/Institutions/Lander-University/json/Current/Undergraduate-Catalog-local.json

/Institutions/Lander-University/json/Current/Undergraduate-Catalog.json

Department of Teacher Education

The mission of the Lander University Department of Teacher Education is to empower educators to instruct innovatively, design diligently, engage experientially, and advocate authentically. The Department of Teacher Education includes majors leading to teacher certification, as well as majors focused on the development of children. In an ethical, caring environment, the Professional Education Unit seeks to empower and encourage students to become competent professionals, lifelong learners, and responsible citizens. The programs within the Professional Education Unit are designed to help students gain knowledge, skills, and preferred dispositions that characterize Professional Educators. All Teacher Education Programs are accredited by the appropriate specialty professional association and the unit is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

All teacher education programs at Lander University are guided by Interstate Teacher Assessment and Support Consortium (InTASC) standards, a nationally recognized model that outlines teacher competencies “to ensure that every K-12 student reaches the goal of being ready to enter college or the workforce in today’s world.” InTASC Standards, listed below, provide direction for programs, courses, teaching, and teacher candidate assessment:
1. Learner Development
2. Learning Differences
3. Learning Environments
4. Content Knowledge
5. Application of Content
6. Assessment
7. Planning for Instruction
8. Instructional Strategies
9. Professional Learning and Ethical Practice
10. Leadership and Collaboration

Department of Teacher Education Preferred Dispositions
Professional dispositions are “habits of professional action and moral commitments” that underlie the art and practice of teaching. Teacher candidates must exhibit appropriate dispositions that represent the high standards of the teaching professions. Each semester, teacher candidates are assessed using a dispositional framework, created by the Department of Teacher Education and its partners, and coded to InTASC Critical Disposition standards. Teacher candidate dispositions are documented and evaluated each semester. The Department of Teacher Education expects its teacher candidates to exhibit the following dispositions [InTASC Critical Dispositions in brackets]:

1. The Teacher Candidate demonstrates a commitment to Lander’s Department of Teacher Education and its school and professional partners by:
a) Being punctual for classes and clinical experiences. [9(o)]
b) Completing all readings and assignments. [9(n)]
c) Communicating honestly with instructors and supervisors. [9(o)]
d) Dressing in a professional manner. [9(o)]
e) Using standard oral language that is appropriate to its audience. [3(q)]
f) Using standard written language that is appropriate to its audience. [3(q)]
g) Taking responsibility for one’s behavior. [9(o)]

2. The Teacher Candidate demonstrates a commitment to student learning by:
a) Treating all students in an equitable manner. [2(l)]
b) Respecting diversity in abilities, learning styles and cultures. [2(m)]
c) Exhibiting a caring attitude. [2(n)]
d) Exhibiting enthusiasm for the learning process. [4(o)]
e) Protecting the health and safety of students. [2(n)]
f) Communicating effectively with families. [10(q)]
g) Advocating for students. [10(p)]

3. The Teacher Candidate demonstrates a commitment to the profession by:
a) Being prepared for all tasks and functions of the workplace. [1(j)]
b) Maintaining confidentiality. [9(o)]
c) Seeking advice and feedback. [10(t)]
d) Being a reflective practitioner. [9(n)]
e) Collaborating with others. [3(n)]
f) Presenting one’s qualifications with honesty. [9(o)]
g) Participating in opportunities for professional development. [10(t)]

In order to ensure the quality of the teacher education program, teacher candidates who exhibit unacceptable dispositions may be removed from the program. Procedures for candidate removal are outlined within the Department of Teacher Education handbook.

Undergraduate Teacher Education Programs
Students may take courses leading to teacher certification in a variety of fields including early childhood education, elementary education, special education, secondary content areas, and PK-12 education. Students should consult with their academic advisors early in their college careers to ensure all required courses are completed.

Student Eligibility Guidelines
The student planning to complete a teacher education program should be aware of state laws and regulations governing teacher certification. Although the administration of Lander University attempts to incorporate all such laws and regulations within the programs described in the University catalog, there always exists the likelihood that the State Board of Education will take action on teacher certification matters not addressed in the catalog. A teacher education major is required to complete the major program and teacher education requirements under the catalog current at the time of his or her admission to the teacher education program or any appropriate subsequent catalog and to meet all state regulations governing teacher certification.
Students are encouraged to discuss the teacher education program and teacher certification with their advisors on a regular basis. Students are also invited to discuss these issues with the Chair of the Department of Teacher Education.

Students enrolled in an undergraduate program leading to initial certification must meet specific requirements to enter into and progress through the teacher education program. Progression through the Teacher Education program occurs in two stages: (1) provisional status, (2) candidate status. Program specific requirements must be met before students move from one stage to the next. The progression for each program is explained below. (Transfer and second-degree students please note special sections.)

Students enrolled in Early Childhood, Elementary, or Special Education:

Requirements for students to move from the Provisional Status to Candidate Status:
1. Always demonstrate professional behaviors and dispositions*.
2. Maintain a minimum 2.75 GPA on Lander coursework.
3. Complete EDUC 206 and EDUC 207 with a grade of “B” or better
4. Achieve a grade of “C” or higher in all EDUC, ECED, MONT, and SPED courses.
5. Pass ALL 3 sections of Praxis Core or have exempting SAT/ACT scores on file at Lander University and confirmed by the Department of Teacher Education.
6. Apply for admission to the professional program in teacher education.

Students not meeting one or more of the requirements will not progress to Candidate Status.

Requirements for Candidate Status:
1. Enter candidacy with formal admission to the professional program in teacher education.
2. Maintain a minimum 2.75 GPA.
4. Complete EDUC 329, SPED 329, or ECED 329 with a “B” or better.
5. Complete EDUC 429, SPED 429, or ECED 429 with a “B” or better.
6. Complete all other EDUC, ECED, MONT, or SPED courses with a “C” or better.
7. Take the Praxis II prior to the student teaching semester**
8. Take the PLT (Principles of Learning and Teaching) by the end of the student teaching semester **
9. Always demonstrate professional behaviors and dispositions*.

* Lander University has high expectations for all teacher education majors. Teacher education majors who exhibit unacceptable dispositions may be removed from the program. Procedures for removal are outlined within the Department of Teacher Education handbook.

**Praxis II and PLT must be passed to apply for certification with the South Carolina Department of Education.

Students enrolled in Secondary (History, English, Chemistry, Mathematics) or PK-12 (PE, Art, Music):

Provisional Status
1. Always demonstrate professional behaviors and dispositions*.
2. Maintain a minimum 2.75 GPA on Lander coursework; achieve a grade of “B” or higher in each field experience; achieve a grade of “C” or higher in all EDUC, ECED, MONT, and SPED courses (see catalog for further details, including each department’s GPA requirements within the specific content area).
3. Pass ALL 3 sections of Praxis Core or have exempting SAT/ACT scores on file at Lander University and confirmed by the Department of Teacher Education.
4. Successfully complete other reviews as required by departments in specific content areas.
5. Apply for admission to the professional program in teacher education (see Department of Teacher Education section of catalog for requirements).

Candidate Status
1. Enter candidacy with formal admission to the professional program in teacher education.
2. Always demonstrate professional behaviors and dispositions*.
3. Maintain a 2.75 GPA on Lander coursework; achieve a grade of “B” or higher in each field experience; achieve a grade of “C” or higher in all EDUC, ECED, MONT, and SPED courses (see catalog for further details, including each department’s GPA requirements within the specific content area).
4. Take the Praxis II prior to the student teaching semester**
5. Take the PLT (Principles of Learning and Teaching) by the end of the student teaching semester **
6. Successfully complete other departmental requirements, reviews, projects, or milestones.

Students not meeting one or more of the requirements will not progress to Candidate Status.

*Lander University has high expectations for all teacher education majors. Teacher education majors who exhibit unacceptable dispositions may be removed from the program. Procedures for removal are outlined within the Department of Teacher Education handbook.

**Praxis II and PLT must be passed to apply for certification with the South Carolina Department of Education.

Criteria Governing Admission to the Professional Program
To be admitted to the professional program in teacher education, a student must complete the Professional Program Application and provide evidence of the following:
1. Passed all sections of Praxis CORE or provided exempting SAT/ACT scores confirmed by the DTE.
2. Achieved a minimum GPA of 2.75
3. Completed 60 hours of relevant coursework or junior status at the time of admission.
4. Completed all field experience courses with a “B” or better.
5. Complete all required EDUC, ECED, MONT, or SPED courses with a “C” or better.
6. Clear SLED Check and TB Test on file with DTE

Criteria Governing Admission to Clinical Practice (Student Teaching)
To be recommended for clinical practice, a student must:
1. Be accepted to the professional program in teacher education (Candidate Status)
2. Submit an application for Student Teaching Approval and Initial Certification and required documentation to the State Department of Education six (6) months prior to scheduled student teaching semester. Fall clinical practice applications are due February 15th. Spring clinical practice applications are due by June 15th. Late applications cannot be accepted.
3. Submit an additional Student Teacher Placement Request Form to the Field Experience Coordinator in September for spring clinical practice in February for fall clinical practice.
4. All coursework must be completed prior to student teaching.

Students who fail to meet these criteria and are not granted admission to clinical practice have the right to request an appeal. Information on procedures for an appeal is available in the Department of Teacher Education Student Handbook.

Criteria Governing Submission of Recommendation for South Carolina Certification
South Carolina requires all applicants for teacher licensure to successfully complete a criminal background check. South Carolina /Teacher Licensure requirements can be found at https://ed.sc.gov/educators/certification/

Additional criteria include:
1. Successful completion of all program requirements.
2. A grade of “B” or better must be earned in Clinical Practice.
3. Minimum GPA of 2.75.
4. Satisfactory performance on:
a. South Carolina performance assessment instrument for teacher candidates;
b. PRAXIS II specialty subject test or the State-Sponsored Testing Program for the proposed area(s) of certification; and
c. State-required Principles of Learning and Teaching (PLT) for area of certification.

Although failure to meet the above GPA and testing requirement will not preclude a student from receiving a baccalaureate degree, a student cannot be recommended for South Carolina certification without meeting these requirements. Lander University offers teacher education programs that have been approved by the State Board of Education in the following areas:
Certification Areas
Chemistry (Secondary) (9-12)
Early Childhood (PK-3)
Elementary (2-6)
English (Secondary) (9-12)
Mathematics (Secondary) (9-12)
Middle-Level Education (5-9)
Social Studies (Secondary) (9-12)
Special Education (Multi-categorical) (PK-12)

Students are best prepared to teach when they complete a full program of study. Lander University will recommend candidates for certification in one teaching area. Students who have completed a program of study in one area and are interested in adding an additional certification should work closely with their advisor. Updated requirements for certification are published by the South Carolina Department of Education regularly. For this reason, students are strongly advised to contact the South Carolina State Department of Education concerning the required coursework.
Students Transferring to Lander and Enrolling in an Undergraduate Teacher Education Program:
1. Have a minimum grade point average (GPA) of 2.75.
2. Submit Passing scores for ALL 3 sections of Praxis Core or have exempting SAT/ACT scores on file at Lander University and confirmed by the Department of Teacher Education.

Coursework required to complete an undergraduate teacher education program will be determined by examining prior experience and coursework completed at other institutions. Specific program requirements will be addressed on an individual basis by the Dean of the College in consultation with the student’s advisor.