1 - NCATE 

• The unit is compliant with NCATE Standards 1 through 6.

2 - ADEPT

• The unit's assessment system for initial educator preparation effectively incorporates the ADEPT system.   
• The unit's assessment system for advanced educator preparation programs, when appropriate, effectively incorporates the ADEPT system.  (Not applicable to Southern Wesleyan University)  
• The unit is effectively implementing the ADEPT system in field and clinical experiences.    

SOE Clinical Handbook with Evaluation with ADEPT

SCDE ADEPT Plan Review 2012-13

SCDE ADEPT Plan Review 2013-2014

ADEPT Evaluation 2011

SAFE-T Evaluation 2012
ADEPT Clinical Observation Assessment Rubric

3 - PADEPP

• Candidates enrolled in leadership programs demonstrate a knowledge and understanding of PADEPP standards and performance criteria.  
• Candidates enrolled in leadership programs design personal professional development plans based on PADEPP standards and a school's strategic plan.  
• The unit's assessment system for advanced programs includes PADEPP and NBPTS as appropriate. 

NBPTS Alignment
EDAS 5123 PADEPP Alignment in Syllabus/Rubrics
EDAS 5906 PADEPP Alignment in Syllabus/Rubrics
PADEPP Data
Educational Leadership PADEPP Matrix

4 - EEDA

• Candidates in leadership educator preparation programs have the knowledge, skills, and dispositions to achieve the EEDA performance standards for leadership education programs. 
• Candidates in teacher educator preparation programs have the knowledge, skills, and dispositions to achieve the EEDA performance standards for teacher education programs. 
• Candidates in counselor preparation programs have the knowledge, skills, and dispositions to achieve the EEDA performance standards for counselor education programs.  (Not applicable to Southern Wesleyan University) 

SWU EEDA Undergrad Course Alignment Chart

SWU EEDA Grad Course Alignment Chart

EEDA EDUC 2113 Shadowing Rubric

EEDA EDUC 2133 Shadowing Data

EDUC 3203 Intro to the Exceptional Child Syllabus

EDUC 3203 Service Learning Rubric

EDUC 3203 Service Learning Data

5 - Standards of Conduct

• Candidates are informed in writing of the state Standards of Conduct (59-25-160; 59-25-530; 63-17-1060) required for initial certification.   

EDUC 120 Cornerstone Syllabus

EDUC 318 Ethics in Education

6 - Safe Schools Climate Act

• Candidates in all certification programs, initial and advanced, have the knowledge, skills, and dispositions to identify and prevent bullying, harassment, and intimidation in schools.   

EDUC 3292 Classroom Management Syllabus

EDAS 5714 Politics, Law, and the Schools Syllabus

EDUC 5323 Behavior and Classroom Management Syllabus

Data on EDUC 3293, EDUC 5323 and EDAS 5714

7 - PK-12 Academic Standards

• Candidates in all certification programs know, understand, and can apply SC PK-12 academic standards in the area in which they seek certification. 

Lesson Plan Template

Lesson Plan Template with Directions

Lesson Plan Rubric

Lock I Lesson Plan Data

Lock Oral Lesson Plan Data

Lock Public Partner Lesson Plan Data

8 - Admissions

• Candidates admitted to initial educator preparation programs demonstrate basic academic proficiencies by meeting the standards set by the State Board of Education on Praxis I or on the SAT or ACT. 
• Candidates admitted to initial educator preparation programs at the undergraduate level have completed a minimum of 45 semester hours of college level work with a minimum grade point average (GPA) of 2.50 on a 4-point scale, or at the recommendation of the unit head, a cumulative GPA of 2.25 on a 4-point scale. 
• Candidates admitted to initial educator preparation programs at the undergraduate level have provided a statement of disclosure concerning all prior convictions, including felonies and misdemeanors. 
• Candidates admitted to initial educator preparation programs at the graduate level (usually MAT) have met admissions requirements that are equivalent to those of other graduate programs operating at the institution.  (Not applicable to Southern Wesleyan University) 
• Candidates admitted to initial educator preparation programs at the graduate level (usually MAT) have demonstrated academic proficiency.  (Not applicable to Southern Wesleyan University)   
• Candidates admitted to initial educator preparation programs at the graduate level have provided a statement of disclosure concerning all prior convictions, including felonies and misdemeanors.  (Not applicable to Southern Wesleyan University)   
• Candidates admitted to advanced educator preparation programs have met admissions requirements that are equivalent to those of other graduate programs operating at the institution.  
• Candidates admitted to advanced educator preparation programs have provided a statement of disclosure concerning all prior convictions, including felonies and misdemeanors.   

Lock I Essay Prompt and Rubric
Admission to Teacher Education Data

SOE Minutes

9 - Field and Clinical Experience

• Candidates at the initial undergraduate level have completed a minimum of 100 hours of field experience prior to clinical practice. 
• Candidates at the initial graduate level (MAT) have completed a minimum of 75 hours of field experience prior to clinical practice.  (Not applicable to Southern Wesleyan University)    
• Candidates have cleared background checks by the Federal Bureau of Investigation prior to clinical practice. 
• Clinical practice experiences provide for candidates' intensive and continuous involvement in a public school setting. 
• Clinical practice experiences are equivalent to a minimum of twelve weeks or sixty full days. 
• During clinical practice experiences candidates teach independently for a minimum of ten full days in one setting.
• During clinical practice experiences candidates adhere to the daily schedule of the cooperating teachers (e.g., bus duty, faculty meetings, parent conferences, extracurricular activities, in-service training, and rehearsals). 
• Candidates in traditional clinical practice experiences do not receive monetary compensation for their work.  Candidates on Board approved innovative clinical practice experiences may be paid for their work.  
• During clinical practice experiences candidates are supervised by one or more institutional faculty members who have preparation in supervision, in the ADEPT system, and in the teaching major.
• During clinical practice experiences candidates are supervised by one or more school-based faculty members who have training in the ADEPT system. 
• During clinical practice experiences candidates receive formative assessments, written and oral feedback, and assistance from both their institutional faculty supervisors and their school-based faculty supervisors.  All formative assessments include a minimum of four classroom observations (two observations by institutional faculty supervisors and two by school-based supervisors). 
• During clinical practice experiences candidates receive at least one summative evaluation that addressed all ADEPT Performance Standards.  All summative evaluations include appropriate data collection methods, including at least two classroom observations (one observation by the institutional faculty supervisors and one observation by school-based faculty supervisors).  All candidates receive written and oral consensus-based feedback on all ADEPT Performance Standards.  

Clinical Experience Handbook

ADEPT Observation Record

Field Experience Hours by Major

10 - Eligibility for Certification 

• Candidates for secondary certification have completed at least 30 semester hours in the area in which they are recommended for certification. 
• Middle level candidates at the initial level must complete two areas of concentration with at least 15 semester hours in each area.  (Not applicable to Southern Wesleyan University)

Biology Education

English Education
Math Education

Music Education-Instrumental

Music Education-Vocal

Physical Education

11 - Annual Reports

• The unit has a diversity plan and submits annual updates to the State Department of Education.
• The unit has an assessment plan and submits annual updates to the State Department of Education. 
• The unit is implementing its assessment plan and findings are consistent with the plan and annual updates.
• The unit submits a copy of its AACTA/NCATE report to the State Department of Education annually.
• The unit submits a Title II report to the State Department of Education annually.

AACTE Institutional Report 2010

AACTE Institutional Report 2011

AACTE Institutional Report 2012

AACTE Institutional Report 2013

Diversity Plan
Diversity Report 2012

SWU Unit Assessment System

TItle II Report 2011
Title II Report 2012

12 - Diversity 

• The unit is implementing its Diversity Plan and findings are consistent with the plan and annual updates.
• The unit recruits teachers from culturally diverse backgrounds. 
• Candidates possess a strong knowledge of cultural diversity issues which include global and multicultural perspectives.
• Candidates can teach all students, regardless of exceptionalities or backgrounds.

Call Me MISTER License 

Candidate Diversity Table
Conceptual Framework

Diversity Plan

EDUC 320 Diverse Learners Assessment

MEDCL Program EDUC 5213 Diversity

Major Lesson Plan Diverse Learners

Lock II E-Portfolio Diverse Learners

Lock III E-Portfolio Diverse Learners

Written Lesson Plan for EM Diverse Learner Assessment

Clinical Lesson Plan Diverse Learners Assessment

Pre-Clinical Lesson Plan Diverse Learners Assessment

Lock II Pre-Clinical INTASC Diverse Learners Assessment
Lock III Clinical INTASC Diverse Learners Assessment

13 - Professional Development Courses

• The unit aligns professional development courses and related activities for teachers and other school personnel, to the extent appropriate, with the National Staff Development Council’s Standards for staff development.  http://www.learningforward.org/stan dards/index.cfm  (Not applicable to Southern Wesleyan University)
• The unit aligns professional development courses at the graduate level with the ten SACS criteria:  knowledge base, dynamic interaction, research base, faculty qualifications, faculty contributions to the discipline, duration of activity, collective participation, content focus, active learning, and coherence.  http://www.che.sc.gov/AcademicAff airs/Guidelines_For_Grad_Courses_ Dev.doc  (Not applicable to Southern Wesleyan University) 

14 - Advanced Programs for Educator Preparation 

• The unit aligns graduate degree programs for classroom teachers, especially those that do not lead to advanced certification with the five core propositions of the NBPTS Standards. 

15 - Experimental or Innovative Programs 

• The unit complies with the SCDE policy for Experimental or Innovative Programs if applicable.  (Not applicable to Southern Wesleyan University)

16 - ISTE Standards

• The unit aligns degree programs, professional development courses, and related activities for teachers and other school personnel with the most recent National Educational Technology Standards (NETS-T) developed by the International Society for Technology in Education (ISTE) as a strategy for significantly enhancing the capacity of preservice as well as in-service teachers to incorporate technology into their teaching and their students’ learning. 

EDUC 342 Instructional Technologies for Education Majors 

EDUC 5313 Instructional Technologies

Sample of Elementary Candidate Submission to Communication and Technology