Teacher Education Program

Mission and Governance of the Teacher Education Program

The mission of the Columbia College Educator Preparation Provider (EPP) is to prepare Collaborative Professionals who are “Learner Ready” in guiding the development of twenty-first century learners to become contributing members of a diverse, global community. The EPP defines a Collaborative Professional as having the courage to be a leader within and beyond the classroom; the commitment to be a reflective practitioner and life-long learner; the confidence to seek opportunities to collaborate with others; and the competence in the application of content and professional practice of the discipline. To this end, the essential elements of professionalism and collaboration have come together to form a unique approach that has served as the foundation of the Columbia College Teacher Education Program.

The governing body for the Teacher Education Program is the Columbia College Teacher Education Committee (CCTEC), made up of representatives from certifying programs, Division of Education faculty and staff, and college administrators. The Committee ensures that all Teacher Education programs are organized and comply with relevant professional standards and approves policy and curricular changes for the EPP. The Columbia College Education Alliance, a group representing Columbia College teacher education faculty, liberal arts faculty, teachers and administrators from partner schools and other stakeholders, serves as an advisory board and a center of pedagogy for the EPP.

Teacher Education Program Requirements and Policies

The Columbia College Education Division has specified six Target Points for assessment of each teacher candidate’s qualifications, performance and progress in a certifying degree program. At each Target Point multiple measures are used to determine that the candidate has the appropriate level of content and pedagogical knowledge and skills as well as the appropriate professional dispositions. The Target Points communicate the expectations of the Educator Preparation Program for candidate progress in gaining the proficiencies set forth in the program, major, state and national standards. Results of the assessments are used to provide feedback in guiding the candidate’s development as a professional educator. Reaching each Target Point at the appropriate time is a measure of the candidate’s advancement toward becoming a Collaborative Professional in embodying the attitudes and skills of dedicated professionals and commitment to working with others to provide a quality education for all students. The expectation is that throughout the program the candidates will have both acquired and demonstrated the content knowledge, professional dispositions and teaching skills to effectively help all students learn.At Target Points Two and Four the list of candidates, along with any unmet requirements, is reviewed and voted on by the education faculty and the CCTEC.

Intent to Certify

The Intent to Certify form indicates the intention to become a certified teacher and will be completed by First Year students in the spring semester. Most majors complete the requirement within EDU 150 , Introduction to the Profession of Teaching.

The candidate will submit:

An Intent to Certify form which includes scores from all three sections of Praxis Core test and a local GPA of 2.5 minimum.
Praxis Core Requirement. Note: all three sections of the Praxis Core tests must be passed before enrollment in certain education courses as outlined in the Bulletin. This testing requirement can be waived if the student provides evidence to the Division of a total score of 1100 on the combined SAT or 22 on the ACT. Note additional exemptions are available and information can be found outside the office of the Director of Teacher Education in Ariail Peele 106. Fee waivers for Praxis testing as well as accommodation information are also available. (Visit Praxis/ETS https://www.ets.org/praxis/ and South Carolina Department of Education http://ed.sc.gov/ for more details.
Assessments are completed for oral and written Standard English usage as well as professional dispositions.

Praxis Core Requirement

Teacher candidates are required to pass three sections (math, reading, writing) of Praxis Core. A one hour lab is attached to EDU 150 , EDU 218 , and MATH 117 for students who need to complete the Praxis in Reading, Writing and/or Math. If candidates exempt with their SAT, ACT, or have already passed Praxis Core they are not required to take the 1s.h. labs and only register for the traditional 3s.h. course (EDU 150 , EDU 218 and MATH 117 ).

Target Point One

The first Target Point is the Admission to Field Experience One, EDU 260 . At Target Point One the candidate will submit:

Praxis Core requirement or presentation of passing SAT or ACT scores.
Completing and submitting a Field Request Form with your advisor.
Completing a Field Clearance Checklist
Attending a Field Clearance Meeting
Cumulative GPA of 2.5

For those receiving Work Credit or Transfer Credit for EDU 260 , you must meet with the Director of Teacher Education for additional information and to ensure you are on track for the second field experience. Guidelines for receiving Work Credit can be found in the Teacher Education handbook.

Target Point Two

The second Target Point is the Admission to the Teacher Education Program. This Point should be met when a student has completed 60 s.h. (at least 12 of which have been at Columbia College.) The process should begin as soon as the candidate has met Target Point One, and should be completed in the semester the candidate will complete 60 s.h. (usually the Sophomore Spring Semester). The deadline to apply are set for each semester and are available in the Important dates Document.

The criteria or submission requirements for Target Point Two are:

Application (includes disclosure of all prior convictions to include felonies and misdemeanors)
60 s.h. (at least 12 of which have been taken at Columbia College)
Local GPA of 2.75 and GPA of 2.75 in major courses (some majors may specify higher GPAs)
Membership in an Education Professional Organization
Three evaluations: one from the Teacher Education faculty within the Division of Education, one from the Major program, and one from faculty outside of the Division of Education
Professional Dispositions score of two or higher in EDU 150 and/or EDU 160
Complete any requirements designated by the major which indicate proficiency in content knowledge
Successfully complete a brief interview

The list of candidates, along with any unmet requirements for Target Point Two, is reviewed and voted on by the education faculty and the CCTEC. If any member votes to not admit, a meeting with the Dean and Director of Teacher Education will be held to develop a support plan to address faculty concerns.

Target Point Three

The third Target Point is at admission to the second field experience. This may be EDU 360 , EDU 362 , or SPED 361 . The following criteria must be met before enrolling in the second field experience:

Target Point Two must be met.
Evaluation forms submitted by the Field Experience One Cooperating Teacher and College Supervisor must indicate satisfactory performance on the learner outcomes for that level
Evaluations of dispositions and professional behaviors from the Field Experience One Cooperating Teacher and College Supervisor must be satisfactory for that level
Passing grade in Field Experience One
Completing and submitting a Field Request Form with your advisor
Completing a Field Clearance Checklist
Attending a Field Clearance Meeting

Target Point Four

Target Point Four is at admission to the Directed Teaching semester. Criteria are:

Grade of at least “1” on each element of the Professional Education Portfolio submitted at the end of the semester prior to Directed Teaching
Local GPA of 2.75 and GPA of 2.75 in major courses (some majors may specify higher GPAs)
Completing and submitting a Field Request Form with your advisor starting two semesters prior to Directed Teaching
Completing a Field Clearance Checklist
Attending a Field Clearance Meeting
Evaluation forms submitted by the Field Experience Two Cooperating Teacher and College Supervisor must indicate satisfactory performance on the learner outcomes for that level
Evaluations of dispositions and professional behaviors from the Field Experience Two Cooperating Teacher and College Supervisor must be satisfactory for that level
Passing grade in Field Experience Two
Taking the Praxis II exams (includes Principles of Learning and Teaching Exam) required by South Carolina for certifications

The list of candidates, along with any unmet requirements for Target Point Four, is reviewed and voted on for admission to Directed Teaching by the education faculty and the CCTEC. If any faculty member votes to not admit, a meeting of the student, Dean and Director of Teacher Education will be held to develop a support plan to address faculty concerns. Full approval of the faculty is required for formal admittance to Directed Teaching.

Target Point Five

Target Point Five is the exit from the Columbia College Teacher Education Program. Criteria for meeting Target Point Five upon completing the Program include:

Satisfactory performance on ADEPT, EEP Learner Proficiencies, and Professional Dispositions and Behaviors
Demonstrated proficiency in professional technology usage
Satisfactory completion of the Directed Teaching Dossier
Satisfactory completion of Directed Teaching
Passing the Praxis II exams (includes Principles of Learning and Teaching Exam) required by South Carolina for certification

Target Point Six

A follow-up assessment of candidates is completed after they have graduated. At this point the assessments are based on:

ADEPT results from the Induction Year
Data shared by the South Carolina Department of Education through Memorandums of Understanding with school districts and the State
Information from a follow-up survey conducted by the Teacher Education Program every three years which includes feedback from graduates as well as information from graduate schools and employers

Professional Dispositions:

Columbia College has identified five professional dispositions for the teacher candidate to exhibit for success as a Collaborative Professional. For each disposition, behaviors that pre-service educators must exhibit at all levels of coursework and field experiences are included. Each behavior should be rated and then an overall rating given for each disposition using the EPP ratings of: Unacceptable (not demonstrated by TC), Acquiring (demonstrated with misconceptions noted), Proficient (, as appropriate. These professional dispositions and behaviors are considered necessary for effective performance as Collaborative Professionals. At Columbia College students intending to become certified teachers are supported in their development of these characteristics and skills and are given multiple opportunities to demonstrate them consistently in both their on-campus courses and in field experiences. Candidates are evaluated on these dispositions in every field experience and every education course by both the college supervisor and/or the cooperating teacher. Additionally, the recommendation forms used by the faculty throughout the program assess some of these same dispositions.

Grounds for Denial of Admission to the Teacher Education Program, Admission to a Field Experience, and/or Removal from the Education Program

Columbia College Teacher candidates are held to high standards as they prepare for their future role as collaborative professional teachers. Therefore, the Division of Education has established the following list of reasons for possible grounds for denial of admission to the Teacher Education program, a field experience, and/or removal from the Education Program.

Failure to consistently demonstrate professional dispositions and behaviors identified by the Division of Education. (See the Professional Dispositions and Behaviors Evaluation form in the Field Experiences Handbook).
Failure to receive necessary votes from education faculty at Target Point Two and/or Target Point Four
Failure to uphold the Columbia College Honor Code and the Code of Student Conduct.
Conduct that the State Board of Education may consider “just cause” to deny, suspend or revoke a teaching certificate.

Should the Division of Education be made aware of any misconduct, consideration may be given to the creation of a Support Form. If a teacher candidate receives two Support Forms, a review of the teacher candidate’s status in the Education Program will be conducted by the Dean of the Division of Education, the Director of Teacher Education, and the Director of Field Experiences. The review may result in the teacher candidate’s denial for admission to the Education Program, denial to a field experience, or removal from the Education Program. If a teacher candidate is refused admission to the program, denied a field experience, or removed from the program for misconduct, the Dean of the Division of Education will notify the teacher candidate in writing. Should a teacher candidate choose to appeal the decision of the review committee, the teacher candidate should respond in writing to the Dean of the Division of Education within five calendar days with the reasons for appealing the decision. The Dean of the Division of Education will convene a meeting of the Columbia College Teacher Education Committee (CCTEC). A majority vote of the CCTEC will be needed to overrule the review committee’s action. Should the teacher candidate disagree with the decision of the CCTEC, an appeal may be made to the student Grievance Committee as outlined in the College’s Student Handbook.

Dismissal from Field Experience

An education major may be dismissed from the field experiences program when it is determined that one or more of the following criteria exist:

Excessive Absences: Two or more absences may result in dismissal. Failure to notify appropriate school personnel and college supervisors of absences in a timely manner may also result in dismissal. This includes absences in seminars, as well as scheduled observations.
Excessive Tardiness: No more than two tardies to scheduled field experiences or required observations will be allowed.
Inadequate Interpersonal Skills: The teaching profession requires ability to relate to others in an accepting, nonjudgmental way. The candidate’s interpersonal skills with faculty, staff, peers, children in the classroom, and other professionals will be evaluated. Significant deficiencies in interpersonal skills may be cause for dismissal.
Personal Problems: If a teacher candidate demonstrates personal problems (i.e., addictions, emotional problems, etc.) which interfere with performance during the field experience, the candidate may be dismissed. Candidates will be encouraged to seek appropriate counseling.
Dressing in an Inappropriate/Unprofessional Manner: Consistent disregard for proper dress codes may result in dismissal.
Violations of Ethical Standards: Dismissal from the field experiences program may occur if there is a violation of ethical standards. Such violations include; but are not limited to the following:
- Academic cheating, lying, or plagiarizing.
- Acting in a discriminatory manner toward a student in the classroom or other school professional.
- Engaging in illegal behavior, for example, carrying or using a weapon, physical assault, theft, distribution of controlled substances, and aiding a coworker/student to engage in illegal activities.
- Falsifying documentation in college, school, or field experience site records.
- Stealing field experience site property/resources, or intentional destruction of site property/resources.
- Initiating physical confrontation with a student, a student’s family members, college supervisor, or field experience site staff.
- Exploiting students or a student’s family.
- Breaching confidentiality standards.
- Engaging in inappropriate relations with a student, a student’s family member, the cooperating teacher or colleague, or the college supervisor.
- Engaging in abusive or degrading behavior towards a student, a student’s family, cooperating teacher or colleague, or college supervisor.
- Repeated failure to demonstrate improvement in any areas of weakness noted in prior field experiences.
- Dismissal from the experience by the school where the candidate is placed.
- Repeated failure to implement recommendations from college supervisor or cooperating teacher to improve effectiveness of instruction and/or professional dispositions and behaviors.

All education programs have a professional responsibility to assess teacher candidates’ preparation and dispositions required for the profession. In some circumstances, the teacher candidate may be permitted to withdraw from a field experience. If it is determined that a candidate should be dismissed from the field experience program the following procedures apply:

The college supervisor, Director of Field Experiences, Dean of the Division of Education, and/or Academic Program Chair will discuss the reasons for dismissal with the candidate and will notify the candidate in writing of the reasons for dismissal from the program.
Upon dismissal this group may assign a grade of I, F or FA. Receipt of an “incomplete” in the field experience course will result in repeating the course.
Each field experiences may be repeated only once. The decision to allow a candidate to repeat the experience will be the decision of the college supervisor, Director of Field Experiences, Dean of the Division of Education, and/or Academic Program Chair and the Provost of Columbia College. A candidate wishing to appeal a grade should follow procedures outlined in the College’s Student Handbook.
A teacher candidate who receives notification of dismissal has a right to appeal the dismissal in accordance with grievance procedures outlined below.

Grievance Procedure for Dismissal from Field Experiences Program

Should a teacher candidate choose to appeal the dismissal from the field experiences program the following procedures apply:

The candidate should respond in writing to the Director of Field Experiences Program within five calendar days with the reasons for appealing the dismissal decision.
A Review Committee will be formed, comprised of appropriate parties which could include the Director of Teacher Education, the Director of Field Experiences, the Division of Education Dean, the college supervisor, the candidate’s academic advisor, one impartial representative from the College faculty, and, if applicable, the Academic Program Chair. The candidate may have others who have direct knowledge of the dismissal issues present. A majority vote of the committee will be needed to overrule the dismissal action.
Should the candidate disagree with the decision of the Review Committee, an appeal may be made to the student Grievance Committee as outlined in the College’s Student Handbook.