Department of Teacher Education and Urban Studies

Faculty and Staff

Director/Chairperson:
Associate Professor
Marie Fossett Snow, Ed.D.  
(904) 470-8124

Administrative Specialist:
Ms. Jessica Youngblood
(904) 470-8125

 

Assessment Coordinator;
Mrs. Velma Rivers  
(904) 470- 8065

 

Coordinator Physical Education:
Dr. Bobby Frazier

 

Coordinator for Curriculum Library:
Ms. Brenda Harrell

 

Coordinator for Technology:
Dr. Marilyn Mack

 

Coordinator for STEM
Mrs. Josetta Arnold

 

Academic Coach:
Mrs. Charlotte Clark-Rowe

 

Call Me MISTER Director:
Mr. Kenneth Francis

 

 

Clinical Field Experience:


Mr. Richard Scott

 


Mr. Kenneth Francis

 

FULL-TIME FACULTY

Assistant Professor
Mrs. Josetta Arnold
Elementary Education

 

Assistant Professor
Mrs. Sylvia Briley
Early Childhood Education
Special Education

 

Assistant Professor
Mr. Archie Gallon
Physical Education

 

Assistant Professor
Mrs. Winifred Henry
Elementary Education
Reading

 

Assistant Professor
Mrs. Veralee Milton
ESOL

 

Assistant Professor
Mr. Willie McCullough
Mathematics

EDUCATIONAL CONSULTANTS

Mathematics
Mrs. Sharon Gallon

 

Reading, Language Arts, Writing
Mrs. Josie Johnson



DEPARTMENT OF TEACHER EDUCATION & URBAN STUDIES

The Edward Waters College Department of Teacher Education and Urban Studies Program is a state-approved program committed to strengthening public and private education and/or preparing professionals and change agents to improve the quality of life of urban populations.
The Department of Teacher Education and Urban Studies has been an integral part of the Edward Waters College mission for many years.  Faculty members teaching in the department work closely with students to help them acquire the skills, perspectives, and the practical experiences they need to become excellent classroom teachers.  Through research, collaboration, and applications, it seeks solutions to respond to societal problems in the urban community.

 

MISSION

“Prepare competent teachers for effective leadership and service roles in an urban, multicultural, global, and technological society.”

             

 

ADMISSION REQUIREMENTS

  1. A minimum General Studies GPA of 2.5 or better on a 4.0 scale;
  2. Either 60 credit hours of lower division coursework or an AA degree from an accredited institution;
  3. Complete a formal application and interview for the Department of Education
  4. A passing score on all sections of the General Knowledge (GK) Exam.
  5. Complete the General Requirements for all Teacher Education and Urban Studies Programs
  • EDF 1005: Introduction to Education (3 credits)
  • EDF 2085: Teaching Diverse Populations (3 credits)
  • EME 2040: Technology and Professional Seminar for Educators  (3 credits)

 

PROGRAM GOALS AND LEARNING OUTCOMES

 

REFLECTIVE DECISION-MAKING: 

GOAL 1: To assist pre-service teacher candidates and life-long learners in acquiring the ability to take risks and decide the best course of action in a given situation.

OUTCOME 1: To create pre-service teachers and life-long learners who are:

  • responsible for meeting professional expectations ethically and with initiative;
  • reflectively engaging in ongoing self-assessment and able to exercise sound judgment and critical thinking;
  • responsive as evidenced by their respectful, fair, and collaborative stance toward others and their commitment to help all students learn.

 

INSTRUCTIONAL LEADER:

GOAL 2: To support each teacher candidate and life-long learners in becoming knowledgeable as instructional leader in his/her respective content area field.

OUTCOME 2: To develop pre-service teachers and life-long learners that can:

  • apply their knowledge of core content and pedagogy to set goals/objectives/outcomes for learning based on state and national standards and local curriculum
  • design instruction that engages students in meaningful learning activities
  • build a culture of evidence in assessment to demonstrate balanced approach to student evaluation

 

SYSTEMATIC PLANNER: 

GOAL 3: To train each pre-service teacher candidate and life-long learners to plan, implement, and evaluate effective instruction in a variety of learning environments for diverse students

OUTCOME 3: To cultivate pre-service teachers and life-long learners that can :

  • demonstrate their understanding of intellectual/cognitive, social, and emotional development, and other characteristics of the diversity of learners,
  • create an environment of respect and rapport that will foster a culture for learning for all students
  • enhance the unbiased  implementation of procedures, behavior management  and organization of the learning environment to assure a focus on learning.

 

EFFECTIVE COMMUNICATOR

GOAL 4:  To provide pre-service teacher candidates and life-long learners in other non-teaching concentrations with the tools of identifying, characterizing, and effectively communicating with diverse ethnic, cultural, and linguistic groups as present in today’s classrooms.

OUTCOME 4:  To enrich pre-service teacher:

  • with the use of effective and appropriate verbal, nonverbal, written, and media communication techniques in their teaching, professional collaboration, and interactions with students, colleagues, parents, and the community.
  • with proficiency in interpersonal skills, oral and written language skills, mathematics and the disciplines that he or she will teach.

 

COURSE GOALS AND OUTCOMES :

  • The course goals and outcomes for teaching are based on the
  • The Florida Educator Accomplished Practices (FEAPs) ,
  • Professional Education Competencies (PECS)
  • Subject Area Competencies (SACS)
  • Reading Competencies
  • ESOL Competencies

 

The course goals and outcomes for the non-teaching concentrations complies with :

  • Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) Standards
  • National Council on Strength and Fitness (NCSF) Standards
  • The Commission on Sport Management Accreditation (COSMA) Common Professional Component (CPC).

 

DEGREES, MINORS, CONCENTRATIONS:

Degree of Bachelor of Arts or Science in the following areas:

  • Elementary
  • Physical Education (Fall 2017)

 

Concentrations  in:

Early Childhood

  • Track 1 –An undergraduate degree intended to lead to initial teacher certification in Pre-Kindergarten through Third Grade.
  • Track 2 –An undergraduate degree intended for those working with young children, but not seeking teacher certification

 

Exceptional Student Education

ESOL Endorsed    Note:  A pre-teacher candidate must pass the General Knowledge, Professional and Subject area tests prior to graduation to receive the ESOL Endorsement

  • Health Education
  • Sports Management
  • Recreation
  • Fitness Leadership
  • Liberal Education  (minors in education based on content areas – Spring, 2018)

 

Teacher  Certification  in:

  • Health
  • Middle Grade Mathematics
  • Middle Grade Science
  • Physical Education K-12

 

Endorsements in:

  • Athletic Coaching
  • Reading

 

Edward Waters College Call Me Mister Program

Department of Teacher Education and Urban Studies

The “Call Me MISTER” (Mentors Instructing Students Toward Effective Role Models) Initiative was developed in 2000 by some of South Carolina’s visionary educational leaders.  Four South Carolina schools – Clemson, Claflin University, Benedict College and Morris College – initially participated in the program.  The program’s goal was to place more African American males in the elementary school classroom as teachers.  

The parent program is housed at Clemson University in the Eugene T. Moore School of Education located in Clemson, South Carolina.  The Call Me MISTER program has now expanded to 16 colleges across South Carolina and has been implemented in eight other states.

 

 

Qualities in a Good Teacher

According to Dr. R. J. Kizlik (2010), Tips on Becoming a Teacher, teaching probably won’t make you rich, and, to be sure, no one should make any career decision without gathering as much information as possible. Reading and considering the information from Tips on Becoming a Teacher is a nice place to start. Then conduct a self-assessment to see if you would enjoy becoming a teacher.

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