service professionals, specialists, support staff, students and their families.  Collaboration among all of these stakeholders in public education is essential for success. The UNCP Educator Preparation Program  nurtures the development of professional educators who understand the importance of collaboration for public schools’ success and who work productively with others in collaborative endeavors for the welfare of ­P-12 learners.

Professional educators must collaborate with others in the community of learners.  They create shared knowledge, work as a team on group projects in their classes, and develop a repertoire of cooperative learning strategies.  Professional educators must collaborate with other professionals in the school community.  They plan collaboratively with cooperating teachers, grade-level teams, resource teachers, and curriculum specialists, and embrace opportunities to team teach.  Experienced professionals lead collaborative efforts for school improvement.  Professional educators collaborate with students’ families and other caregivers.  They understand that the partnership between school and home enables the child’s success in school.  They communicate regularly with parents about what is going on in the school and invite them to actively participate in the school community.  Professional educators collaborate with others in the community.  They secure partnerships with businesses, civic organizations, nonprofit groups, and committed individuals in the district, state, and nation to support educational initiatives for the benefit of P-12 learners.

Competence

The UNCP Educator Preparation Program prepares professional educators who are competent.  They possess the knowledge, skills, and dispositions needed to perform their entry level and advanced roles and responsibilities in the public schools effectively.  Competent professional educators promote positive learning outcomes for all students.  Understanding the critical connections among theory, research, and practice, they ground their work in a defensible, well-developed conceptual framework grounded in relevant theory, research, and evidence-based practice.  A competent professional educator is a reflective professional educator: such educators routinely use critical, evidence-based self-reflection to learn from direct experience and continuously improve their effectiveness.  Specifically, professional educators reflect on their practice, thinking systematically and critically about student learning to determine why learning happens and what can be done to improve student achievement. Toward this end, they collect and analyze student performance data to implement practice-related changes both to improve their teaching effectiveness and enhance student achievement, and adapt their practice based on classroom-based data and relevant research to meet students’ needs. They secure and use 21^st-century technologies and skills to enhance student learning, service delivery, communication, and administration.  Competent professional educators embrace cultural diversity.  They know the students for whom they are responsible and how to accommodate the needs of diverse learners in a positive, caring environment.  They value the role of the family in the child’s education and work cooperatively with parents and other caregivers for the child’s benefit. Competent professional educators provide leadership wherever it is needed; they are always alert for opportunities to use their individual strengths to promote public education and those it serves.

Specific guidelines for defining professional competence are prescribed by the North Carolina State Board of Education, as the body authorized to govern licensure credentials for professional educators, and The University of North Carolina Board of Governors, the body authorized to govern the award of academic degrees for the University of North Carolina system. North Carolina State licensure requirements are aligned with the professional organization standards of the respective licensure area. Specific guidelines defining professional competence are also prescribed by the Council for the Accreditation of Educator Preparation (CAEP), the Council for Accreditation of Counseling & Related Educational Programs (CACREP), and external accreditation agencies.

In summary, UNC Pembroke prepares committed, collaborative, and competent professional educators who are responsive to equity and diversity; who are knowledgeable, effective, and reflective; and who lead in the classroom, school, and profession.

Educator Preparation Program Organization

The Educator Preparation Program at UNCP is a cross-disciplinary program, guided by the Council of Educator Preparation Programs and administered by the Dean, School of Education. Some licensure areas or majors are housed in the School of Education and some are housed in their respective academic departments in the College of Arts and Sciences and the College of Health Sciences. Information about Educator Preparation Program regulations and procedures, licensure and testing requirements, special programs, and resources appears in this section.

Council of Educator Preparation Programs

The Council of Educator Preparation Programs is the University-wide committee responsible for overseeing all Educator Preparation Programs. Its specific functions include establishing teacher education regulations , reviewing all proposed changes to teacher education curriculum, reviewing proposed Educator Preparation Programs, reviewing the professional studies component of the program, approving applicants to the Educator Preparation Program, approving applicants for the professional semester, assuring compliance with state and national accreditation standards, and considering other matters related to teacher education. For a comprehensive description of the Council of Educator Preparation Programs organization and function, see the Educator Preparation Program Handbook and the UNCP Faculty Handbook.

Accreditation and Licensure

All educator licensure programs are accredited by the Council for the Accreditation of Educator Preparation (CAEP) and approved by the North Carolina Department of Public Instruction (NCDPI). The North Carolina Department of Public Instruction issues licenses to serve in the public schools of North Carolina as teachers, school counselors, and administrators. The Professional School Counseling Program is also accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP).  The School Social Work Program is also accredited by the Council on Social Work (CSWE). The Art Education Programs are also accredited by the National Association of Schools of Art and Design (NASAD). The Music Education Program is also accredited by the National Associate of Schools of Music (NASM). Requirements for licensure are established by the NC State Board of Education and are subject to change. Accreditation provides for reciprocal licensure with other states that recognize interstate reciprocity agreements.

NC State Licensure Examination Requirement

All candidates for initial licensure in North Carolina must submit qualifying scores on the appropriate edTPA performance-based, subject-specific assessment. In addition, all candidates for licensure in North Carolina must earn passing scores on licensure exams as defined by current NC State Board of Education policy (note: current SBE policy does not require an exam for Birth-Kindergarten licensure). In the areas of Elementary Education or Special Education, candidates must earn satisfactory scores on the Foundations of Reading Test for North Carolina and Praxis Content Knowledge for Teaching (CKT) in Mathematics. All Middle Grades, Secondary and Special Education candidates must pass the designated Praxis II specialty area test(s). See the program coordinator or director for information about licensure exam requirements.

Candidates should begin their application for the license immediately following internship. Candidates must have their scores sent directly to the University and the NC Department of Public Instruction by the testing company. Candidate copies are not accepted. Applications and information about the licensure requirements are available at the Educational Testing Service website at www.ets.org, NC Foundations https://www.nc.nesinc.com, edTPA https://www.edtpa.com/.

Special Resources and Facilities

The John H. and Maria J. McCrimmon Education Curriculum Lab (Teacher Resource Lab): The Curriculum Lab, housed in the School of Education, includes the Teacher Resource Library and Makerspace and is an essential part of the Educator Preparation Program. It contains professional and instructional materials supporting all licensure programs in the Educator Preparation Program. The Lab has textbooks used in P - 12 schools with supporting technological resources, teaching units, North Carolina Standard Course of Study, instructional media and equipment, professional journals, curriculum outlines, Praxis Core review materials, and equipment and resources for the construction of instructional materials.

Regulations and Procedures Applicable to Undergraduate Initial Teacher Licensure Programs

Standards for Undergraduate Initial Teacher Licensure Programs

The Educator Preparation Program is designed to prepare all undergraduate candidates to meet or exceed the North Carolina Professional Teaching Standards adopted by the Council of Educator Preparation Programs in collaboration with public school partners.

Curriculum for Undergraduate Initial Teacher Licensure Programs

The program of study, or curriculum, for undergraduate teacher education majors is comprised of four components: General Education, Content (major), Professional Studies core, and Content Pedagogy. A fifth component, academic concentration, is required in some programs of study (see following section). The General Education component includes study of the fine arts, literature, history, philosophy/religion, the social sciences, the natural sciences, mathematics, and physical education. The Content (major/licensure area) component is designed to provide in-depth understanding, skills, and knowledge specific to the chosen specialty/licensure area. The Professional Studies core component includes study of the historical, social, psychological, and philosophical foundations of education; human growth and development; ethics; learning theories; curriculum; instruction;  exceptional, diverse, and at-risk children; content area literacy; and the integration of instructional technology. The Content Pedagogy component is designed to help the candidate learn how to teach content to public school students at the targeted age and grade level. The culminating professional development experience for prospective teachers is the senior internship (student teaching) under the direct supervision of a master teacher in a clinical setting.

Outlines of the requirements for each program area (major) follow and may also be found in the catalog sections for the respective academic departments.

Special Requirement for Undergraduate Initial Teacher Licensure Programs:

Declaration of Major and Advising

As soon as the student decides to major in an Educator Preparation program, a Declaration of Major Form should be completed, including securing the required signatures, and submitted to the Office of the Registrar in Lumbee Hall. The form is then processed, and an advisor in the chosen program area is assigned. A major advisor is critical to a student’s timely and efficient progress through the Educator Preparation Program.

Admission to the Educator Preparation Program

The Council of Educator Preparation Programs selectively admits and periodically evaluates students in the Educator Preparation Program on the basis of scholastic aptitude and suitability for teaching. Admission into the University as a student does not automatically satisfy eligibility requirements for admission to the Educator Preparation Program. Eligibility for admission into the Educator Preparation Program will be determined by regulations current at the time initial application is made for admission into the program.

To be eligible for consideration by the Council of Educator Preparation Programs and approved for admission to the Educator Preparation Program, each candidate must:

1. Have at least 24 hours of the General Education requirements completed.
2. Have earned a B- (2.7) or better in EDN 2100 (Introduction to Education) or the approved equivalent course.
3. Have earned a grade of at least “C-” (C if the course is repeated) in all required professional studies core, content pedagogy, and content courses completed at the time of admission, with the exception of EDN 2100, which requires a grade of “B-.”
4. Have at least a 2.7 cumulative Quality Point Average (QPA) on a 4.0 scale on all prior college/university course work.
5. Meet the state established scores on Praxis Core, SAT, or ACT. An official copy of the scores must be sent to UNCP. Students must meet the scores in effect at the time they apply to and qualify for admission to the Educator Preparation Program [see next section for details].

Students with disabilities who may require special accommodations should consult their program coordinator and/or the Dean of the School of Education.

Students should apply for admission to the Educator Preparation Program when all of the requirements for admission have been met. The application process is completed in the Brave Educator Dashboard accessible through BraveWeb. (LIMITED PROGRESSION NOTE: Formal admissions to the Educator Preparation Program is a prerequisite for enrollment in many professional studies core, content pedagogy, and content courses.)

A student is not considered admitted to the Educator Preparation Program until admission is documented through the Brave Educator Dashboard.

Testing Requirement for Admission to the Educator Preparation Program

State law requires that an undergraduate student seeking a degree in teacher education must attain passing scores on a pre-professional skills test prior to admission to an approved Educator Preparation Program in a North Carolina college or university. Students seeking admission to the Educator Preparation Program must satisfactorily complete the Praxis Core Series, which includes subtests in reading, writing, and mathematics, or achieve the state established scores on the SAT or the ACT that allow individuals to be exempt from Praxis Core testing requirements. Students must meet the required scores in effect at the time they apply to and qualify for admission to the Educator Preparation Program. The School of Education must receive an official copy of the scores before the student may be admitted to the Educator Preparation Program. Student copies of scores are not acceptable. For more information about testing requirements or other requirements for admission to the Educator Preparation Program, students should contact the School of Education.

Continuation in the Educator Preparation Program

If a candidate earns a course grade lower than “C‑” in a professional studies core, content pedagogy, and content course; if a candidate’s quality point average falls below a 2.7; or if a candidate’s application for admission to the Professional Semester of the Educator Preparation Program is disapproved for any reason, the candidate is suspended from the Educator Preparation Program. Candidates suspended from the program may not continue to progress in the program until the deficiencies are corrected. Required professional studies core, content pedagogy, and content courses in which a grade lower than a “C-” was earned must be repeated and a grade of “C” (2.0) or better must be earned.  

Enrollment in Clinical Practice 2

Enrollment in Clinical Practice 2 is the culminating experience of the UNCP undergraduate Educator Preparation Program. To be eligible for consideration by the Office of Educator Engagement and Support Success and approved for enrollment in Clinical Practice 2, each candidate must:

1. Be formally admitted to the Educator Preparation Program one full semester (excluding summer sessions) prior to the professional semester.
2. Have not more than six (6) hours remaining of degree requirements at the beginning of the professional semester, excluding those required in the professional semester.
3. The remaining hours shall not include professional studies core or content pedagogy courses. If the remaining hours include content courses, the courses must be approved by the Program Coordinator and the Dean of the School of Education.
4. Upon approval by the Program Coordinator and Dean of the School of Education, the remaining hours taken during the professional semester must be scheduled at the conclusion of the school day, online or during weekends.

5. Have an overall quality point average of 2.7 (on a 4.0 scale) or better as well as a 2.7 or better in the candidate’s major field of study.

6. One full semester prior to the internship, update the professional semester enrollment documents, including but not limited to the following items:

• Resume
• Health Examination Certificate
• Licensure Exam Registration Ticket(s)

Complete Clinical Practice 1 requirements, to include, but not limited to: Dispositions Assessment and Pre-CPAST with disabilities who may require special accommodations during the Professional Semester should contact the Director of Educator Engagement and Student Success.

A candidate is not officially enrolled in Clinical Practice 2 until such notification is made AND all University registration procedures are completed. All Clinical Practice application processes are completed in the Brave Educator Dashboard accessible through BraveWeb.

Removal from an Internship Placement

When all reasonable attempts to rectify an unsatisfactory situation fail, the following options may be considered:

• Change of placement
• Voluntary withdrawal (grade of “W”)
• Failure of internship (grade of “F”) or involuntary withdrawal (grade of “W”)
• Extension of placement (grade of “I”)

The Dean of the School of Education selects an appropriate resolution in consultation with the vested parties to include, but not limited to: public school representative(s) from the host school district, the intern’s Program Coordinator, the University Supervisor, the Director of Educator Engagement and Student Success, and the intern. The vested parties may recommend the assignment of “withdrawal,” “fail,” or “incomplete” for the internship semester to the professor of record for (a) change of placement, (b) failure or involuntary withdrawal, or (c) extension of placement. The University is in no way obligated to support or accommodate an intern whose conduct violates professional ethics or codes of conduct as defined by the Code of Ethics for NC Educators and the Educator Preparation Program Candidate Standards. (See current Clinical Practice Handbook for additional information.)

Graduation

Students must apply for graduation. Applications, which are available in the Registrar’s Office, must be submitted at least two semesters before graduation (April 1st of the year prior is the deadline for Spring or Summer graduation; November 1st of the year prior is the deadline for Winter graduation). Application for graduation is a University policy, separate from any Educator Preparation Program regulations and procedures.

Time Limit Regulation

See program coordinator for current information.

Residency Requirements for Educator Preparation Programs

Undergraduate students enrolled in one of the licensure programs in teacher education at UNCP will complete a minimum of 30 semester hours (2 semesters) of course work at the University prior to enrollment in the professional semester.

Transfer Credit for Professional Education Courses

Upon the review and approval from the School of Education, up to nine (9) hours transfer credit may be granted for education courses. For each course for which transfer credit is sought, the student must furnish an official transcript from the institution at which the course was taken. Transfer credit will be accepted only from two- and four-year colleges and universities with  Educator Preparation Programs approved by at least one of the following: (1) North Carolina State Board of Education; (2) the Council for the Accreditation of Educator Preparation (CAEP); or (3) appropriate accepted institutional accreditors. Accepted institutional accreditors include but are not limited to the Accrediting Commission for Community and Junior Colleges (ACCJC) Western Association of Schools and Colleges, Higher Learning Commission (HLC), Middle States Commission on Higher Education (MSCHE), New England Commission of Higher Education (NECHE), Northwest Commission on Colleges and Universities (NWCCU), Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), and WASC Senior College and University Commission (WSCUC).  Other US Department of Education recognized national accreditors which are not listed above may also be considered acceptable. 

Undergraduate Licensure Programs

NOTE: Students who desire teacher licensure in any one of the programs outlined below should declare the major as soon as possible in their college career. Consultation with the Program Coordinator or program advisor prior to registering for General Education courses is strongly recommended.

Academically or Intellectually Gifted (AIG) Education Add-On Licensure:

Courses

• ARS 1110. The Foundation of the USAF (1 credit)
• ARS 1120. The Foundation of the USAF (1 credit)
• ARS 2110. Evolution of USAF Air and Space Power (1 credit)
• ARS 2120. Evolution of USAF Air and Space Power (1 credit)
• ARS 3110. Air Force Leadership and Management (3 credits)
• ARS 3120. Air Force Leadership and Management (3 credits)
• ARS 4110. National Security Affairs/Preparation for Active Duty (3 credits)
• ARS 4120. National Security Affairs/Preparation for Active Duty (3 credits)

• MSC 1010. Leadership and Personal Development (1 credit)
• MSC 1020. Foundation in Leadership (1 credit)
• MSC 1800. Military Physical Training (1 credit)
• MSC 2010. Innovative Tactical Leadership (3 credits)
• MSC 2020. Leadership in Changing Environments (3 credits)
• MSC 3010. Adaptive Team Leadership (3 credits)
• MSC 3020. Leadership Under Fire (3 credits)
• MSC 4010. Developing Adaptive Leaders (3 credits)
• MSC 4020. Leadership in a Complex World (3 credits)
• MSC 4210. The American Military Experience (3 credits)

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