Evening Degree Programs

The School of Education currently offers the elementary and special education major through the evening degree program (EDP).  Students who are degree seeking and are majoring in either elementary or special education in EDP will work with an academic advisor through that office.  As indicated above, EDP degree seeking students must adhere to all university core requirements for graduation and are expected to complete all co-requisite field experiences for their sequence of education coursework.  Students in the EDP program are expected to transition to the day program during the final semester of the senior year in order to complete the required student teaching internship. Students enrolled in EDP may choose to take their methodology coursework (usually the fall semester prior to student teaching) through EDP or may elect to transition into the day program during the fall.  Students completing the degree in elementary or special education are eligible for a N.C. initial teaching license provided they meet all the requirements (see undergraduates-day).

Teacher Assistant Program

Students who are completing their degree requirements and who are currently employed as teacher assistants in a public school setting are eligible to enroll in the EDP Teacher Assistant Program.  In this program, teacher assistants may be able to complete the major in elementary or special education in the evenings until the final semester in which the student teaching internship is required. In the Teacher Assistant Program it is normally expected that the student's required EDU 419 Practicum and student teaching internship will be completed in the classroom in which he/she is currently employed.

A student who wishes to pursue this option is expected to notify the Dean of the School of Education in writing at least one semester prior to applying for the student teaching internship. This option is only available to a student whose principal consents to this arrangement in and who is currently employed in a classroom which matches the teaching license being sought.

Students who have been employed as teacher assistants for a minimum of three years are eligible for a shortened ten-week student teaching internship.  Students must make a written request for a shortened internship at least one semester prior to enrolling in student teaching.  Approval for a shortened internship experience must be granted by the Dean of the School of Education and will be filed in the students records for documentation purposes.   In approved cases, a shortened internship is only possible when the student's mid-semester evaluation of his/her internship performance has been deemed acceptable (at-standard).

Piedmont Baptist College (PBC)

In 2003 High Point University began an articulation agreement which allows PBC students to complete their remaining 31 semester hours of credit at High Point University, including the 11 hour student teaching internship.  In this agreement PBC students work through the staff of the Evening Degree Program and are expected to complete upper level education coursework (excluding methods courses), the required technology portfolio, the student capstone product which culminates in Education 412, certain professional education requirements (ex.-Math 153), and university core requirements which may be deficient (e.g., Foreign Language, Ethics) in order to be recommended for an initial teaching license by High Point University. 
 

With this agreement, PBC students earn their degrees from both High Point University and Piedmont Baptist College.  The following includes the conditions which must be satisfied prior to an individual being recommended for a N.C. teaching license:

• PBC students must be admitted into the HPU Teacher Education Program at their initial point of entry into the institution.  At this time, PBC students are expected to submit an online application, a copy of their PRAXIS I scores, and a current transcript indicating a minimum cumulative GPA of 2.50. 
• Disposition Evaluation Scales are expected to be completed on all sophomore level PBC students requesting admission into the High Point University Teacher Education Program.  These instruments are available online and are to be completed by faculty at PBC.
• Upon completion of their 300 level education courses, PBC students must submit the required technology portfolio to the HPU SOE for evaluation.  Students whose portfolio evaluations are not acceptable must remove any deficiencies in the portfolio within six months of their graduation date in order to be recommended for an initial teaching license (Standard Professional 1).  Students from PBC are presented, along with other juniors, during the Junior Year Review.
• Prior to the student teaching internship, PBC students must complete an audit with the Dean of the Evening Degree Program to certify that all required HPU coursework has been completed
• To be eligible for a teaching license, Piedmont Baptist students must meet all the licensure requirements of High Point University students including:  (1) a 2.50 GPA, (2) Passed Praxis II Specialty Area Exam (ELED Only), and (3) successful completion of the student teaching internship.

Lateral Entry (LEAP)

With the passing of No Child Left Behind (NCLB) and the mandates of Highly Qualified (HQ ), it is much more difficult for individuals to secure teaching positions as lateral entry teachers. Those individuals who do pursue a lateral entry teaching position must be designated as Highly Qualified before they can be considered for employment.  These individuals must have taken and passed the required PRAXIS-II Specialty Subject Exam for their content area and must show a minimum of 24 hours of content area coursework for the teaching area they are applying for.  In these circumstances an employed individual will be issued a temporary license by the State Department of Public Instruction and will be advised to secure a program of study from either a Regional Alternative Licensing Center (RALC) or an institution of higher education which will outline the professional education and pedagogical courses needed for a Standard I Professional teaching license.

The School of Education, through the Evening Degree Program, does offer a program for lateral entry teachers (LEAP).  Prospective applicants must meet with a staff advisor in EDP to apply for the LEAP program.  The School of Education, in collaboration with EDP, will develop a program of study or assist the individual in determining with of the RALC courses will be offered.  A lateral entry teacher does not take co-requisite field experiences and is not required to complete the 11 credit student teaching internship.  A three credit supervised internship (EDU 480) is required if the individual affiliates with the School of Education and plans for the SOE to recommend him/her for the teaching license.  EDU 480 is not a requirement of the RALC. 

Lateral entry teachers who terminate their employment prior to completing the licensure program automatically change classifications from Lateral-Entry to Licensure-Only.  In this case, the individual is then required to complete all co-requisite field experiences and the 11 credit student teaching internship.