The Department of Education prepares teacher education candidates to assume professional positions as certified teachers in public schools in South Carolina. The Teacher Education Program is approved by the State Board of Education using the Standards of the National Association of State Directors of Teacher Education and Certification (NASDTEC). Majors may be earned in Early Childhood Education (grades PK-3), Elementary Education (grades 2-6), Special Education Multi-Categorical Mild Disabilities (grades K-12), and Physical Education (grades K-12). Minors in Secondary Education (grades 9-12) may be earned in the following areas: Mathematics and Social Studies. Any student interested in pursuing teacher certification in English or Chemistry should contact the Department Chairs of Education and the respective content area. Any student interested in pursuing a Bachelor of Science degree in Music Education should contact the Department Chairs of Education and Music.
Conceptual Framework
The mission of the Teacher Education Program at Erskine College is to prepare teachers who transform education through captivating leadership, creative instruction and caring relationships. By being transformational teachers, Erskine teacher candidates are knowledgeable, caring educators who have a passion for learning and who can develop that passion in their students. Erskine teacher candidate promote learning through designing and implementing innovative teaching strategies that create successful experiences for all students. Erskine teacher candidates are skilled communicators and collaborators who create supportive, inclusive environments for learning. They are thoughtful educators who critically reflect on practice. They are committed to lifelong learning in order to help all students achieve their fullest potential.
Transformational teachers are professionals who believe that teaching is more than a career – it is a calling. Erskine teacher candidates are committed to providing the leadership that changes individuals, classrooms, schools and communities so that all people have an opportunity to develop and grow as unique individuals. Erskine teacher candidates are willing to explore creative, research-based and standards-based teaching strategies that meet diverse learning needs. They are dedicated to developing the commitments and dispositions necessary to become caring teachers who as facilitators of learning view themselves as counselors and advisors not just as imparters of knowledge.
Erskine College is a liberal arts college that focuses on “Christian commitment and excellence in learning.” The campus environment supports the development of leading, learning and caring within a collaborative, collegial model of interacting. The Teacher Education Program is a field-based program where teacher candidates supported by this campus environment strengthen their skills as leaders, instructors, and mentors through a program that continually links theory and classroom practice. Erskine College is an educational experience that challenges students to join “Knowledge with Morals”. The Conceptual Framework which stresses that teaching is a calling creates a framework for teacher candidates to consider the impact of knowledge on the emotional, social, moral, and cognitive development of the child.
Dispositions – Beliefs that Drive Actions
Erskine teacher candidates base their actions and decisions on the following beliefs:
1. A belief that teaching is a special calling;
2. A commitment to the concept that each child is unique and that developing learning experiences based upon individual needs will lead to success;
3. A belief that maximum learning occurs in an environment based on the establishment of caring relationships;
4. A commitment to the concept that a teacher is a leader who can change education through implementation of best practices and involvement in the total learning community;
5. A belief that teaching is all about problem solving based on a commitment that there is never just one way to meet the needs of diverse learners.
Teacher Education Program Standards
All teacher candidates are evaluated both in Education class assignments and in field experiences to include student teaching using the following 10 ADEPT Standards (ADEPT Standards are the standards adopted by South Carolina for evaluating teachers):
1. Long Range Planning
2. Short Range Planning of Instruction
3. Short Range Planning, Development and Use of Assessments
4. Establishing and Maintaining High Expectations
5. Using Instructional Strategies to Facilitate Learning
6. Providing Content for Learners
7. Monitoring and Enhancing Learning
8. Maintaining an Environment that Promotes Learning
9. Managing the Classroom
10. Professional Responsibilities
Initial Coursework Prior to Admittance to the Teacher Education Program
Students planning to major in Early Childhood Education, Elementary Education, or Special Education will begin taking Education courses prior to admission to the program: ED 202 during Winter Term of freshman year; SE 212 and SE 213, during 1st semester sophomore year, and ED 210, SE 214,(Special Education major only), and PA 122 during 2nd semester sophomore year.
Students seeking a Secondary Education minor will take ED 202 during Winter Term of freshman year and SE 212 and SE 213 during the first semester sophomore year.
Those students who receive credit for completing Teacher Cadets in a certified high school program will receive three hours of credit (ED 103) and will not be required to take ED 202 during Winter Term of the freshman year but will be required to take ED 104 during Winter Term of the freshman year.
Students who have not been admitted to the Teacher Education program by January 31 of their junior year will not be allowed to take any more Education courses and will not be able to graduate in four years with a degree in Education. Students who are not admitted to the Teacher Education program by the end of the Sophomore year must petition the Teacher Education Committee to receive permission to take 300 and 400 level Education/Special Education courses.
Gate 1: Admission to Teacher Education Program
Students who desire to major or minor in Education must apply to the Department of Education for admission to the Teacher Education Program. In order to apply, students must have obtained passing scores on the reading, mathematics, and writing tests of PRAXIS I. Applications should be submitted by April 1 of the sophomore year but no later than November 15 of the junior year. Failure to be admitted by January 31 of the Junior Year will result in the student being ineligible to remain as an education major or minor and to enroll in 300/400 level education classes. To be eligible for admission to the Teacher Education Program, the following requirements must be met:
1. Cumulative grade point average of 2.5 by end of the semester seeking admittance.
2. Passing scores on PRAXIS I – reading, mathematics, writing.
3. Obtain a 3.0 average or better (with no grade below a C) on following coursework:
Erskine Seminar 101, English 102 or 103
Special Education 212 and Education 202 or 104
Mathematics 107 or 141
4. Passing grade on Field Experiences, ED 202 or ED 104 and SE 213.
5. Submit and gain approval on a Teaching Portfolio which must include:
A. Philosophy of Education Statement
B. Resume
C. Reflective Summary of Prior Experiences and community service working with children, young adults, or other individuals
D. Effective Teaching Profile
Field Experience Reflections (ED 202 and SE 213)
Field Experience Evaluations (ED 202 and SE 213)
E. Spontaneous Writing Sample
6. Three recommendations from faculty members with an average score of 2.0 or better on the ecommendation dimensions.
7. Provide a statement of disclosure concerning all prior convictions including felonies and misdemeanors (as outlined by Policy Guidelines for South Carolina Teacher Education Units - March 2005).
8. Successful interview with Teacher Education Committee representatives.
9. Approval by Teacher Education Committee. Possible Ratings: Recommended, Recommended With Suggestions, Not Recommended (If candidate is Recommended With Suggestions, he/ she must meet with the Head of the Department of Education to draft a remediation plan with benchmarks and timeline. Failure to meet the remediation goals will result in dismissal from the Program.)
Gate 2: Maintenance of Good Standing
Teacher education candidates must maintain good standing within the Education Department during their Junior Year of studies to include the following:
1. Minimum of 2.5 cumulative GPR.
2. Minimum of grade C in all professional education courses. All education courses and PA 122, PE 201, AR 301, MA 351, MA 355, and MU 305 in which the teacher education candidate earns a letter grade of D or less must be repeated.
3. Meeting the goals of the remediation plan if teacher candidate was admitted with suggestions to the Teacher Education Program.
4. Ratings averaging 2.5 or higher by Education Faculty on Conceptual Framework, ADEPT, and Dispositions at the end of the Junior Year. If ratings fall below 2.5, the candidate must draft a remediation plan with the Head of the Department of Education. Failure to meet the remediation plan goals will result in dismissal from the program.
5. Teacher education candidates whose GPR falls below 2.5 will be placed on academic probation for one semester within the Education Department in order to bring the GPR up to 2.5 or better. At the end of the academic probation semester, Education Department faculty and Teacher Education Committee will meet to determine if the academic probation will be lifted or if the student will be re-advised to a different major.
Gate 3: Acceptance to Student Teach
Student teaching is the culminating pre-professional experience in Teacher Education. Teacher Education majors and minors must apply for admission to student teaching by April 15 of the junior year for fall student teaching or Oct. 15 of the senior year for spring semester student teaching. Student teaching admission requirements include the following:
1. Successfully completing Gates 1 and 2.
2. Application form and Goals sheet completed with Director of Teacher Education.
3. Maintain Cumulative Grade Point Average 2.5 (GPA cannot fall below a 2.5 the semester prior to student teaching).
4. Completion of all coursework in Education with a minimum grade of “C” and pertinent coursework in major if minoring in Education.
5. Taken or submit proof of registration for Praxis II.
6. Portfolio submitted and approved from Teacher Education Admission with following additions:
A. Management Philosophy
B. Updated Philosophy of Education
C. Updated Resume – reflecting involvement and leadership
D. Effective Teaching Profile Updated
Field Experience Reflections (all 300/400 levels added)
Field Experience Evaluations (all 300/400 levels added)
Video Analysis of Field Experience Teaching
Average ADEPT ratings of 2.0 or better on each of the 10 dimensions
Average Ratings of 3.0 or better from Cooperating Teacher and College Supervisor on Conceptual Framework dimensions and Dispositions Evaluations
E. Demonstration of Ability to Plan (Long and Short Range Plan Examples)
F. Demonstration of Ability to Analyze K-12 Student Work Samples for Instructional Decision Making.
G. Evidence of Professionalism – Organizations, Conferences, Readings,etc.
7. Successful Interview with Director of Teacher Education.
8. Approval by Teacher Education Committee. Possible Ratings: Recommended, Recommended With Suggestions, Not Recommended (If candidate is Recommended With Suggestions, he/she must meet with the Director of Teacher Education to draft a remediation plan with benchmarks and timeline. Failure to meet the remediation goals will result in dismissal from the Program.)
Gate 4: Program Completion and Certification
Successfully completing the following requirements will result in the Teacher Education candidate being recommended for certification in the major or minor field of study.
1. Successful completion of student teaching with average ratings of 3.0 or higher on each of the 10 dimensions of ADEPT.
2. Successful completion of all coursework, student teaching (see syllabus), and other requirements as listed in the Erskine catalog for graduation.
3. Ratings of 3.5 or better from Cooperating Teacher and College Supervisor on Conceptual Framework dimensions and Dispositions Evaluations
4. Professional Showcase Portfolio with passing scores (see Student Teaching Syllabus).
5. Successful Interview/Presentation with Education Faculty.
6. Demonstration of Impact on K-12 Student Learning.
7. Pass Praxis II in area of certification, Praxis II: Principles of Learning and Teaching for appropriate grade level and submit copy of breakout scores to Education Office.
8. Maintained a 2.5 GPA.
Upon completion of all these requirements, the teacher candidate will be considered a program completer and be recommended for certification.
(Program Completers will receive follow-up surveys after their initial year of teaching. It is the expectation of this Program that these surveys will be returned.)
Petition Process
If a student fails to pass one of the four gates/transition points outlined for the Teacher Education Program, he/she may petition the Teacher Education Committee (TEC) as an appeals process. The TEC meets regularly in December and May. In order to petition, the student must:
1. Schedule a meeting with the Chair of Department of Education.
2. Write a letter of appeal (with any pertinent documentation attached) to the TEC.
3. Obtain a recommendation from advisor.
4. Meet with the TEC at a designated time for a 10 minute presentation and interview. (Student must clear with the Head of the Department of Education if he/she desires to bring other individuals to the meeting.)
5. Will receive written notification of decision made by TEC within 7 days.
Petitions for Fall Semester must be received by April 15. Petitions for Spring Semester must be received by November 30.
Security Check
The South Carolina Department of Education requires that a teacher candidate must complete the process of fingerprinting and certification security application by February 1 for Fall student teaching and by May 1 for Spring student teaching. The teacher candidate will be required to submit a non-refundable fee to the State Department of Education with this application. Although the student is required to complete this process in a timely manner in order to student teach, going through this process in no way guarantees that the student will pass the requirements for Gate 3: Acceptance to Student Teach.
Handbooks
All students will be required to obtain a Student Handbook and a Field Experience Handbook when enrolled in Education 202 or 104. These Handbooks contain policies that will guide the student throughout the process of obtaining certification. The teacher candidate also will receive a Student Teaching Handbook upon enrollment in Education 422, 423, 424 or Special Education 426. This Handbook will guide the candidate through the final gate of completing the program and obtaining certification.