2017-18 Gaston College Catalog [THIS CATALOG IS OUT-OF-DATE. USE THE CURRENT CATALOG TO FIND CURRENT PROGRAMS.]
Lateral Entry Certificate (C55430)
The Lateral Entry curriculum provides a course of study leading to the development of the general pedagogy competencies needed to become certified to teach by the North Carolina Department of Public Instruction.
Course work includes human growth and development, learning theory, instructional technology, school policies and procedures, home, school, and community collaborations, and classroom organization and management to enhance learning. Courses offered by partnering senior institutions include instructional methods, literacy, and diversity.
Graduates should meet the general pedagogy competencies within the first three (3) years of teaching, including a minimum of six (6) semester hours per school year. Additional requirements, such as pre-service training and passing the PRAXIS, are required for licensure.
Program Learning Outcomes
- Describe how children learn and develop, and provide learning opportunities that support children's intellectual, social, and personal development (INTASC Principle 2).
- Distinguish how students differ in their approaches to learning and create instructional opportunities that are adapted to diverse learners (INTASC Principle 3).
- Utilizes a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills (INTASC Principle 4).
- Apply knowledge of individual and group motivation to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation (INTASC Principle 5).
- Plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals (INTASC Principle 7).
- Demonstrates uses of formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, and physical development of the learner (INTASC Principle 8).
- Evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally as a reflective practitioner (INTASC Principle 9).