Technical Standards for Admission to, and Continued Progression in, Educator Preparation at East Carolina University
The East Carolina University Educator Preparation Program has interest and experience in accommodating certain disabilities without compromising the integrity of the curriculum or the academic achievement required of all students. The following performance standards describe the non-academic qualifications that the program considers essential for successful admission and progression in the educator preparation program. These standards have been developed upon consideration of various factors, including the minimum competencies expected of any teacher, the demands of educator preparation and training, and the welfare of children who are entrusted to educator preparation candidates. Students accepted by the ECU educator preparation program need to have sufficient abilities and skills in the core performance standards for this program listed below. The examples with each standard are not inclusive of all expected abilities and should be used only for comparative purposes by applicants and students currently enrolled in this program.
| Skill | Description | Examples |
|---|---|---|
| Critical Thinking | Critical thinking abilities sufficient for making critical judgments | Able to accurately assess students; correctly interpret findings and accurately create lesson plans; able to read and flex in situations inside and outside of the classroom |
| Communication | Abilities sufficient for effective interaction in verbal, written, and nonverbal form | Able to follow written and verbal instructions; able to read nonverbal cues in social and professional settings; able to provide effective teaching; able to consult with instructors, colleagues, clinical faculty, parents, principals, and PK-12 students in a professional manner |
| Mobility | Physical abilities sufficient to effectively deliver classroom instruction and maintain student safety | Able to maneuver in a variety of school settings including, but not limited to, the classroom, cafeteria, media center and recreational areas |
| Motor skills | Gross and fine motor abilities sufficient to monitor and assess students | Ability to utilize a variety of equipment necessary for teaching in general, and for teaching in the specific program and/or content area |
| Visual | Sufficient visual ability for observation and assessment necessary in provision of instruction and maintaining student safety | Able to assess student work, and other didactic and pedagogical materials; able to observe non-verbal communication; able to recognize when to make appropriate referrals |
| Hearing | Sufficient auditory ability to monitor and assess classroom needs and to maintain student safety | Able to effectively respond to oral requests/instructions from PK-12 students, colleagues, instructors, principals, clinical teachers; able to interpret the language used to communicate lectures, instructions, concepts, narratives, questions, and answers; able to hear alarms and emergency signals |
| Communication and Relationship Skills | Effective interaction skills with superiors, peers, PK-12 students and colleagues including: cultural competence; resolution of group conflict during academic, practicum and internship work; and the ability to maintain effective working relationships at all levels | Able to effectively communicate with instructors, peers, team members, clinical faculty, principals, colleagues and PK-12 students; able to articulate detailed instructions to or from the groups mentioned above; able to acknowledge and respect individual values and opinions, and able to sensor self-expression in order to foster harmonious working relationships with above mentioned groups |
| Personal Behavior | Emotional health sufficient for full utilization of intellectual abilities, effective functioning during stressful situations, ability to adhere to professional boundaries and ethical conduct in accordance with the "North Carolina Professional Teaching Standards" and the "Code of Ethics for North Carolina Educators" | Demonstrate honesty, integrity, accountability, flexibility, and the ability to adjust to changing situations and uncertainty in classroom situations; respect PK-12 student rights and avoid criminal behavior; avoid unprofessional behaviors such as chemical dependency; control emotions in order to function effectively under stress; and adapt in an unpredictable and changing environment; accept feedback and implement suggestions given by superiors |