Established in 1986, the North Carolina Teaching Fellows Program is the most ambitious teacher recruitment program in the nation.




Policy Manual


NORTH CAROLINA TEACHING FELLOWS COMMISSION POLICY MANUAL


Table of Contents


1.0 Program Goals
2.0 Applicant Eligibility
3.0 Application Forms
4.0 Selection Process
5.0 School District Screening
10.0 Regional Screening
15.0 Student Placement
20.0 Student Loan/Promissory Note
30.0 Student Responsibilities and Obligations
35.0 Fellows/Directors Special Request
39.0 Student Transfer
40.0 Transfer of Funds
45.0 Institution of Higher Education Selection
50.0 Institution of Higher Education Responsibilities
55.0 Institution of Higher Education Evaluation
60.0 Institution of Higher Education Program Fundraising
61.0 Commission Attendance
65.0 Commission Policy Establishment
67.0 Minority and Male Recruitment
70.0 Budget
85.0 Escrowing Program Funds
86.0 Non-Escrowed Program Funds


Appendix (Omitted from the online version)


1.0 Application and Reference Form
2.0 Local Screening Guide and Materials
3.0 Regional Screening Guide and Materials
4.0 Employment Verification Form
5.0 Military Selective Service (MSS) Form
6.0 Promissory Note and Certificate of Receipt
7.0 Fellows/Directors Special Request Form
8.0 Transfer Form
9.0 Request for Proposal for Participation in Teaching Fellows Program
10.0 Campus Program Review and Evaluation Document
11.0 Teaching Fellows Calendar
12.0 General Statutes
13.0 Legal Opinions
14.0 Minutes
15.0 Administrative Procedures



1.0 Program Goals


1.1 The following are the goals of the Teaching Fellows Program as established by the Commission:


1. To provide an academically and culturally enriched preparation that extends beyond the regular college program.

  • The institution provides seminars, programs, or meetings on or off campus for the purpose of the interchange of ideas and the examination of educational issues. Programs augment the institutional preparation program.
  • The institution provides an enrichment component consisting of travel for the purpose of experiential learning, organized events designed to build relationships among all Fellows, and experiences designed for the development and refinement of intellectual and aesthetic understandings and attitudes.
  • The institution provides experiences designed to increase knowledge and awareness about sensitivity to social and cultural diversity.

2. To provide opportunities and experiences that encourages the development of leaders and decision makers.

  • The institution provides activities which expose Fellows to leaders, on or off campus, who may serve as role models and/or mentors who support personal and professional development.
  • The institution provides activities that are designed for Fellows to explore and practice individual leadership and decision-making skills.

3. To provide opportunities for building an understanding of education’s place in a greater social context. 

  • The institution collaborates with school systems and other agencies designed to assist in the professional preparation and development of Fellows (observation, tutorial opportunities, and internship)


4. To instill a sense of mission, service and professionalism in Teaching Fellows.

  • The institution provides opportunities for development of community and commitment to the Teaching Fellows program and the teaching profession.


5. To improve the image of teacher education candidates and programs campus-wide.

  • The institution collaborates with other campus programs to promote an awareness of the importance of teacher education.
  • The institution provides academic and personal support for Teaching Fellows.
  • The institution collaborates with Teaching Fellows graduates.


6. To recruit and retain greater numbers of male and minority teacher education candidates in North Carolina.

  • The institution fulfills the Commission’s goal to establish a minimum Fellows cohort of 15 per class per campus.
  • The institution describes efforts to promote and market the Teaching Fellows Program with emphasis on recruiting and retaining males and minorities.
  • The institution implements an established recruitment plan focusing on goals, strategies, and results.


2.0 Applicant Eligibility


2.1 The North Carolina Teaching Fellows Program is open to current North Carolina high school seniors and high qualifying juniors accepted for college admission who are interested in becoming teacher and are legal residents of North Carolina for tuition purposes and will have met the twelve-month in-state residency requirement.


Dependents of military personnel are eligible only if the parent/guardian has declared North Carolina as their state of residence.


The application shall provide for assurance by the applicant and/or legal guardian of qualification as a “legal resident/domicile” of North Carolina.


The applicant for the Teaching Fellows Scholarship/Loan must be classified as an in-state student under the rules and procedures used by public higher education institutions of North Carolina to determine student residence classification. If the applicant awarded a Teaching Fellows Scholarship/Loan is classified as a nonresident by the public higher education institution participating in the Teaching Fellows Program which s/he plans to attend, that recipient is no longer eligible for the Fellows award.


2.2 The Commission shall accept applications for the Teaching Fellows Scholarship from current high school seniors who are legal residents of North Carolina for tuition purposes and will have met the twelve month in-state residency requirement and who meet the criteria established in the selection process.


The Commission may accept applications from current high school students with superior academic records who shall have completed the 11th grade and shall have met virtually all the minimum college admissions requirements as well as the requirements for high school graduation at the end of the academic year in which the selection is made. The awarding of the Teaching Fellows Scholarship to such an applicant, who may be selected as a Teaching Fellow recipient by the Commission, shall be contingent upon college admission in the fall semester following the award. Advanced academic classification must accommodate the completion of all summer experiences prior to college graduation.


The Commission may accept applications from current high school students with superior academic records who shall have been graduated in December of the academic year in which the selection is made. The awarding of the Teaching Fellows Scholarship to such an applicant selected as a Teaching Fellow recipient by the Commission shall be contingent upon acceptance by the institution of higher education to which the Commission has assigned him/her for the fall semester following the award. Advanced academic classification must accommodate the completion of all summer experiences prior to graduation from the institution of higher education.


2.3 The Commission reserves the right to revoke this loan, declare the entire unpaid amount of the indebtedness evidence by this Note or any part thereof, including interest, immediately due and payable; reduce the amount of the loan; alter the terms of repayment; or require additional service or remedial education for any cause that qualifies as a Default under the Promissory Note.


2.4 If a scholarship is revoked by the Commission, the recipient may request a hearing before the Commission.
The hearing shall be held in Executive Session. The recipient and the Commission may request attendance by parties bringing evidence to bear on the Commission’s decision to revoke. The recipient shall be notified in writing of the Commission’s action. The Commission’s decision shall be final.


3.0 Application Forms


3.1 Any student who meets eligibility requirements may obtain a Teaching Fellows Scholarship application from the high school liaison counselor or from the Teaching Fellows website.


3.2
The application must be completed and returned to the liaison counselor by the date determined by the Commission.


3.3 Records for the non-selected applicants for the Teaching Fellows Scholarship. All in-office records/files in paper and electronic formats concerning non-selected applicants shall be erased/destroyed one (1) year after the beginning of the term for which the individual applied if no litigation, claim, or other official action involving the records has been initiated. If litigation is initiated, retain for one (1) year following the end of the litigation, including any appeals. The file includes application packet, correspondence, and other related records.”


3.4 Records for applicants awarded the Teaching Fellows Scholarship. All in-office records/files in paper and electronic formats concerning students awarded the Teaching Fellows Scholarship shall be erased/destroyed five (5) years after the loan has been repaid if no litigation, audit, claim, or other official action involving the records has been initiated. If litigation is initiated, retain for one (1) year following the end of the litigation, including any appeals. The file includes application packet, promissory notes, correspondence, and other related records.


3.5 See application and reference form in Appendix 1.0. (Omitted from the online version)


4.0 Selection Process


4.1
The following factors shall be considered for the applicants in the selection process:

 

  • Academic excellence as demonstrated by achieving at least 33 points on the Scholastic Profile Score, which includes a 2.5 GPA (weighted) and a 900 SAT or ACT scores converted. Applicants who do not score at least 33 on the Scholastic Profile Score are not eligible to proceed through the interview process. The only exception being an applicant who has at least a 2.5 GPA and is waiting for scores to be received or is registered for an SAT/ACT test that will yield scores by the SAT/ACT deadline may continue in the process.
  • Potential for excellence in teaching
  • Geography (Selection process is conducted by eight Education Regions)
  • Race and gender
  • School and community activities
  • Interviews
  • References from high school faculty and adult community members
  • Writing skills (includes the SAT/ACT essay)

 

4.2 The Selection Process shall include a school system screening/interviewing procedure and a regional screening/interviewing procedure. The Commission shall review the results of the school system and regional committees’ assessments and shall make the final decisions on regional finalists and award recipients. There shall be no appeals to these decisions.


4.3 The procedure for a student who is a North Carolina resident temporarily out-of-state or abroad who wishes to apply for the Teaching Fellows Scholarship is as follows:

 

  1. The student shall file his/her application with the High School Counselor at the school they currently attend.
  2. The Counselor shall process the scholastic profile, the school assessment and the school/community activities components of the applicant composite form. The counselor should be cognizant of the profile of Teaching Fellows Award recipients and counsel the student accordingly.
  3. The applicant shall participate in a regional interview. The interview score has the highest weight of all the components of the screening process. Inasmuch as this assessment is waived for the student at the local level, it must be completed at the regional level.


4.4
The procedure for a student who meets all eligibility requirements and is in a private school or public charter school is as follows:

 

  1. The principal of the private school or public charter school or a designee shall serve as the Chair of the Teaching Fellows Selection Committee and create an applicant file for each student completing an application. The file shall include the application, three sealed references, a composite form, a high school transcript, and proof of SAT/ACT Plus Writing scores.
  2. The private school or public charter school shall convene an interview committee which is representative of the community and may include school personnel, except those who served on the school assessment committee. This restriction does not apply to the Chair.
  3. The Chair shall follow all procedures as outlined for Chairs of public school systems and shall attend the training/orientation sessions conducted by the Commission staff.
  4. The Chair shall forward all files to the Teaching Fellows office.

 

4.5 The procedure for a student who meets all eligibility requirements and attends a home school is as follows:

 

  1. If requested by the Commission, the principal/teacher of the home school shall provide the following information: a. Qualifications of the person(s) providing instruction b. How grades are calculated c. Course content d. Length of instruction in each course e. Scores of any/all standardized tests required by the admitting institution f. Verification of the home school registration with the NC Division of Non-public Schools
  2. The principal/teacher of the home school shall create an applicant file for each student completing an application. The file shall include the application, three sealed references, a composite form, and a high school transcript (or equivalent record).
  3. The principal/teacher shall complete the scholastic profile and school committee assessment sections of the Applicant Composite Form.
  4. The application shall be forwarded to the Chair of the Teaching Fellows Selection Committee in the local school system where the student resides.
  5. The Chair shall schedule the applicant’s interview.
  6. The Chair shall forward the application file of the home-schooled student to the Teaching Fellows office.


4.6 The Selection Process shall be kept in a privileged and confidential file.


4.7
The selection of regional finalists and recipients by the Teaching Fellows Commission is final. The Commission shall not conduct hearings regarding the denial of regional finalist or recipient status.


5.0 School District Screening


5.1 The screening committee shall be appointed by the superintendent or designee of the school system.


5.2 The superintendent or designee shall serve as chair to the committee.


5.3 There should be at least four persons on the committee. Large systems or systems which anticipate a large applicant pool should consider more than four persons on the committee and may use subcommittees.


5.4 Committee members for the school district screening should be representative of, but not limited, to the following categories (these persons shall not serve on a Regional Screening Committee nor shall the parent of an applicant serve on any Screening Committee for that academic year):

  • Teachers (Teachers of the Year, AFT, NCAE, PENC members, Retirees, Teaching Fellows graduates)
  • School administrators
  • Local elected officials
  • Local business and community representatives
  • Representatives of PTA/PTO
  • Retired teachers


5.5 The following shall be the Evaluation/Screening criteria:

  1. Scholastic composite (GPA and SAT/ACT)
  2. School committee assessment
  3. School/community/employment activities
  4. Interview
  5. Local screening assessment


5.6 Elements of the local screening shall be as follows:

  1. Training sessions for chairs and high school liaisons conducted by a Teaching Fellows staff member
  2. Training session for the local screening committee conducted by local chair/designee
  3. Time scheduled for each interview
  4. Key questions prepared by Commission staff; additional questions will be developed by the local committee


5.7 See Local Screening Guide and materials in Appendix 2.0. (Omitted from the online version)

10.0 Regional Screening


10.1
Regional Screening committee members should be selected by the Commission from, but not limited to, the following categories (these persons shall not serve on a Local Screening Committee nor shall the parent of an applicant serve on any Screening Committee for that academic year):

  • Teachers (Teachers of the Year, AFT, NCAE, PENC members, Retirees, Teaching Fellows graduates)
  • School administrators
  • Elected officials
  • Local business and community representatives
  • Representatives of PTA/PTO
  • Retired teachers
  • School boards
  • County Commissioners


10.2 The following shall be the Evaluation/Screening criteria:

  1. Scholastic/composite (GPA and SAT/ACT)
  2. Interview
  3. School/community/employment/activities
  4. SAT/ACT essay score
  5. References (scores are given by the reference writer)
  6. Regional screening assessment


10.3 References shall be considered only in the regional screening process to further validate those qualities already identified through the interview/screening process.


A person acting as a reference shall be asked to complete the reference form and seal it in an envelope with his/her signature written across the seal. The sealed envelope shall be returned to the applicant and become a part of his/her file. References are confidential and shall be read by a regional screening committee only if the student is chosen as a regional finalist.


10.4 Elements of the regional screening shall be the following:

  1. Training sessions conducted by a Teaching Fellows staff member
  2. Time scheduled for reading and reviewing applicant files by the committees
  3. Time scheduled for each interview
  4. Key questions prepared by staff for the interview. Additional questions developed by the committee


10.5 The writing score is determined by the SAT/ACT essay score.


10.6 See Regional Screening Guide and materials in Appendix 3.0. (Omitted from the online version)

15.0 Student Placement


15.1
The goal of the Commission is to establish a cohort of at least 15 Fellows per campus. The maximum number of students in a Campus Program shall not exceed 50 per class per year. Individual campuses may establish a cohort less than the 50 maximum and not less than the 15 minimum. The Campus Director shall submit a written notification to the Commission no later than the March Commission meeting. The Campus Director should be cognizant of a potential loss in numbers that will result in a cohort below the minimum.


15.2 Regional Finalists must make final campus preference selections at the Regional Screening. Students shall be assigned to their first preference institution unless the campus exceeds the 50 maximum number campus or Commission-imposed cap, in which case the Campus Director shall select the 50 students (or campus or Commission-imposed cap) who shall become Fellows at that institution and shall rank those not selected.


15.3
No Fellows campus can delay its selection process in order to select from another campus’ first choices.


15.4
The Teaching Fellows Commission shall fill scholarship positions terminated by current freshmen through the end of the first semester of the freshman year or until the alternate list is exhausted, whichever comes first. Such vacancies shall be filled by the consecutive listing of students on the alternate list for that class of awards.


If the alternate so notified of the opening by the Commission staff is already on a Teaching Fellows campus, s/he shall be in the Program immediately upon acceptance by the campus director. If a semester of funds has been used, the alternate already on a Teaching Fellows campus shall receive funds in the second semester.


After school starts and through the end of the first semester of the freshman year, a designated alternate may be enrolled in the Fellows Program on his/her campus, even if the cohort number is 50. If the campus has a self-imposed or Commission cap, the campus director must agree to accept the alternate as a Fellow.
If the alternate so notified of the opening is not currently enrolle

d at a Teaching Fellows Campus, s/he must follow all procedures to affect the transfer and may have until the beginning of the sophomore year to complete the transfer. The student must participate in the summer experience for that class, even though s/he shall not enter the Program until the sophomore year.


Any student entering the Teaching Fellows Program under this policy must have the approval of the Teaching Fellows Director at the campus s/he wishes to attend.


20.0 Student Loan/Promissory Note


20.1 A promissory note shall be signed for the entire four years. Each semester a Certificate of Receipt shall give Fellows an account of funds received to date. The Fellow must sign and return the Certificate of Receipt before additional funds shall be released.


20.2 Students who receive funds for a semester in which they request and are granted a leave of absence from the Teaching Fellows Program and return to the Program the next semester shall be subject to the following:


Fellows shall return to the program the next semester and continue to receive funds if in good standing prior to the leave, with the understanding that, if they require an additional semester to graduate, they shall not receive funds beyond the eight semesters.


20.3 A Teaching Fellow may use the Teaching Fellows scholarship/loan only for the period of time in which s/he is enrolled in an undergraduate program on a Teaching Fellows campus and has not been awarded an undergraduate degree.


20.4 If a Teaching Fellow is graduated in a shorter period of time than four academic years, the value of the scholarship/loan received by the student less than $26,000 shall be prorated and reflected in the repayment schedule. The four-year repayment shall be prorated for any Teaching Fellow who graduates in fewer than four years (example: three years = $19,500 = 3 years of teaching service). Each school year is defined as teaching or working in an educationally-related professional position, as defined by the Commission for the entering classes prior to and including the entering class of 1999, for not less than six full calendar months within one fiscal year. No credit shall be granted for less than six month’s service.


20.5 A Teaching Fellow must notify the Teaching Fellows Commission of his/her intention to repay the scholarship loan through teaching service by so affirming on the Employment Verification Form (see Appendix 4.0) provided by the Commission. This form shall be mailed within 90 days of the Fellow’s graduation and by a date determined by the Commission in each ensuing year until service is completed and validated. The form must be returned by the date set by the Commission. If the Fellow is teaching, the
Employment Verification Form must be completed by the Director of Personnel and notarized. If the Fellow is not teaching, s/he shall attach a letter of explanation. If the Fellow is enrolled in graduate school, s/he shall also attach a letter of enrollment with specific area of study and expected graduation date.


20.6 When the entire loan cannot be repaid through teaching service, the Fellows graduate shall receive notice formally beginning the collection process of principal and interest which cannot be retired through teaching service.


(Example) If the Fellow is not teaching in the fourth year and has no previous teaching service credit, the entire loan balance with interest will be due.


If the Fellow secures a full-time teaching position as a fully licensed teacher under the terms of the Promissory Note after collection begins and there is time left in the seven-year payback period, he/she may appeal to the commission to be reinstated and permitted to repay the remainder of the debt in teaching service. If approved, no refund shall be given for monies already paid in to the trust fund.

20.7 At any time the Commission determines the Fellow does not intend to repay in teaching service, the entire balance shall be due. The ledger sheet which accompanies the Employment Verification Form shall note the years of service for which the Fellow has received credit toward the repayment of the scholarship/loan.


20.8 There are two options to repay monetarily:

  1. If payment of the balance is made within 30 days from the date of the schedule notice, there is no interest.
  2. After 30 days, payments with 10% interest per annum will be due monthly for 84 months. The first payment will be due 180 days from the date of the schedule notice.


20.9
Former Fellows who have financial hardships in the repayment of their loans can be granted an extended payment plan by the Health, Education, and Welfare (HEW) division of the North Carolina State Education Assistance Authority. Such requests must be initiated by the former Fellow and shall be assessed on a case- by-case basis. Total deferment is not permitted.


20.10 The schools listed below are administered by the Department of Health and Human Services and serve
students in lieu of the public school system. Teaching Fellows graduates working as full-time teachers or in educationally related positions as defined by the Commission for the entering classes prior to and including the entering class of 1999 (five positions – see Promissory Note) at these schools are eligible for scholarship/loan forgiveness:


Caswell Center (mentally handicapped)
Eastern North Carolina School for the Deaf
J. Iverson Riddle Development Center (mentally handicapped)
Murdoch Center (mentally handicapped)
N.C. School for the Deaf at Morganton
O’Berry Center (mentally handicapped)
Springhill School (LD, BEH, MR)
The Governor Morehead School (visually handicapped)
The Whitaker School (emotionally handicapped)
Wright School (emotionally handicapped)


20.11
The schools listed below are administered by the Division of Youth Services and serve students in lieu of the public school system. Teaching Fellows graduates working as full-time teachers or in educationally related positions as defined by the Commission as defined by the Commission for the entering classes prior to and including the entering class of 1999 (five positions – see Promissory Note) at these schools are eligible for scholarship/loan forgiveness:


C.A. Dillon Youth Development Center
Dobbs Youth Development Center
Stonewall Jackson Youth Development Center
Samarkand Youth Development Center
Swannanoa Valley Youth Development Center


20.12 In each case where students are served in settings other than the public schools, before granting teaching credit, the Commission shall determine:

  1. The population served through each individual program
  2. The governance of each individual program (i.e. relationship with the public school system)


20.13
Teaching Fellows graduates working as full-time teachers in public charter schools, which are public schools, are eligible for scholarship/loan forgiveness.


20.14
In the event the Fellow or Fellow’s family seeks forgiveness of the loan because death or permanent disability of the recipient makes it impossible for the recipient to teach for four years within the seven years after graduation, at a North Carolina Public School or U.S. Government School, the Commission will require the following:

  1. In the event of death, a death certificate
  2. In the event of permanent disability, documentation from at least two medical doctors verifying the diagnosis and that the disability is permanent to the extent that the recipient cannot teach.


20.15 Upon graduation, a student may submit to the Teaching Fellows office all official receipts for college related purposes for the summer school sessions immediately preceding or immediately following the last full academic year. Reimbursement will not exceed one semester of installment of funds. Official documentation of graduation is required. No funds may be used by a Fellow after undergraduate graduation.

30.0 Student Responsibilities

 

30.1 Maintain a minimum cumulative 2.0 GPA at the end of the Fellow’s first semester of the freshman year, a minimum cumulative 2.25 GPA at the end of the freshman year, and a minimum cumulative 2.50 GPA at the end of the sophomore year, including course work in his/her teaching field and each semester thereafter. Fellows must also maintain appropriate credit hours by the end of the first semester freshman year and each semester thereafter.


30.2
Fellows must maintain satisfactory progress toward graduation as defined by the institution. At the end of the Fellow’s freshman year (two semesters), s/he must qualify as a rising sophomore; at the end of the Fellow’s sophomore year (four semesters), s/he must qualify as a junior; at the end of the Fellow’s junior year (six semesters), s/he must qualify as senior. Any exceptions to this policy shall be decided by the Commission on a case-by-case basis.


30.3
Fellows must be enrolled as full-time students as defined by the institution. This designation is the minimum number of hours that a Fellow can be enrolled and receive scholarship funds. Any exceptions to the policy must be recommended by the Campus Director and shall be decided by the Commission on a case-by-case basis.


30.4
Fellows must participate fully in on-campus activities designed for Fellows and Commission designed enrichment experiences. Fellows notified of violation of this policy shall have a semester of funds held, pending a recommendation from the Campus Director or Commission Staff, whichever applies. Lack of full participation or unexcused absence by a Fellow will result in action by the Commission up to and including loss of funds or dismissal from the Teaching Fellows Program.

 

1) A Fellow may request a delay of an enrichment experience for the following reasons:  (a) medical, (b) study abroad for credit related to and/or required for the licensure area only, or (c) a Latter-day Saints sabbatical.  In certain cases Fellows will pay required fees.  It is not the intent of the Teaching Fellows Commission to approve any request for delay of an enrichment experience unless it is one of these reasons: (a) medical, (b) study abroad for credit related to and/or required for the licensure area only, or (c) a Latter-day Saints sabbatical.  A Student Special Request for (a), (b), and (c) must be submitted with a letter from the Fellow detailing the request and the appropriate additional documentation which is as follows:

 

           (a)  Medical – a letter from a medical doctor that states the medical reason and why it is necessary to delay the experience.

 

(b)  Study Abroad for credit related to and/or required for the licensure area - documentation of the study abroad which should include the study abroad program description and the specific dates of study.

 

(c) Latter-day Saints – no additional documentation required.

 

2)  If a Fellow is enrolled in summer school due to academic failure, the Fellow may request to arrive late for Junior or Senior Conference or may request to delay Junior Enrichment activities.  A Student Special Request must be submitted with a letter from the Fellow detailing the request and the appropriate additional documentation which should consist of a copy of the Fellows summer school schedule detailing class days and times.

 

3) A Fellow may request to participate early in an enrichment experience only if the Fellow is graduating early. A Student Special Request must be submitted with a letter from the Fellow detailing the request with specific date of intended graduation.

 

4)  A Fellow who is unable to attend an enrichment experience due to a documented emergency must request a retroactive delay to attend the experience the following year and pay the required fees, with the exclusion of Senior Conference.  Due to the pending undergraduate graduation, a Fellow that misses Senior Conference due to a documented emergency must request to complete a Commission Staff designed compensating experience.  A Student Special Request should be submitted immediately with a letter from the Fellow detailing the emergency and appropriate additional documentation which will vary depending on type of emergency. The Fellow should contact the state office for specifics. 

 

5) Other than emergencies as described in number 4 above, no request to complete a Compensating Experience in lieu of Senior Conference will be considered. 

 

               All requests must be received in the Teaching Fellows office per dates established on the annual Teaching Fellows calendar. All enrichment experiences must be completed prior to undergraduate graduation. There are no substitutions for any of the enrichment experiences.

 

Requests submitted after the published Student Special Request deadline for enrichment experiences will not be considered with the exception of medical situations and emergencies.

 

Only experiences offered officially through the Teaching Fellows program may be considered as completion of the Junior Enrichment experience.  No other self-designed experiences are accepted.  Study abroad and travel abroad experiences do not satisfy the Junior Enrichment requirement unless they are officially sanctioned Teaching Fellows Junior Enrichment activities.  All Junior Enrichment programs offered must be made available to Fellows from all campuses.

 

If the Commission denies a request the Fellow is expected to register for and fully participate in the enrichment experience.  Failure to do so will result in action by the Commission up to and including loss of funds or dismissal from the Teaching Fellows Program.


30.5
Fellows must be accepted into Teacher Education by the end of the first semester of the junior year. Any Fellow in the first semester of the junior year who is not admitted into a Teacher Education program by the deadline for Student Special Requests for the Fall Commission meeting should submit a Student Special Request for exemption of admission to Teacher Education. Funds will not be released in the Spring semester for any junior who does not get Commission approval at the Fall Commission meeting. If the Fellow is not admitted by the end of the junior year, no funds will be released until the Fellow is admitted and the Fellow must submit a Student Special Request for Academic Probation for each semester that they are not admitted. Fellows at UNC-Chapel Hill that are on track for the fifth-year MAT program must get Commission approval at this time.


30.6
Fellows must live in a dorm on campus during their first year of college. The Commission encourages, but does not require, that Fellows remain on campus in subsequent years.


30.7
Each male recipient of the Teaching Fellows Award must give proof that he has registered as required under the Military Selective Service Act. Exceptions to this requirement include current active duty members of the military and students under the age of 17. Each male recipient required to show proof of registration shall sign the appropriate certification form provided by the Commission staff at the same time as he signs the certificate of receipt of funds. The forms shall be kept on file in the Commission office. See MSS form in Appendix 5.0. (Omitted from the online version)


30.8
Fellows must sign a Certificate of Receipt for Scholarship Funds for each semester. If a Fellow fails to sign and return the Certificate of Receipt for the current semester, his/her scholarship funds shall be held for the succeeding semester(s) until the current Certificate of Receipt is signed and returned. See Certificate of Receipt in Appendix 6.0. (Omitted from the online version)


30.9
Fellows must maintain a current address and name on file with the Commission. A current address must also be maintained for the surety.


30.10
Fellows must participate in the Campus Evaluation of the North Carolina Teaching Fellows Program.

30.11
Not withstanding the provisions of the Promissory Note and other notes, the following shall be subject to declaration of default or such other actions as the Commission deems appropriate:

  1. Any Fellow who fails to notify the Commission of his/her intention to repay the scholarship loan through teaching service
  2. Any Fellow the Commission determines does not intend to repay through teaching service
  3. Any Fellow who fails to notify the Commission of his/her status of employment pursuant to the rules of the Commission and the Promissory Note
  4. Any Fellow who graduates without licensure to teach without the prior approval of the Commission


30.12
Fellows shall remain enrolled as full-time students at all times during the four (4) academic years of undergraduate study and graduate with eligibility for license to teach. Exempt from the requirement to graduate with eligibility for licensure in four academic years are secondary, K-12 foreign language and music majors at UNC-Chapel Hill. The following applies only to these UNC-Chapel Hill majors:

  1. UNC-Chapel Hill secondary, K-12 foreign language, and music majors shall graduate in four (4) academic years with an undergraduate degree in a content area without eligibility for licensure.
  2. UNC-Chapel Hill secondary, K-12 foreign language, and music majors shall file a Student Special Request at the beginning of the junior year requesting permission for exemption from Teacher Education and graduation with eligibility for licensure to teach.
  3. UNC-Chapel Hill secondary, K-12 foreign language, and music majors shall apply during the senior year for admission to an MAT program at a North Carolina institution, which has an MAT program approved by the State Board of Education or to an out-of-state graduate program that will yield a North Carolina license through reciprocity.
  4. UNC-Chapel Hill secondary, K-12 foreign language, and music majors shall be enrolled in an MAT program no later than the fall semester following spring graduation of their senior year.
  5. UNC-Chapel Hill secondary, K-12 foreign language, and music majors may request a one-year deferment only after receiving a deferment from the MAT program at which they have been accepted. Approval for deferment is on a case-by-case basis. If approved by the Commission, no additional year of deferment will be granted after the one-year deferment has expired.
  6. UNC-Chapel Hill secondary, K-12 foreign language, and music majors who do not meet the minimum GPA and GRE requirements and are denied admission to an MAT program must appeal to the Teaching Fellows Commission for continuation in the Fellows Program after graduation for time to achieve licensure. Requests will be handled on a case-by-case basis. Continuation in the program is not automatic.


30.13
Effective for the cohorts beginning with the entering class of 2009 at UNC-Chapel Hill:


Fellows who attend UNC-Chapel Hill cannot major in foreign language as there are no plans for a foreign language MAT program at this time.


Fellows shall remain enrolled as full-time students at all times during the four (4) academic years of undergraduate study and graduate with eligibility for license to teach.


Exempt from the requirement to graduate with eligibility for licensure in four academic years are secondary and music majors at UNC-Chapel Hill, unless there is a four-year undergraduate licensure program available for the major.


The following applies only to the UNC-Chapel Hill Fellows for which an undergraduate licensure program is not available for the major:

  1. UNC-Chapel Hill secondary and music majors shall graduate in four (4) academicyears with an undergraduate degree in a content area without eligibility for licensure.
  2. UNC-Chapel Hill secondary and music majors shall file a Student Special Request at the beginning of the junior year requesting permission for exemption from Teacher Education and graduation with eligibility for licensure to teach.
  3. UNC-Chapel Hill secondary and music majors shall apply during the senior year for admission to an MAT program at a North Carolina institution, which has an MAT program approved by the State Board of Education or to an out-of-state graduate program that will yield a North Carolina license through reciprocity.
  4. UNC-Chapel Hill secondary and music majors shall be enrolled in an MAT program no later than the fall semester following spring graduation of their senior year.
  5. UNC-Chapel Hill secondary and music majors may request a one-year deferment only after receiving a deferment from the MAT program at which they have been accepted. Approval for deferment is on a case-by-case basis. If approved by the Commission, no additional year of deferment will be granted after the one-year deferment has expired.
  6. UNC-Chapel Hill secondary and music majors who do not meet the minimum GPA and GRE requirements and are denied admission to an MAT program must appeal to the Teaching Fellows Commission for continuation in the Fellows Program after graduation for time to achieve licensure. Requests will be handled on a case-by-case basis. Continuation in the program is not automatic.


35.0 Fellows/Directors Special Requests


35.1
Any exception to the policies established by the Commission and provisions of the Promissory Note shall be decided by the Commission on a case-by-case basis.


35.2
All requests shall be submitted on the Fellows/Directors Special Request Form. See Appendix 7.0. (Omitted from the online version)


35.3
At the end of the first semester freshman year, the student must have a minimum 2.0 cumulative GPA and appropriate credit hours. At the end of the second semester freshman year, the student must have a minimum 2.25 cumulative GPA and appropriate credit hours. At the end of the first semester sophomore year, the student must have a minimum 2.25 cumulative GPA and appropriate credit hours. At the end of the second semester sophomore year, the students 2.50 cumulative GPA including courses in his/her teaching field and appropriate credit hours each semester thereafter. A junior must have been admitted into Teacher Education by the end of the first semester of the junior year.


If a student who does not have the required GPA and/or credit hours wishes to remain in the Fellows Program, s/he must file a written request for a semester of academic probation or academic leave without scholarship/loan funds. The request must be forwarded to the Commission with the Director’s recommendation, using the Student Special Request Form. Such requests should be submitted to the Commission at the end of the regular term if the GPA/credit hours are in jeopardy. All student requests should be received by the Commission before the semester of probation or leave begins and must be received no later than the first Commission meeting after the semester begins.


If, after a semester without scholarship/loan funds, the Fellow has attained the required GPA/credit hours, the student may, upon written recommendation from his/her Campus Director, request reinstatement into the Teaching Fellows Program. The student and the Campus Director are responsible for notifying the Commission in writing if the student desires to be considered for reinstatement. All requests must be received in the Teaching Fellows office per dates established by the annual Teaching Fellows calendar.


The request for reinstatement may be filed with the request for probation and/or leave pending the achievement of the required GPA/credit hours or Admission to Teacher Education.

39.0 Student Transfer


A Teaching Fellow who wishes to transfer from one Fellows institution to another must follow the following procedure:

  1. Contact the Fellows Commission staff to find out whether there is an opening in the Fellow’s class at the transfer campus.
  2. Contact the Campus Director at the transfer campus and obtain her/his approval. Discuss the transfer with the current Campus Director.
  3. Write a letter to the Teaching Fellows Commission requesting a transfer. This letter must be submitted with the Transfer Request Form and transcript to the Commission according to specified deadlines.
  4. Apply and be accepted by the institution of intended transfer.
  5. Notify the Teaching Fellows Commission when the transfer becomes official so that funds shall be forwarded to the proper institution.
  6. Transfer from one Fellows institution to another shall be no sooner than the end of the freshman year. The request for transfer may not be considered by the receiving Campus Director until the first semester transcript is available. The request for transfer may not be submitted to the Commission until after the end of the first semester and must include the transcript for the first semester. In the event of extenuating personal or family hardship, appeals regarding this policy shall be considered on a case-by-case basis.
  7. The Fellow must be in good standing at his/her current institution; otherwise the Fellow shall not be approved for admission into a Teaching Fellows Program at another institution. Students granted leave by the Commission because of academic probation or personal reasons must return to the Fellows program at the institution from which s/he was granted leave.
  8. See Transfer Form in Appendix 8.0. (Omitted from the online version)


40.0 Transfer of Funds


40.1
One check, covering the awards for all Fellows on a given campus, shall be sent to the Director of Financial Aid at each Teaching Fellows campus. Fellows shall receive any funds in excess of actual tuition, fees, and housing costs required by the institutions.


40.2
After receiving two semesters of funds, a Fellow must be classified by the institution as eligible to enter his/her next class, defined as follows:


After receiving two semesters of funds, a freshman Fellow must be a rising sophomore.

 

  • After receiving four semesters of funds, a sophomore Fellow must be a rising junior and be on track to be admitted to Teacher Education by the end of the first semester of the junior year.
  • After receiving six semesters of funds, a junior Fellow must be a rising senior.


The above criteria must be met before any scholarship funds are released for each succeeding academic semester. Any exceptions to the policy must be recommended by the Campus Director and shall be decided by the Commission on a case-by-case basis.

45.0 Institution of Higher Education Selection


45.1
Institutions participating in the Fellows Program must be accredited by the Southern Association of Colleges and Schools (SACS) and with either National Council for Accreditation of Teacher Education (NCATE) or a state unit approval process.


45.2
Institutions participating in the Fellows Program must be approved by the State Board of Education for Teacher Education at the undergraduate level.


45.3
The following colleges/universities shall be Teaching Fellows institutions:


Appalachian State University
Campbell University
East Carolina University
Elon University
Lenoir-Rhyne University
Meredith College
North Carolina A&T University
North Carolina Central University
North Carolina State University
Queens University
UNC - Asheville
UNC - Chapel Hill
UNC - Charlotte
UNC - Greensboro
UNC - Pembroke
UNC - Wilmington
Western Carolina University


45.4
The Commission’s goal is to establish a minimum Fellows cohort of 15 per class per campus. If the Commission determines that a campus’ failure to reach the minimum goal per class is contributing to its inability to maintain a quality program, it shall notify the campus prior to June that it shall be on probation for six months. If the Commission finds, prior to the end of the six month period, that adequate improvement has not been met, the campus shall be notified that it shall not be assigned a class of Fellows in the following academic year. All Fellows enrolled on a campus excluded from participating in the Fellows Program shall have the option of remaining on the campus in which they are currently enrolled as Teaching Fellows or transferring to a campus in good standing. If the Commission determines that the quality of a campus program is not severely eroded with less than 15 per class, it may choose to waive the minimum standard with a proviso that any campus not achieving the 15 Fellows per class minimum per year may be subject to an annual program review.


45.5
No campus shall be assigned more than 50 Fellows per class. However, any campus may establish a self- imposed maximum of fewer than 50 but not below 15.


45.6
The Teaching Fellows Commission believes that the high quality of the Teaching Fellows Program can be maintained only if the number of institutions remains such that each cohort of at least 500 can be reasonably allocated to those campuses designated to be in the Program. The Commission’s goal is that the number of institutions designated as Teaching Fellows campuses be no more than eighteen (18).

45.7
The following are the Teaching Fellows Program Expansion Criteria for selection of hosting colleges and/or universities:


Rating Scale: 1-weak, 2-fair, 3-good, 4-very good, 5-superior Rating 1-5


1. Administrative Program Support: The proposal clearly defines the administrative support, including staff, financial resources, equipment, facilities, etc., necessary to provide an academically and
culturally enriched preparation program that extends well beyond the regular college program. The program provided has the potential to change teacher preparation for all students on the campus. Private
institutions adequately cover the differential in the award and tuition, fees, room and board.


2. Leadership Training: The proposal outlines specific approaches designed to develop leadership skills. It includes extensive use of business models, faculty mentors, and practitioners. The program encourages the development of Teaching Fellows as education leaders in the school and the community.


3. Greater Critical Issues Focus: The proposal presents a program with opportunities for broad exposure to issues of state and world economy, other state and world critical issues, and state and federal government functions. The program provides opportunities for building an understanding of education’s place in a broader social, economic and multicultural context.


4. Mission, Service and Professionalism: The proposal includes unique opportunities for Fellows to develop a sense of mission, service and professionalism. Activities include seminars, field trips, cultural and multicultural experiences. Opportunities are evident for networking that allow and encourage esprit de corps among the Fellows. There are specific plans to develop extensive collaborative K-12 opportunities for tutorial, internship, and observation experiences which enhance the sense of professionalism.


5. Support of Total Student Development: The proposal provides systems for advising/mentoring/ counseling which support a formalized plan of total student development. The plan includes academic advising, support and coaching in regard to study habits, social development and personal health.


6. Recruitment Plan: The proposal sets forth a comprehensive plan that permits the institution, in collaboration with the campus program, to recruit prospective Fellows, particularly minorities and males, as well as to recruit the minimum number of students required to be in the Fellows Program which is at least 15 Fellows, established as the goal for a minimum cohort. The recruitment plan should include strategies for attracting and identifying students from middle school through the junior year in high school.


7. Letters of Support: The proposal includes letters of support from the Chancellor/President, Academic Dean, Dean/Chairperson of Education Department and others.


8. Administrative Program Support: The application includes letters of support from the President, the Academic Dean, the Dean/Chairperson of the Education Department and others.


9. See Request for Proposal for Participation in the Teaching Fellows Program in Appendix 9.0. (Omitted from the online version)


Overall Rating Score:
This score shall be used to determine the composite score for the institution applying for participation in he Teaching Fellows Program. (The score is not an average of the criterion ratings.) In determining the composite score, the Commission shall consider specificity of plans for each criterion, resources provided, types of accreditation, time lines, as well as all other materials presented in the proposal.


50.0 Institution of Higher Education Responsibilities


50.1
Private institutions participating in the Fellows Program must match the state grant.


50.2
Campuses are responsible for the following:


I. Administrative Indicators


1. Administration


a. Assignment of a Fellows Director - The campus Teaching Fellows Program is coordinated by an experienced, full-time faculty member or administrator who has an appropriate amount of released time to devote to the administration of the Program. The released time is commensurate with that required to maintain a quality program for the total number of students in the Fellows Program on that campus.


b. Graduate/Administrative Assistance and Support - This support is provided by the administration to foster the participation of the director/assistants in statewide Fellows planning meetings, for graduate and/or administrative and clerical assistants as well as other resources required to adequately meet the administrative responsibilities of the program, such as record keeping, monitoring/mentoring students, facilities for Fellows, etc.


2. Advisory Committee


A Teaching Fellows Advisory Committee assists with the planning and implementation of the Fellows Program. The composition of the Committee is interdepartmental and includes representation from each class of Fellows and local public school personnel including, but not limited to, practicing teachers. The Committee meets regularly and has an established mission statement or formal charge which focuses the work of the Committee. There is evidence that the Committee’s decisions have enhanced the Fellows Program. All minutes of the Committee are on file.


3. Student Governance/Committee Structure


The Student Governance/Committee Structure provides opportunities for students to develop and enhance their own personal leadership skills.


4. Teaching Fellows Housing


Campus housing must be provided for all Teaching Fellows Freshmen.


5. Financial Aid for Teaching Fellows


The Financial Aid Office is responsive to the needs of Teaching Fellows. Appropriate measures are in place to expedite the scholarship funds to Fellows. Whenever financial need is established, additional support may be made available to Fellows.


6. Admissions for Teaching Fellows


Procedures are in place to enhance and encourage the admission of Teaching Fellows.


7. Faculty/Administrative Support


a. Institutional Priority of Teaching Fellows Program
There is evidence of broad school support for the Fellows Program. Fellows are involved in special campus activities, and there is substantial involvement of other campus faculty and personnel in Teaching Fellows activities. Records of this inter-departmental/inter-campus involvement are on file.

b. Public Relations
There is evidence of campus efforts to inform the external community about the Teaching Fellows Program and its goals. The campus administration initiates community presentations about the Program through civic organizations, education forums and the media.


8. Communications


The Director has established methods by which regular and consistent communications are carried out with the Advisory Committee, Teaching Fellows, Faculty, Commission and Staff. Communications to these groups are timely and carry appropriate information. The interaction between the campus and the Commission staff regarding grades, special requests, and other student monitoring requirements is timely and accurate. Attendance records are on file for all Fellows. Copies of communications are on file.


II. Campus Program Goals


Program Goal 1


1. Student Seminars
The campus has a formalized plan for student development for each class. Programs are designed to examine critical educational issues and topics and to build a sense of belonging and commitment to the Teaching Fellows Program and the teaching profession. A system is in place which monitors student attendance at seminars.


2. Enrichment


a. Cultural Experiences
There are experiences designed for the development and/or refinement of intellectual and aesthetic understanding and attitudes.
b. Social Activities
Fellows have opportunities for social interaction within the program. Such interaction provides chances for networking and building relationships within and across class lines.
c. Opportunities for Field Trips and Travel
Fellows have opportunities for experiential learning through travel.


3. Diversity Education
Experiences are in place which are designed to increase knowledge and awareness about and sensitivity to social and cultural diversity.


Program Goal 2


Leadership Development

Fellows are exposed to individuals on campus and in the community (local, state, national, international) who serve as models of leadership. Programs are underway that will develop the individual leadership potential and skills of Fellows. There is evidence of Fellows involvement in leadership, program planning, service and governance.

Program Goal 3


Collaborative Efforts, K-12 Schools
The campus’ collaborative efforts with K-12 schools are determined by public school opportunities for internships, tutorial and observation experiences. There is evidence that teachers, school officials, and/or other agencies in surrounding communities are involved in the Fellows Program in a substantive way. Programs are underway for involvement of Fellows in the above named ways as early as the freshman year. There are open lines of communication between the public schools and Fellows personnel. The campus program ensures that there are opportunities for Fellows, individually and collectively, to work “hands-on” with children in the public schools. Documentation of these experiences is available for review.


Program Goal 4


Mission, Service, and Professional Enrichment
The campus instills a sense of purpose and making a commitment to teaching as a profession.
The campus provides opportunities for service learning and service to the community and professional enrichment opportunities that focus on commitment to teaching.


Program Goal 5


1. Student Support
An academic and personal support system is in place for Teaching Fellows. Special tutoring or assistance is provided for students who experience academic and/or personal difficulty, especially in their freshman year. Students are diagnosed early and given special support if it is determined they will have difficulty with the Praxis examination. Systems are in place for long-range planning of Fellows course load and sequence of courses, and there is a definite plan for tracking Fellows advancements toward NC Licensure to teach in the public schools of North Carolina upon graduation or as indicated by the institution. Information is given at the appropriate time regarding requirements for NC licensure, including passing the Praxis. Support may include faculty and student mentors.


2. Graduate Initiatives
There is a strategy to communicate with graduate Fellows and involve them, where appropriate, in the campus program. Follow-up with graduate Fellows is used to assess the effectiveness of and improve the campus program.


3. Monitoring Student Academic Progress

Systems are in place for early identification of students in GPA trouble, and attention is given to the correlation of GPA with credit hours. Fellows are advised of Commission policy regarding the correlation of classification and number of semesters of funds received, as well as requirements for admission into Teacher Education. Parents are forewarned when the student is having difficulty and informed about the potential withdrawal/removal of a student from the program. Follow-up procedures exist that determine the reasons for withdrawal/removal from the Program. Documentation is available for review which describes efforts made to counsel students to make appropriate decisions relative to their participation in the program.

Program Goal 6


Recruitment Efforts
The institution, in collaboration with the campus program, has a plan to recruit prospective Fellows, particularly minorities and males. There is evidence of cooperation between the campus and high school counselors, FTA chapters, and other organizations to recruit at least 15 Fellows, established as the goal for a minimum cohort. The recruitment plan should include strategies for attracting and identifying students from middle school through the junior year in high school.


III. Teaching Fellows Budget


A Teaching Fellows budget which addresses the resources needed to implement the Program goals is in place. It includes both financial and in-kind service allocations. The budget states a budgeted amount and expenditures-to-date for each category, as well as resources required to maintain the Fellows Program. The campus shall submit the budget according to the format provided by the Commission.


50.3
Campuses shall design/sponsor summer experiences for rising juniors.

55.0 Institution of Higher Education Evaluations


55.1
The Commission shall adopt a formal schedule for each campus evaluation and develop a standardized format for the review process. Each campus shall file an annual report, except in the year of the formal evaluation. (See Appendix 10.0 for Campus Program Review and Evaluation Document and Annual Report Format)

60.0 Institution of Higher Education Program Fundraising


60.1
A decision on whether to conduct local fundraising efforts for Fellows activities is at the discretion of the campus Fellows governance structure.


60.2
Each campus which opts to raise funds shall keep on file adopted procedures for fundraising and appropriate bookkeeping practices. The Teaching Fellows local campus governance structure shall maintain authority for the fund and include a summary of fundraising activity in the Annual Report submitted to the Commission.

61.0 Commission Attendance


61.1
Members of the Commission are expected to attend all meetings except in the case of emergency. Beginning July 1, 1990, when a Commission member has missed three consecutive meetings, the Chair of the Commission shall direct staff to notify the appointing authority of the appointee’s absences.

65.0 Commission Policy Establishment


65.1
The Teaching Fellows Commission shall operate under Robert’s Rules of Order. The Chair shall not vote except to affect the outcome of an issue (i.e., break a tie). If the Chair’s absence is known prior to the scheduled meeting, the Chair shall designate another member to preside. If the Chair’s absence is an emergency on the day of the scheduled meeting, the Administrator shall designate another member to preside.


65.2
The Teaching Fellows Commission shall require a quorum present to conduct business.


65.3
Items submitted as information may be accepted by the Commission at the time of submission.


65.4
Proposed new policy or deletion or alteration of existing policy shall be submitted at one meeting and acted upon at the next meeting following submission, unless previously requested by a Commission member or submitted by staff under existing administrative rules and procedures. Action on new or alteration of existing policy that is discussed at one meeting and acted upon at the next meeting requires a simple majority vote. All Commission members shall receive written copies of such proposals prior the meeting at which formal action is to be taken.


65.5
A new policy or alteration of existing policy may be voted upon at the time of submission if two/thirds of the Commission vote to suspend the rules and consider the item. Passage of the item requires two/thirds of the vote.

67.0 Minority and Male Recruitment


67.1
The Teaching Fellows Program shall strive to increase the number of minority and male candidates in the applicant pool.

70.0 Budget


70.1
The Teaching Fellows Commission formally acknowledges that the Executive Committee of the Public School Forum is responsible for establishing the budget and administering the state funds that support the work of the members and staff of the Teaching Fellows Commission. The Executive Committee of the Forum, through its Executive Director, shall solicit input regarding the Fellows portion of the Forum budget and shall have a formal audit of its budget each year.

85.0 Escrowing Program Funds


85.1
The Commission shall escrow up to $400 of each award per year for summer and/or special programs.


85.2
Escrowed funds shall be administered by the Controllers Office.