148 School of Education, Human Performance, and Health
2018-2019 USC Upstate Catalog
• establish high expectations for all learners;
• are knowledgeable of and capable of implementing a variety of
instructional strategies which utilize state of art instructional technology;
• possess thorough and accurate knowledge of the content they teach;
• effectively monitor student learning and provide meaningful feedback
• maintain a classroom environment that promotes and facilitates
• manage their classrooms effectively with equity, firmness, and fairness;
• strive to develop as a teacher both professionally and personally.
Guiding Principles of USC Upstate
Graduate Education Programs
Using the model teacher paradigm captured in the propositions of the
National Board for Professional Teaching Standards, USC Upstate graduate
programs are built around these propositions. Teachers completing USC
Upstate graduate programs:
• demonstrate reflective teaching practice.
• demonstrate learner-centered pedagogy.
• demonstrate performance-based assessment.
• demonstrate a commitment to and affirm diversity.
• demonstrate a commitment to professional responsibility.
Multicultural/Diversity Perspectives in USC Upstate Teacher
Its mission, philosophy, principles and organizing themes serve as the root
of the USC Upstate School of Education, Human Performance, and Health’s
commitment to multicultural education. Graduates of SOE programs as
• believe that all children can learn;
• create a learning environment that is anti discriminatory;
• understand, respect, and accommodate for group and individual
• instruct for empathy and tolerance;
• instruct for altruism;
• promote justice, empathy and tolerance.
Performance Assessment in USC Upstate
Teacher Education Programs
The USC Upstate SOE assessment systems monitor and measure candidate
progress through both the undergraduate and graduate programs on a
continuous basis. At both levels, portfolios are the major tool used to
assess both the performance of the candidates and the quality of programs.
Portfolios for undergraduate students, introduced in EDFO U200: Teacher
Education Colloquium, are aligned with INTASC and ADEPT standards;
undergraduate portfolios are developed over the course of programs and
finally completed during the student teaching semester. Graduate portfolios,
introduced during the Portfolio Introduction and Training Session, are aligned
with propositions of the National Board for Professional Teaching Standards
(NBPTS). Graduate portfolios are presented and defended before a fivemember
panel during the respective seminar classes; a successful defense
is required for graduation.
Technology in the School of Education, Human Performance, and
Health Professional Program
Guided by the standards of the International Society for Technology
in Education (ISTE) USC Upstate teacher education majors at both the
undergraduate and graduate levels:
• Demonstrate a sound understanding of technology operations and
• Plan and design effective learning environments supported by
• Implement curriculum plans that include methods and strategies for
applying technology to maximize student learning;
• Apply technology to facilitate a variety of effective assessment and
evaluation strategies; and
• Understand the social, ethical, and legal implications of technology.
ADMISSION TO THE PROFESSIONAL PROGRAM
Students must apply to the School of Education, Human Performance,
and Health for admission to the professional program, which covers the
junior and senior years. The professional program application form may be
obtained online from the School of Education, Human Performance, and
Health webpage and must be filed in that office at the conclusion of the
term in which students complete 60 semester hours of study.
Admission of applicants is based on individual consideration. Each applicant
must fulfill the following requirements:
• completion of English U101 and U102 and Speech U201 and Speech
U201R or their equivalent with grades C or better;
• successful completion of the prerequisites for Math U121;
• successful completion of EDFO U200: Teacher Education Colloquium;
• grade of C or better in support courses completed;
• overall GPA of at least 2.75 on at least 60 hours earned;
• the achievement of passing scores on the PRAXIS CORE or received a
South Carolina State Board of Education approved score on the SAT or
• Standards for Professional Conduct & Dispositions form signed
• two satisfactory recommendations with one coming from the general
faculty and one from the School of Education, Human Performance, and
Health faculty; and
• personal affirmation of non-criminal background
Action is taken on a student’s application for admission to the professional
program as soon as completed application is submitted and the academic
records are verified. Students who are accepted enter the professional program.
Students whose applications are denied are advised of their alternatives.
Students who plan to meet the requirements for a teaching certificate in
secondary education while enrolled in another school of the University should
consult with the dean of the School of Education, Human Performance, and
Health. The dean assigns an advisor in SOE to guide the student through
the professional sequence of courses. Such consultation should be held as
early as possible in the student’s undergraduate career to ensure adequate
familiarity with teacher education requirements. Students enrolled in other
schools of the University should take particular care to inquire about the
School of Education, Human Performance, and Health and state certification
Education courses at the 400-level and above may be taken only after
admission to the professional program. Students who complete the
professional program, pass the appropriate Praxis content exam and Praxis
Principles of Learning and Teaching (PLT) exam, complete observations using
the Assistance, Development, and Evaluation of Professional Teaching (ADEPT)