Mathematics majors who wish to be certified to teach Mathematics in the South Carolina public school system must enroll in the Mathematics Education program, which differs from the BS in Mathematics degree program. In addition to the changes in the curriculum, students who wish to become candidates in the Mathematics Education program must also adhere to the following admission, progress, and exit requirements:
Admissions Requirements
Admission to North Greenville University does not guarantee admission to the Teacher Education Program. All requirements for the Teacher Education Program set forth by the Teacher Education Handbook must be met.
Requirements for admission to the North Greenville University Teacher Education Program include documentation of the following:
- Submit an Application to the Teacher Education Program.
- Submit two Recommendation for Admissions forms (one from a math instructor and a second from an education faculty member)
- Make at least a 22 on the ACT or 1100 on the SAT or submit passing scores on the Praxis Core by November 1 for fall vote or by March 1. Passing Praxis Core scores are as follows: 156 - Core Academic Skills for Educators Reading; 158 - Core Academic Skills for Educators: Writing; 150 - Core Academic Skills for Educators Mathematics. Failure to pass all parts of Praxis Core will result in delay of entrance into the teacher Education Program.
- Completion of at least forty-five (45) hours toward a degree by the end of the semester in which you are applying.
- Earn a cumulative GPA of 2.75 with grades of C or higher in all required Mathematics and Education courses.
- Demonstrate minimum competency in oral and written communication skills by earning a C or higher in English 1310, 1320, and Oral Communication 2300.
- Pass seven semester of chapel and four semesters cultural events.
Progression Requirements
Furthermore, candidates must continue to maintain an overall GPA of 2.75 and complete all coursework required for the Mathematics Education major while making a C or higher in all education and mathematics courses. Successful candidates will meet the requirements for directed student teaching as outlined in the NGU Student Teaching Handbook. Program completers will meet all the requirements satisfactorily as delineated in the handbook and upon graduation will seek certification from the state in which they plan to teach.
Extracurricular Activities during Student Teaching
No extracurricular activities, including athletic practices, games, and musical performances, are to interfere with the student teaching period.
Exit Requirements
To graduate from this program, students must have:
- Earned a 2.75 cumulative GPA.
- Completed 100 hours of field experience.
- Earned C or higher in all Mathematics and Education courses.
- Passed the twelve hours of directed student teaching experience, meeting all requirements of the College of Education, the College of Humanities, and the Department of Mathematics.
- Received Acceptable or Target scores on the NCTM/CAEP Performance Assessments.
- Met the state-determined scores on the Praxis II and PLT before enrolling in Directed Student Teaching.
- Applied for state certification and completed the finger printing requirements.
Core Curriculum
First Year Experience, Choose 1 (1 Credit)
Required
Literature, Choose 1 (3 Credits)
Required
Fine Arts, Choose 1 (3 Credits)
Required
Civic Awareness, Choose 1 (3 Credits)
| PLSC-2310 | American National Government | 3 |
| HIST-2310 | United States History to 1865 | 3 |
| HIST-2320 | United States History Since 1865 | 3 |
| Total Credit Hours: | 45 |
Mathematics Requirements
Education Requirements
| Total Free Elective Requirements |
3 |
| Total Degree Requirements |
127 |
Mission Statement:
The teacher education program at North Greenville University, a Christ-centered institution, prepares teacher candidates to become effective practitioners, caring leaders, and lifelong learners to promote human flourishing for all students in a diverse, changing society.
Student Learning Outcomes (SLOs):
- Candidates demonstrate mastery of the critical content and processes in their fields of study within the context of a broad understanding of the liberal arts.
- Candidates utilize the key principles of educational purposes, curriculum standards, instruction, and assessment by designing, adapting, and selecting a variety of appropriate assessments and using the data to improve student learning and instruction.
- Candidates plan and implement lessons utilizing the knowledge of student diversity, human development, and research in order to help all students learn.
- Candidates use a variety of effective instructional techniques, models, methods (e.g. close reading, critical thinking, problem solving, reflection), and materials in a logical sequence for teaching and learning. Candidates communicate subject matter effectively and accurately to motivate student learning. Candidates employ multiple resources beyond the textbook such as including concrete objects, online resources, technology, and media to meet the needs of all learners.
- Candidates exhibit personal responsibility, ethical behavior, trustworthiness, fairness, and teamwork in the school community to encourage human flourishing.
- Candidates respect, value, and establish high expectations for all students creating an inclusive learning environment in which critical thinking and problem solving are highlighted. All students are valued to support human flourishing.
- Candidates design and maintain an effective, safe and organized learning environment that accommodates the child’s physical, social, emotional, and cognitive needs. Candidates demonstrates cooperation, collaboration, respect, fairness and empathy when working with all students.
- Candidates engage in professional development activities and utilize resources that contribute to the improvement of self, the profession, and the school including professional memberships. Candidates develop leadership capacities in order to support colleagues, families, and the school and promote human flourishing.
- The candidate analyzes assessment data and uses the information to modify instruction in order to positively impact student learning.
- Candidates model inquiry and reflection of self, students, families, and communities based on student performance.