The Specifics

Teacher Education Program
Students who plan to pursue a program of studies leading to initial licensure must submit a formal application to the Education Department. Applications should be submitted no later than March 1 of the sophomore year.

Students must be admitted to the Education Department to enroll in 300- or 400-level education courses (with the exception of EDMS 341 and EDUC 371). Students who are not admitted to the Teacher Education Program by the end of the sophomore year must submit a request to the department chair to receive permission to take
300- or 400-level education courses.

Students not admitted by October 1 of the junior year will be ineligible to enroll in additional 300- or 400-level education courses without the permission of the department chair.

Criteria used in determining acceptance into the professional program include:
1. Completed teacher education application, including a successful South Carolina Law Enforcement Division background check as required by the SC Education Department.
2. Completion of 45 semester hours
3. A cumulative 2.5/4.0 GPA (on all PC coursework and all coursework that counts towards graduation)
4. Declared program of study on file the PC Registrar’s Office.
5. Passing scores on all sections of the Praxis I examination, ACT or SAT South Carolina Exemption (scores are to be submitted with the Teacher Education Program application).

The Teacher Education Committee will make the final decision on all admissions to the Teacher Education Program. A letter notifying the candidate of the committee’s decision will be sent by the Education Department. Questions or concerns regarding an applicant’s status may be directed to the Chair of the Education Department.

Once admitted to the Teacher Education Program, candidates are required to complete all required course work and college requirements prior to student teaching. However, in the event there are course-scheduling problems, no more than two courses for a maximum of eight hours may be taken after student teaching is completed, provided the student has met all other graduation requirements.

Students are encouraged to check the program requirements and to plan carefully as they develop their plans for obtaining teacher certification. Students should be aware of the off-campus time required during the student teaching experience and must complete all college required CEPs and other college requirements prior to the
student teaching semester.

Early and frequent consultation with Department of Education faculty is recommended. The Teacher Education Handbook contains additional information and may be obtained from the Education Department.

Education Program Completers
The Department of Education will provide recommendation for educator certification to the South Carolina Department of Education upon successful completion of all requirements.

A “program completer” is a candidate who has:
1. Completed one of PC’s approved programs of teacher education.
2. Earned an average grade of “C” or higher in clinical practice (student teaching).
3. Earned passing scores on the specialty area examinations as required by the South Carolina Department of Education and requested that the testing agency send official copies of scores earned to the College.
4. Completed all exit requirements.

Requirements for the Major in Early Childhood Education
Students majoring in early childhood education must complete the following courses: ART 280; CHEM 250 or PHYS 203, 205, or 211; EDUC 201, 391, 392, 393; EDEC 303, 305, 306, 311, 312, 313, 408, 409, 410; EDUC 350; GEOG 301 or HIST 337; MUSC 307; PHED 310; PSYC 201, 212, 303; EDUC 371, SOC 364 or SOC 360.

Requirements for the Major in Middle School Education
A student who wants to teach at the middle school level will earn a B.S. in Middle School Education with a concentration in two of the following areas: Language Arts, Math, Science, and Social Studies. The following professional courses are required of all students, regardless of area of concentration: EDUC 201, 391, 392, 393; EDMS 340, 341, EDUC 342, 350, 410, 411, 412; PSYC 201, 213, 303; EDUC 371; EDUC 440. Additional professional courses and courses specific for each area of concentration are listed below.
Concentration in Language Arts:
Additional Professional Courses: EDMS 400.
Teaching-Area Required Courses: ENGL 110, 111, 219, 313, 341; one from ENGL 201, 202, 203, 206, or 207, 209; one from ENGL 210, 323, or ART 300; one from ENGL 322, 324, 334, 338, 341, 343, 345, or 347.
Concentration in Social Studies:
Additional Professional Courses: EDMS 401.
Teaching-Area Required Courses: GEOG 301 or 302; History 121, 122, 211, 212; PLSC 201 or 202.
Concentration in Math:
Additional Professional Courses: EDMS 403.
Teaching-Area Required Courses: MATH 201, 202, 208, 210, 221, 309. It is crucial that prospective middle school education majors planning a concentration in math take math 201 and MATH 221 no later than their sophomore year.
Concentration in Science:
Additional Professional Courses: EDMS 402.
Teaching-Area Required Courses: BIOL 101-101L and 102-102L; one from BIOL 203, 215-215L, or 314; one from BIOL 207, 212, 320, or PHYS 211; one from CHEM 101-101L or 250; one from PHYS 121-121L or 205.

Requirements for Secondary Education Certification in Biology, English, Social Studies, or Mathematics
In order to teach in a secondary school setting, a student will major in the teaching area of interest (i.e., biology, English, history*, or mathematics) and will minor in secondary education. Students for all teaching areas should check with the Department of Education to determine specific requirements for their area of interest.
*Students who want to be certified to teach social studies in the high-school setting must meet the requirements for the major in history.*

Student minoring and needing Certification in Secondary Education must complete the following courses in order to complete the program: EDUC 201, 391, 392, 393; EDSD 301, 302, 400, 401, 402, 403; EDUC 371; PSYC 213.

Requirements for Certification in Spanish or Music
Students interested in teaching music education (instrumental or vocal) for grades K-12 or Spanish education for grades K-12 should check with the Music or Modern Foreign Language Department to determine specific requirements for the selected teaching area.

Courses

Education (EDUC)
102. Teacher Cadet (3)
This course is a study of the history, development, organization, and practices of preschool, elementary, and secondary education This course is open to high school students only.

201. Introduction to Education (3)
Extensive treatment of the social, political, economic, and philosophical influences that have shaped American education will be covered in this course.

202. History of Education (3)
The evolution of educational theories and philosophies with particular emphasis on their impact upon educational developments in the United States.

258. Special Topics (1-6). See page 24.

350. Literacy Technology and Instruction (3)
This course is designed to assist teacher candidates with the necessary skills to develop instructional practices that will allow them to incorporate technologies successfully into their classrooms. Projects might include web pages, web quests, computerbased grade books, newsletters, book making, etc.

371. Meeting the Needs of All Learners: Exceptional and Diverse(3)
An introductory course surveying all exceptionalities, introduction to and definitions of each area, incidence, characteristics, educational procedures, and resources as well as the causes of educational, social and psychological problems in each area.

391, 392, 393. Practicum (1, 1, 1) (Prereq: Acceptance into Teacher Education Program; grade of “C” or higher in each practicum course)
The three practicum experiences comprise the fieldwork component of the Teacher Education Program. Fieldwork totals over 100 hours and is conducted in school settings. Seminars include EEDA, culturally responsive teaching, service learning, health, safety, and legal issues, assessment, etc.

440. Capstone Seminar in Education: Ethnic Studies for Educators (3) (Prereq: admission to the Teacher Education Program or consent of department chair)
This course uses a seminar format in which students engage in discussion, conduct original research, and present their findings in both oral and written reports. The capstone stresses students’ skills in analysis and research.

442. Directed Studies (1-3). See page 24.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 24.

446. Readings. See page 24.
448. Research. See page 24.
450. Seminar. See page 24.
452. Special Projects. See page 24.
458. Special Topics.See page 24.

Early Childhood Education (EDEC)
303. Early Childhood Education Curriculum (3)
This course will provide an overview of types of programs for young children with emphasis on the history of early childhood education, current trends, and issues. Other areas of focus will include analysis of classroom design, selection of appropriate materials for young children, instructional planning, guidance, developmentally appropriate assessment, referral sources, modifications for children with disabilities, and parent/home relationships and communication.

305. Science Methods and Materials for Young Children (3)
This course focuses on the content, methods, and materials for teaching science to young children (Pre-K through 3rd grade). Teacher candidates will use early childhood science standards, developmentally appropriate pedagogies, and a variety of assessment strategies in designing, implementing, and evaluating science experiences in early childhood settings. Classroom management strategies, safety considerations, family and community connections, and the use of technology will also be addressed.

306. Social Studies Methods and Materials for Young Children (3) (Prereq: EDEC 303 and senior status)
This course focuses on the content, methods, and materials for teaching social studies to young children (Pre-K through 3rd grade). Teacher candidates will use early childhood social studies standards, developmentally appropriate pedagogies, and a variety of assessment strategies in designing, implementing, and evaluating integrative social studies experiences in early childhood settings. Classroom management strategies, family and community connections, and the use of technology will also be addressed. A minimum grade of “C” is required.

310. Literature for the Young Child (3)
This course will provide a survey of literature for children, acquaintance with outstanding authors and illustrators in the field and genres of literature, experiences in evaluating and selecting appropriate literature for children, and techniques for presenting literature to children and integrating it across the curriculum.

311. Reading Methods and Materials for Young Children (3)
This course will provide undergraduate students content knowledge and experiences in developing a literacy program for young children, ages birth to eight years (or third grade). The content will focus on language development; cultural and linguistic diversity; appropriate strategies for fostering emergent literacy; appropriate formal learning experiences in reading, writing, speaking and listening; and varied assessment strategies. Students will study various methods of primary grade instruction, including but not limited to, phonics; language experience; literature-based, sharedbook experience; and the writing process. Students will also have opportunities to engage young children in literacy activities through field-based experiences. A minimum grade of “C” is required.

312. Math Methods and Materials for Young Children (3)
Students will be provided content knowledge and experiences for developing a mathematics program for young children, ages birth to eight years (or third grade). The content will focus on development of mathematical concepts during preoperational and concrete operational stages, inquiry approach to mathematics, use of concrete materials to teach mathematics concepts, communication of mathematics ideas through speaking and writing, and the integration of mathematics with other curriculum areas. Students will also have opportunities to engage young children in math activities through field-based experiences.

313. Developing Readers and Writers (3) (Prereq: EDEC 311, EDMS 342)
The content focuses on effective pedagogy for early and fluent readers and writers; developmentally appropriate literacy materials and experiences; cultural and linguistic diversity; and diagnosis and remediation for struggling readers and writers. Candidates will have the opportunity to engage early and fluent readers and writers in literacy activities through field-based experiences.

398. Honors Research (3-6). See page 22.

408 (Observation/Assessment), 409 (Planning), 410 (Teaching). Directed Teaching in Early Childhood Education (3, 3, 6) (Prereq: senior status and successful completion of all requirements for clinical practice)
Provides for directed and closely supervised performance of student teachers in the full range of duties of classroom teachers. Regular seminars and personal conferences are an integral component of the course.

442. Directed Studies. See page 24.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 24.
446. Readings. See page 24.
448. Research. See page 24.
450. Seminar. See page 24.
452. Special Projects. See page 24.
458. Special Topics. See page 24.

Middle School Education
(EDMS)
340. Teaching Adolescents (3)
Middle-level teacher candidates learn about the educational implications of the developmental period of early adolescence. The focus is learning about and applying models of effective teaching, learning, and schooling for this age group. The role of middle level teachers on the healthy development of young adolescents is discussed.

341. Middle School Philosophy and Organization (3)
This course will explore the historical perspective of middle schools and examine current trends and issues in middle-level schooling, curriculum, and research. Effective programs and practices in the middle school are explored. A minimum grade of “C” is required.

342. Interdisciplinary Connections through Reading and Writing (3)
The focus of this course is the active engagement of students as readers and writers across the content areas. Students evaluate texts and learn ways to make reading and writing more meaningful for middle-level learners. A minimum grade of “C” is required.

398. Honors Research (3-6). See page 22.

400. Middle School – Language Arts Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level language arts. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level language arts students, classes, teams, and teachers and will use middle-level language arts standards.

401. Middle School – Social Studies Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level social studies. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middlelevel social studies students, classes, teams, and teachers and will use middle-level standards, pedagogy and assessments.

402. Middle School – Science Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level science. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level science students, classes, teams, and teachers and will use middle-level science standards, pedagogy, and assessments.

403. Middle School – Math Methods (2) (Prereq: EDMS 341, 342; senior status)
A study of content-specific methodology for middle-level math. The course focuses on planning, instruction, assessment, teacher resources, technology, and classroom climate. Teacher candidates will work with middle-level math students, classes, teams, and teachers and will use middle-level math standards, pedagogy, and assessments.

410. Middle School (Observation/Assessment), 411 Middle School (Planning), 412 Middle School (Teaching). Directed Teaching in Middle-School Education (3, 3, 6) (Prereq: senior status and successful completion of all requirements for clinical practice)
These courses provide for directed and closely supervised performance in the full range of duties of a middle-school teacher. Conducted in cooperating middle schools and accompanied by conferences and seminars. Students observe, assess, plan, and teach. A minimum grade of “C” is required to receive the College’s recommendation for certification.

442. Directed Studies. See page 24.
444. Internships. See page 24.
446. Readings. See page 24.
448. Research. See page 24.
450. Seminar. See page 24.
452. Special Projects. See page 24.
458. Special Topics. See page 24.

Secondary Education Certification (EDSD)
301. Principles and Philosophies of Education (3)
Analysis of the organizational structure, curriculum development, and social influences that shape American “secondary” education as they affect the classroom teacher.

302. Methods and Materials of High School Teaching (3)
Limited to those students seeking the professional teaching certificate. A consideration of current theories, methods, and materials of secondary school instruction including the development of instructional practices and materials appropriate for the secondary school and familiarization with curriculum materials. Activities and topics are individualized according to the teaching programs of those enrolled. Sections EDSD 302A-J are offered, reflecting teaching candidate major program areas. A minimum grade of C is required.

398. Honors Research (3-6) See page 24.

400 (Observation/Assessment), 401 (Planning), 402 (Teaching). Directed Teaching In Secondary School Education (3, 3, 6) (Prereq: senior status and successful completion of all requirements for clinical practice)
A program of supervised observation and teaching in cooperation with selected secondary schools in which opportunities are provided for the student to practice the skills of teaching. A minimum grade of “C” is required to receive the College’s recommendation for certification.

403. Reading in the Secondary School (3)
Required for certification in all secondary areas. Emphasis placed on methods and techniques that teachers can use to teach the content area comprehension.

442. Directed Studies. See page 24.
Limited to junior and senior departmental majors and students in teacher certification programs. Designed to allow the student to pursue a topic of special interest.

444. Internships. See page 24.
446. Readings. See page 24.
448. Research. See page 24.
450. Seminar. See page 24.
452. Special Projects. See page 24.
458. Special Topics. See page 24.

Special Education/Learning Disabilities (SPED)
391, 392, 393. Practicum (1, 1, 1)

415 (Observation/Assessment), 416 (Planning), 417 (Teaching). Directed Teaching in Special Education (3, 3, 6)

Visit campus

Call our office at 1-800-960-7583. An admissions counselor will be glad to help you arrange a visit and meet with faculty, sit in on a class, or stay overnight in a dorm.
Email or call for more information - we look forward to hearing from you!