Teacher Education

This course examines the attributes of individuals with learning disabilities (LD) as academic, emotional, behavioral, and social aspects are analyzed and considered in relationship to how curriculum and instruction along with other supports are planned and delivered. Information on availability of programs, classification criteria, history, and exceptionalities of students with learning disabilities is provided. A diversity of instructional strategies for LD students is a key component of this course along with continual improvement through professional development as a special education teacher.

This course provides information and practical experiences in the instructional practices of teaching students with intellectual disabilities. The development, adaptation, implementation, and assessment of methods and materials for teaching ID students in reading, language arts, mathematics, social studies, science, and the arts in k-12 public schools to meet individuals’ needs will be included.

This course examines the best practices and research-based strategies for creation and management of a positive classroom environment to prevent potential problems and to maximize student engagement and learning. Positive behavior interventions and support along with behavior intervention plans (BIPs) and functional behavior assessments will be studied, created, and practiced. Observation and management techniques, disciplinary programs and theories, referrals and reporting, and valid communication skills will be addressed.

This course provides information and practical experiences in the instructional practices of teaching students with emotional and behavioral disabilities. The theorical and practical approaches of social-emotional learning (SEL) to enhance instructional practices in all curriculum areas and to increase student learning will be addressed along with the formation of professional learning communities to provide collaboration with other teachers to support students’ social and emotional learning (SEL) needs.

This course is designed to assist teacher candidates in understanding the choices involved in selecting instructional strategies, options for assessment and evaluation, and an introduction to the Teacher Education Lesson Plan components. Content will include the history and purpose of assessment and will explore the relationships between curriculum, instruction, and assessment in special education programs. Candidates will study the diverse functions of various assessments, methods of determining grading system, and create lesson plans aligned with the South Carolina standards for special education students who have exceptionalities within the multi-categorical domains.

This course provides information and practical experiences in the instructional practices of teaching students with learning disabilities. The development, adaptation, implementation, and assessment of methods and materials for teaching LD students in reading, language arts, mathematics, social studies, science, and the arts in k-12 public schools to meet individuals’ needs will be included. This course requires 15 hours of field experience in a K-12 public school setting.

This course provides information and practical experiences in the instructional practices of teaching students with intellectual disabilities. The development, adaptation, implementation, and assessment of methods and materials for teaching ID students in reading, language arts, mathematics, social studies, science, and the arts in k-12 public schools to meet individuals’ needs will be included.

This course provides information and practical experiences in the instructional practices of teaching students with emotional and behavioral disabilities. The theoretical and practical approaches of social-emotional learning (SEL) to enhance instructional practices in all curriculum areas and to increase student learning will be addressed along with the formation of professional learning communities to provide collaboration with other teachers to support students’ social and emotional learning (SEL) needs.

This lab will target students in becoming familiar with the format of the Praxis Core Exam along with the material covered on the exam, in honing specific reading skills and strategies, and in reducing test anxiety.

*All prospective education students take CORE during the semester they take EDU 230 [typically the freshman or sophomore year] unless they are exempt from the CORE,(ACT 22 or higher and/or SAT score 1100 or higher). If a student has failed a subtest and wishes to continue to pursue a degree or concentration leading to licensure in Education, he or she is required to take this lab.  This lab may be taken multiple times.  Students may register for Section A, B, or C, all three, or any combination of the sections to address their individual needs, this course is taken Pass/Fail.

This lab will target students in becoming familiar with the format of the Praxis Core Exam along with the material covered on the exam, in honing specific writing skills and strategies, and in reducing test anxiety.

*All prospective education students take CORE during the semester they take EDU 230 [typically the freshman or sophomore year] unless they are exempt for the CORE, (ACT 22 or higher and /or SAT score 1100 or higher).  If a student has failed a subtest and wishes to continue to pursue a degree or concentration leading to licensure in Education, he or she is required to take this lab.  This lab may be taken multiple times.  Students may register for Sections A, B, or C,  all three, or any combination of the sections to address their individual needs.  This course is taken Pass Fail.

This lab will target students in becoming familiar with the format of the Praxis Core Exam along with the material covered on the exam, in honing specific math skills and strategies, and in reducing test anxiety.

* All prospective education students take CORE during the semester they take EDU 230 [typically the freshman or sophomore year] unless they are exempt from the CORE, (ACT 22 or higher and/or SAT score 1100 or higher).  If a student has failed a subtest and wishes to continue to pursue a degree or concentration leading to licensure in Education, he or she is required to take this lab.  This lab may be taken multiple time, Students may register for Section A, B, or C, all three, or any combination of the sections to address their individual needs,  This course is taken Pass Fail.

A survey course focusing on the foundations of education, including the characteristics and expectations of the profession. Content includes the historical, philosophical, legal, governance and societal influences on American schools. Emphasis is placed on the Newberry College Conceptual Framework Standards and Dispositions for Teaching. 

A study of the definition and various forms of literacy, how literacies are developed as a person lives life and becomes educated in various ways, including schooling. The theme of Literacy/Reading and Writing is stressed throughout every course activity as students learn how to facilitate the literacy development of themselves and others. By extending and refining their understanding of reading and writing processes and development; by providing opportunities to implement effective reading and writing strategies; and by encouraging participants to become reflective decision-makers as consumers and teachers of literacy. Secondary Read to Succeed course.

A study of the development of the learner through the lifespan, with emphasis on childhood and adolescence in the school setting. Topics include physical, social, emotional, language, and cognitive development. This course emphasizes the relationship between development and learning and individual differences in personality, achievement, learning ability, and moral development. All prospective education student take Praxis Core during the semester they take EDU 230. Required of all education candidates. 

 This course will help students understand the importance of context [personal, classroom, school, community, social, cultural, economic] in teaching and learning. Providing information and skills on how to ensure that each student is equipped with the tools, strategies, instruction, and materials he or she needs to effectively achieve in an equitable and safe learning environment. Effectively serving ESOL students, and students from diverse cultural, economic and education backgrounds is also addressed. Understanding the needs of students with diverse abilities such as: dyslexia, autism, ADD, EMR, etc., as well as laws and academic language associated with special education [IDEA, IED, 504, inclusion], will be expected of all course completers. Required of all education candidates.

This course is designed to assist teacher candidates in understanding the choices involved in selecting instructional strategies, options for assessment and evaluation, and an introduction to the Teacher Education Lesson Plan components. Content will include the history and purpose of assessment and will explore the relationships between curriculum, instruction, and assessment. Candidates will study the diverse functions of various assessments, methods of assigning grades, and create lesson plans aligned with the South Carolina standards.

Intended to introduce candidates to the principles used in creating a positive environment in early childhood and elementary grades. Emphasis is placed on state and national curriculum standards; lesson design, implementation, assessment, characteristics of successful researched-based instructional approaches; successful classroom management approaches and current trends and issues in education. 

Intended to introduce candidates to the principles used in creating a positive environment in the middle and high school grades. Emphasis is placed on state and national curriculum standards; lesson design, implementation, assessment, characteristics of successful researched-based instructional approaches; successful classroom management approaches and current trends and issues in education. Required of middle level and secondary candidates. PHE candidates should take PHE 305 to meet this requirement.

This course is designed to provide teacher candidates with experiences in advanced assessment ideas. Content will include individual and standardized assessment analysis, how to read/understand the data, the importance and participation in a PLC and Data Team, understanding and distinction between norm-referenced and criterion-referenced assessments, and Assessment Action Research. Curriculum planning and assessing student progress are key elements of the course.

A study of principles of instructional design and the integration of multimedia tools to the learning environment. Participants will evaluate and develop multimedia and web-based instructional applications. Required of all teacher education candidates except BME. BME candidates should take MUS 382.

A study of the content and process of using literacy strategies to improve content area instruction at the middle and secondary school levels, particularly for adolescents who struggle with reading Required of all candidates in middle school, secondary and PK-12 programs.

This course is designed to provide experience useful in stimulating and guiding the learning activities of students, developing teaching skills of a high order, and promoting professional attitudes that are necessary for successful teaching, and completing a unit work sample to demonstrate impact on student learning. Candidates spend 14 weeks in 2 public school placements except for secondary majors who stay in the same placement for the entire 14 weeks. Offered only with Education 483: Internship Seminar. Required of all candidates in all education programs leading to licensure. Course is Pass/Fail

Campus seminar held before and during the internship with an emphasis on current issues and concerns in teaching. This course focuses on the goals of student teaching and facilitates the development of a culminating portfolio and job search process. Must be taken concurrently with EDU 480. Offered only with Education 480: Internship. Required of all candidates in all education programs leading to licensure.

Independent Study in a selected field or problem area of education. The topic or problem will be chosen in consultation with the Department of Teacher Education faculty member under whose guidance the study will be conducted. Special permission is required.

Independent Study in a selected field or problem area of education. The topic or problem will be chosen in consultation with the Department of Teacher Education faculty member under whose guidance the study will be conducted. Special permission is required.