|South Carolina State Standards|
ADEPT: All initial educator preparation programs must develop and implement a process that integrates the ADEPT performance standards throughout candidates' course work, field experiences, and clinical practice and that provides evidence that all candidates meet the ADEPT teacher competencies. This standard applies to candidates preparing to work as classroom-based teachers as well as to other professional school (i.e., "special area") personnel.
ADEPT Evaluation (Scoring Guide *includes Safe Schools Climate Act, EEDA, and Standards of Conduct performance assessments)
K-12 Content Standards : All educator preparation candidates must know, understand, and demonstrate the use of national and state student academic achievement standards for all subject areas in which they will be certified to teach. Educator preparation units must provide assessment data to indicate that candidates know, understand, and can apply the appropriate South Carolina preK-12 academic standards.
LC-TEP Policy: Individual programs determine the point at which K-12 Content Standards are introduced, practiced, and evaluated. All candidates are evaluated via ADEPT Performance Standard 2a and 2b. Performance data is collected by supervisors of courses, field experiences, and clinical practice. Data is reported in the ADEPT Evaluation and Program Reports.
Safe Schools Climate Act : The Safe School Climate Act is designed to prevent harassment, intimidation, and bullying by mandating that before January 1, 2007, each of the state's schools districts adopt a policy prohibiting those behaviors (2006 S.C. Acts 59, to be codified at S.C. Code Ann. § 59-63-110 et seq.). All educator preparation units must provide assessment evidence to indicate that candidates in all certification programs as well as graduate students in counseling and education administration programs possess the knowledge, skills, and dispositions to identify and prevent bullying, harassment, and intimidation in schools.
LC-TEP Policy: Each program is responsible for disseminating information and assessing candidates on their knowledge and application of the Safe Schools Climate Act. Progress is reported in Annual Program Reports.
Standards of Conduct : All candidates must be provided specific written information regarding the standards of conduct (based on S.C. Code Ann. §§ 59-25-160, 59-25-530, and 20-7-945) required of South Carolina educators for initial certification.
LC-TEP Policy: The Standards of Conduct are distributed in the first education course (ED200) and enforced throughout the course of each program in field experiences and clinical practice.
EEDA: Education and Economic Development Act
All educator preparation units must provide assessment evidence to indicate that all candidates enrolled in educator preparation, school guidance counseling, and education administration programs possess the knowledge, skills, and dispositions to integrate the following into the preK-12 curriculum:
(a) career guidance,
(b) the use of the cluster of study curriculum frameworks,
(c) the use of individual graduation plans,
(d) the instruction of students with diverse learning styles,
(e) the elements of the Career Guidance Model (published in the 1999 SDE document
South Carolina Comprehensive Developmental Guidance and Counseling Program Model http://www.myscschools.com/offices/ssys/youth_services/guidance//SCPM.pdf ),
(f) contextual teaching,
(g) cooperative learning, and
(h) character education.
Institutions must also prepare and assess all candidates in the use of applied methodologies in preK-12 academic courses.
Additional information on the Education and Economic Development Act (EEDA) and the career cluster objectives is available online at http://ed.sc.gov/topics/careerandtech/ .
LC-TEP EEDA Correlation Matrix
Commitment to Diversity: The SDE expects all graduates of South Carolina educator preparation institutions to possess a strong knowledge of cultural diversity issues that are centered in a global, multicultural perspective. South Carolina graduates must be able to teach all students regardless of exceptionalities, backgrounds, or socioeconomic status, in a variety of settings including rural locations and low-performing schools. The SDE is committed to producing a population of educators that are prepared to teach the diverse students being served in South Carolina. It is the expectation that all educator preparation units will recruit teacher candidates and faculty from culturally diverse backgrounds and will develop and administer curricula and experiences to achieve this standard.