The Mission of the William L. Spadoni College of Education at Coastal Carolina University is to prepare educators who are reflective, innovative change agents committed to social justice.
This mission is accomplished by providing innovative undergraduate and graduate programs that focus on in-depth content and pedagogical knowledge, professional dispositions, diverse field experiences and internship placements, and the integration of contemporary technologies. We are also committed to continuous improvement by maintaining state and national recognition as well as receiving accreditation of the National Council for Accreditation of Teacher Education (NCATE)/Council for the Accreditation of Educator Preparation (CAEP).
As a community of educator scholars we value:
- Continuous intellectual development
- Experiential Learning
- Professional Commitment
The overarching theme of the conceptual framework for all educator preparation programs is “The Educator as Reflective Practitioner.” All programs focus on the development of knowledge, skills, and professional dispositions to ensure that all candidates are well prepared and meet all institutional, state, and professional standards at the completion of their programs. The conceptual framework describes the shared vision of teaching, learning, and the preparation of teachers and leaders. It outlines our philosophy and commitment to the education profession; guides programmatic decisions; and ensures coherence among curricula, field experiences, clinical practice, and the unit’s assessment system. The conceptual framework reflects our commitment to integrate technology, demonstrate professional behavior and dispositions, engage in reflective practice, work with diverse populations, and apply content and pedagogical knowledge to the teaching and learning process.
The conceptual framework forms the basis for the goals for candidate proficiency in all programs. Through performance assessments specific to each program, all education candidates should be able to demonstrate proficiency in the student learning outcomes associated with their individual programs. Individual program student learning outcomes are derived from the goals for candidate proficiency identified below.
Goals for Candidate Proficiency
- Ability to apply content and pedagogical knowledge to the teaching and learning process.
- Ability to integrate technology to improve teaching and learning.
- Ability to work with diverse populations.
- Ability to demonstrate professional behavior and dispositions.
- Ability to engage in reflective practice to improve teaching and learning.
The Spadoni College of Education strives for the highest quality in the preparation of individuals for the profession. The college’s programs are approved by the South Carolina State Board of Education and nationally accredited by the National Council for Accreditation of Teacher Education (NCATE).
Field-based experiences and instruction, both sequential and incremental, are important components of each of the programs. Our local public schools work closely with the college to help provide relevant and productive sites for field placements of education majors. These schools collaborate with the college to provide the personnel, curriculum, and environments necessary to offer effective instruction for prospective teachers and administrators. When the initial licensure program is successfully completed, candidates will have met requirements toward receiving a South Carolina teaching license. Verification must be made by the dean of the college that the candidate has achieved the minimum passing score on the Praxis I, Praxis II content and Praxis II PLT examinations. The South Carolina State Board of Education also requires candidates to undergo a fingerprint review and clearance by SLED and the FBI as part of the application process for the internship.
Following full admission to Coastal Carolina University, students who wish to pursue a degree offered by the Spadoni College of Education will be assigned an adviser on the basis of their desired major and area of emphasis. Students desiring to transfer to the college should contact the college’s Office of Academic Advisement for information and assistance.
Program Progression in Teacher Education
All programs in teacher education follow a specifically designed sequence of courses. Education majors, working with their advisers, select appropriate courses in the sequence each semester. Since there are specific grade requirements that are unique to each program, it is imperative that all teacher education majors meet with their assigned adviser no less than once each semester. Each program has identified performance criteria which must be mastered at designated “Portals.” The following program progression sequences for the pre-professional program and Portal I have been established.
Pre-Professional Program Level (Years One and Two)
During the first two years of study (approximately 60 semester credit hours) students will be advised by their professional adviser and must complete the prescribed introductory courses for their respective programs which will include but not be limited to: EDUC 111 ; EDUC 204 ; EDUC 215 ; ENGL 101 , ENGL 102 , and the majority of their Core Curriculum coursework in addition to specific major requirements. In addition, all pre-professional program education majors will be required to take and pass the PRAXIS I exam or qualify for exemption (see below) and at the conclusion of 60 hours of instruction, apply for admission to the Professional Program in Teacher Education.
Portal I – Admission to the Professional Program in Teacher Education
Pre-professional program education majors will submit a formal application for admission to the Professional Program in Teacher Education by posted deadlines. All requirements on the current application to the Professional Program must be met before admission. The following evidence is required and reviewed before admission to the Professional Program in Teacher Education:
- Minimum GPA of 2.75
- 60 hours of coursework; grade of ‘C’ or better in ENGL 101 and ENGL 102 or ENGL 211
- Grade of ‘C’ or better in EDUC 111
- Grade of ‘C’ or better in EDUC 204
- Grade of ‘C’ or better in all required education courses completed
- Passing scores on all three areas of Praxis Core Academic Skills for Educators Test: Reading (156), Writing (158), and Math (142)
- The candidate may exempt from Praxis® Core requirements by meeting the following SAT® or ACT® requirements:
- An individual who earned a total score of at least 1100 (Evidence-based Reading, Writing, and Math) on the redesigned SAT® administered by The College Board beginning March 5, 2016, may exempt all three subtests of the Praxis® Core requirement. A candidate with a score of 550 on the Evidence-based Reading and Writing portion of the SAT® may exempt the Reading and Writing subtests of Praxis® Core. A candidate who earned at least 550 on the Math portion of the SAT® may exempt the Mathematics subtest of Praxis® Core. Individuals who earned a total score of at least 1650 (Math, Reading, and Writing) on the version of the SAT® administered between 2005 and 2015, may exempt all three subtests of Praxis® Core. An individual who presents a total score of 1100 on a version of the SAT® administered prior to 2005 may exempt all three areas of Praxis® Core.
- An individual who earned a composite score of 22 on the ACT® may exempt all three subtests of Praxis® Core. A candidate who earned a score of at least 22 on the English test may exempt the Reading and Writing subtests of Praxis® Core. A candidate who earned a score of at least 22 on the Math test may exempt the Math subtest of Praxis® Core.
- A signed Criminal Offense Disclosure statement
- South Carolina Law Enforcement Division (SLED) background check
- Professional Reference for Teacher Candidate Form
- Approval of Portal I Faculty Committee
Pre-Professional Program Candidate Classes by Program Areas
ALL students striving to enter the professional program MUST complete the following: ENGL 101 , ENGL 102 , EDUC 111 , EDUC 204 , EDUC 215 , and earn a grade of ‘C’ or better in all of their foundation courses.
Furthermore, students need to meet the following additional program specific requirements:
EDUC 276 , MATH 201 , MATH 202 , two sciences, and foreign language. If students have at least four core/foundation courses left outside of the professional program, they would need to wait until the following semester to apply to the professional program.
MATH 201 , MATH 202 , two sciences, and foreign language. If students have at least four core/foundation courses left outside of the professional program, they would need to wait until the following semester to apply to the professional program.
Middle Level Education:
EDML 317 , EDUC 334 , EDUC 335 , MSCI 102 /MSCI 102L (Fall 2015 for middle level science), two out of three specialization classes in each of their two content areas, and two out of three required courses in each of their two content areas that they are seeking licensure to teach.
EDPE 290 (spring only) and EXSS 122 . Other important points; PALS courses: students need more diversity in their PALS courses. Repeating the same course twice is not a good practice…for example…two pilates and two yoga classes are not acceptable. Choose one personal fitness course (PALS 102-124), two lifetime sport courses (PALS 125-149), and two lifetime activity courses (PALS 150-180).
EDSP 200 , EDUC 335 , EDUC 336 , MATH 201 , MATH 202 , and foreign language
Background criminal declarations are required of all students who will be completing pre-professional clinical experience and as a part of the admission process into Portal I in Teacher Education. This includes completing a SLED CATCH. Having been convicted of a crime or pleading no contest to or forfeiting bond for a crime may result in the disapproval of a clinical placement and the inability to obtain state teacher licensure. Conviction of a felony prohibits a student from receiving a teaching license in the state of South Carolina; therefore, individuals with a conviction will be removed from the teacher education program. Questions regarding background checks should be addressed to the Director of Clinical Experiences.
Portal II – Admission to Internship (Student Teaching)
During this semester long teaching field experience, interns observe the academic calendar of the public school to which they are assigned. Candidates complete an application and submit it to the college’s Office of Clinical Experiences with the following evidence:
- Minimum GPA of 2.75
- Grade of ‘C’ or better in foundations and major courses
- Passing scores on all required Praxis II content exams
- All major coursework completed
- Satisfactory completion and performance in a minimum of 100 hours in field experiences I, II, III, and IV
- Satisfactory completion of specialized professional association (SPA) assessments
- TB skin test clearance
- SLED and FBI fingerprint clearance
- Approval of Portal II faculty committee
While enrolled in the internship semester, candidates will spend all of each school day for a period of no fewer than sixty instructional days in the assigned teacher center. Students are responsible for their own transportation and insurance. Students are prohibited from enrolling in any additional coursework during this semester without program faculty approval and the consent of the dean of the college.
Portal III – Successful Completion of Internship
Candidates submit evidence of completing a minimum of 60 days participation in their assigned internship with documentation of the following:
- Minimum GPA of 2.75
- Summative evaluation ratings averaging three or higher on the performance dimensions of the Spadoni College of Education Conceptual Framework Internship Evaluation
- Completion of all diversity requirements
- Summative evaluation ratings averaging proficient or higher on the performance dimensions of the South Carolina Teaching Standards Rubric
- Summative evaluation ratings of 3, 2, or 1 on the Assessment of Teacher Candidate Professional Dispositions at the Initial Level
- Satisfactory completion of a comprehensive teaching unit
Portal IV – Program Completion
Candidates must complete an application for graduation and an application for South Carolina teacher licensure that includes evidence that they have:
- Minimum GPA of 2.75
- Degree Certification form which is signed by the dean
- Passing score on appropriate Praxis II PLT exam*
*Candidates may graduate without passing Praxis II PLT (must at least have taken the test by date of graduation); however, they will not be considered a program completer. If the candidate is not a program completer, he or she will not be recommended to the South Carolina State Department of Education for initial licensure.
All education candidates are required to complete a variety of off-campus clinical experiences. Each candidate’s background must be screened and approved through a SLED check prior to participation in any field experience. Additionally, all candidates for South Carolina teaching credentials must participate in a FBI fingerprint clearance/check as part of the application process for internship and initial licensure.
Clinical placements, called field placements, are made at the discretion of partnering school districts and districts reserve the right to disapprove requests for placements for just cause as determined by the district.
Background criminal declarations are required several times throughout the pre-professional and professional program. Having been convicted of a crime or pleading no contest to or forfeiting bond for a crime may result in the disapproval of a clinical placement and the inability to obtain state teacher licensure. Conviction of a felony prohibits a student from receiving a teaching license in the state of South Carolina; therefore, individuals with a conviction will be removed from the teacher education program. Questions regarding background checks should be addressed to the Director of Student Services.