Curriculum

What can I do with this program after I graduate?
  • Graduates are eligible for the North Carolina Initial Standard Professional I (SP1) teaching license.
  • Our graduates are highly competitive securing employment. The increasing adoption of universal Pre - K in recent years has child and family development professionals in very high demand.  MECK Pre-K, Mecklenburg County’s program, will hire hundreds of educators in the coming years.
  • The Graduate Certificate is Phase I for those who wish to seek the Master of Arts in Teaching after completion.

 

Fall courses:

  • CHFD 5100 - Development: Prenatal to Pre-Adolescence (3)
  • CHFD 6230 - Emerging Literacy and Mathematical Understanding (3)
  • CHFD 6400 - Student Teaching Seminar: B-K Child and Family Development (6) (taken in the last semester)

Spring courses:

  • CHFD 5250 - Assessment of Young Children (3)
  • CHFD 6200 - Curriculum and Learning Environments for Young Children (3)

Summer course:

  • CHFD 6110 - Family-Professional Partnerships (3)

*This final course is a full-time internship. It requires application and approval during the semester prior to the internship.

The NC State Board of Education requires that B-K candidates demonstrate content mastery with 24 relevant credit hours.  Due to the 21-credit hour curriculum of this certificate, students who do not have three relevant credit hours at the time of admission will be required to complete those hours in addition to the standard program of study prior to student teaching.  Contact the Office of Teacher Education Advising and Licensure for assistance with determining relevant credit hours.

Internship/Student Teaching
  • The graduate-level student teaching/internship is the culminating experience of the Graduate Certificate program, offering students the opportunity to demonstrate their readiness for the initial Standard Professional I teaching license. A GPA of 3.0 or above in the graduate certificate coursework is required to be eligible for the student teaching/internship. Students are assigned to an appropriate classroom for a full-time, semester-long experience under the supervision of the classroom teacher and University faculty. Lateral entry teachers and teacher assistants must contact the Office of School and Community Partnerships to determine the appropriateness of their classroom for the student teaching/internship experience and licensure requirements. This contact should take place at least one semester before student teaching. The prerequisite for the student teaching/internship is completion of all program coursework, a GPA of 3.0 or above, an application for the course by the established deadline, and approval of the department.
Clinical Field Experiences
  • All courses require students to develop their knowledge, skills, and dispositions in public school/agency settings. During the Graduate Certificate in Elementary Education program, all students are expected to complete clinical experiences in at least three significantly different settings.
  • Clinical field experiences provide opportunities for helping all students learn, including children with exceptionalities and students from diverse ethnic/racial, linguistic, gender, and socioeconomic groups. During clinical experiences, students apply theories and understandings gained in coursework, analyze B-K student learning, and develop the ability to positively impact all learners. The first semester requires a minimum of 20 hours of clinical experiences.  The second semester requires a minimum of 20 hours of clinical experiences.  The third semester requires a minimum of 10 hours of clinical experiences These structured experiences can take place in multiple settings such as neighboring schools or districts, after-school programs, or in the schools and classrooms in which the candidates work or are placed by the Office of School and Community Partnerships.
  • Candidates who are lateral entry teachers and teacher assistants must move beyond their own classrooms and schools for at least two clinical experiences. Alternative settings must be approved by the instructor. A limited number of clinical experiences may be approved in significantly different classrooms within their school of employment. Employed candidates are encouraged to seek assistance and support from their administrators.
  • To view the current program curriculum, please visit the website for the Teacher Education Advising and Licensure office.