§ 115C-296.10. Content and pedagogy requirements.
(a) Content and Pedagogy Requirements for Educator Preparation Programs. - To ensure that educator preparation programs remain current and reflect a rigorous course of study that is aligned to State and national standards, the State Board of Education, in consultation with the Board of Governors of The University of North Carolina and the North Carolina Independent Colleges and Universities, Inc., shall require that the rules for approval of educator preparation programs include the following requirements with demonstrated competencies:
(1) All educator preparation programs shall include the following:
a. The identification and education of children with disabilities.
b. Positive management of student behavior and effective communication techniques for defusing and deescalating disruptive or dangerous behavior.
c. Demonstration of competencies in using digital and other instructional technologies to provide high-quality, integrated digital teaching and learning to all students.
(2) Elementary education teacher education preparation programs shall include the following:
a. Adequate coursework in the teaching of reading, writing, and mathematics.
b. Assessment prior to licensure to determine if a student possesses the requisite knowledge in scientifically based reading, writing, and mathematics instruction that is aligned with the State Board's expectations.
c. Instruction in application of formative and summative assessments within the school and classroom setting through technology-based assessment systems available in North Carolina schools that measure and predict expected student improvement.
d. Instruction in integration of arts education across the curriculum.
(3) Elementary and special education general curriculum teacher education preparation programs shall ensure that students receive instruction in early literacy intervention strategies and practices that are aligned with State and national reading standards and shall include the following:
a. Instruction in the teaching of reading, including a substantive understanding of reading as a process involving oral language, phonological and phonemic awareness, phonics, fluency, vocabulary, and comprehension. Instruction shall include appropriate application of instructional supports and services and reading interventions to ensure reading proficiency for all students.
b. Instruction in evidence-based assessment and diagnosis of specific areas of difficulty with reading development and of reading deficiencies.
c. Instruction in appropriate application of instructional supports and services and reading interventions to ensure reading proficiency for all students.
(4) Middle and high school science teacher education preparation programs shall include adequate preparation in issues related to science laboratory safety.
(b) School Administrator Preparation Programs. - Rules for approval of school administrator preparation programs shall incorporate the criteria developed in accordance with G.S. 116-74.21 for assessing proposals under the School Administrator Training Program. (2015-241, s. 8.41(a).)