1. Constituent University:
2. Program Identification
1. BOG/API code and program title:
2. Degree:
3. Major(s):
4. Licensure area(s):
3. Program Change
1. The proposed program consolidatestwo or more existing programs: Yes _____ No _____
   
   If Yes, list the existing Master's degree programs that have been consolidated into the new Master's degree program and that will be discontinued as soon as all students in the existing programs have graduated
   
   If Yes, list the teaching field options in the consolidatedprogram
2. The proposed program is a revisionof an existing program: Yes _____ No _____


If Yes, list the teaching field options in the revised program
3. The proposed program is a newprogram: Yes _____ No _____


If Yes, list the teaching field options in the new program

If Yes, the new program is at a more advanced level than any offered by the institution in Education: Yes _____ No _____
4. If the proposed program is a consolidatedor revisedprogram, summarize the changes that have been made in a current program(s) to create the new Advanced Master's degree program
4. Program Description
1. Describe the primary client group for the program
2. List the educational objectives of the program
3. List the criteria for admission to the program and the documents reviewed in the admissions process
1. Criteria for admission to the program
2. Documents reviewed in the admissions process
4. List the course and other requirements for completion of the program, including "core course requirements" if the program has multiple teaching field options (Attach a planning sheet for the program and its options)
5. Indicate the total number of credit hours required to complete the degree program:
6. Identify the department and College or School in which the program will be housed
5. Congruence with the Expected Characteristics of an Advanced Master's Degree Program
1. Describe how the program builds upon the instructional expertise and leadership qualities and skills of an experienced licensed teacher (Program Characteristic 1)
2. Describe how the program addresses important state and national standards (Program Characteristic 2):
1. Complete Table A, which documents how the program extends the ten INTASC standards for new teachers used in NCDPI's Performance-Based Licensure Project
2. Describe how the program extends the NCDPI competencies currently required for initial "A" licensure in each teaching field option
3. Describe the process used to ensure that the program builds on the curriculum standards of national specialty area associations relevant to each teaching field option
4. Complete Table B, which documents how the program builds on and aligns with the five NBPTS propositions regarding experienced teachers
5. Complete Table D (See 6 below), which documents the match between the core competencies required for Advanced licensure in a teaching field and the courses and other requirements for completion of each teaching field option in the program.

3. Describe how experienced teachers, university faculty, and other practicing educators (e.g., administrators or curriculum specialists) were involved in designing the program's curriculum (Program Characteristic 3)
4. Table C documents the program's congruence with Program Characteristics 4-8. Complete one Table C if the program has a single teaching field option; complete a separate Table C for each teaching field option if the program has multiple teaching field options.
5. Describe the content of a student's culminating "product of learning" and the procedures that will be used by a panel of university faculty and school professionals to determine whether or not the student has adequately demonstrated the professional competencies of a master teacher (Program Characteristic 9)
6. Students will have the opportunity to complete the program (Program Characteristic 10):
1. As part-time students Yes _____ No _____
2. During summers (assuming adequate resources) Yes _____ No _____
3. At off-campus sites (assuming adequate enrollment and resources) Yes _____ No _____
7. Do the degree requirements for the program exceed 39 credithours (Program Characteristic 11)? Yes _____ No _____


Note: 39 credit hours is the maximum number of credit hours in current Master's degree programs for teachers in The University of North Carolina
6. Program Congruence with the Core Competencies Required for Advanced Licensure
   
   Table D documents the match between core competencies required for Advanced licensure in a teaching field and the courses and other requirements for completion of a Master's degree program in that field. Complete one Table D if the program has a single teaching field option; complete a separate Table D for each teaching field option if the program has multiple teaching field options.
7. Program Evaluation
   
   Describe the strategies that will be used to assess the competencies of program graduates and the effectiveness of the program.
8. Institutional Certification
   
   "We certify that this proposed program addresses both the expected Core Competencies and the expected Program Characteristics of an Advanced Master's degree program leading to Advanced Licensure in a teaching field."

9. Governing Board Approval
   
   For purposes of NCDPI review of this Request, attach documentation that confirms that the program has been approved within the constituent institution as appropriate and by the UNC Board of Governors.

Table A:	Program extension of INTASC standards
Table B:	Program alignment with NBPTS standards
Table C:	Program congruence with the expected Program Characteristics 4-8
Table D:	Program congruence with the expected Core Competencies required for Advanced Licensure
Documentation that the program has been approved at all appropriate levels
Attachments (if any)

Table B Building on the Five NBPTS Propositions Regarding Experienced Teachers
Program Title:	Institution:
The NBPTS Propositions Regarding Experienced Teachers	Briefly Describe How the Program Builds On and Aligns With Each of the Five NBPTS Propositions Regarding Experienced Teachers
Teachers are committed to students and their learning Teachers recognize individual differences in their students and adjust their practice accordingly  Teachers have an understanding of how students develop and learn  Teachers treat students equitably  Teachers' mission extends beyond developing the cognitive capacity of their students
Teachers know the subjects they teach and how to teach those subjects to students Teachers appreciate how knowledge in their subjects is created, organized and linked to other disciplines  Teachers command specialized knowledge of how to convey a subject to students  Teachers generate multiple paths to knowledge disciplines
Teachers are responsible for managing and monitoring student learning Teachers call on multiple methods to meet their goals  Teachers orchestrate learning in group settings  Teachers place a premium on student engagement  Teachers regularly assess student progress  Teachers are mindful of their principal objectives
Teachers think systematically about their practice and learn from experience Teachers are continually making difficult choices that test their judgment  Teachers seek the advice of others and draw on education research and scholarship to improve their practice
Teachers are members of learning communities Teachers contribute to school effectiveness by collaborating with other professionals  Teachers work collaboratively with parents  Teachers take advantage of community resources

Table C Program Congruence with Expected Program Characteristics 4-8
Program Title: Teaching Field Option:	Institution:
Expected Program Characteristics	Briefly Describe How Each Expected Program Characteristic Is Addressed in Courses, Modules, Clinical Experiences, and Other Instructional Activities
Rigorous academic preparation in the subject matter or licensure area(s) in which students in the program currently teach or will teach in the future
Rigorous preparation in the latest research on human development and learning and the pedagogical knowledge and skills expected of a master teacher
The following components or topics: Current trends and issues in education  Teaching reading and writing across the curriculum  Meeting the diverse needs of students in inclusive classroom settings  Using technology to enhance and support teaching and other professional activities  Applying research findings to curriculum development and classroom instruction  Reflecting on, diagnosing, and prescribing instruction that fosters student learning
Opportunities for students as experienced teachers to: Build on their current knowledge and competencies  Increase their skills in data collection and data use for diagnosis, planning, decision-making, and evaluation  Apply research to real-world experiences to improve classroom practice through action  Reflect on instructional and management practices and on their own professional development as master teachers  Develop peer leadership and mentoring skills
On-going clinical and field experiences that link program faculty, students enrolled in the program, and master practitioners in the schools

Table D Program Congruence with the Core Competencies Required for Advanced Licensure
Program Title: Teaching Field Option:	Institution:
Core Competencies Required for Advanced Licensure	List the Courses (Designator, Number, Title, and Credit Hours)and Other Program Requirements That Address the Core Competencies
Instructional Expertise: Applies the theoretical, philosophical, and research bases for educational practice in elementary, middle, and secondary school classrooms to improve student learning. Plans, implements, and evaluates instruction that is rigorous, coherent, and consistent with a well-developed theoretical and philosophical stance and with best practices emerging from educational research Reads educational literature critically, including theoretical, philosophical, and research materials  Analyzes and articulates relationships between and among theory, philosophy, research findings, and current practice  Designs and modifies instruction based on well articulated theory, philosophy, educational research, and best practice  Incorporates findings from educational literature into school and classroom strategies to improve student learning
Knowledge of Learners: Incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning. Plans, implements, and evaluates instruction that is responsive to wide variations in students' learning needs and learning styles Designs and modifies instruction that is responsive to differences among learners that are influenced by development, exceptionalities, and diversity  Seeks actively to increase understanding of and respect for differences in students' development, exceptionalities, and diversity  Creates a classroom environment in which all learners feel welcome and can be successful  Reflects on, diagnoses, and prescribes instruction that fosters student learning
Research Expertise: Understands and employs methods of research to examine and improve instructional effectiveness and student achievement Investigates and solves educational problems through data-gathering, action research, and evaluation of student learning, classroom processes, and school practices  Modifies instruction and learning environments based on assessment of student learning problems and successes  Monitors the effects of instructional actions, selection of materials, and other instructional decisions on students' learning and behavior
Connecting Subject Matter and Learners: Understands and links subject matter and students' developmental and diverse needs in the context of school settings. Plans, implements, and evaluates instruction that reflects intellectual rigor and depth of knowledge in both subject matter disciplines and students' diverse learning needs Demonstrates appropriate depth and breadth of knowledge in subject matter defined in the North Carolina course of study  Uses technology to create learning environments that support students' Learning  Seeks, implements, and evaluates the best pedagogical practices for the subjects taught within the context of a specific school setting  Understands and respects differences between the learning behaviors and outcomes expected in a school setting and the learning behaviors and outcomes expected in diverse communities
Professional Development and Leadership: Demonstrates self-directed, self-reflective professional behavior and provides leadership to colleagues and communities through collaboration Initiates professional inquiry through reading, dialogue, professional development, and action research  Seeks, evaluates, and applies well-grounded suggestions for improvement provided by educators, parents, students, and community leaders  Participates in collaborative leadership and mentorship activities to solve educational problems at the levels of classroom, school building, school system, and community