Teacher Education Bulletin
If substantive changes in policy are made before the next edition is published, they will be disseminated through the Department of Education Web page, <http://www.coker.edu/educationdept>
Table of Contents
The Mission of the Coker College Department of Education
Approved Teacher Education Programs at Coker
Organization of the Teacher Education Program
Communication and Dissemination of Information
1. Degree Requirements
2. Registration and Advisement
3. Clinical Internships
4. Communication Skill Development
5. Requirements for Admission to the Teacher Education Program
a. Declaration of Major
b. Praxis I: Academic Skills Assessment
c. Clinical Internships
d. Written and Oral Communication
e. Scholarship and Grades
f. Faculty Recommendations
6. Praxis II: Subjects Assessments Specialty Area Tests
7. Praxis II: Principles of Learning and Teaching (PLT)
8. Student Teaching
9. Application for Teacher Certification
Early Childhood Education (PK-4)
Appendices:
A. Organization Charts: Teacher Education
B. Guide to the Praxis Series of Standardized Tests
C. Application to the Coker College Teacher Education Program (SAMPLE)
D. The Teacher Education Advisory Committee (TEAC)
E. Application for Student Teaching (SAMPLE)
F. Clinical Internship Policies and Procedures
Coker College is a student-centered liberal arts college dedicated to providing all students with a uniformly excellent academic program coupled with the structured development of key personal skills.
The College’s goal is to improve significantly each student’s ability to think analytically and creatively and to write and speak effectively.
Experiences both in and out of the classroom are focused on active student involvement and the practical application of academic knowledge. Coker measures its success by the personal and professional success of its graduates.
The Mission of the Department of Education
The student-centered liberal arts context of Coker College, the goals to improve each student’s ability to think analytically and creatively, and the ability to write and speak effectively form the foundation for programs of study in Department of Education. Active student participation in classroom and clinical experiences help integrate theory and practice, enabling our students to realize their potential as teachers.
The mission of the Department of Education is to enable each education major to become a committed, compassionate, competent, professional educator.
The faculty believes that helping others learn is a compassionate act. Therefore, we attempt to model and reinforce compassion towards students. Compassion motivates our commitment to our students and to our profession.
We are committed to you, our students, and we are committed to our profession. We will model these commitments, and we will encourage your own professional commitments as you move through your program. Knowing how best to teach is part of being a competent professional educator. Knowing the "best practice" helps us meet our commitments to students. Knowing what is "best practice" in a changing world requires continued professional participation and development.
Professional competence is based upon thinking analytically, and writing and speaking effectively. Experiences both in the college classroom and in clinical settings are focused on active involvement in the application of your knowledge of subject matter and use of best teaching methods. Your liberal arts preparation will provide you with the background knowledge to become an increasingly culturally literate person. Your professional education courses are important to your knowing a variety of appropriate methods for effective teaching. Your area of specialization courses are important for mastering the subject matter you will be teaching. All of the factors above contribute to your becoming a competent teacher.
As a faculty, we are proud of the Coker College Teacher Education Program and are serious about preparing the very finest teachers for South Carolina and the nation.
Choosing to become part of the Coker College Teacher Education Program is an important decision. Your commitment demonstrates more than a willingness to take prescribed courses; it declares a determination to demand excellence from yourself and to embrace learning, not only during your college years, but also for your entire lifetime.
Our faculty stands ready to help you realize your dreams. We will set high standards for your personal and professional development and work with you to become the best teacher you can be. The community of teachers serving in the schools is prepared to welcome you. The community of scholars at Coker will support you throughout your professional life.
We invite you to join us as we continue our development as compassionate, committed teachers becoming increasingly competent in subject matter and teaching methodology, and increasingly appreciative of our own and other cultures.
This bulletin describes the teacher education programs available to Coker students. It also describes important procedures and regulations that you must know in order to plan your course of study at Coker. Therefore, it is important that you examine this brochure now and refer to it often.
United States Department of Education Title II Statement for Coker College
The 28 teacher education students who completed their studies at Coker College in the 1999-2000 school year had a 100 percent pass rate on the content and curriculum parts of the Praxis II tests. The pass rate was 92 percent on the Principles of Learning and Teaching test with one student not reaching the requisite grade.
The College faculty and public school teachers and administrators support the Teacher Education Program.
David W. Blackmon
Associate Professor and Director of Teacher Education
B.S., Carson-Newman College
M.Ed.,Ph.D., University of South Carolina
Edward S. Ebert, II
Professor of Education
B.A., Ph.D., University of South Carolina
Darlene M. Maxwell
Associate Professor of Education
Sara S. Odom
Associate Professor of Education
B.A., Baptist College of Charleston
M.Ed., Francis Marion College
Ed.D. Nova University
Joseph H. Rubinstein
Professor of Education
B.A., Washington Square College
M.S., Ph.D., New York University
Dr. Lucille P. Sutton
Assistant Professor of Education
B.A., M.S., Ph.D. University of South Carolina
Nancy A. Edinger
Director of Internship Programs and School Services
B.A., Guilford College
M.Ed., University of North Carolina-Greensboro
Angela Cox
Secretary
University of North Carolina-Asheville
Allison Baker, M.Ed.
Classroom Teacher, Carolina Elementary School
Darlington County School District
Donna R. Barrett, M.Ed.
Principal, Carolina Elementary School
Darlington County School District
Lionel O. Brown, M.H.D.L.
Principal, Savannah Grove Elementary School
Florence District #1 School District
Gail B. Culyer, Ph.D.
Educational consultant and writer
Kaye Howell, Ed.D.
Principal, Washington Street Elementary School
Darlington County School District
Agnes Lyles, M. Ed.
Assistant Principal, North Hartsville Elementary School
Darlington County School District
Deborah L. Walters, M.Ed.
Classroom Teacher, Carolina Elementary
Darlington County School District
John E. Williams, Jr., Ph.D.
Personnel Director
Chesterfield County School District
APPROVED TEACHER EDUCATION PROGRAMS AT COKER
We offer programs that lead to certification in the following subjects and grades:
Art (PK-12) History (7-12)
Biology (7-12) Mathematics (7-12)
Chemistry (7-12) Music-Choral (PK-12)
Early Childhood (PK-4) Physical Education (PK-12)
Elementary (1-8)
English (7-12)
These programs are approved by the South Carolina Department of Education using "Policies, Procedures, Unit Standards, and Licensure area standards for Teacher Education Program Approval in South Carolina" effective: July 1, 2002.
All programs are offered during the regular day schedule.
All coursework for the Elementary and Early Childhood Education programs may be completed in a day or evening format. Elementary and Early Childhood majors are encouraged to take courses in both formats. Clinical internships associated with most courses must be completed during the day when public schools are in session. If you work as a teacher's aide and obtain permission from your school administration, you can usually complete some of these internships as part of your job. If you don't work as a teacher's aide, we can usually arrange the internships at local schools to fit your lunch hour or other schedule. Student teaching must be completed during the day.
ORGANIZATION OF THE TEACHER EDUCATION PROGRAM
An organizational chart is exhibited in Appendix A to help you understand how all of the different people, offices, and committees work together to ensure the smooth functioning of the Teacher Education Program.
COMMUNICATION AND DISSEMINATION OF INFORMATION
Competence as a teacher includes good communication skills. You need to communicate to your professors, advisors, and peers, and we need to communicate with you.
Coker College provides several avenues for disseminating information and facilitating communication. A College Memo is published every Monday during the school year and distributed by electronic mail (e-mail) to each person's e-mail address. Bulletin boards located around campus often contain specialized information for a particular department. Messages and other important information from the College and the Department are often disseminated through campus mail.
The principal means for disseminating information in the Department of Education is through electronic mail. Current procedures are described below, but the technology for electronic mail is changing rapidly, so you should expect periodic changes to these procedures.
You must meet all of the graduation requirements described in the Coker College Catalog to graduate as a teacher education major at Coker. You must also meet the additional requirements of one of the approved teacher education programs described in this bulletin.
You must complete the following eight steps in order to complete an approved program. Specific procedures are given in the next section.
If you do not already have a baccalaureate degree, you must graduate from Coker College in order to be recommended for certification. If you are a transfer student who already has a baccalaureate degree, you may be able to complete one of the approved programs and be recommended for certification without completing all Coker degree requirements.
Specific course requirements for each area of teacher certification are listed later in this booklet. Degree requirements are detailed in the Coker College Catalog.
2. Registration and Faculty Advisement
We want to become acquainted and learn about your special interests. Therefore, we ask that you register with the Department of Education by completing a biographical data sheet. You will also have a brief interview with the Director of Teacher Education, who will answer your questions and help you understand our programs. We expect you to do this during your first semester at Coker or when you first consider the possibility of a teaching career.
When you register with the Department of Education, we will monitor your progress and schedule the courses you need in the sequence that is best for you. We will also add your name to our general rosters and include you in all mailings and e-mail messages we send to education majors.
If you do not already have a faculty advisor and you are planning to major in elementary education or early childhood education, you will be assigned one during the interview. If you are planning to major in one of our other approved programs, you will be assigned an advisor from the respective content area. You will want to become acquainted with your advisor. Each faculty advisor has a different system for making appointments and for seeing students who do not have appointments. Learn how your advisor handles these matters. Your faculty advisor will help schedule your course work, clinical internships, and related matters. Listen to your advisor but also ask questions and understand why he or she recommends a particular schedule. There may be times when you will not be permitted to take a required or desired course. Although it may appear that your advisor is acting in an arbitrary manner, most likely the course is being reserved for students more senior than you who also need it. We can keep our classes small and schedule courses to meet the best needs of all our students by keeping close control of who enrolls in each course.
We are proud of our small classes and the attention we give to the needs of individual students. Your faculty advisor is an important link in this system. Therefore, you will want to maintain contact with him or her and establish a productive and positive relationship. You do not have to experience a crisis to sit and chat with your advisor.
3. Clinical Internships
Beginning as early as the first semester of your freshman year, you will gain practical experience by observing and working with master teachers in local classrooms. You must complete 50 hours of these clinical internships by the conclusion of the semester that you apply for admission to the Teacher Education Program. Also, you must complete a minimum of 100 clinical internship hours before you are eligible to begin your semester of student teaching. These internships are closely correlated with the courses you will be taking so that your practical experiences will be cumulative and sequential.
Specific procedures for our clinical internship program are given in the "Clinical Internships Policies and Procedures" section in Appendix F.
4. Communication Skill Development
Competence in written and oral communication is essential for those who aspire to be teachers. Programs in written and oral communication are significant parts of the Teacher Education Program. Communication skills are important to effective teaching, team decision making, and professional collaboration.
ALL students new to Coker, including transfer students, MUST take the English Placement Examination. Based on the results of this exam, entering students with no transfer credit in English will be assigned to English 101, English 102, or English 200. Transfer students with credit for English 101 will be assigned to English 102 or English 200. Transfer students with credit for English 102 may be assigned to English 200 or may be exempt from this course. Any students who need individualized work to increase the correctness or effectiveness of their writing may also be assigned to English 101T.
Good written communication is stressed in all courses at Coker, and as a teacher education major you are expected to write clearly and effectively. Writing samples will be collected in EDU102 and at other times throughout your program of studies. If you are identified as needing help with your writing, you will be referred to one or both of the two principal avenues for remediation - - the writing tutorial course (ENG101T) and the writing center. Your writing progress will be monitored frequently, especially when you apply for admission to the Teacher Education Program.
Good oral communication is important in effective teaching. All students are required to take Speech Communication Skills (COM101) in the freshman or sophomore year. Additional coursework or special instruction might also be required for students with speech difficulties. 5. Admission to the Teacher Education Program
You are expected to apply for admission to the Teacher Education Program no earlier than the semester in which you earn 60 semester hours and no later than one full semester prior to student teaching. Fall applications are due on the first Thursday in October while spring applications are due the first Thursday in February. Most students apply at the beginning of their junior year.
You must meet the following criteria to be considered for admission to the Teacher Education Program:
You must have declared a major in one of our approved teacher education programs by completing the appropriate form at the Registrar's office.
You must have passing scores on all parts of the Praxis I. This test, required by the South Carolina Department of Education, assesses your basic skills in reading, writing, and mathematics. Most students take this test during their freshman year after completing freshman English and mathematics, but well-prepared students often take it earlier. A brochure giving details about this test, including sample questions and an application, is available in the Department of Education office. See the Guide to the Praxis Series of Standardized Tests in Appendix B.
If you have any doubt as to your ability to pass Praxis I, you should review your reading, writing, and mathematics skills and seek help before taking the test. If you fail part or all of Praxis I, you should consult with your advisor about appropriate remedial work before taking the test again. You may take the Praxis I test as many times as you wish, but you cannot be accepted into the Teacher Education Program until you have passed all three parts.
You must satisfactorily complete at least 50 hours of clinical internships in public school classrooms. Your official records for these internships must be complete at the conclusion of the term or semester in which you make application.
You must have completed ENG102 and COM101 or their equivalents.
You must have a grade point average (GPA) of 2.75, lower if you entered Coker earlier than August 1999. In its Spring, 1994, meetings, the Teacher Education Advisory Committee raised the required GPAs for students who enter Coker on or after the following dates. Students must meet the indicated GPAs, both overall and in the combined professional education and area of specialization courses.
Students EnteringCoker Required GPA:
August, 1994 2.50
August, 1995 2.55
August, 1996 2.60
August, 1997 2.65
August, 1998 2.70
August, 1999 and later 2.75Although college regulations permit you to take some courses under a Satisfactory/No Credit (S/NC) grade system, when a grade of S is used to meet the requirements of an approved teacher education program, it will be counted as a C for calculating whether your grade point average meets these standards. Some departments have more restrictive regulations regarding the S/NC option. These are described under the specific requirements of each teaching major.
Under current policy, students are required to take the S/NC option for student teaching. That course, therefore, is not included in calculating your grade point average.
You must have written recommendations from at least two full-time Coker faculty members, one from the general education faculty and one from the professional education faculty. Additional recommendations, especially from faculty members, employers, and supervisors of clinical internships, are welcome. The faculty will ask for specific additional references in some instances. Please ask all people who write on your behalf to send the letters directly to the Director of Teacher Education.
If you meet the above criteria, you are eligible to apply for admission. You begin by getting an application at the Department of Education office (see Appendix C). Complete the application and return it together with your portfolio to your faculty advisor. Fall applications are due on the first Thursday in October while spring applications are due the first Thursday in February.
As part of the application, you must submit a two-to-three page autobiography which describes the development of your intellectual interests and explains of your aspiration to teach. We will create a file for your application, which will include the evaluations from your clinical internships, your letters of recommendation, and appropriate material from your portfolio. This file will be reviewed by all members of the Teacher Education Advisory Committee (TEAC). The committee (see Appendix D) considers applications once during the fall semester and once during the spring semester.
As part of the evaluation process, the Teacher Education Advisory Committee will interview you. TEAC will formally evaluate your application using the following criteria:
The purpose of your portfolio is to demonstrate your levels of competence as a prospective teacher. Your portfolio should include all of the journals (logs) you prepared during your internships. It should also include your best Coker College work. Graded term papers, media presentations, examinations, copies of original art, and similar items are examples for inclusion. These materials should be assembled in a special folder which is available in the college bookstore and should include a clearly labeled table of contents. The portfolio is to be submitted to your faculty advisor with your application to the Teacher Education Program. It will be examined by members of the Teacher Education Advisory Committee (TEAC) as part of its review of your academic record. Your portfolio will be returned at the end of the review process.
Many indicators of your scholarship will be considered; among these are your grades, your portfolio, your written and oral use of the English language, your awareness of current events and cultural issues, and recommendations from your instructors.
Numerous criteria are considered including the reports from the master teachers you have worked with in your internships. Additionally, your commitment to teaching, your reliability, and your professional behavior in a school setting are all important dimensions of professional skills.
Your ability to relate to and get along with all constituencies of the Teacher Education Program, your personal appearance, and your general dependability are all criteria that are considered in this category.
Your initiative, perseverance, attitude, motivation, and willingness to do extra work are criteria that are considered in this category.
We will evaluate your ability to recognize and solve problems and to learn from your mistakes. We will also consider your attendance at cultural events on and off campus, your research skills, and your overall potential as a developing educator.
We recognize that students with disabilities can often serve as outstanding teachers and as role models for all students, and we actively encourage participation of all students with disabilities in our Teacher Education Program. We are mindful, however, that some physical and mental conditions may preclude a career in teaching, and some conditions may also require us to modify the intensive and strenuous student teaching internship. Consequently, the Director of Teacher Education may ask for a statement from your personal physician that affirms your ability to pursue a teaching career. If we ask for such a statement, be assured that we will treat it with strict confidentiality and will not share the information with the entire Teacher Education Advisory Committee. However, we will let the committee know that the letter was received and that your physician recommended you for teacher education or withheld his/her recommendation.
You will be notified, in writing, when you are admitted into the Teacher Education Program. If rejected, you will also be informed in writing and will be given specific reasons why the committee rejected your application.
If rejected, you have the right to address an appeal before the full Teacher Education Advisory Committee. Your request to appear before the committee should be made in writing, should address the main points of your appeal, and should be submitted to the Director of Teacher Education within two weeks of receiving the notice of rejection. If the committee sustains your appeal, you will be admitted to the Teacher Education Program. If rejected again, you have the right to appeal directly to the Provost and Dean of the Faculty.
Your progress in the Teacher Education Program will continue to be monitored by your faculty advisor, the Director of Teacher Education, and the Teacher Education Advisory Committee after admission. You are expected to maintain the same standards of scholarship, interpersonal skills, enthusiasm, and continued growth that were required for entry into the program. We will be especially interested in the evaluations from your clinical internships as you prepare for student teaching.
If you fall below the standards for admission to the Teacher Education Program (for example, if you receive unsatisfactory evaluations from the supervisors of your clinical internships), you may be removed from the Teacher Education Program. This is only done by a majority vote of TEAC and only after all of the factors pertaining to your situation are considered. You will have the opportunity to present your case to the committee, and any actions by the committee and reasons for those actions will be communicated to you in writing. You will have the opportunity to appeal the decision as described above or to reapply for admission when the deficiencies no longer exist.
6.
Praxis II: Subject Assessments Specialty Area TestsYou must take the appropriate specialty area examination(s) and have the results sent directly to Coker College and to the South Carolina Department of Education. Most students take this (these) examination(s) at the beginning of their senior year. The South Carolina Department of Education establishes passing scores. You must take this (these) examination(s) in order to be admitted to student teaching. You must pass them before we can recommend you for certification. See the Guide to the Praxis Series of Standardized Tests in Appendix B. More detailed information about these examinations is available in the Department of Education office.
7.
Praxis II: Principles of Learning and Teaching (PLT) TestsYou must take the test, Principles of Learning and Teaching, in order to be certified by the State Department of Education beyond the initial teaching certificate given for the first year of teaching. We recommend you take the test while you are completing your student teaching. Results must be sent directly to Coker College and the South Carolina Department of Education. See the Guide to the Praxis Series of Standardized Tests in Appendix B. More detailed information about this examination is available in the Department of Education office.
8. Student Teaching
Student teaching at Coker is a full-time, formal, intensive 12-week internship. It is completed during your senior year, usually during the last semester in residence at Coker. To be eligible for student teaching, you must have been in the Teacher Education Program for one full semester, you must have completed all your specialized subject and professional education courses, and you must have completed all the prerequisites listed on the application for student teaching. The application is reproduced in this Bulletin as Appendix E. If your academic preparation is barely above that required for admission to student teaching, or if you completed a substantial part of your coursework at another college, we reserve the right to have you pass all relevant parts of Praxis II except the Principles of Learning and Teaching test prior to student teaching.
You must complete an application for student teaching (see Appendix E) and give it to your faculty advisor, who will forward it to the Director of Internship Programs and School Services. Applications for fall student teaching are due on the first Thursday in February of the preceding semester. Meanwhile, spring student teaching applications are due on the first Thursday of October in the preceding semester. You must make an appointment with the Director of Internship Programs and School Services, who will review your application and schedule your appointment with the Director of Teacher Education.
You will then have an interview with the Director of Teacher Education in order to review your readiness for student teaching. You will receive written feedback from the Director of Teacher Education citing your strengths and areas for improvement.
Both your faculty advisor and the Director of Teacher Education must approve your application. If they fail to agree, then the full Teacher Education Advisory Committee will study your application, and you may be admitted to student teaching by receiving the approval of a majority of the members of that committee.
You will also participate in EDU415, a seminar that supports student teaching, during your last semester. The schedule for the seminar is announced each semester.
You should think of student teaching as the final stage of your clinical internship program at Coker. Student teaching is a significant step in your preparation to become a teacher, and it is important that you not have any additional outside responsibilities at this time. Therefore, our policy ordinarily does not permit you to take additional coursework or hold a job during your student teaching semester. A written petition for an exception may be submitted with appropriate documentation to the Director of Teacher Education at the same time you apply for student teaching. If an exception is granted, you may still be required to give up an outside responsibility if your college supervisor, with the concurrence of the Director of Teacher Education, believes that you are not making satisfactory progress.
The student teaching program is administered by the Director of Internship Programs and School Services under the general guidance of the Director of Teacher Education. Specific procedures are outlined in a special handbook entitled "Guide to Student Teaching."
9.
Application for Teacher CertificationYou must complete an application for a South Carolina teaching credential and submit it, together with an official copy of your final Coker College transcript, to the Director of Teacher Education. Applications can be found in the Department of Education office or on the South Carolina State Department of Education web site. You must attach your fingerprint records to your application and undergo an FBI fingerprint review. Details of the application procedure will be given to all student teachers. The Director of Teacher Education will forward your application to the State Department of Education with his/her endorsement stating that you have satisfactorily completed the Teacher Education Program and are recommended for certification.
Transfer students are advised to make an appointment with the Director of Teacher Education early, even before applying for formal admission to the college. Your questions will be answered at this meeting, and you will be advised in general terms of remaining work that must be completed for certification. You should bring transcripts of all previous college work to this meeting. Additional appointments will be scheduled, as necessary, with faculty in the discipline you are planning to teach.
When you are formally admitted to Coker, the Registrar will evaluate your transcripts and forward to the Director of Teacher Education a list of accepted coursework. You will also receive a copy of this transfer evaluation. You will then make another appointment with the Director of Teacher Education for a formal evaluation of your status. Your previous coursework will be compared with the requirements of Coker's approved program, and you will be given appropriate credit for coursework that matches. You will also learn of the specific additional requirements you must complete for certification. If appropriate, your faculty advisor will participate in this meeting.
Grades earned at other colleges are not used in computing your grade point averages for the purpose of your standing in Teacher Education. If, however, your grade point average is below our standards, additional coursework or remedial work may be required.
Course requirements and sample course sequences are given for each of our approved teacher education programs on the following pages. This first section explains how the courses are classified. Symbols used in the course listings are also explained in this segment.
Courses in teacher education programs are traditionally classified in four categories: professional education, general education, specialized subjects, and electives.
You will study mathematics, science, history, religion, philosophy, literature, behavioral sciences, fine arts, and physical education in the general education courses. This aspect of the curriculum is concerned with helping you develop cultural literacy and good written and oral communication skills. The courses are almost the same for all teaching majors.
You will study educational theory, the history of educational thought, and general methods of teaching and classroom in the professional education courses. However, teaching methods that are specific to certain disciplines or grade levels generally are classified with the specialized subject courses. This part of the curriculum is most concerned with helping you develop a commitment to the teaching profession, compassion for your students, and competence in teaching techniques and classroom management and effective use of technology in the classroom. Student teaching is included in this category.
You will study the discipline you are planning to teach as well as specialized teaching methodology in the specialized subject courses. This part of the curriculum is most concerned with giving you specific and detailed knowledge about what you will be teaching as well as competence in how to teach. Specialized computer software competencies are included in these courses.
Your elective courses allow you to pursue special interests or explore new areas of scholarship.
2.
Explanation of SymbolsThe majority of courses in the approved teacher education programs are mandatory. Consequently, you must take the specific courses listed on the following pages. You will have a choice of two or three courses to meet a particular requirement in some instances. Rather than give explanations repeatedly, each requirement that may be met by a choice of courses is listed by a symbol, and the symbol is explained in this section. For example, teaching majors must take one semester of The History of Western Civilization. This is listed as WOHIST in the course listings. If you check the listing below, you will see that WOHIST means you take either HIS210 or HIS211.
The following symbols are used:
ARTHS1 ....... One 300-level art history course
ARTHS2 ....... One three-semester hour art studio course
BIOEL1 ....... The first of four biology electives
BIOEL2 ....... The second of four biology electives
BIOEL3 ....... The third of four biology electives
BIOEL4 ....... The fourth of four biology electives. All electives must total a minimum of 14 semester hours, and 11 of those hours must be at the 200 level or above. MAT223 or an upper-level computer science course may substitute for one of these courses.
CHEPHY ....... CHE382/CHE382L or CHE383
COMSCI ....... One three-semester hour course (200-level or higher) in computer science
ECONOM ....... BA222 or BA223
EDU102 ....... Introduction to Education
DEVPSY ....... EDU200 or EDU201
ENGAME ....... ENG331 or ENG333 or ENG334 or ENG335 (American Literature)
ENGMED ....... ENG311 or ENG312 (Medieval Literature)
ENGMOD ....... ENG341 or ENG343 or ENG345 (Modern Literature)
ENGPRO ....... A course in English composition to follow
ENG101. Placement in
either ENG102 or ENG210 is made by the English faculty. See the Coker College
Catalog for details.
ENGREN ....... ENG316 or ENG318 (Renaissance Drama)
ENGRES ....... ENG321 or ENG323 or ENG325 (Augustan-Romantics-Victorian Literature)
FINAR1 ....... First of two courses chosen from the following: (MUS230 or MUS235, ART180, THE100, DNC240 or DNC260)
FINAR2 ....... Second of two courses chosen from the following: (MUS230 or MUS235, ART 180, THE100, DNC240 or DNC260)
FINAR3 ....... ART180 or THE100 or DNC240 or DNC260
FINAR4 ....... MUS230 or MUS235, THE100 or DNC240
HISEL1 ....... First of two history electives
HISEL2 ....... Second of two history electives chosen so that at least 12 semester hours in History are at the 300-level or above.
HISNWE ..... One three-semester hour course in nonwestern/third world history
LANGU1..... First semester of a two-semester foreign language requirement
LANGU2..... Second semester of a two-semester foreign language requirement
MATCOM ...... MAT203, MAT210, or MAT222
MATELE1 ..... Three-semester hour elective in mathematics (Any 200-, 300-, 400- level math course)
MATELE2 ..... Any 300- or 400- level math course
MAT/CSEL1 ... Any 300- or 400- level math or computer science course
METHFA ..... ART290 or MUS361. An interdisciplinary three-semester hour course in fine arts methods is being developed. When completed, that course will meet this requirement.
MSAPS1 ....... First of four courses from MUS101, MUS102, MUS103, MUS104, MUS105, MUS301, or MUS302. Most students take four courses from this series, but the precise number is determined by the student's proficiency.
MSAPS2 ....... Second of four courses from MUS101, MUS102, MUS103, MUS104, MUS105, MUS301, or MUS302. Most students take four courses from this series, but the precise number is determined by the student's proficiency.
MSAPS3 ....... Third of four courses from MUS101, MUS102, MUS103, MUS104, MUS105, MUS301, or MUS302. Most students take four courses from this series, but the precise number is determined by the student's proficiency.
MSAPS4 ....... Fourth of four courses from MUS101, MUS102, MUS103, MUS104, MUS105, MUS301, or MUS302. Most students take four courses from this series, but the precise number is determined by the student's proficiency.
MUCULT ....... SOC102 or SOC103.
MUSART ....... (MUS230 or MUS 235) or ART180
PE-NET ....... PE108 or PE115
PESWIM ....... PE110, PE111, or PE112
PHIREL ....... REL204 or REL205 or PHI205
PHYLAB ....... CHE101L, CHE102L, GEO101L, GEO102L
RELWOR ....... REL204 or REL205
SCIBIO ....... BIO101/101L or BIO102/102L
SCIPHY ....... GEO101/GEO101L or GEO102/GEO102L or CHE101/CHE101L or CHE102 or PHY201
STATIS ....... MAT208 or PSY203
WOHIST ....... HIS210 or HIS211. We suggest that students combine these courses with WORLIT in either of the following orders: HIS210 followed by ENG202 or ENG201 followed by HIS211.
WORLIT ....... ENG201 or ENG202. We suggest that students combine these courses with WOHIST in either of the following orders: HIS210 followed by ENG202 or ENG201 followed by HIS211.
COURSE REQUIREMENTS FOR ART EDUCATION
GENERAL EDUCATION
(50 semester hours)| Humanities | Social Science | Natural Sciences | Fine Arts | Physical Education |
| ENG101 (3) | MUCULT (3) | SCIBIO (4) | ART180 (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MATCOM (3) | |||
| WORLIT1 (3) | ||||
| WOHIST (3) | ||||
| HIS202 (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(36 semester hours)| EDU102*(3) | ART290*(3) | EDU405 (3) |
| DEVPSY*(3) | ART490*(3) | EDU415 (3) |
| EDU308*(3) | EDU470 (12) | |
| EDU385*(3) |
SPECIALIZED SUBJECTS
(33 semester hours)| ART100 (3) | ART250 (3) | ARTHS1 (3) |
| ART105 (3) | ART260 (3) | ARTHS2 (3) |
| ART130 (3) | ART270 (3) | ARTSTU (3) |
| ART220 (3) | ART282 (3) |
ELECTIVES
(1 semester hour)ADDITIONAL REGULATIONS
Additional coursework in mathematics, English composition and oral communication might be necessary.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
ART EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ART180 (3) |
| EDU102* (3) | COM101 (3) |
| MATCOM (3) | ENGPRO (3) |
| LANGU1 (3) | LANGU2 (3) |
| ART100 (3) | ART105 (3) |
SOPHOMORE
| Fall | Spring |
| DEVPSY (3) | WORLIT (3) |
| ART282 (3) | ARTHIS1 (3) |
| ART270 (3) | ART250 (3) |
| ART130 (3) | ART290* (3) |
| SCIBIO (4) | SCIPHY (4) |
JUNIOR
| Fall | Spring |
| HIS202 (3) | MUCULT (3) |
| PHIREL (3) | FINAR2 (3) |
| EDU308* (3) | PE-215 (3) |
| ART260 (3) | ARTHIS2 (3) |
| ART220 (3) | WOHIST (3) |
SENIOR
| Fall | Spring |
| EDU385* (3) | EDU415 (3) |
| ARTST1 (3) | EDU470 (12) |
| Elective (1) | |
| EDU405 (3) | |
| ART490* (3) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR BIOLOGY EDUCATION
GENERAL EDUCATION (42 semester hours)
| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Education |
| ENG101 (3) | MUCULT(3) | MATCOM (3) | FINAR1 (3) | PE-215 (3) |
| ENGPRO (3) | FINAR2 (3) | |||
| COM101 (3) | ||||
| WORLIT1(3) | ||||
| WOHIST (3) | ||||
| HIS202 (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION (33 semester hours)
| EDU102*(3) | EDU308*(3) | EDU405* (3) |
| EDU201*(3) | EDU319*(3) | EDU415 (3) |
| EDU385*(3) | EDU440 (12) |
SPECIALIZED SUBJECTS (50 semester hours)
| BIO110 (3) | CHE102 (3) | BIO210 (3) | BIOEL1 (3) |
| BIO111 (3) | CHE102L (1) | BIO211 (3) | BIOEL2 (3) |
| BIO112 (2) | CHE351 (3) | BIO212 (3) | BIOEL3 (4) |
| CHE101 (3) | CHE351L (1) | STATIS (3) | BIOEL4 (4) |
| CHE101L (1) | CHE352 (3) | ||
| CHE352L (1) |
ELECTIVES
(0 semester hours)ADDITIONAL REGULATIONS AND RECOMMENDATIONS:
Additional coursework in mathematics, English composition and oral communication might be necessary.
Biology Electives (BIOEL1 - BIOEL4) must total a minimum of 14 semester hours including 9 hours at or above the 200 level. MAT223 or an upper-level course in computer science may substitute for one of these courses.
All Biology Education majors must present an acceptable departmental seminar.
PHY201, PHY202, and Mathematics at least through Calculus are recommended.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
BIOLOGY EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ENGPRO (3) |
| MATCOM (3) | EDU102* (3) |
| LANGU1 (3) | LANGU2 (3) |
| BIO110 (3) | BIO111 (3) |
| CHE101 (3) | BIO112 (2) |
| CHE101L (1) | CHE102 (3) |
| CHE102L (1) |
SOPHOMORE
| Fall | Spring |
| WORLIT (3) | WOHIST (3) |
| CHE351 (3) | CHE352 (3) |
| CHE351L (1) | CHE352L (1) |
| EDU201* (3) | BIO210 (3) |
| BIOEL1 (3) | COM101 (3) |
| EDU308* (3) |
JUNIOR
| Fall | Spring |
| EDU385* (3) | EDU319* (3) |
| HIS202 (3) | MUCULT (3) |
| BIO211 (3) | BIO212 (3) |
| BIOEL2 (3) | FINAR1 (3) |
| STATIS (3) | PHIREL (3) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU415 (3) |
| FINAR2 (3) | EDU440 (12) |
| BIOEL3 (4) | |
| BIOEL4 (4) | |
| PE-215 (3) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR CHEMISTRY EDUCATION
GENERAL EDUCATION
(48 semester hours)| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | MUCULT (3) | BIO110 (3) | FINAR1 (3) | PE-215 (3) |
| ENGPRO (3) | BIO112 (2) | FINAR2 (3) | ||
| COM101 (3) | MAT222 (4) | |||
| WORLIT1(3) | ||||
| WOHIST (3) | ||||
| HIS202 (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(33 semester hours)| EDU102*(3) | EDU323*(3) | EDU415 (3) |
| EDU201*(3) | EDU385*(3) | EDU440 (12) |
| EDU308*(3) | EDU405*(3) |
SPECIALIZED SUBJECTS
(40 semester hours)| CHE101 (3) | CHE225L (1) | CHE381 (3) | PHY202(4) |
| CHE101L (1) | CHE351 (3) | CHE381L (1) | |
| CHE102 (3) | CHE351L (1) | CHEPHY (4) | |
| CHE102L (1) | CHE352 (3) | MAT223 (4) | |
| CHE225 (3) | CHE352L (1) | PHY201 (4) |
ELECTIVES
(0 semester hours)ADDITIONAL REGULATIONS AND RECOMMENDATIONS:
Additional coursework in mathematics, English composition and oral communication might be necessary.
MAT208 (Probability and Statistics) is recommended.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
CHEMISTRY EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ENGPRO (3) |
| BIO110 (3) | CHE102 (3) |
| MAT222 (4) | CHE102L (1) |
| CHE101 (3) | EDU102* (3) |
| CHE101L (1) | BIO112 (2) |
| LANGU1 (3) | LANGU2 (3) |
SOPHOMORE
| Fall | Spring |
| COM101 (3) | WOHIST (3) |
| CHE351 (3) | CHE352 (3) |
| CHE351L (1) | CHE352L (1) |
| CHE225 (3) | FINAR1 (3) |
| CHE225L (1) | WORLIT (3) |
| EDU201* (3) | HIS202 (3) |
JUNIOR
| Fall | Spring |
| PHIREL (3) | PE-215 (3) |
| CHE381 (3) | PHY202 (4) |
| CHE381L (1) | MUCULT (3) |
| PHY201 (4) | EDU323* (3) |
| EDU308* (3) | EDU385* (3) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU415 (3) |
| MAT223 (4) | EDU440 (12) |
| CHEPHY (4) | |
| FINAR2 (3) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR EARLY CHILDHOOD EDUCATION
GENERAL EDUCATION
(50 semester hours)| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | MUCULT (3) | SCIBIO (4) | MUSART (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MATCOM (3) | |||
| WORLIT1(3) | ||||
| WOHIST (3) | ||||
| HIS202 (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(30 semester hours)| EDU102* (3) | EDU385*(3) |
| EDU200* (3) | EDU415 (3) |
| EDU203* (3) | EDU410 (12) |
| EDU402* (3) |
SPECIALIZED SUBJECTS (33 semester hours)
| EDU207*(3) | EDU327*(3) | ENG351*(3) |
| EDU302*(3) | EDU345*(3) | METHFA*(3) |
| EDU307*(3) | EDU350*(3) | |
| EDU311*(3) | EDU405*(3) | |
| EDU326*(3) |
ELECTIVES (7 semester hours)
ADDITIONAL REGULATIONS
The satisfactory/no credit (S/NC) grade system may not be used for required courses. It may be used with 300- and 400-level elective courses.
Additional coursework in mathematics, English composition, and oral communication might be necessary.
We recommend taking Handwriting (EDU208 - 1 semester hour) concurrently with EDU207.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
EARLY CHILDHOOD EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | COM101 (3) |
| EDU102* (3) | EDU200* (3) |
| MUSART (3) | MATCOM (3) |
| PE-215 (3) | ENGPRO (3) |
| LANGU1 (3) | LANGU2 (3) |
SOPHOMORE
| Fall | Spring |
| WORLIT (3) | WOHIST (3) |
| HIS202 (3) | MUCULT (3) |
| EDU203* (3) | EDU302* (3) |
| SCIBIO (4) | SCIPHY (4) |
| EDU207* (3) | EDU307* (3) |
| ELECTIVE (1) |
JUNIOR
| Fall | Spring |
| EDU326* (3) | EDU327* (3) |
| FINAR2 (3) | METHFA* (3) |
| EDU311* (3) | EDU345* (3) |
| ELECTIVE (3) | ELECTIVE (3) |
| PHIREL (3) | EDU385* (3) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU410 (12) |
| EDU350* (3) | EDU415 ( 3) |
| EDU402* (3) | |
| ENG351* (3) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR ELEMENTARY EDUCATION
GENERAL EDUCATION
(50 semester hours)| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | MUCULT (3) | SCIBIO (4) | MUSART (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MATCOM (3) | |||
| WORLIT1(3) | ||||
| WOHIST (3) | ||||
| HIS202 (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION (27 semester hours)
| EDU102* (3) | EDU385* (3) |
| EDU200* (3) | EDU415 (3) |
| EDU403* (3) | EDU430 (12) |
SPECIALIZED SUBJECTS
(30 semester hours)| EDU207*(3) | EDU327*(3) | ENG351*(3) |
| EDU307*(3) | EDU345*(3) | METHFA*(3) |
| EDU311*(3) | EDU350*(3) | |
| EDU326*(3) | EDU405*(3) |
ELECTIVES
(13 semester hours)ADDITIONAL REGULATIONS
The satisfactory/no credit (S/NC) grade system may not be used for required courses. It may be used with 300- and 400-level elective courses.
Additional coursework in mathematics, English composition, and oral communication might be necessary.
We recommend taking Handwriting (EDU208 - 1 semester hour) concurrently with EDU207.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
ELEMENTARY EDUCATION (DAY FORMAT)
FRESHMAN
| Fall | Spring |
| ENG101 (3) | COM101 (3) |
| EDU102* (3) | EDU200* (3) |
| ELECTIVE (3) | MATCOM (3) |
| PE-215 (3) | ENGPRO (3) |
| LANGU1 (3) | LANGU2 (3) |
SOPHOMORE
| Fall | Spring |
| WORLIT (3) | WOHIST (3) |
| HIS202 (3) | MUCULT (3) |
| MUSART (3) | ELECTIVE (3) |
| FINAR2 (3) | METHFA* (3) |
| EDU207* (3) | EDU307* (3) |
| ELECTIVE (1) |
JUNIOR
| Fall | Spring |
| SCIBIO (4) | SCIPHY (4) |
| EDU326* (3) | EDU327* (3) |
| EDU311* (3) | EDU345* (3) |
| PHIREL (3) | ELECTIVE (3) |
| ELECTIVE (3) | EDU385* (3) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU415 ( 3) |
| EDU403* (3) | EDU430 (12) |
| EDU350* (3) | |
| ENG351* (3) |
*A clinical internship in a local classroom is an integral course component.
SAMPLE COURSE SEQUENCE
ELEMENTARY EDUCATION (EVENING FORMAT)
Many equivalent variations will fit the evening schedule.
FRESHMAN
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 |
| ENG101 | ENGPRO | COM101 | MATCOM | FINAR2 |
| EDU102* | EDU200* | MUSART | LANGU1 | LANGU2 |
SOPHOMORE
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 |
| EDU207* | EDU307* | EDU311* | WORLIT | WOHIST |
| HIS202 | MUCULT | ELECTIVE | METHFA* | ELECTIVE |
| EDU208 |
JUNIOR
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 |
| EDU326* | EDU327* | EDU350* | EDU385* | PHIREL |
| SCIPHY | SCIBIO | ENG351* | PE-215 | ELECTIVE |
SENIOR
| Term 1 | Term 2 | Spring Semester (Day Schedule) |
| EDU405* | EDU403* | EDU415 |
| EDU345* | ELECTIVE | EDU430 |
@
We recommend taking Handwriting (EDU208 - 1 semester hour) concurrently with EDU207.*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR ENGLISH EDUCATION
GENERAL EDUCATION
(47 semester hours)| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | MUCULT (3) | SCIBIO (4) | FINAR1 (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MATCOM (3) | |||
| HIS202 (3) | ||||
| WOHIST (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(33 semester hours)| EDU102*(3) | EDU385*(3) | EDU415 (3) |
| EDU201*(3) | ENG365*(3) | EDU440 (12) |
| EDU309*(3) | EDU405*(3) |
SPECIALIZED SUBJECTS
(36 semester hours)| ENG201 (3) | ENGMED (3) | ENG231 (3) |
| ENG202 (3) | ENGREN (3) | |
| ENG305 (3) | ENGRES (3) | |
| ENG361 (3) | ENGAME (3) | |
| ENG363 (3) | ENGMOD (3) | |
| ENG400 (3) |
ELECTIVES (4 semester hours)
ADDITIONAL REGULATIONS
Additional coursework in mathematics, English composition, and oral communication might be necessary.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
ENGLISH EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ENGPRO (3) |
| EDU102* (3) | MATCOM (3) |
| PE-215 (3) | COM101 (3) |
| ELECTIVE (3) | FINAR1 (3) |
| LANGU1 (3) | LANGU2 (3) |
SOPHOMORE
| Fall | Spring |
| ENG201 (3) | ENG202 (3) |
| ENG231 (3) | HIS202 (3) |
| EDU201* (3) | FINAR2 (3) |
| WOHIST (3) | ENG363* (3) |
| SCIBIO (4) | SCIPHY (4) |
JUNIOR
| Fall | Spring |
| ENG365* (3) | EDU309* (3) |
| ENG305 (3) | ENGREN (3) |
| ENGMOD (3) | PHIREL (3) |
| ENGMED (3) | ENGAME (3) |
| MUCULT (3) | EDU385* (3) |
| ELECTIVE (1) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU415 (3) |
| ENG400 (3) | EDU440 (12) |
| ENGRES (3) | |
| ENG361 (3) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR HISTORY EDUCATION
GENERAL EDUCATION (41 semester hours)
| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | SOC102 (3) | SCIBIO (4) | FINAR1 (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MATCOM (3) | |||
| WORLIT1(3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(33 semester hours)| EDU102*(3) | EDU320*(3) | EDU415 (3) |
| EDU201*(3) | EDU385* (3) | EDU440 (12) |
| EDU308*(3) | EDU405*(3) |
SPECIALIZED SUBJECTS
(45 semester hours)| HIS210 (3) | HISEL1 (3) | HIS411 (3) | GPY201 (3) | POL201 (3) |
| HIS211 (3) | HISEL2 (3) | HIS421 (3) | ECONOM (3) | RELWOR (3) |
| HIS201 (3) | HISNWE (3) | HIS491 (3) | SOC103 (3) | |
| HIS202 (3) |
ELECTIVES (1 semester hour)
ADDITIONAL REGULATIONS
Additional coursework in mathematics, English composition, and oral communication might be necessary.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
HISTORY EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ENGPRO (3) |
| EDU102* (3) | MATCOM (3) |
| HIS210 (3) | HIS211 (3) |
| LANGU1 (3) | LANGU2 (3) |
| ELECTIVE (1) | COM101 (3) |
SOPHOMORE
| Fall | Spring |
| HIS201 (3) | HIS202 (3) |
| EDU201* (3) | ECONOM (3) |
| FINAR1 (3) | FINAR2 (3) |
| SOC103 (3) | WORLIT (3) |
| SCIBIO (4) | SCIPHY (4) |
JUNIOR
| Fall | Spring |
| HISEL1 (3) | EDU385* (3) |
| SOC102 (3) | POL201 (3) |
| EDU308* (3) | GPY201 (3) |
| HISNWE (3) | EDU320* (3) |
| PE-215 (3) | RELWOR (3) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU415 (3) |
| HIS411 (3) | EDU440 (12) |
| HIS421 (3) | |
| HIS491 (3) | |
| HISEL2 (3) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR MATHEMATICS EDUCATION
GENERAL EDUCATION
(51 semester hours)| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical
Ed.
|
| ENG101 (3) | MUCULT (3) | SCIBIO (4) | FINAR1 (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MAT222 (4) | |||
| WORLIT1(3) | ||||
| HIS202 (3) | ||||
| WOHIST (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(33 semester hours)| EDU102*(3) | EDU308*(3) | EDU415 (3) |
| EDU201*(3) | EDU385*(3) | EDU440 (12) |
| EDU218*(3) | EDU405*(3) |
SPECIALIZED SUBJECTS
(38 semester hours)| CS110 (3) | MAT224 (4) | MAT315 (3) | MATEL1 (3) |
| MAT201 (3) | MAT308 (3) | MAT350 (3) | MATEL2 (3) |
| MAT223 (4) | MAT311 (3) | MAT498 (3) | MAT/CSEL1 (3) |
ELECTIVES
(0 semester hours)ADDITIONAL REGULATIONS
Additional coursework in mathematics, English composition, and oral communication might be necessary.
If MAT210 is not satisfied by the placement exam, it must be taken in the Fall semester of the freshman year.
To meet the physical science requirement, we recommend that students take General Physics (PHY201).
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
MATHEMATICS EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ENGPRO (3) |
| EDU102* (3) | MAT223 (4) |
| MAT222 (4) | COM101 (3) |
| CS110 (3) | MAT/CS201 (3) |
| LANGU1 (3) | LANGU2 (3) |
SOPHOMORE
| Fall | Spring |
| MAT224 (4) | MAT308 (3) |
| EDU201* (3) | MATEL1 (3) |
| FINAR2 (3) | WORLIT (3) |
| WOHIST (3) | PE215 (3) |
| MAT315 (3) | SCIPHY (4) |
JUNIOR
| Fall | Spring |
| MAT311 (3) | MAT350 (3) |
| SCIBIO (4) | EDU218* (3) |
| HIS202 (3) | MATEL2 (3) |
| EDU308* (3) | MAT498 (1) |
| MAT498 (1) | EDU385* (3) |
| MAT/CSE1 (3) |
SENIOR
| Fall | Spring |
| MUCULT (3) | EDU415 (3) |
| EDU405* (3) | EDU440 (12) |
| FINAR2 (3) | |
| PHIREL (3) | |
| MAT498 (1) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR MUSIC EDUCATION
(BACHELOR OF MUSIC EDUCATION-CHORAL/GENERAL EMPHASIS)
GENERAL EDUCATION (38 semester hours)
| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | MUCULT (3) | SCIBIO (4) | FINAR3 (3) | PE-215 (3) |
| COM101 (3) | SCIPHY (4) | |||
| WORLIT1(3) | MATCOM (3) | |||
| WOHIST (3) | ||||
| HIS202 (3) | ||||
| PHIREL (3) |
PROFESSIONAL EDUCATION
(24 semester hours)| EDU102*(3) | EDU385*(3) | EDU470 (12) |
| DEVPSY*(3) | EDU415 (3) |
SPECIALIZED SUBJECTS
(61 semester hours)
| Applied Music and Ensemble | Theory and History | Music Education |
| MSAPS1 (1) | MUS211 (2) | MUS121 (3) | MUS321 (3) | MUS362*@ (3) |
| MSAPS2 (1) | MUS212 (2) | MUS122 (3) | MUS422 (3) | MUS363*@ (3) |
| MSAPS3 (1) | MUS311 (2) | MUS221 (3) | MUS371 (2) | |
| MSAPS4 (1) | MUS312 (2) | MUS222 (3) | MUS372 (2) | |
| MUS111 (2) | MUS411 (2) | MUS331 (3) | MUS181* (1) | |
| MUS112 (2) | MUS152 (6) | MUS332 (3) | MUS182* (1) | |
| MUS183* (1) |
ELECTIVES (0 semester hours)
ADDITIONAL REGULATIONS
Additional coursework in music, mathematics, English composition, and oral communication might be necessary.Music education programs prepare students to teach K-12 choral, or general music. This program requires both a principal and a secondary-performing instrument of voice and piano or piano and voice. Applied lessons in the principal performing instrument are taken in courses numbered MUS111, 112, 211, 212, 311, 312, and 411.
Applied lessons in the secondary-performing instrument (MSAPS1-4) are taken from courses numbered MUS101, 102, 103, 104, and 105, 301, or 302. To meet requirements, most students take four semester hours from this series, but the precise number is determined by the music department based on each student's proficiency.
@MUS362 includes instruction in reading in the content area of music.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
MUSIC EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | DEVPSY* (3) |
| EDU102* (3) | MUS112 (2) |
| MUS111 (2) | MUS121 (3) |
| MATCOM (3) | MUS152 (1) |
| MUS152 (1) | MSAPS3 (1) |
| MSAPS1 (1) | MSAPS4 (1) |
| MSAPS2 (1) | COM101 (3) |
SOPHOMORE
| Fall | Spring |
| WORLIT (3) | WOHIST (3) |
| MUS211 (2) | MUS212 (2) |
| MUS122 (3) | MUS221 (3) |
| MUS331 (3) | MUS332 (3) |
| MUS152 (1) | MUS152 (1) |
| SCIBIO (4) | MUS182* (1) |
| MUS181* (1) | MUS183* (1) |
| PE-215 (3) |
JUNIOR
| Fall | Spring |
| MUS311 (2) | MUS312 (2) |
| MUS362* (3) | MUS363* (3) |
| MUS152 (1) | MUS371 (2) |
| MUS222 (3) | MUS152 (1) |
| MUS321 (3) | EDU385 (3) |
| HIS202 (3) | SCIPHY (4) |
SENIOR
| Fall | Spring |
| MUCULT (3) | EDU415 ( 3) |
| MUS411 (2) | EDU470 (12) |
| MUS422 (3) | |
| PHIREL (3) | |
| FINAR3 (3) | |
| MUS372 (2) | |
| MUS152 (0) |
*A clinical internship in a local classroom is an integral course component.
COURSE REQUIREMENTS FOR PHYSICAL EDUCATION
GENERAL EDUCATION
(49 semester hours)| Humanities | Social Sciences | Natural Sciences | Fine Arts | Physical Ed. |
| ENG101 (3) | MUCULT (3) | BIO101 (3) | FINAR1 (3) | PE-215 (3) |
| ENGPRO (3) | SCIPHY (4) | FINAR2 (3) | ||
| COM101 (3) | MATCOM (3) | |||
| WORLIT1(3) | ||||
| HIS202 (3) | ||||
| WOHIST (3) | ||||
| PHIREL (3) | ||||
| LANGU1 (3) | ||||
| LANGU2 (3) |
PROFESSIONAL EDUCATION
(30 semester hours)| EDU102*(3) | EDU385*(3) | EDU415 (3) |
| DEVPSY*(3) | EDU405*(3) | EDU470 (12) |
| EDU308*(3) |
SPECIALIZED SUBJECTS
(42 semester hours)| PE-120 (3) | PE-314*(3) | PE-411 (3) | Activity Courses |
| PE-205 (3) | PE-320 (3) | PE-415 (3) | PE-103 (1) |
| PE-226 (2) | PE-333*(3) | BIO227 (4) | PE-113 (1) |
| PE-230 (2) | PE-335*(3) | PE-NET (1) | |
| PE-260 (3) | PE-410 (3) | PESWIM (1) |
ELECTIVES
(0 semester hours)ADDITIONAL REGULATIONS
Additional coursework in mathematics, English composition, and oral communication might be necessary.
1
When a requirement can be met by a choice of courses, it is shown as a symbol. Explanations are given on pages 24-26. For example, page 26 states that the requirement shown by the symbol WORLIT may be met by taking ENG201 OR ENG202.
SAMPLE COURSE SEQUENCE
PHYSICAL EDUCATION
FRESHMAN
| Fall | Spring |
| ENG101 (3) | ENGPRO (3) |
| EDU102* (3) | DEVPSY* (3) |
| PE-120 (3) | MATCOM (3) |
| BIO101 (3) | COM101 (3) |
| LANGU1 (3) | LANGU2 (3) |
| PESWIM (1) |
SOPHOMORE
| Fall | Spring |
| WORLIT (3) | WOHIST (3) |
| PE-205 (3) | FINAR1 (3) |
| PE-314* (3) | PE-226 (2) |
| BIO227 (4) | SCIPHY (4) |
| PE-215 (3) | PE-333* (3) |
JUNIOR
| Fall | Spring |
| PE-260 (3) | MUCULT (3) |
| PE-113 (1) | PE-335* (3) |
| HIS202 (3) | PE-103 (1) |
| EDU308* (3) | PHIREL (3) |
| PE-230 (2) | EDU385 (3) |
| PE-NET (1) | PE-415 (3) |
SENIOR
| Fall | Spring |
| EDU405* (3) | EDU415 (3) |
| PE-411 (3) | EDU470 (12) |
| PE-410 (3) | |
| PE-320 (3) | |
| FINAR2 (3) |
*A clinical internship in a local classroom is an integral course component.
Standardized Test Schedule for Education Majors
PRAXIS I
| Major | Test | When to Take | Additional Comments |
| All |
Praxis I 10710 - Reading 20720 - Writing 10730 - Mathematics |
By the beginning of your sophomore year. No later than the semester before you apply for admission to the Teacher Education program | You must pass all three parts in order to be admitted to the Teacher Education Program. |
PRAXIS II
| Art |
Praxis II 10130 Art Education Select one of the following: 30522 Principles of Learning & Teaching K-6 OR 30523 Principles of Learning & Teaching 5-9 OR 30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 10130 to be recommended for initial licensure. |
| Biology |
Praxis II 20030 Biology & General Science
30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 20030 to be recommended for initial licensure. |
| Chemistry |
Praxis II 10070 Chemistry, Physics, & General Science 30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 10070 to be recommended for initial licensure. |
| Early Childhood |
Praxis II 10020 Early Childhood Education
30522 Principles of Learning & Teaching K-6 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 10020 to be recommended for initial licensure. |
| Elementary |
Praxis II 10011 Elementary Education: Curriculum, Instruction & Assessment 20012 Elementary Education: Content Area Exercises 30522 Principles of Learning & Teaching K-6 |
No
later than the semester prior to student teaching. No later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Tests 10011 and 20012 to be recommended for initial licensure. |
| English |
Praxis II 10041 English Language, Literature & Composition: Content Knowledge 20042 English Language: Literature & Composition: Essays 30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Tests 10041 and 20042 to be recommended for initial licensure. |
| History |
Praxis II 10081 Social Studies: Content Knowledge 20083 Social Studies: Interpretation of Materials 30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Tests 10081 and 20083 to be recommended for initial licensure. |
| Mathematics |
Praxis II 10060 Mathematics
30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 10060 to be recommended for initial licensure. |
| Music |
Praxis II 10110 Music Education Select one of the following: 30522 Principles of Learning & Teaching K-6 OR 30523 Principles of Learning & Teaching 5-9 OR 30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 10110 to be recommended for initial licensure. |
| Physical Education |
Praxis II 10090 Physical Education Select one of the following: 30522 Principles of Learning & Teaching K-6 OR 30523 Principles of Learning & Teaching 5-9 OR 30524 Principles of Learning & Teaching 7-12 |
No
later than the semester prior to student teaching No later than the end of your first year of teaching |
You must pass Test 10090 to be recommended for initial licensure. |
COKER COLLEGE DEPARTMENT OF EDUCATION
Application To The Teacher Education Program
Please complete both sides of this application and deliver it in person to the Department of Education secretary. At that time, you will be given a time for your interview with the Teacher Education Advisory Committee. Fall applications are due the first Thursday in November while spring applications are due the first Thursday in February.
Attach the following to the application:
1) A recent photograph.
2) A two-three page typewritten autobiography which describes
the development of your intellectual interests and the
thinking that led you to aspire to become a teacher.
Please sign and date the statement.
3) A portfolio of graded work you completed at Coker.
Reflective field-service logs for all of your education
courses must be included.
Graded term papers, copies of artistic works, and similar
projects as well as records of noteworthy accomplishments
outside of Coker may also be included. Your portfolio
must be submitted in a special envelope that is available
in the College Bookstore and must contain a listing of
its contents.
Your portfolio will be reviewed by the Teacher Education
Advisory Committee, will be a subject of discussion at
your interview, and will be returned to you.
Date ___________
Student's Name _________________________
Teaching Major _________________________
Local Address __________________________
Local Telephone ________________________
E-mail _________________________________
Permanent Address
________________________________________
Permanent Telephone ___________________
Faculty Advisor(s)
________________________________________
How many semester hours of your Teacher Education Program have you completed? ___
(Do not include the current semester.)
Grade Point Average
List the courses you are taking, or will take, this semester.
(Two evening terms are equivalent to one semester).
Briefly describe your academic accomplishments in college, high school, and the community.
Briefly describe your nonacademic accomplishments in college, high school, and the community.
Please name two full-time Coker College faculty whom you will ask to write recommendations on your behalf. Please choose someone other than your advisor.
Professional Education Faculty:
___________________________________
General Education Faculty:
___________________________________
Name other persons whom you will ask to write on your behalf (examples: your employer, your minister, or other professors).
__ ______________________________
_____________________________________________
I certify that I wrote the attached statement and that all information in this statement and throughout the application is true. I further certify that I know of no reason why, under current law, the State of South Carolina might deny me a teaching certificate. (Under current law, you must be a citizen of the United States. You may be denied a teaching certificate if you have been convicted of a felony.) If you are unsure of current regulations, please check with the Director of Teacher Education.
_________________________________ Student's signature
Coker College Department of Education Form 324-5, Part 1, July, 2002
THE TEACHER EDUCATION ADVISORY COMMITTEE (TEAC)
The Teacher Education Advisory Committee is made up of individuals who represent various aspects of teacher education at Coker College. If you have suggestions for improving our Teacher Education Program, please speak with appropriate members of the committee. Be assured that they will consider your comments and be guided by them. The current members of this committee are:Dr. David W. Blackmon
Associate Professor of Education and Director of Teacher
Education
Dr. Ronald L. Carter
Dean of the Faculty and College Provost
Dr. Patricia Chapman
Assistant Dean for the Evening and Extended Studies Program
Ms Kaye P. Crook
Associate Professor of Mathematics
Dr. Edward S. Ebert, II
Professor of Education
Mrs. Nancy A. Edinger
Director of Internship Programs and School Services
Dr. Lois R. Gibson
Professor of English
Ms Jean Grosser
Associate Professor of Art
Dr. Shawn Lay
Assistant Professor of History and Chair of the Department of
History
Dr. Pat Lincoln
Professor of Biology
Dr. Sara Odom
Associate Professor of Education
Dr. Joseph H. Rubinstein
Professor of Education
Ms Gayle Sawyer
Director of Personnel, Darlington County School District
(representing the Darlington County School District)
Dr. Frank Switzer
Professor of Chemistry
Mr. William M. Timberlake
Community Leader (representing the Darlington County Community)
COKER COLLEGE DEPARTMENT OF EDUCATION
APPLYING FOR STUDENT TEACHING
To be eligible for student teaching, you must have met the following prerequisites:
a. completion of the Coker College pre-student teaching clinical internships program
b. completion of all course requirements in professional education and the area of specialization
c. completion of all courses required for graduation except student teaching and seminar (or with no more than one semester of work remaining following your student teaching).
d. membership in the Teacher Education Program for at least one semester.
e. completion of the appropriate Praxis II test(s) with scores sent to Coker College (see Teacher Education Bulletin, Appendix B, Guide to the Praxis Series of Standardized Tests, p.53). This test(s) must be passed using standards set by the South Carolina State Department of Education before you will be recommended for initial licensure.
f. satisfactory personal health, including a certificate of evaluation for tuberculosis on file in the Office of Internship Programs and School Services
g. recommendation of your faculty advisor and an interview by and approval of the Director of Teacher Education, based on their evaluation of your
You must complete an application for student teaching to be admitted to student teaching. Action on your application for student teaching usually will be taken during the second half of the semester. Approval will be by concurrence of your faculty advisor and the Director of Teacher Education (or another education faculty member if your advisor is the Director). Approval will be by a majority vote of the Teacher Education Advisory Committee (TEAC)in the event of a disagreement.
COKER COLLEGE DEPARTMENT OF EDUCATION
APPLICATION FOR STUDENT TEACHING
Part 1: Please complete this application and forward it to your faculty advisor.
Name __________ Date
Major
Address during Student Teaching
Permanent Address
Telephone: Daytime:
Night:
E-mail:
Placement Information:
Circle the semester and year for which you are planning to do student teaching.
Fall Spring 2002 2003 2004 2005 2006
If you have preferences, please indicate them here:
Grade Level(s) School and District
1st Choice
2nd Choice
3rd Choice
Student teaching is an intensive, 12-week, full-time internship. Outside employment and additional college course work are not allowed during the period of student teaching so that you can devote your full attention to the school program. Are there any planned activities or other responsibilities which may detract from your ability to devote the time and effort needed for successful completion of this experience? Please describe. Write "none" if you have no material outside responsibilities.
Name all schools in which you have been employed:
COKER COLLEGE DEPARTMENT OF EDUCATION
APPLICATION FOR STUDENT TEACHING
Completion of Degree Requirements:
List all coursework currently in progress:
List all courses you plan to take prior to student teaching and the term or semester in which you will do so.
Course Term or Semester Course Term or Semester
List all courses you plan to take after student teaching and the term or semester in which you will do so.
Course Term or Semester Course Term or Semester
List the date(s) you took (or will take) the following examination(s) and your score(s), if known.
Test Name Date Score
Praxis II Examination ________________________________________
Praxis II Examination ________________________________________
Praxis II Examination ________________________________________
You must have the score(s) sent directly to Coker. Did you (will you) do so? Yes No
I certify that all information given above is true.
Student's Signature, __________________________________
I have examined the academic records for this student and verify that the above course information is correct.
Advisor's Signature ___________________________________
Coker College Department of Education Form 454A-8, Part 1, November, 2001
Clinical Internship Policies and Procedures
Partnerships established with school districts provide clinical experiences that are invaluable to you as a teacher candidate. Consequently, all education coursework includes a clinical internship component. Therefore, you cannot receive credit for a course without successfully completing the internship requirements. These policies and procedures are designed to provide you with the best possible experience while making your presence in the classroom worthwhile.
THE CLINICAL INTERNSHIP PROGRAM
Conceptual Framework
Scope and Sequence
The mission of the Department of Education is to enable each education major to become a committed, compassionate, competent, and professional educator. Our program of clinical internships embraces this idea and is integral to the foundation elements which support it:
Clinical internships progress through four phases. Each phase has a
particular emphasis and appropriate degree of involvement in classroom
activities. The experiences are intended to be reflective of diverse cultures,
socioeconomic groups in a variety of school settings, and grade levels. Teacher
candidates interact with exceptional children (disabled, attention deficit
disorder, gifted, etc.). Internship classroom assignments are monitored to
ensure that Coker students receive as broad an exposure as possible to the
various populations that candidates may encounter as teachers. The Four Phases of Clinical Internships You can think of our clinical internship program as being sequenced into four
phases. You will be required to keep accurate time sheets of your attendance in
clinical settings, and also keep a reflective journal of your experiences in
addition to specific assignments as appropriate to course content. Supervision
of the internship experience is shared between the college professor and the
supervising teacher. Final responsibility for the academic assessment of your
internship rests with the supervising professor. Phase 1 - You will have the opportunity to observe, collaborate, and
engage in meaningful relationships with master clinical faculty. Clinical
faculty are encouraged to have you assist them with routine tasks (e.g., grading
papers). Phase 2 - You will be heavily involved in the instructional setting. You
will teach lessons that might be tutorial, small group, or whole group. Coker's
methods classes require internships that have strong integration of course
content, pedagogy, technology, and skills in content areas. As a teacher
candidate, you will observe and model professional dispositions towards students
and colleagues. Phase 3 - You will be required to synthesize all of Coker's coursework,
internship experiences, and research; and develop, create and design long-range
and short-range plans in your content areas of certification. National, state,
and local curriculum standards are an integral part of this planning.
Furthermore, you will be provided opportunities to develop skills in assessment
and classroom management. Phase 4 - You will assume full teaching responsibilities in a public
school classroom under the guidance and mentorship of supervising teachers and
supervising professors. Coker staff provide support services which include an
orientation seminar and scheduled afternoon seminars that focus on reflection
and problem-solving issues. State and local school personnel are valuable
contributors to these seminars. Procedural and Administrative Policies Coker College maintains an annual written agreement between the college and
collaborating school districts which provide clinical internship experiences for
teacher candidates. The agreement specifies the partnership and collaboration
between the college and the school district, including policies and
responsibilities for each during the internships. Copies of the agreement are on
file in the office of the Coker College Director of Internship Programs and
School Services and the office of the school district superintendents or
designees. Internships are an integral part of each education course. Therefore, you
will receive specific directions from your professor outlining the expectations
for each internship. Working and observing in public school classrooms links
theory with practice. Each semester, the Director of Internship Programs and School Services
contacts the appropriate district personnel to discuss Coker's needs and overall
procedures for internship placements. School placement information is then given
to each teacher candidate, who is expected to contact the school directly. You will meet with the supervising teacher to discuss internship expectations
provided by the supervising professor and to determine how best to meet these
expectations in the context of the particular classroom circumstances. The
supervising teacher has a major role in determining the quality of the
candidate's experience. As a teacher candidate, you are expected to maintain the highest level of
professionalism when visiting a school. You are in the process of learning to
become a teacher. Occasionally problems arise. Initially, the supervising
teacher will attempt to correct any internship problems such as poor attendance
or failure to inform the teacher of schedule changes. However, the supervising
teacher is encouraged to contact the Director of Internship Programs and School
Services if problems persist. Additionally, you should bring perceived problems
to the supervising teacher's attention and, if necessary, to the attention of
your professor. Our aim is to remedy problems as quickly and efficiently as
possible to ensure continued high quality instruction and students, and to
minimize inconvenience to all parties. A decision to withdraw a candidate from a
school placement will be made if necessary. You are expected to keep an accurate time sheet and to obtain the supervising
teacher's initials on that sheet to verify each visit. You will also maintain a
confidential, reflective journal. The journal describes what you observe,
experience, and learn during the internship. The supervising teacher's evaluation of the candidate is completed near the
end of the internship assignment. Supervising teachers are encouraged to
complete this assessment in your presence so that you can receive positive
feedback as well as suggestions for improvement. Your self-evaluation provides an opportunity to reflect on the overall
clinical internship experience. You will be asked to consider the degree to
which your experiences matched with course expectations; identify new
competencies attained; reflect on significant accomplishments; and to offer
suggestions for improving the internship experience. The internship evaluations, time sheet, and reflective journal are forwarded
to the supervising professor at the conclusion of the internship. After
reviewing and initialing the verification materials submitted with the journal,
your professor will forward these to the Director of Internship Programs and
School Services. The Director records the internship information in the teacher
candidate's file. Your professor will review the journal and any other required assignment
materials as part of the teacher candidate's course requirements. Journals are
subsequently returned to the teacher candidate. You are expected to include your
journals as part of your working/professional portfolio. Professionalism Clinical internships are required as part of the program leading to teacher
licensure and certification. You are a guest in the schools. Therefore, the
College expects you to conduct yourself in a most professional manner. The
following list, though not exhaustive, outlines some general expectations for
professional behavior: Transfer Credit You may apply to have credit for internship hours with other colleges
transferred to Coker College using the Application for Transferring
Internship Credit. As a transfer candidate, you should understand that the clinical internship
program must be a reflection of diverse cultures, socioeconomic groups, a
variety of school settings, and grade levels, including interaction with
exceptional children. Your transfer records will be reviewed by the Chair of the
Department of Education/Director of Teacher Education. If a deficiency is
indicated, the candidate will be required to complete EDU 398, an internship
practicum. Procedures Governing Clinical Internships A successful clinical internship depends upon conscientious work by you as a
teacher candidate. However, providing that experience is made possible by the
work of many others. You will want to understand the roles and responsibilities
of the key people involved in making the clinical internship opportunities
available. The key individuals are the: Director of Internship Programs and School Services will: Professor will: requirements and all other course requirements as provided in the syllabus are met The School District (District Office, School, and Supervising Teacher) District Personnel will: The Supervising Teacher will:
The Teacher Candidate will:
"Committed to children and community through teacher education"