Major -Elementary Education

The primary mission of the Department of Education is the preparation of teachers who are liberally educated, professionally competent, personally and socially mature, and acutely aware of the responsibilities and privileges entailed in their involvement with public and private education. Influenced by the Benedictine heritage of the College, the elementary teacher preparation program seeks to develop the student's understanding of the nature of community and of the teacher's role as a community builder.

The mission of the elementary education program is to prepare prospective teachers for successful careers in public school classrooms (K-6). Students who complete the undergraduate teacher licensure program in elementary education are prepared to enter the first phase of their professional career as effective beginning teachers. They will also graduate as liberally educated, professionally competent builders of community.

The goal of the elementary education program is to provide students with the knowledge and skills necessary to plan and implement developmentally appropriate learning experiences for children in kindergarten through grade six (K-6). Preparation for entering an elementary teaching career includes an integration of theoretical study, a variety of selective field experiences, and systematic professional and personal reflection.

The elementary education program objectives require that students demonstrate the following abilities and skills.

• Knowledge of the various content areas within the elementary school curriculum
• Intellectual curiosity and critical thinking capabilities
• Knowledge and understanding of the historical, social, and philosophical foundations of current elementary school practice
• An understanding of the patterns and processes which characterize the cognitive, linguistic, emotional, social, character, and physical development of elementary-age students
• An understanding of the application of child development principles to developmentally appropriate practices in the elementary school, including to both chronological norms and individual differences and variations
• An ability to create and sustain learning environments that motivate children to be active learners engaged in processes of discovery, interpretation, and reflection.
• The ability to observe and record the behavior of elementary children and apply observational data to learners. Curriculum and instructional planning
• An understanding of diagnostic, formative, and summative assessment.
• A proficiency in oral and written communication skills
• The ability to select, utilize, and evaluate a variety of instructional methods and teaching strategies
• An understanding of interdisciplinary perspectives and the ability to guide children’s learning through integrated, thematic units of instruction
• The understanding of, and appreciation for, cultural diversity
• An understanding of the multi-dimensional role of the elementary teacher, including instructional responsibilities, communication with parents, and collaboration with other professionals and community agencies
• The acquisition of those attitudes and values which inform and guide ethical action and reflection
• The personal maturity and confidence which assists the individual in continued professional growth

Elementary Education - Program of Study (Licensure) Teacher Licensure Programs

Recommendation for teacher licensure is separate from the awarding of a degree. Declaration of a major does not guarantee a student’s admission to the teacher licensure program, or eventual recommendation for state licensure. Such admission and recommendation is part of the responsibility and authority of the Department of Education. Program requirements are summarized below.

Admission to Licensure Program

Once a student declares a major in education, or intent to pursue teacher licensure, a faculty member in the Department of Education will be assigned as the student’s advisor. Student progress is monitored according to program descriptions and requirements. Students wishing to apply for admission to the licensure program are required to: submit a Declaration of Major form submit an Application for Admission to the Teacher Licensure Program submit two positive recommendations from Belmont Abbey College Education Department Faculty who are in a position to evaluate the student’s personal, social, and academic maturity successfully complete12 credit hours of professional studies courses achieve a minimum Cumulative Grade Point Average of 2.75
achieve North Carolina passing scores on the PRAXIS Pre-Professional Skills Tests (PPST) or Computer Based Tests (CBT) in Reading, Writing, and Mathematics.

Licensure-seeking candidates must be formally admitted to a teacher licensure program at least one calendar year prior to student teaching. In addition, only those students formally admitted to the elementary licensure program may enroll in 400-level classes.

Admission to Student Teaching

Students should understand that admission to the senior year student teaching experience is not automatic. To be admitted, a student must:

• Have been admitted to a teacher licensure program
• Submit an Application for Admission to Student Teaching
• Complete all prerequisite coursework
• Have earned a minimum grade of “C” in all required education courses
• Have maintained a minimum cumulative grade point average of 2.75

Recommendation for Licensure

Upon completion of all program requirements, including those summarized below, a student is eligible for recommendation for teacher licensure in North Carolina. Recommendation for licensure in other states is subject to the laws and requirements of that state, compliance with which is the responsibility of the student. To receive the College’s recommendation for licensure in North Carolina a student must:

• Comply with all Department licensure policies
• Achieve NC passing scores on the appropriate PRAXIS Specialty Area Examination(s)
• Pass a Technology Competency review
• Successfully complete a Departmental electronic portfolio
• Receive the recommendation of the Chair of the Department of Education and the College Licensure Officer
• Receive the recommendation of the student teaching supervisors (IHE and LEA) and the designated LEA official responsible for LEA coordination of the senior year student teaching experience (Form IHE-01b)
• Complete all necessary application materials, obtain official transcripts, and pay any required State licensure fee(s)

Post-Baccalaureate Licensure Only

Students holding a baccalaureate degree from an accredited college or university may apply to pursue a program of study leading to teacher licensure in elementary education (K-6). Following an evaluation of the individual’s previous academic transcripts, a specific program will be developed appropriate to the student's academic background and experience. The Department Chair and College Licensure Officer must approve this program and a written record of the student’s program requirements will be maintained in the Department office.

Students enrolled in the licensure-only program of study must complete a minimum of eighteen (18) semester hours of coursework (not including student teaching) at Belmont Abbey College. The requirements for the licensure-only program are comparable to those for degree seeking students.

Minor in Education

For students not pursuing a major in elementary education but who are interested in the study of education, an education minor is available. The normal sequence of courses (15 cr.), in which a student must earn a grade of “C” or better, is as follows:

• ED 300 Introduction to Education
• ED 301 Human Growth and Development
• ED 305 Introduction to the Exceptional Child
• ED 302 Education and Society or ED 380 Issues and Trends in Education or ED 399 Diversity in Education
• ED 312 Educational Psychology

A student interested in pursuing a minor in education must contact the Department Chairperson within the completion of six (6) hours of the above listed courses; a student must formally apply to the Department of Education for approval.

Elementary Education Resources

Kappa Delta Pi
Honor students in education are invited to join the Upsilon Eta Chapter of Kappa Delta Pi (KDP), an international society promoting excellence in education. Membership is open to honor students who have shown commendable personal qualities, worthy educational ideals, and sound scholarship.

Involvement in KDP provides students with the opportunity to cultivate relationships with other members of the teaching profession, inspires students to strive for individual and professional growth, and encourages them to become active participants in state, regional, and national meetings.

Curriculum Resource Center

The Curriculum Resource Center (CRC) is a resource facility (located in room 112, William Gaston Science Building) that provides a variety of education services for students and faculty. The CRC houses curriculum materials, professional literature, and instructional equipment. It supports the goals and objectives of the Department of Education, which reflect the instructional needs and practices of teachers in elementary schools. The center serves as an active learning environment for students and provides opportunities for examination, production, and evaluation of educational resources.

Federal and State Compliance

The teacher education program at Belmont Abbey College is fully accredited by the National Council for Accreditation of Teacher Education (NCATE) and its program in teacher education is approved by the North Carolina Department of Public Instruction (NCDPI).

The Sister Christine Beck Department of Education of Belmont Abbey College is in compliance with Section 207 of Title II of the Higher Education Act of the United States Department of Education. This act requires Institutions of Higher Education (IHE’s) to report to the federal and state governments as well as to the public. These reports and relevant data are available upon request from the Sister Christine Beck Department of Education Office.

Elementary Education - Faculty

Powell, Sara Davis– Chair and Associate Professor of Education; B.S. in Mathematics, Southern Nazarene University; M.A.T. in Math Education, University of Colorado. ; Ph.D. in Administration, Supervision, and Curriculum Development, University of Colorado.

Dr. Powell has taught all grade levels, with most of her public school teaching experience in a middle school math classroom. She taught undergraduate and graduate courses at the College of Charleston for 12 years before joining the BAC faculty in fall 2006. Her areas of expertise include math education, upper elementary/middle grades, and instructional techniques. Dr. Powell is the author of Introduction to Middle School, a college text published in 2005 by Prentice Hall and An Introduction to Education: Choosing Your Teaching Path, a college text published in 2008 by Pearson.

Ratchford, Melinda - Associate Professor of Education
B.S. Appalachian State University, ; M.S.L.S. University of North Carolina-Greensboro, ; Ed.S. Appalachian State University, ; Ed.D. University of North Carolina-Chapel Hill.

Dr. Ratchford worked in the North Carolina public schools for thirty-one years, retiring in July 2000. She is currently the Director of the Curriculum Resource Center , and in 2002 won the Adrian Faculty Excellence award. Her avocation is a forty-five year interest in the study of RMS Titanic and her history, having given presentations on the topic to almost two hundred groups. She is an avid reader and a life long learner returning every ten years to get another degree; her latest was an A.A. in Paralegal Technology from Gaston College in 1999. She and her husband have traveled in forty-eight of the fifty states repeatedly and in Europe on numerous occasions.

Wilson, Pam - Assistant Professor and Director of Field Experience in Education B.S. Winthrop University, ; M.Ed. Winthrop University
After retiring from the public school system with thirty-three years of service, Mrs. Wilson joined the College faculty as an Assistant Professor. Her work in the public school system includeds twenty-nine years of classroom experience in grades K-3 and four years as an Instructional Specialist. Ms. Wilson provides training and consulting services for teachers in various school systems.

Benette Sutton, Benette - Instructor
B.A. Sacred Heart College, ; M.Ed. University of North Carolina-Charlotte

Mrs. Sutton worked for the Gaston County School System for over thirty years. She has been a classroom teacher, reading specialist, and Title I Program Coordinator. For the last eight years, Mrs. Sutton has taught at the Abbey and has implemented a tutoring program placing Belmont Abbey teacher candidates in local elementary schools to work with students needing extra instruction. Mrs. Sutton is the Chairperson of the Board of Directors for the Gaston Literacy Council.

McDonald, Judith Richards - Assistant Professor
BS in Secondary Education, West Virginia University; M.Ed. in Science Education, University of North Carolina, Charlotte; Ph.D. in Curriculum and Instruction, University of North Carolina, Greensboro.

Dr. McDonald has taught in elementary, middle, and high school, with most of her experience in middle school science.  Her focus and passion is instructing teachers in inquiry science.  She supports the community in many ways, including science clubs, science awareness, and mentoring new science teachers. Dr. McDonald serves on numerous local, regional, and state committees that promote science education.

Helm, Carroll – Associate Professor
B.A. in Psychology with Social Studies Minor, Carson-Newman College; M.S. in Administration and Supervision, University of Tennessee, Knoxville; Ed.D. Educational Leadership, Collateral in Human Development and Learning, East Tennessee State University.

Dr. Helm has taught in the elementary and middle school as well as serving as an elementary principal.  He has held numerous K-12 central office positions, as well as Dean of a Community College.  Dr. Helm has taught graduate and undergraduate courses for Tusculum College, East Tennessee State University, and the University of the Cumberlands.  His research and publications have focused mainly on effective teaching and learning through proper teacher dispositions.