Welcome to the Office of Teacher Recruitment
The UNC Asheville Department of Education seeks to attract, recruit and retain diverse teacher licensure candidates reflective of community needs while also addressing the call to increase access to higher education for historically underrepresented and economically disadvantaged students. Using open, fair, and objective recruitment practices, we encourage applicants through in-house diversity initiatives, college access work, and community partnerships to enhance the work of our department and support an overall inclusive campus climate. The department envisions an integrated, culturally-relevant curriculum that fosters the knowledge, skills, and attitudes needed to teach effectively and responsively in a culturally, economically and ethnically diverse nation.
Students interested in obtaining teacher licensure are encouraged to contact the Office of Teacher Recruitment at 828-251-6304 or by email at email@example.com. Additional information on admission into the program and areas of licensure offered by the UNC Asheville Department of Education can be found here on the Prospective Students webpage. Strategies, procedures and practices for the recruitment of teacher licensure candidates can be found below.
News and Events
Strategies, Procedures & Practices for the Recruitment & Retention of Teacher Licensure Candidates:
Prospective Student Outreach:
- Maintain strong partnerships with the Office of Admissions, Teaching Fellows, and the Department of Education Outreach faculty members.
- One-on-one appointments available to any prospective licensure candidate.
- Attend recruitment fairs, the state and/or regional Teacher Cadet conference, regional high schools and community colleges, and foster relationships with existing Teacher Cadet partner classes while developing new partnerships. These consist of UNCA faculty providing face-to-face presentations on a contemporary educational issue and then the benefits of the UNCA teacher licensure program. There was a concerted effort to partner with a diverse teacher cadet class in an urban area in order to attract such students to UNCA.
- Faculty members make career presentations to local schools, interview high school students seeking scholarships and teaching fellowships, and participate in Open House Information Sessions held by the Teacher Recruitment Office, along with events hosted by the Office of Admissions.
- Teaching Fellows students and Teacher Recruitment Representatives visit with high school students across the state, giving workshops on teaching, interview skills, and UNC Asheville, and then followed-up with personal letters and phone calls from current students.
- Education and Admissions literature is updated according to marketing information received at the UNC system wide meetings on recruitment.
- Luncheons with student-athletes in conjunction with Athletic Department programming.
- Increase awareness of new Health and P.E. licensure by offering presentations in all introductory health and wellness courses.
- Unit publications placed in every major department with clear route to teacher licensure.
- Annual contact with every NC guidance counselor, teacher cadet instructor, FTA clubs, etc. to facilitate either an on-campus visit or a visit at their school by the Teacher Recruiter.
- A new website has been developed including license information, scholarship and financial aid information, FAQS, video interviews with current students, and full contact information for each faculty advisor and the Teacher Recruitment Office. Reorganization and consistent review of unit’s website to be sure all information is updated and easily accessible to the public.
- Diverse Candidates Luncheon- multicultural students within the University that have indicated an interest in teaching were invited to meet education faculty and learn about pursuing teacher licensure, as well as the necessity of a diverse teaching workforce.
- Hold information sessions specific to transfer students during Transfer Embark Orientation.
- Connect with Multicultural Students on campus- The diversity outreach coordinator for the department of education linked with Multicultural Student Organization on campus such as the Black Student Association, Native American Student Association, and Hispanic Student Association to inform them of teaching licensure as a viable option and share the necessity of a diverse teaching workforce.
- Multicultural student Meet and Greet & Information Session- At the end of the year, the department held a university-wide meet and greet and information session on a career in teaching and the necessity of a diverse teaching workforce.
- Coordinating updated materials with Office of Admissions representatives to reach students through their travel schedule.
- Fall and Spring retreats with of area educators and superintendents within five partner public school districts held on campus each semester and increase awareness of UNC Asheville’s teacher licensure program, as well as disseminate information on professional development opportunities, etc. to region.
- Departmental newsletter sent to all area contacts.
- Coordination with RALC Directors to create and facilitate the dissemination of lateral entry program information to entire state.
- Promote programs which bring residents from the Asheville and surrounding communities to campus. Attention to community outreach, with particular emphasis on underrepresented populations.
- Continue annual presence at local festivals celebrating diversity in our region including: Fiesta Latina, Goombay Afro-Caribbean Festival, Very Special Arts Festival, WNC Autism Race, etc.
- Community outreach- the department of education marketed teacher licensure to minority students via multicultural community organizations. Letters regarding the UNCA teacher licensure program and on campus visits for high school students were mailed to multicultural community organizations such as the local NAACP chapter and urban radio.
- Create a multicultural recruitment day to bring under-represented groups to introduce students to the University.
- Recruit community college students and other transfer students. A sizeable number of underrepresented and low-income students are enrolled at community colleges. Forming partnerships with these institutions is a strategy for recruiting underrepresented students.
- Continue presentations in introductory education courses held Asheville-Buncombe Tech each semester.
- Maintain formal articulation agreement and relationship with AB Tech.
- Spring and Fall attendance at Job and Career Fair on UNC Asheville campus.
- Enhance and support bridge program to develop a smooth pipeline from K-12 to college, with particular emphasis on underrepresented groups. These programs must include components that reach out to potential students, families of potential students, guidance counselors, K-12 school administrators, and community organizations. The intent is to better inform and better prepare potential students for pursuing a college education.
- AVID Bridge program, Upward Bound, GEAR-UP and Eastern Band of Cherokee Indians (EBCI) college access visits.
- Visit Asheville city schools AVID students once per semester to discuss college access.
Climate and Inclusion:
- Support University development efforts that prioritize resources for need and merit-based financial aid.
- Teacher Recruitment and Retention Coordinator is working with the Director of The Center for Diversity Education, the AVID Tutor Coordinator, Director of the Intercultural Center & Multicultural Student Programs, as well as staff from the University Office of Advancement to explore creating an AVID scholarship and initiating an AVID for Higher Education program on UNC Asheville’s campus.
- The Teacher Recruitment and Retention Coordinator works with the Office of Admissions during their annual training of student ambassadors to include information on the Teacher Education program at UNC Asheville.
- Creation of an alumni database with an emphasis on diverse alumni to include them in outreach and information dissemination about UNC Asheville and opportunities in Teacher Education in NC at large.
- Create an initiative to include a Spanish Language Website: Website of key information for the admission process and university information translated into Spanish.
- Ensure that images and messages in publications, office buildings, webpages, etc. indicate a welcoming environment.
- Service Learning opportunities for current students, while simultaneously building relationships and reputation among various diverse communities in our area, including through AVID, GEAR-UP and on the Qualla Boundary.
- As a requirement for graduation, all students must take a “Diversity Intensive” (DI) course. Ideally, culturally responsive practices would be utilized in all courses, but realistically, teaching philosophies and methods are not adapting at a fast enough pace to meet the needs of the 21st century; therefore, the university utilizes the DI courses to partially fulfill their commitment to diversity as a central aspect of a liberal arts education and offer students the opportunity to examine their own experiences and values alongside those of others.
- The unit’s Diversity Committee identified that the department’s Diversity Goal needed to be revised and the curriculum needed to more intentionally integrate and model culturally relevant pedagogy throughout the program. A sub-committee revised the introductory-level Education class by creating Modules that address teaching diverse learners, becoming culturally responsive teachers, and understanding the social construction of difference.
- The AVID program coordinator planned to repeat a study she had conducted during the fall and spring of 2011-12 in a mid-level, secondary licensure methods class, where students responded to a survey; studied articles addressing colorblindness and unconscious bias; and participated in service-learning twice per week as AVID tutors.
- Support of bridge residential summer programs for underrepresented students, focusing on preparation for college success.
- Increase the participation of underrepresented students in co-curricular programs that have been established to enhance student retention (i.e. SOAR).
- Support University development opportunities that prioritize resources for need and merit-based financial aid to attract and retain underrepresented students.
- Continue to offer student work-study opportunities for undergraduate teacher licensure candidates.
- Foster the growth of student clubs and organizations that promote campus diversity and/or offer diverse student populations avenues for social connectedness.
- Multicultural Student Organizations. http://msp.unca.edu/
- Provide diversity education, orientation and training for students, faculty and staff. Center for Diversity Education http://www.diversityed.org/
- Train faculty, staff, and students to offer support and referral information for LBGTQIA community using the Safe Zone program. The purpose of the Safe Zone Program is to create an affirming and supportive campus climate through identifying and educating members of our campus community who are opened to and supportive of all individuals regardless of sexual orientation, gender identity, or gender expression. http://msp.unca.edu/safe-zone-program
- Set up processes to provide quick, effective responses to incidents of intolerance.
- Use of inclusive language in all print and electronic documents.
Teaching and Classroom Practices:
- Integrate research, service, and teaching to allow students and faculty engagement with underrepresented and underserved groups in a diverse community.
- Offer programs and courses which encourage international study and understanding.
- Provide service learning projects and research in diverse environments.
- Encourage participation in courses which are designed to enhance multicultural understanding.
- Encourage community involvement through collaborative efforts with community organizations and volunteer service.
- Continued collaboration with the academic unit’s diversity committees to provide leadership in meeting diversity goals and to encourage a supportive environment for diversity.
Accessibility of Information and Admissions procedures
- Information is made available at all presentations, college fairs, Open Houses, through online venues such as the website and networking sites, through the formal University-School Teacher Education Partnership with Asheville City Schools, Buncombe County Schools, Henderson County Schools, Madison County Schools and McDowell County Schools, as well as on various sites across campus and also sent in response to phone and e-mail inquiries and through the Regional Alternative Licensing Centers.
- University admissions procedures and policies are available at: http://www.unca.edu/admissions/
- Unit admissions procedures and policies are available at: http://education.unca.edu/admission-licensure-program
Dr. James Loewen to visit UNC Asheville
Dr. James Loewen, author of the groundbreaking best-seller, “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong”, will speak at 7 p.m. Friday, March 1, at UNC Asheville’s Robinson Hall, Room 125. This event is free and open to the public and will be followed by a book-signing and reception. In addition to the evening lecture, Loewen will also be working with a course in the Education Department and will host a workshop for pre-service and in-service area educators from 4pm - 6pm in the Sherrill Center's Mountain View Conference Room. If you are interested in attending the educators' workshop, please RSVP to Andrea Martinez at firstname.lastname@example.org or 828.251.6304.
Loewen’s ongoing work has had significant impact in the field of social studies teaching; in 2012, the National Council for the Social Studies gave him its Spirit of America Award, previously won by Jimmy Carter, Rosa Parks and Mr. Rogers. The work won the American Book Award, the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship and the American Educational Studies Association Critics’ Choice Award. Last year, Loewen became the first white person to win the Cox-Johnson-Frazier Award from the American Sociological Association, for work embodying the spirit and intellect of pioneering African-American scholar-activists.A sociologist who earned his Ph.D. at Harvard, Loewen taught race relations at the University of Vermont for more than 20 years, and is now visiting professor of sociology at The Catholic University of America in Washington, D.C. This event is sponsored by the UNC Asheville Department of Education's Diversity Committee and Teacher Recuitment Office, the Belk Distinguished Professorship and the Office of Student Activities, Involvement and Leadership.
Dr. Anne Bell screens her documentary "40 Years Later: Now Can We Talk?" on campus.
FRIDAY, FEBRUARY 8TH
Highsmith Student Union
Mountain View Suite
In conjunction with the Africana Studies Program, the screening of 40 Years Later: Now Can We Talk? a documentary film project that explores the impact of racial integration in the Mississippi Delta through powerful and moving dialogue with black and white alumni from the class of 1969. Panel discussion to follow the film. Professor Bell's scholarly work centers around issues of gender, race, and culture in educational settings and how these impact equity, access, and achievement in schools. See attached flyer here.
Departmental Scholarship Deadline is Approaching!!!
March 19th is the final deadline for Teacher Licensure Candidates interested in being considered for the Department of Education Scholarship.
All Scholarships are awarded based upon academic merit, progress in the teacher licensure program, commitment to completion of the licensure program, and financial need. Departmental Awards are subject to the UNC Asheville Policy and Procedure for Awarding Scholarships. Students must have successfully completed Education 210 and 211 before applying for a scholarship. Deadline for all materials: Tuesday, March 19, 2013.
Click here for the Scholarship Application Form.
Click here for the Scholarship Reference Form.