Teacher Education Program
Program Overview
The Teacher Education Program at Elon University prepares teachers to be effective practitioners who are engaged learners, ethical leaders, globally aware citizens, and advocates for equity and excellence.
Elon offers programs leading to initial North Carolina licensure in elementary education, middle grades education, and special education, in special subject areas for grades K-12 (music and Spanish), and in high school (9-12) subject areas of English, history, math and science. In most cases, North Carolina licenses are transferrable to other states. In instances where this is not the case, the DJWWSOE Office of the Dean supports students to complete the requirements to obtain licensure in the desired state.
Undergraduate students majoring in a teacher education program that leads to initial licensure can also choose to add-on a license in one of these areas: Pre-K or Teaching English to Speakers of Other Languages (TESOL). Secondary education majors also have the option to complete the Special Education Add-on Licensure.
Program Details
The teacher education program is divided into four different phases, known as transition points. An overview of the transition points as well as the detailed requirements to complete each transition point are provided here, along with other helpful information
Transition Points Overview Diagram
Transition Point Details & Other Helpful Information
Transition Point 1: Application & Admission to Teacher Education
When To Apply
You will begin the process of applying for admission to the Teacher Education Program while taking EDU 2110: Education and Society or SOC 2430: Sociology of Education or EDU 2500: Teaching Fellows Seminar.
To be admitted to Teacher Education before the fall semester of 2025 begins, your application and all admission requirements must be received/completed by August 4, 2025.
How To Apply
- Declare your major online or visit Academic Advising in 231 Koenigsberger Learning Center if you need assistance.
- Submit your Application for Admission to Teacher Education through eDocs while enrolled in EDU 2110, EDU 2500 or SOC 2430.
- Complete any outstanding requirements, listed below.
If you have questions about the application or admissions process, please contact the Dean’s office at djwwsoe@elon.edu or by phone at 336-278-5900.
Requirements for Admission
All candidates must meet the following requirements before admission into the Teacher Education Program.
- Satisfactory performance in EDU 2110: Education and Society or SOC 2430: Sociology of Education or EDU 2500: Teaching Fellows Seminar (grade of C or better and acceptable clinical experience performance).
- Completion of the NC Professional Ethics for Teachers mini course through Participate; must earn an 80/100 on the quiz to earn your badge required for program admission.
- Completion of the Teaching Beliefs and Mindsets survey.
- Overall minimum grade point average (GPA) of at least 2.70.
- Minimum qualifying admission scores on the SAT or ACT or the Praxis Core Academic Skills for Educators tests as required by the NC State Board of Education.
- Qualifying SAT scores:
- Minimum overall score of 1170
- Minimum score of 600 on ERW; Minimum score of 570 on Math
- Minimum overall score of 1170
- Qualifying ACT scores:
- Minimum ACT composite score of 24
- Minimum score of 24 on English; Minimum score of 24 on Math
- Minimum ACT composite score of 24
- If you have taken the SAT/ACT, please send your score report to djwwsoe@elon.edu. Upon review, you will be notified if additional testing is required for admission to Teacher Education.
- If you have not taken the SAT/ACT or need additional testing for admission, you will need to register for the Praxis Core Academic Skills for Educators tests below. When registering for the test(s), candidates must ensure Elon University is listed as a score recipient. Our institution code is 5183. Candidates must achieve a combined score of 468 on all three sections of the Core Academic Skills for Educators for admission. For single scores, refer to the list below.
- Core Academic Skills for Educators: Reading (Test Code 5713)
- Qualifying score = 156
- Core Academic Skills for Educators: Writing (Test Code 5723)
- Qualifying score = 162
- Core Academic Skills for Educators: Mathematics (Test Code 5733)
- Click here for Praxis resources
Please contact your advisor if you need additional support in preparing for the Praxis.
- Core Academic Skills for Educators: Reading (Test Code 5713)
- Qualifying SAT scores:
- Grade of C- or better in ENG 1100
- Grade of C- or better in STS 1100, MTH 1510 or STS 2120
- Two positive recommendations from non-EDU faculty.
NOTE: A recommendation form will be sent to the references listed on your application by the Coordinator of Teacher Education Admission. References must be two non-EDU teaching faculty from your academic courses. EDU 2110, SOC 2430, EDU 2500 and Elon 1010 instructors may not serve as references. - Satisfactory dispositions ratings
- Ongoing positive background check
- No significant violations of Elon’s Academic and Social Honor Code
When all of the above steps have been completed and all requirements have been met, your application package will be reviewed by the program coordinator, Department Chair, and the Director of Teacher Education. The Director of Teacher Education makes the final decision on all admissions to the Teacher Education program, and applicants will be notified of the Director of Teacher Education’s decision.
- A student may be denied admission to the program by the Teacher Education Committee.
- As stated in the Academic Catalog, a teacher candidate must be admitted to the program before being permitted to take any of the following education methods courses: EDU 3040, EDU 4040, EDU 4200, EDU 4210, EDU 4220, EDU 4230, EDU 4240, EDU 4250, EDU 4260, EDU 4280, EDU 4300, EDU 4440, EDU 4450, MUS 4530, PEH 4980, and EDU 4970.
- Questions or concerns regarding an applicant’s acceptance status may be directed to the Director of Teacher Education, Ann Bullock, by calling 336-278-5900.
At the end of the program, for all classes where candidates earn a C or better, they will have received the academic content to be eligible for licensure candidacy. The candidate will have also obtained skills and knowledge to prepare them for the North Carolina licensure tests. The Dr. Jo Watts Williams School of Education has many graduates that teach in states across the country for which North Carolina has reciprocity, and those where do we not. If a candidate is planning to teach in another state, reciprocity information may be found online, here. Even if North Carolina does not have reciprocity with a state of interest, it is typically quite easy to enter teaching in a state with an existing teaching license. The Dr. Jo Watts Williams School of Education is here to help our candidates with these requests. For more information, please contact the Dean of the School of Education at 336-278-5900.
Transition Point 2: Entry into Student Teaching (Fall Methods Semester)
Teacher candidates must apply for and be approved by the Teacher Education Committee to enter student teaching.
In addition, teacher candidates must have the following to progress to the senior methods semester:
- Grade of C or better in the following courses:
- MTH 2080 & 2090 (Elementary Education, Elementary & Special Education students only)
- PSY 3820 (Middle Grades, Secondary, and K-12 students only)
- EDU 3040 (Elementary Education students only)
- EDU 3550 (Middle Grades, Secondary, and K-12 students only)
- EDU 3450 (Elementary & Special Education, Middle Grades & Special Education students only)
- Completed professional dispositions and formative observations instruments from associated field experiences
- Completed application for student teaching
- Completed Teaching Beliefs & Mindsets survey
In addition to the requirements above, progression to student teaching is contingent upon continuous satisfactory academic progress (defined as maintenance of a cumulative GPA of 2.70 or better), continuous clear background check, and clear conduct and honor code records at Elon University.
Transition Point 3: Transition into Full-time Student Teaching
Teacher candidates must be approved by the Teacher Education Committee to enter full-time student teaching. The Director of Outreach in consultation with the Director of Teacher Education reviews each student’s GPA, course performance and disposition history each November and then presents a slate of candidates to the Teacher Education Committee. If there are concerns related to individual candidates, the committee discusses the concerns and possible plans for those candidates. If candidates are not accepted into full-time student teaching, candidates are either delayed an additional semester to meet requirements or advised appropriately about different majors.
To enter full-time student teaching, candidates must meet the following requirements:
- Earned a grade of C or better in all EDU courses
- Received an evaluation on the North Carolina Educator Evaluation System (NCEES) teacher candidate evaluation instrument during the fall methods semester
- Received professional dispositions and formative observation evaluations during the fall methods semester
- Completed Teaching Beliefs and Mindsets Survey
- Completed the Intercultural Learning Certificate Program
- Taken required North Carolina licensure testing (excluding edTPA)
- Praxis: North Carolina Test Requirements
- Foundations of Reading
NOTE: Required for Elementary Education, Elementary and Special Education majors only. - Click here for Praxis Resources
Please contact your advisor if you need additional support in preparing for the Praxis.
In addition to the requirements above, progression to student teaching is contingent upon continuous satisfactory academic progress (defined as maintenance of a cumulative GPA of 2.70 or better), continuous clear background check, and clear conduct and honor code records at Elon University. EDU 4030 is a co-requisite to student teaching. Attendance at seminar sessions is mandatory for all student teachers.
Transition Point 4: Program Completion
To successfully complete the program, candidates must meet the following requirements:
- Received a final grade of C or better in EDU 4970: Student Teaching
- Met all requirements on the Certification of Teaching Capacity, as required by the State of North Carolina
- Received evaluations on the North Carolina Educator Evaluation System (NCEES) teacher candidate evaluation instrument during the full-time student teaching semester
- Received professional dispositions and formative observation evaluations during the full-time student teaching semester
- Achieved a passing score on the edTPA assessment
- Per NC State Board of Education policy, effective September 1, 2020 (fall 2020 semester), all candidates seeking a North Carolina licensure recommendation must have an official edTPA minimal passing score:
- For 13-rubric handbooks, a score of 34
- For 15-rubric handbooks, a score of 40
- For 18-rubric handbooks, a score of 48
- Per NC State Board of Education policy, effective September 1, 2020 (fall 2020 semester), all candidates seeking a North Carolina licensure recommendation must have an official edTPA minimal passing score:
- Completed Teaching Beliefs and Mindsets Surveys both before and after full-time student teaching
- Completed program, clinical teacher, and university supervisor evaluations.
Licensure Testing Requirements
At the end of the program, for all classes where candidates earn a C or better, they will have received the academic content to be eligible for licensure candidacy. The candidate will have also obtained skills and knowledge to prepare them for the North Carolina licensure tests.
If a teacher candidate intends to become licensed in another state, please contact your advisor or Dean Bullock for more information. It is the expectation that teacher candidates complete North Carolina licensure testing requirements and port their North Carolina license(s) to other states.
Quick Links
Praxis/ETS North Carolina Licensure Test Requirements
Pearson Foundations of Reading Test
When registering for the Praxis/ETS test(s), candidates must ensure Elon University is listed as a score recipient. Our institution code is 5183.
Elementary Education candidates seeking an Elementary Education (K-6) license are required to take the following tests:
- Pearson Foundations of Reading, Test 190
- Praxis CKT Mathematics Subtest, Test 7813
Special Education candidates seeking a Special Education (K-12) license are required to take the following tests in addition to their secondary content area licensure test requirements, i.e. see Elementary Education, Middle Grades Education, etc.:
- Pearson Foundations of Reading, Test 190
- Praxis CKT Mathematics Subtest, Test 7813
- Praxis Special Education: Core Knowledge, Test 5355
If you are a Secondary education candidate seeking a Special Education (K-12) add-on license, you are required to take the tests listed above in addition to required test(s) in your initial licensure area.
If an Elementary or Special Education candidate is planning to teach in Massachusetts, MA will now accept the Praxis Foundations of Reading (Test 190, NC Version). In addition, candidates will need to take the NC Gen Math Curriculum (Test 03, NC Version) instead of the Praxis CKT Mathematics. Candidates should not take the MTEL versions as Massachusetts now accepts the North Carolina versions.
Middle Grades Education candidates seeking a Middle Grades Education (6-9) license are required to take the following tests in their concentration area:
Language Arts (6-9)
- Praxis Middle School English Language Arts, Test 5047
Mathematics (6-9)
- Praxis Middle School Mathematics, Test 5164 or Test 5169
Science (6-9)
- Praxis Middle School Science, Test 5442 or 5440
Social Studies (6-9)
- Praxis Middle School Social Studies, Test 5089
If a Secondary Education candidate is seeking a (9-12) license in the following areas, the candidate is required to take the following test(s):
Biology (9-12)
- Praxis Biology, Test 5236
If you are secondary comprehensive science, this is not your test.
English (9-12)
- Praxis English Language Arts: Content Knowledge, Test 5038
Mathematics (9-12)
- Praxis Mathematics Content Knowledge, Test 5165
Science, Comprehensive (9-12)
- Praxis General Science: Content Knowledge, Test 5435
Social Studies, Comprehensive (9-12)
The NC State Board of Education (SBE) held its monthly meeting on June 5-6, 2024. Developments of note included: Outgoing exams will be available until 8/31/2025 and will be valid for licensure purposes for three years. Updated exams will be available beginning 9/1/2024.
- Praxis Social Studies: Content Knowledge
Outgoing exam: 5081; Updated exam: 5581 (cut score: 153)
If a teacher candidate is seeking a K-12 license in the following areas, the candidate is required to take the following test(s):
Health and Physical Education (K-12)
- Praxis Health and Physical Education: Content Knowledge: Test 5857
Music Education (K-12)
- Praxis Music: Content and Instruction, Test 5114
Spanish (K-12)
- Praxis Spanish: World Language, Test 5195
Spanish teacher candidates may also take the ACTFL written and oral exams and must score an advanced low on both exams.
If a teacher candidate is seeking an English as a Second Language (K-12) add-on license the candidate is required to take the following test:
- Praxis English to Speakers of Other Languages, Test 5362
last revised 07.19.2024
Teaching Out of State
Once a candidate is eligible for and receives their North Carolina teaching license, it will make it easier for a candidate to work in another state. The Dr. Jo Watts Williams School of Education has many graduates that teach in states across the country for which North Carolina has reciprocity. By definition, this means the state will honor the North Carolina teaching license, but candidates may be required to take additional testing or meet another licensure requirement. However, candidates are typically given a year or so to fulfill these requirements while teaching.
If a candidate is planning to teach in another state that does not have reciprocity with North Carolina, the Dr. Jo Watts Williams School of Education is here to assist candidates with these requests. For more information, please contact the Dean of the School of Education at 336-278-5900.
It is important to note some particulars for states listed below.
- Massachusetts requires the MTEL tests for elementary and special education. Those who are seeking elementary and special education licensure in North Carolina may take the Massachusetts versions of the Foundations of Reading and the Mathematics subtests. This will allow candidates to “count these tests twice.”
- Massachusetts and several other states require a course in working with English as a Second Language students. The Dr. Jo Watts Williams School of Education suggests minoring in Teaching English to Speakers of Other Languages (TESOL) to fulfill this requirement. Candidates should speak with their academic advisors about this option.
- While North Carolina does not have reciprocity with New York, we have many graduates who teach in New York State successfully, porting their North Carolina license and fulfilling a few other requirements —just like in states with reciprocity.
Candidates who plan to teach outside of North Carolina, can find more information about Teacher Reciprocity Agreements here.
Addressing Professional Dispositions and Academic Performance Concerns
While serious concerns about the performance or growth of our teacher candidates do not often occur, when a concern exists, it is best for the candidate and program to address it honestly and directly. For this purpose, the Professional Dispositions and Academic Performance (PDAP) process has been created.
The PDAP process documents the interventions required for teacher candidates who demonstrate inadequate performance in their professional dispositions and/or academic coursework. We believe that teacher candidates with excellent academic performance and positive dispositions are well prepared to teach and lead in their classrooms and have a positive impact on student learning. A grade of C or better is required in all EDU courses.
Information provided during this process is designed to be of value to the candidate in planning for growth and to the Teacher Education Program and faculty in facilitating growth. The information may have important implications in decisions regarding admission to Teacher Education, continuance in the program, admission to student teaching, and recommendation for licensure.
Internal Complaint Procedure
The internal complaint procedure is designed for complaints internal to the teacher education program that may arise as a candidate progresses in the program. Complaints regarding field experiences should follow the clinical experience complaint procedure. Should a teacher candidate have a concern, the following steps should be taken:
- The teacher candidate should submit a written complaint to the individual with whom there is a concern, with a request for a meeting.
- The teacher candidate should meet with the individual. Most concerns can be resolved through direct and open communication between the parties involved.
- If the teacher candidate is dissatisfied with the results of step 2, the teacher candidate may submit a written complaint to the individual’s supervisor or department chair within 10 working days of the meeting. The individual’s supervisor or department chair will offer to meet with both the candidate and the individual with whom there is a concern, either together or separately as appropriate. After the meeting, the supervisor or department chair will provide both parties with written documentation of the concern(s) expressed and resolution(s) discussed at the meeting.
- If the candidate wishes to appeal the resolution(s) from step 3, they should submit a written request to the Director of Teacher Education who will hear the appeal and issue a final decision.
*The above steps should NOT be used for complaints or grievances regarding:
Teacher candidates may also follow the university’s Student Complaint Process which provides students with an avenue to submit a concern regarding any area on campus for which no other specific process exists.
Clinical Experience Complaint Procedure
The clinical experience complaint procedure is designed for complaints regarding candidates’ experiences in field placements during the teacher education program. Complaints regarding matters internal to the teacher education program should follow the internal complaint procedure.
Teacher candidates wishing to appeal the decision of probationary status or dismissal from the teacher education program based on professional dispositions and/or academic performance concerns must follow the appeal process outlined in the Addressing Professional Dispositions/Academic Performance Concerns policy.
Should a teacher candidate have a concern, the following steps should be taken:
- Informal Resolution. The university supervisor serves as the first point of contact for communicating candidate and clinical teacher concerns and incidents. Concerns/incidents that arise should be reported to the Director of Teacher Education by the university supervisor, or by the candidate in the event of an issue with the university supervisor. The Director of Teacher Education will work to resolve such issues in consultation with the Director of Education Outreach, university supervisor, and the Teacher Education Committee when necessary.
First attempts to resolve such concerns or incidents should be made through an initial meeting with the university supervisor, candidate, and clinical teacher(s). As necessary and appropriate, the university supervisor, the clinical teacher, the program coordinator, the chair of the appropriate department, the Director of Education Outreach, and the Director of Teacher Education will meet to discuss the situation with the candidate. An appropriate plan of action will be put in place depending on the nature of the concern. - Formal Complaint. If these initial informal attempts to resolve complaints are unsuccessful, a formal written (e-mail) complaint should be submitted by the candidate to the Director of Teacher Education. The written complaint should include:
- The candidate’s name and university identification number
- The university supervisor or clinical teacher’s name and the course subject area prefix and number
- A detailed description of the nature of the complaint
- A detailed description of attempts at informal resolution
- A detailed description of the relief sought
- Resolution of Complaint. The Director of Teacher Education will create an investigation committee from the Teacher Education Committee membership. The investigation may include independent or collective meetings with the candidate and the person who is the subject of the complaint. A decision will be issued in writing to both parties within 30 days of the date the complaint was filed. The investigation is not intended to be an adversarial process, and those responsible for investigation and resolution must take all responsible steps to ensure that the candidate is protected against retaliation and any subsequent recrimination or victimization.
- Appeals. Any party to a candidate complaint who is dissatisfied with a decision made under this policy may appeal to the Director of Teacher Education. The appeal must be submitted in writing within 10 business days of the letter communicating the decision. If the Director of Teacher Education determines the complaint process was conducted in accordance with this policy and the outcome is appropriate, the appeal will be dismissed. Otherwise, the Director of Teacher Education will issue a new decision in writing. This decision of the Director of Teacher Education is considered final.
Schools or districts may be notified of candidate complaints and the outcome of the resolution process at the discretion of the Director of Education Outreach and Director of Teacher Education and based on the recommendation of the Investigation Committee.