College of Education

Mission Statement

The Mission of the William L. Spadoni College of Education at Coastal Carolina University is to prepare practitioners who are culturally inclusive, reflective, innovative, and who advocate for equitable educational opportunities for every learner. 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).

Vision

The Spadoni College of Education will distinguish itself as a leader in developing reflective, collaborative, and culturally inclusive professionals who positively impact student learning and development.

Shared Values

As a community of educator scholars we value:

Continuous intellectual development
Diversity
Experiential Learning
Integrity
Respect
Collaboration
Advocacy
Professional Commitment
Research

Conceptual Framework

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.

General Description

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)/Council for the Accreditation of Educator Preparation (CAEP).

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 Core Academic Skills for Educators Test , 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. Candidates must also provide proof of a TB skin test clearance.

Advisement

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 Center for Excellence and Academic Advising 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 EDUC 215
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:

Early Childhood:

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.

Elementary Education:

MATH 201 , MATH 202 , one science, 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 (spring only), EDUC 334 , EDUC 335 , MSCI 102 /MSCI 102L (Fall only, even years for middle level science), at least two specialization classes in each of their two content areas that they are seeking licensure to teach must be complete.

Physical Education:

EDPE 290 (spring only) and EXSS 122 . Choose one personal fitness course (PALS 102-124), two lifetime sport courses (PALS 125-149), and two lifetime activity courses (PALS 150-180).

Special Education:

EDSP 200 , EDUC 335 , EDUC 336 , MATH 201 , MATH 202 , and foreign language.

*A candidate enrolled in an initial undergraduate program may graduate without passing the Praxis II PLT exam, but are required to take the exam at least one time prior to graduation. However, the candidate will not be considered a program completer, until the candidate receives a passing Praxis II PLT score. Candidates who are not a program completer, will not be recommended to the South Carolina State Department of Education for teacher certification.

Background Checks

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
Successful completion of EPP lesson plan
Successful completion of TWS or Curriculum Based Measure (SPED)
Successful completion of Teacher Candidate Professional Dispositions assessments (2)
Submit Diversity Affirmation forms
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, 4, or 5 on the Assessment of Teacher Candidate Professional Dispositions at the Initial Level
Satisfactory completion of a Teacher Work Sample (TWS)
Successful completion of Safe Schools Quiz
Successful completion of EEDA Quiz
Successful completion of Professional Conduct Quiz
Successful completion of Relevant Laws and Policies Assessment
Complete intern evaluation of cooperating teacher
Complete intern evaluation of University supervisor

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.

Background Checks

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 are made at the discretion of partnering school districts. School districts reserve the right to disapprove requests for placements for just cause as determined by district policy.

Background criminal declarations are required several times throughout the pre-professional and professional program. Having been convicted of a crime, pleading no contest to, or forfeiting bond for a crime may result in the disapproval of a clinical placement and/or the inability to obtain state teacher licensure. Conviction of a felony will prohibit 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 Center for Excellence and Academic Advising.