Welcome from the Dean
Welcome to Shorter University’s School of Education. I am glad you have chosen to spend your time learning more about our education program offerings. The education faculty and staff are honored to be part of a Christian institution whose mission is to transform lives through Christ.
Shorter Graduates Speak about the Teacher Preparation Program
“We had the amazing opportunity to Skype with Seaworld. It was an experience that the children will remember forever. We got to ask questions, watch an educational session with the whales and talk to the trainers…Shorter has made me the teacher I am today and I’m thankful for people like you who continue to inspire and encourage.”
Adam Woodman, Early Childhood Teacher
“I absolutely love my career choice. Starting my third year in the classroom, I credit my preparedness and confidence in this field to my exceptional professors and classes at Shorter. I have not once felt unequipped to handle whatever has been thrown at me because of the affirmation I received while at Shorter that this truly is my calling.
Thank you for being a school that encourages teachers to make lasting impressions and impacts on students as opposed to simply teaching content. I have been and continue to be blessed by my time at Shorter.”
Kelsey Kirk, High School Teacher
Reflecting the mission of Shorter, the Conceptual Framework of the School of Education establishes the foundation upon which Shorter prepares teachers to think Learners First. Our mission is to provide exemplary classroom and field experiences for its teacher candidates so that they may become successful teachers dedicated to life-long learning, personal growth, collaborative effort, responsible citizenship, and community leadership in a global context. Upon successful completion of the program, Shorter graduates are expected to possess content, pedagogical, and curricular knowledge, but more importantly, it is expected Shorter graduates will demonstrate the professional dispositions to be caring professionals who are concerned for the needs of others, and able to assist others effectively in the learning process.
As our mission is accomplished, our vision is met. Our vision is to continue what the program has done so successfully over the years which is:
- to keep the needs of others uppermost,
- to adapt to change and help others make the desirable transitions,
- to uphold high standards of scholarship and professionalism,
- to model cultural diversity and global awareness, and
- to foster cooperation and collaboration in order to accomplish shared goals.
Shorter University’s School of Education offers seven preparation programs for initial teaching certification. Bachelor of Science (B.S.), Early Childhood Education, Initial Certification, Pre-K -5th grade
Bachelor of Science (B.S.), Special Education General Curriculum and Early Childhood Education, Initial Certification, Pre-K -5th grade
Bachelor of Science (B.S.), Middle Grades Education, Initial Certification, Grades 4-8 Two of Four Content Areas Chosen: language arts, mathematics, social studies, and/or science
Bachelor of Science or Bachelor of Arts (B.S. or B.A., dependent upon content area), Secondary History or Math Education, Initial Certification, Grades 6-12, One Content Area Chosen: Mathematics or History
Bachelor of Music Education (B.M.E), Initial Certification, P-12
The Post-Baccalaureate (certification only) programs provide individuals who hold an earned bachelor’s or higher degree, the skills, knowledge, and experience needed to begin a successful career as a teacher in one of the following fields:
- Early Childhood Education (Pre-K-5th Grade)
- Special Education General Curriculum and Early Childhood Education (Pre-K-5th)
- History (6-12)
- Mathematics (6-12)
- Middle Grades Education (4-8)
- and Music Education (P-12)
Students seeking certification in one of these programs must demonstrate a sound knowledge of the discipline and an understanding of learning.
Please note the following regarding our certification-only programs.
- Courses are currently taught on ground in Rome, GA
- Courses are taken with our traditional undergraduates
- It is necessary for students to be available during the public school day as well as late afternoon/evening for specified classes during certain semesters
- Our curriculum is in a cohort model. Students take a set of education courses and are in schools during specified times.
- All courses except for EDU 2000, 2110 and 2950 are offered only once a year
- Credit might be given for previously taken education courses, but this is dependent on content covered, the grade earned, the year the credit was earned, and where the course was taken. In general, Middle Grade and Secondary Ed students must take every course on the right side of an education sequence sheet. Curriculum requires the equivalent of a major in the discipline. Links to sequence sheets are above.
- Clinical Practice (student teaching) is an entire semester and is the last course taken. Post-bac students must adhere to the same Teacher Preparation Program requirements as traditional undergraduates. In addition, post-bac students must pass their related GACE Test I and Test II prior to being admitted to the Teacher Preparation Program. Requirements beyond coursework are based on the latest accreditation rules, regulations and standards. Subsequently, they are revised as necessary. In addition, the state has implemented a new certification system in Georgia, and once students graduate and meet all the requirements, a “Certificate of Eligibility” may be earned from the state. It is after graduates have been hired by a public school in the state of Georgia that an Induction certificate may be issued.
Middle Grades Teacher Candidates Meet Virtually with a Wisconsin Teacher to Discuss Problem Based Learning in STEM Classes
June 8, 2016 – Teacher candidates in Mr. Thomas’ EDU 3410 STEM and Project Based Instruction in the Middle Grades course took advantage of the classroom technology Shorter provides to “meet” with classroom teacher, Sherrie Nackel. Ms. Nackel uses problem solving and math workshop to teach 7th graders at Forrest Park Middle School in Franklin, Wisconsin. Candidates researched the topic to prepare for the meeting and through active dialogue saw how Ms. Nackel implemented this powerful approach to teaching mathematics. Candidate Kristen Causey noticed the power of the model commenting, “I really enjoyed getting to learn how Mrs. Nackel incorporates workshop into her classroom. It’s amazing how engaged the students are with the content because of the workshops.”
Mr. Thomas became of aware of Ms. Nackel’s work by communicating with her via Twitter and reading her blog. She enthusiastically accepted the offer to meet virtually with the class. The meeting supplemented the classwork led by Mr. Thomas to demonstrate to the candidates how problem based instruction and math workshop can lead to students gaining a deep understanding of their content.
“The Google hangout meeting with Mrs. Nackel was extremely beneficial to the teacher candidates, said Thomas. “They were all able to see the content of one of our textbooks come to life because it was being done successfully in a classroom. The candidates also saw how this idea can be implemented in other contexts. Not every candidate has a math focus, so they were able to apply this model to their other subjects, which will help them in their careers one day.”
Candidate Bailey Wheeler agreed, “Having the opportunity to talk with Ms. Nackel positively impacted my views on a workshop model in the classroom. I feel very confident that the workshop model can be applicable in all content areas and will increase student engagement and performance.”
Laura Whitlow, a Secondary Mathematics Teacher Candidate said, “Our Google Hangout with Mrs. Nackle was so neat! We learned so much about what math workshop looks like in a real classroom, and I think that our discussion really helped confirm/validate the things we have been learning as a class all semester!”
In summary, candidate Methany Thornton emphasized how she will use what she learned in the real world, “Mrs. Nackel is a rock star of organization. I am excited to implement the workshop model and a replica of her blog in my ELA classroom. The Friday letters are a great way to get feedback from students.”
Dr. Tasha Perkins Appointed Secretary of GADA, Georgia Assessment Directors Association
June 8, 2016 – Dr. Tasha Perkins was recently appointed to serve as secretary of GADA, the statewide Georgia Assessment Directors Association for Education Preparation Providers. GADA is committed to providing opportunities for assessment directors to discuss and improve assessment practices in their institutions and throughout higher education in the state of Georgia.
Dr. Perkins will serve as a GADA officer for two years, continuing also to represent Shorter University as a voting member of GADA. She is also currently serving on a GADA committee as a researcher to study how to assess teacher candidates’ dispositions.
For information regarding TRADITIONAL UNDERGRADUATE DEGREES and POST-BACCALAUREATE PROGRAMS offered on the Rome campus, please call 706-252-8086.