Instructors
Program Information
Program Facilitators
To assist the instructors leading our Pre-Collegiate Programs, CERRA's Program Facilitators are strategically located across the state to assist in each of the five regions. Program Facilitators are accomplished educators who oversee the Pre-Collegiate Programs in their region and are available to provide you with the help you need. They visit classrooms, work with students, answer questions, help you solve problems, and support your efforts to make our programs work at your school. Learn more about CERRA's Program Facilitators
Qualities of a great teacher cadet instructor
Communicating Effectively with Others
The instructor will find this especially important when working with Teacher Cadets, their cooperating teachers, building administrators, college partners, and members in the community who are affiliated with education.
Being Informed on the Latest Educational Issues
The instructor encourages Teacher Cadets to discuss, analyze, and apply the latest trends in the education profession.
Maintaining Good Records and Documentation
The instructor keeps detailed records on the Teacher Cadets' assessed papers, products, and portfolios. The instructor displays Teacher Cadet work throughout the classroom and school building.
Using Differentiated Instructional Methods
The instructor realizes that there are many different learning styles and makes accommodations for the learners in the classroom. With the assistance of a teacher-oriented Teacher Cadet curriculum, the instructor models a wide variety of instructional methods.
Expecting High Levels of Achievement from Students
The instructor sets a high standard for himself and students. He/She is an advocate and supporter of educational careers. It is preferred that the Teacher Cadet instructor have three or more years of teaching experience.
Making Purposeful Decisions about His/Her Teaching
The instructor knows what to do to help those who are struggling with the content. He/She makes use of effective pacing, instructional strategies, resources, and motivational techniques to enable Teacher Cadets to be successful in this course.
Striving to be a Positive Role Model
The instructor provides all students with an example of good character and outstanding professional qualities.
Having a Genuine Desire to Teach this Course
The instructor has a sincere interest in working with high school students who want to learn more about human growth and development as well as educational issues pertaining to schools and teachers. He/She welcomes the opportunity to make a positive difference as a teacher-leader in this instructional role.
Encouraging the Best and Brightest Students to Become Teachers
The instructor will help insure that this course will serve as a basis for information and inspiration for outstanding students to choose teaching for their profession.
The instructor will find this especially important when working with Teacher Cadets, their cooperating teachers, building administrators, college partners, and members in the community who are affiliated with education.
Being Informed on the Latest Educational Issues
The instructor encourages Teacher Cadets to discuss, analyze, and apply the latest trends in the education profession.
Maintaining Good Records and Documentation
The instructor keeps detailed records on the Teacher Cadets' assessed papers, products, and portfolios. The instructor displays Teacher Cadet work throughout the classroom and school building.
Using Differentiated Instructional Methods
The instructor realizes that there are many different learning styles and makes accommodations for the learners in the classroom. With the assistance of a teacher-oriented Teacher Cadet curriculum, the instructor models a wide variety of instructional methods.
Expecting High Levels of Achievement from Students
The instructor sets a high standard for himself and students. He/She is an advocate and supporter of educational careers. It is preferred that the Teacher Cadet instructor have three or more years of teaching experience.
Making Purposeful Decisions about His/Her Teaching
The instructor knows what to do to help those who are struggling with the content. He/She makes use of effective pacing, instructional strategies, resources, and motivational techniques to enable Teacher Cadets to be successful in this course.
Striving to be a Positive Role Model
The instructor provides all students with an example of good character and outstanding professional qualities.
Having a Genuine Desire to Teach this Course
The instructor has a sincere interest in working with high school students who want to learn more about human growth and development as well as educational issues pertaining to schools and teachers. He/She welcomes the opportunity to make a positive difference as a teacher-leader in this instructional role.
Encouraging the Best and Brightest Students to Become Teachers
The instructor will help insure that this course will serve as a basis for information and inspiration for outstanding students to choose teaching for their profession.
Required Forms
The following forms are required to be completed at the designated time, as indicated below. Each of the forms provides CERRA valuable data that it uses to compile reports to various entities, including the Commission on Higher Education, Education Oversight Committee, and the State Department of Education.
Instructions: To begin, click the link for the appropriate form. After completing the form, you will see a confirmation message on your screen -- this means you have successfully submitted the required data to CERRA.
Instructions: To begin, click the link for the appropriate form. After completing the form, you will see a confirmation message on your screen -- this means you have successfully submitted the required data to CERRA.
Instructor Beginning-of-Course Forms
Instructor End-of-Course Forms
Teacher Cadet Data Letter
Role of Teacher Cadet Instructor Liaisons
Strategically assigned to cover the five regions of the state, TCILs are exemplary Teacher Cadet instructors who will be asked to assist their colleagues. Each will be asked to cover the county in which they teach and/or those adjacent to them. The following are some of the suggested services that Liaisons can provide to Teacher Cadet instructors:
- Serve as a regional liaison for the Teacher Cadet Program
- Mentor new Teacher Cadet instructors within assigned region
- Meet with TC instructors, upon request, before or after normal work hours
- Assist with troubleshooting Beginning-of-the-Year and End-of-Year Paperwork and online forms
- Assist TC instructors with Teacher Cadet recruitment strategies
- Promote CERRA programs and publications, (i.e. the Teaching Fellows Program, College Financial Newsletter, CenterPoint, web/social network sites, etc.)
- Be available by phone and e-mail to answer questions of regional TC instructors
- Share great news about sites
- Serve in an advisory capacity for various facets of the Teacher Cadet Program
- Convey concerns to the Pre-Collegiate Program Director at CERRA
List of Teacher Cadet Instructor Liaisons
The following Teacher Cadet Instructors are available to provide assistance and guidance to instructors on a variety of topics. Contact a liaison in your area today!
|
Zone 1
Abbeville Greenwood Laurens McCormick Renee Silver G. Frank Russell Technology Center silverr@gwd50.org 864-941-5722 Aiken Edgefield Saluda Newberry Patricia Toepke Aiken High ptoepke@acpsd.net 803-641-2500 Anderson Greenville Oconee Pickens Courtney Boyd Palmetto High boydc@apps.anderson1.org 864-847-7311 or Lana McCall Walhalla High lmccall@g.oconee.k12.sc.us 864-886-4490 Cherokee Spartanburg Union Jana Moore Union County High jmoore@union.k12.sc.us 864-429-1750 or Stephanie Ooley Gaffney Senior High stephanie.ooley@cherokee1.org 864-206-2000 York Anne Ledford Fort Mill High School ledforda@fortmillschools.org 803-548-1900 or Carol Weaver Rock Hill High cweaver@rhmail.org 803-981-1300 |
Zone 2
Allendale Bamberg Barnwell Calhoun Orangeburg Kara Pendarvis Lake Marion High kara.pendarvis@ocsdsc.org 803-854-9213 Chester Chesterfield Fairfield Kershaw Lancaster Susan Lancaster Lewisville High School slancaster@chester.k12.sc.us 803-789-5131 Clarendon Lee Sumter Lisa Sanderson Lakewood High School elizabeth.sanderson@sumterschools.net 803-506-2700 Darlington Florence Marlboro Jennifer Blankenship Mayo High for Math, Science & Technology jennifer.blankenship@darlington.k12.sc.us 843-398-2650 Lexington Richland Carol Jackson Dutch Fork High School cjackson@lexrich5.org 803-476-3300 |
Zone 3
Beaufort
Colleton
Jasper
Hampton
Dawn Peebles
Beaufort High School
dawn.peebles@beaufort.k12.sc.us
843-575-3338
Berkeley
Dorchester
Jacci Klein
Berkeley High School
kleinj@bcsdschools.net
843-830-7406
Charleston
Dawn Althen
Early College of CCSD
dawn_althen@charleston.k12.sc.us
843-764-2200
or
Angie Brush
Jerry Zucker Middle School of Science
susan_brush@charleston.k12.sc.us
843-207-3089
or
Angie Byrd
Wando High School
angela_byrd@charleston.k12.sc.us
843-881-8200
Dillon
Marion
Horry
Ann Twigg
Carolina Forest High School
atwigg@horrycountyschools.net
843-236-7997
Georgetown
Williamsburg
Julieanne Humowitz
Waccamaw High School
jhumowitz@gcsd.k12.sc.us
843-237-9899
Conditions for Participation in the Teacher Cadet Program
Teacher Cadets
Conditions for acceptance:
Conditions while enrolled:
High Schools
Instructors
Conditions for acceptance:
- Have a GPA/GPR of at least 3.0 on a 4-point scale (B average).
- Be enrolled in a college preparatory curriculum.
- Be recommended in writing by three or more instructors.
- Submit an essay on why he/she wants to be in the class. (The Cadet instructor will keep this essay on file.)
- Be a senior or junior.
- Participate in an interview, if required.
- Agree to provide data for program evaluation via a brief pre- and post-survey, including a valid social security number for data collection and reporting purposes only.
Conditions while enrolled:
- Agree to adhere to the Teacher Cadet Discipline Policy as outlined in the course requirements.
- Participate and/or observe teaching activities in a variety of settings (preschool, kindergarten, elementary school, middle school, high school, vocational education/career centers, and special education classes, with a special emphasis on critical shortage areas).
- Complete and submit data for program evaluation via a brief pre- and post-survey.
High Schools
- Each high school will provide an experienced instructor with exemplary teaching skills to teach the course on a daily basis or the equivalent time; the instructor will not be asked to give up a planning period in order to teach the Teacher Cadet course. (Recommended enrollment is 10-20 students with 15 being ideal.)
- School administrators agree that new instructors will take part in a three-day training session during the summer on the campus of Winthrop University. At this time, the instructor will be trained in strategies for implementing a Teacher Cadet Program and in the use of the curriculum and supplementary resources.
- The school agrees to allow the instructor to take part in training sessions and meetings sponsored and funded by CERRA and release the Teacher Cadet instructor for a maximum of four days during the school year to attend the annual Pre-Collegiate Fall Renewal Conference and Teacher Cadet College Day at the partnering college/university.
- The school will actively seek to recruit students of color and males in keeping with the need to help expand the future pool of minority teachers.
- At the Center’s request, the school/instructor will provide evidence that all students enrolled in the course met the eligibility requirements for participation.
- The school agrees to provide data to CERRA about student enrollment and Teacher Cadet activities at each site.
- The school acknowledges that their site grant will be based on the number of students enrolled and is awarded based upon available funding. When available, the minimum grant a class will receive is $100, and the maximum grant is $250. Grant checks will be issued by semester, and the school agrees to account for the grant funds upon request.
- The school agrees to give the Teacher Cadet instructor direct access to and decision-making power over the budget earmarked for the Teacher Cadet class in the Center’s grant. The grant money is not to be used to pay the cost of substitute teachers for the Teacher Cadet instructor to attend the required training sessions, conference, or the Teacher Cadet College Day.
- The school principal and the Teacher Cadet instructor agree to complete a written CERRA evaluation of the Teacher Cadet Program at the end of the year and require students to complete a brief pre- and post-survey.
Instructors
- Teacher Cadet instructors must meet the following criteria:
a) Be a current state-certified teacher.
b) Have at least three years of teaching experience.
c) Have a Master's degree. Because TC is a dual credit accrual course, College Partners require this to comply with CAEP and other accreditation standards regarding qualifications for higher education adjunct instructors.
d) Have the permission of one's principal or school-level administrator to implement and teach the course.
e) Attend a three-day training in implementing the course's curriculum, Experiencing Education, 11th Edition. - New instructors agree to take part in a three-day training session during the summer on the campus of Winthrop University. At this time, the instructor will be trained in strategies for implementing a Teacher Cadet Program and in the use of the curriculum and supplementary resources.
- The instructor agrees to take part in training sessions and meetings sponsored and funded by CERRA and attend the annual Pre-Collegiate Fall Renewal Conference and Teacher Cadet College Day at the partnering college/university.
- The instructor will actively seek to recruit students of color and males in keeping with the need to help expand the future pool of minority teachers.
- At the Center’s request, the school/instructor will provide evidence that all students enrolled in the course met the eligibility requirements for participation.
- The instructor agrees to teach all the core curriculum components of Experiencing Education, Eleventh Edition.
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:
Although Teacher Cadet instructors are allowed some flexibility in choosing curriculum activities, the following are not optional:
- 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.
- 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.
- 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.).
- Students will discuss both positive and negative aspects of teaching as a career.
- Students will complete and discuss self-assessments in order to obtain clear pictures of their personal interests and abilities.
- Students will learn about educational career opportunities.
- Students will receive information about Teaching Fellows, the South Carolina Teachers Loan, and other college support options.
- 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.
- 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.)
Enrollment
Typically, smaller high schools (1A, 2A) will have fewer Teacher Cadets, and larger high schools (3A, 4A) will have more Teacher Cadets. Enrollment in your Teacher Cadet class should be between 10-20 students. CERRA has concerns about large classes and does not recommend more than 25 students in a class. The scheduling of observations and field experiences can be quite challenging with a large group of students.
Some schools have decided to offer an additional section or sections, or a second teacher may be selected. As the Teacher Cadet class becomes well known and popular, this expansion may be necessary.
*1A, 2A, 3A, and 4A are high school classifications in South Carolina.
Some schools have decided to offer an additional section or sections, or a second teacher may be selected. As the Teacher Cadet class becomes well known and popular, this expansion may be necessary.
*1A, 2A, 3A, and 4A are high school classifications in South Carolina.
Scheduling
Your relationship with the person who makes up the master schedule is the most crucial factor in achieving a favorable schedule for your Teacher Cadet class.
Pitfalls to Avoid in Scheduling Teacher Cadet Classes:
Better times for scheduling Teacher Cadet classes:
Pitfalls to Avoid in Scheduling Teacher Cadet Classes:
- Against Advanced Placement, IB, or other “singleton” or required classes
- During lunch times at elementary schools (usually late morning)
- During the last period of the day because elementary schools may have already released students for the day
- At times when it is difficult for students to get to a field site and back – for example, during periods of heavy traffic
Better times for scheduling Teacher Cadet classes:
- First period
Students can go to assigned schools from their homes and get to the high school by the beginning of their second class.
- A class near lunchtime
Students may be able to travel during lunch break so they can arrive at the field site on time or return in time for their next class.
Teacher Cadet Course Credit
The Teacher Cadet course has a dual credit designation or status according to the guidelines of South Carolina's uniform grading policy's quality point weighting.
According to the policy, a Teacher Cadet Program will be awarded dual weighting if it meets district criteria for a third or fourth Carnegie unit in a content area and is affiliated with a college or university. Each of South Carolina's Teacher Cadet programs meet this criteria.
All of our Teacher Cadet sites offer dual credit. The college partners offer a variety of credit. Each year, CERRA updates its grid indicating the kind of credit offered by each college partner. Please click here for additional information.
Experience suggests that dual credit encourages more high-achievers to consider the course as a serious part of their senior year program studies. We suggest that you verify this dual credit status with your principal immediately so that the guidance office can make the appropriate notations in your school’s registration course selection booklet.
The South Carolina Educational Policy Center’s research indicates that the Teacher Cadet Program should be offered as the equivalent of a full-year course because that amount of time is necessary to accomplish the goals of the program.
The course code for Teacher Cadet is 3735XXEW, and it appears in the manual for Course and Activity Codes published by the SC Department of Education. Please note the following: The Teacher Cadet Program was also approved as an eligible “completer” course for Career and Technology Education (CATE) students. IF the Cadet is a CATE student, the course code that should be used is 5705XXEW. ONLY CATE students are allowed to use that code. For additional information or questions regarding the Teacher Cadet Course as a CATE completer, please contact Dr. Eleanor Glover at the South Carolina Department of Education. Her email address is eglover@ed.sc. gov and she can be reached at 803-734-3826.
According to the policy, a Teacher Cadet Program will be awarded dual weighting if it meets district criteria for a third or fourth Carnegie unit in a content area and is affiliated with a college or university. Each of South Carolina's Teacher Cadet programs meet this criteria.
All of our Teacher Cadet sites offer dual credit. The college partners offer a variety of credit. Each year, CERRA updates its grid indicating the kind of credit offered by each college partner. Please click here for additional information.
Experience suggests that dual credit encourages more high-achievers to consider the course as a serious part of their senior year program studies. We suggest that you verify this dual credit status with your principal immediately so that the guidance office can make the appropriate notations in your school’s registration course selection booklet.
The South Carolina Educational Policy Center’s research indicates that the Teacher Cadet Program should be offered as the equivalent of a full-year course because that amount of time is necessary to accomplish the goals of the program.
The course code for Teacher Cadet is 3735XXEW, and it appears in the manual for Course and Activity Codes published by the SC Department of Education. Please note the following: The Teacher Cadet Program was also approved as an eligible “completer” course for Career and Technology Education (CATE) students. IF the Cadet is a CATE student, the course code that should be used is 5705XXEW. ONLY CATE students are allowed to use that code. For additional information or questions regarding the Teacher Cadet Course as a CATE completer, please contact Dr. Eleanor Glover at the South Carolina Department of Education. Her email address is eglover@ed.sc. gov and she can be reached at 803-734-3826.
Course Standards
Theme 1: Experiencing Learning
AWARENESS AND REFLECTION
I.1.1: Students will analyze their strengths and areas for improvement as learners.
I.1.2: Students will evaluate themselves as diverse individuals, learners, and community members.
I.1.3: Students will examine and appreciate others’ diversity.
I.1.4: Students will analyze the role of self-esteem in learning and its contributing factors.
STYLES AND NEEDS
I.2.1: Students will evaluate different learning styles.
I.2.2: Students will identify the special needs and exceptionalities of learners and determine how these needs affect the learning process.
I.2.3: Students will examine major physical, social, and personal challenges that can impede successful learning.
GROWTH AND DEVELOPMENT
I.3.1: Students will differentiate among the physical stages of learners.
I.3.2: Students will examine the cognitive stages of learners.
I.3.3: Students will distinguish between the moral stages of learners.
I.3.4: Students will analyze the steps in the psychosocial stages of learners.
I.3.5: Students will apply an understanding or knowledge of the developmental changes of learners.
Theme 2: Experiencing the Profession
HISTORY AND TRENDS
II.1.1: Students will trace the history of education in South Carolina and the United States.
II.1.2: Students will evaluate the educational philosophies that have influenced the issues in education today.
II.1.3: Students will predict future educational movements based on past and current events.
STRUCTURE AND GOVERNANCE
II.2.1: Students will compare the various types of schooling.
II.2.2: Students will examine the governance structure of their local, state, and national educational systems.
CERTIFICATION AND EMPLOYMENT
II.3.1: Students will explore careers in education.
II.3.2: Students will describe the process and structure of teacher certification.
II.3.3: Students will identify the reasons for teacher shortages and the content and geographic areas that are greatly impacted.
II.3.4: Students will demonstrate effective job application and interview skills.
ETHICS AND PROFESSIONALISM
II.4.1: Students will recognize and analyze the current state code of educator conduct.
II.4.2: Students will identify and evaluate the Teacher’s Bill of Rights.
II.4.3: Students will understand how teachers can exhibit leadership as advocates and agents of change for education.
II.4.4: Students will assess the importance of service to the community and civic responsibility.
II.4.5: Students will identify the services professional organizations provide for teachers.
Theme 3: Experiencing the Classroom
OBSERVATION AND PREPARATION
III.1.1: Students will analyze their strengths and areas for improvement as potential teachers.
III.1.2: Students will evaluate appropriate instructional objectives after analysis of developmental stages of learners.
III.1.3: Students will distinguish between desirable and undesirable teaching strategies and traits.
III.1.4: Students will analyze ways in which a teacher’s personality, disposition, and cultural competence impact instructional style and interaction.
III.1.5: Students will defend effective teaching methodologies.
III.1.6: Students will evaluate components of effective classroom climate, management, and discipline.
III.1.7: Students will incorporate various technologies in the planning of effective instruction and demonstrate its application.
III.1.8: Students will evaluate various assessment techniques.
III.1.9: Students will design and deliver an effective lesson for instructor and peer feedback that differentiates instruction to accommodate all learners.
APPLICATION AND INSTRUCTION: THE INTERNSHIP WITH A COOPERATING TEACHER
III.2.1: Students will implement developmentally appropriate learning activities for all learners in order to build confidence, knowledge, and skills.
III.2.2: Students will accommodate major physical, social, and personal challenges that can impede successful learning.
III.2.3: Students will apply knowledge of learning styles, multiple intelligences, Bloom’s Taxonomy, brain-based strategies for learning, and classroom management to instruction and assessment.
III.2.4: Students will design and deliver an effective lesson in a classroom setting that differentiates instruction to accommodate all learners.
III.2.5: Students will apply the components of effective classroom climate, management, and discipline.
Theme 4: Experiencing Education
ANALYSIS AND REFLECTION
IV.1.1: Students will evaluate positive and negative aspects of the teaching profession.
IV.1.2: Students will describe, analyze, and think systematically about their practice and reflect on their field experiences.
IV.1.3: Students will develop a personal philosophy of education.
IV.1.4: Students will submit requested data for program development and evaluation in a timely manner.
AWARENESS AND REFLECTION
I.1.1: Students will analyze their strengths and areas for improvement as learners.
I.1.2: Students will evaluate themselves as diverse individuals, learners, and community members.
I.1.3: Students will examine and appreciate others’ diversity.
I.1.4: Students will analyze the role of self-esteem in learning and its contributing factors.
STYLES AND NEEDS
I.2.1: Students will evaluate different learning styles.
I.2.2: Students will identify the special needs and exceptionalities of learners and determine how these needs affect the learning process.
I.2.3: Students will examine major physical, social, and personal challenges that can impede successful learning.
GROWTH AND DEVELOPMENT
I.3.1: Students will differentiate among the physical stages of learners.
I.3.2: Students will examine the cognitive stages of learners.
I.3.3: Students will distinguish between the moral stages of learners.
I.3.4: Students will analyze the steps in the psychosocial stages of learners.
I.3.5: Students will apply an understanding or knowledge of the developmental changes of learners.
Theme 2: Experiencing the Profession
HISTORY AND TRENDS
II.1.1: Students will trace the history of education in South Carolina and the United States.
II.1.2: Students will evaluate the educational philosophies that have influenced the issues in education today.
II.1.3: Students will predict future educational movements based on past and current events.
STRUCTURE AND GOVERNANCE
II.2.1: Students will compare the various types of schooling.
II.2.2: Students will examine the governance structure of their local, state, and national educational systems.
CERTIFICATION AND EMPLOYMENT
II.3.1: Students will explore careers in education.
II.3.2: Students will describe the process and structure of teacher certification.
II.3.3: Students will identify the reasons for teacher shortages and the content and geographic areas that are greatly impacted.
II.3.4: Students will demonstrate effective job application and interview skills.
ETHICS AND PROFESSIONALISM
II.4.1: Students will recognize and analyze the current state code of educator conduct.
II.4.2: Students will identify and evaluate the Teacher’s Bill of Rights.
II.4.3: Students will understand how teachers can exhibit leadership as advocates and agents of change for education.
II.4.4: Students will assess the importance of service to the community and civic responsibility.
II.4.5: Students will identify the services professional organizations provide for teachers.
Theme 3: Experiencing the Classroom
OBSERVATION AND PREPARATION
III.1.1: Students will analyze their strengths and areas for improvement as potential teachers.
III.1.2: Students will evaluate appropriate instructional objectives after analysis of developmental stages of learners.
III.1.3: Students will distinguish between desirable and undesirable teaching strategies and traits.
III.1.4: Students will analyze ways in which a teacher’s personality, disposition, and cultural competence impact instructional style and interaction.
III.1.5: Students will defend effective teaching methodologies.
III.1.6: Students will evaluate components of effective classroom climate, management, and discipline.
III.1.7: Students will incorporate various technologies in the planning of effective instruction and demonstrate its application.
III.1.8: Students will evaluate various assessment techniques.
III.1.9: Students will design and deliver an effective lesson for instructor and peer feedback that differentiates instruction to accommodate all learners.
APPLICATION AND INSTRUCTION: THE INTERNSHIP WITH A COOPERATING TEACHER
III.2.1: Students will implement developmentally appropriate learning activities for all learners in order to build confidence, knowledge, and skills.
III.2.2: Students will accommodate major physical, social, and personal challenges that can impede successful learning.
III.2.3: Students will apply knowledge of learning styles, multiple intelligences, Bloom’s Taxonomy, brain-based strategies for learning, and classroom management to instruction and assessment.
III.2.4: Students will design and deliver an effective lesson in a classroom setting that differentiates instruction to accommodate all learners.
III.2.5: Students will apply the components of effective classroom climate, management, and discipline.
Theme 4: Experiencing Education
ANALYSIS AND REFLECTION
IV.1.1: Students will evaluate positive and negative aspects of the teaching profession.
IV.1.2: Students will describe, analyze, and think systematically about their practice and reflect on their field experiences.
IV.1.3: Students will develop a personal philosophy of education.
IV.1.4: Students will submit requested data for program development and evaluation in a timely manner.
Pre-Collegiate Collaborative Meetings
Upcoming Pre-Collegiate Online Meetings
Contact your Program Facilitator for Zoom links and for more information.
September 6, 2023: Pre-Collegiate Collaborative Meeting
Time: 4:30pm -5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
November 6, 2023: Pre-Collegiate Collaborative Meeting
Time: 4:30pm-5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
January 6, 2024: Pre-Collegiate Collaborative Meeting
Time: 4:30pm-5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
March 7, 2024: Pre-Collegiate Collaborative Meeting
Time: 4:30pm-5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
Contact your Program Facilitator for Zoom links and for more information.
September 6, 2023: Pre-Collegiate Collaborative Meeting
Time: 4:30pm -5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
November 6, 2023: Pre-Collegiate Collaborative Meeting
Time: 4:30pm-5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
January 6, 2024: Pre-Collegiate Collaborative Meeting
Time: 4:30pm-5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
March 7, 2024: Pre-Collegiate Collaborative Meeting
Time: 4:30pm-5:30pm EST
Location: This online meeting is for Pre-Collegiate Teachers. Zoom links to the meeting were emailed to participants.
Teacher Cadet Hub Renewal Form (NOn-SC Instructors Only)
We hope that access to the interactive technology hub has and will continue to provide a wealth of information and resources that will enhance your school's program. To ensure continued access to the secure section of the hub, please complete the renewal subscription and submit by September 1, 2022. If a renewal form and payment is not submitted by that deadline, your subscription account will be deactivated. Please note that only trained instructors who are licensed users of the curriculum, Experiencing Education, Eleventh Edition, will be allowed access to the hub.
Teacher cadet application packet
Program Resources (All Sites)
Program Resources (South Carolina Sites)
The Teacher Cadet Student Guide is a 322-page student workbook containing every student page from the Teacher Cadet Curriculum Guide. All of the pages are perforated so that students can easily turn in their work. No more copies! These workbooks are available in the Teacher Cadet store for $19.99 and come with one free digital download of the workbook.
Teacher Cadet Social Bookmarks is a site featuring articles to supplement Experiencing Education.
The Teacher Cadets YouTube channel has been created as a resource for Teacher Cadet instructors by CERRA. Please preview all videos before presenting them to your class to make sure they are appropriate for the lesson you are teaching. The videos are sorted by theme, unit, and lesson and relate to material presented in Experiencing Education, the Teacher Cadet Curriculum.
PowerPoints on working with children of poverty is a free resource provided by Francis Marion University's Center for Excellence to prepare teachers of children of poverty. The site also contains videos, links and other resources to explore this important topic.
Electronic Teacher Cadet Portfolios, Anyone? Click here for a sample Teacher Cadet e-portfolio for the Teacher Cadet course.
Teacher Cadet Social Bookmarks is a site featuring articles to supplement Experiencing Education.
The Teacher Cadets YouTube channel has been created as a resource for Teacher Cadet instructors by CERRA. Please preview all videos before presenting them to your class to make sure they are appropriate for the lesson you are teaching. The videos are sorted by theme, unit, and lesson and relate to material presented in Experiencing Education, the Teacher Cadet Curriculum.
PowerPoints on working with children of poverty is a free resource provided by Francis Marion University's Center for Excellence to prepare teachers of children of poverty. The site also contains videos, links and other resources to explore this important topic.
Electronic Teacher Cadet Portfolios, Anyone? Click here for a sample Teacher Cadet e-portfolio for the Teacher Cadet course.
