Core Course Requirements

The Teacher Cadet Program is an introduction or orientation to the teaching profession. 

Although Teacher Cadet instructors are allowed some flexibility in choosing curriculum activities, the following are not optional:

1. Students will attend a class offered on a block, alternating A/B, 4 x4, or traditional schedule.  Classes will consist of lecture, discovery, discussion, simulation, debate, observations, videotaped lessons, role-playing, problem solving, decision-making, and field experience in order to expose and educate Teacher Cadets about learners, schools, and teaching.
2. Students will observe and participate in public school classrooms at the kindergarten, primary, elementary, middle/junior high, and secondary levels.  During these observations, students will collect data on the school environment, the students, the teachers, and student/teacher interactions.
3. Students will learn about various personnel in the educational system and their responsibilities (e.g., superintendent, principal, curriculum coordinator, school board member, guidance counselor, special education teacher, psychologist, speech therapist, etc.).
4. Students will discuss both positive and negative aspects of teaching as a career.
5. Students will complete and discuss self-assessments in order to obtain clear pictures of their personal interests and abilities.
6. Students will learn about educational career opportunities.
7. Students will receive information about Teaching Fellows, the South Carolina Teachers Loan, and other college support options.
8. Students will read current newspaper articles, professional journals, and books that relate to education and teaching.  They will also view educational videos and broadcasts, listen to educational podcasts, and participate in teleconferencing activities with other Teacher Cadets nationally.
9. Students will be involved in field experiences and observations within a variety of special education classes.  (South Carolina has a critical need for special education teachers, and we find that some students are attracted to this field after they have direct contact with students with special needs.)

last updated August 16, 2010