Our Mission

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.

Our Vision

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:

1. to keep the needs of others uppermost,
2. to adapt to change and help others make the desirable transitions,
3. to uphold high standards of scholarship and professionalism,
4. to model cultural diversity and global awareness, and
5. to foster cooperation and collaboration in order to accomplish shared goals.

Read Our Conceptual Framework and Goals

Curriculum Information Below: 

Bachelor of Science

• Elementary Education
  - Initial Certification, Pre-K – 5th grade
• Elementary Education and Special Education
  - Initial Certification, Pre-K – 5th grade
• Middle Grades Education
  - Initial Certification, Grades 4-8
    Two of Four Content Areas Chosen: Language Arts,        Mathematics, Social Studies, and/or Science
• Secondary Math Education
  - Initial Certification, Grades 6-12

Bachelor of Arts

• Secondary History Education
  - Initial Certification, Grades 6-12

Bachelor of Music

• Music Education
  - Initial Certification, P-12

Minors 

• Education 
• Special Education 

Curriculum Information Below: 

Master of Arts in Teaching: Pedagogy 

M.Ed. in Curriculum & Instruction

Post-Baccalaureate Programs

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:

• Elementary Education (Pre-K-5th Grade)
• Special Education General Curriculum/Elementary Education (Pre-K-5^th)
• History (6-12)
• Mathematics (6-12)
• Middle Grades Education (4-8)
• Music Education (P-12)

Post Bac Interest Sheet

Shorter University’s Paraprofessionals to Teachers Pathway is a unique program leading to initial teacher certification in Special Education General Curriculum/Elementary Education. This innovative program, a collaboration between Shorter’s School of Education and local partnership districts, allows candidates to continue serving as paraprofessionals as they complete their bachelor’s degree.

Students earn foundational courses through one of Shorter’s established online programs. After foundational courses are complete, students transition to professional courses taught in a variety of formats designed to meet the needs of working individuals.

Candidates must be approved by their district before enrolling in the Paraprofessionals to Teachers Pathway. A minimum cohort of 6 is required in education courses.

Candidate, University, and District responsibilities will be outlined in a Memorandum of Understanding (MOU). Although a general MOU template is used for each cohort, the SOE reserves the right to work with the partnership district to formulate an agreement to meet the needs of all stakeholders.

Pathway Delivery Model Overview

Elementary & Special Education General Curriculum/Elementary Candidates:

• Freshmen & Sophomore Years- All online classes via Shorter’s established online program.
• Junior Year- Transition to traditional program (evening & online classes).

Pathway Field Experience Overview

Candidates are required to complete experiences in three grade level bands as outlined by the GaPSC Mother Rule (505-3-.01): PK-K, 1-3, 4-5. Additionally, candidates will need experience in both general and special education settings for the SpEd/EE degree.
Candidates must log 540 hours during clinical practice (a.k.a. student teaching). Candidates may complete this experience in their current setting if they can fulfill all clinical practice requirements and GaPSC mandates.

Special Education General Curriculum/Elementary Education candidates log approximately 340 field placement hours prior to clinical practice. Candidates may complete 75% (or 255 hours) in their current setting if all course requirements and GaPSC mandates are met. This means candidates must log 85 +/- hours in at least two other settings to meet the grade level band requirement.

Elementary Education candidates log approximately 285 field placement hours prior to clinical practice. Candidates may complete approximately 75% (or 210 hours) in their current setting if all course requirements and GaPSC mandates are met. This means candidates must log 75 +/- hours in at least two other settings to meet the grade level band requirement.

 

More Information Here 

Dyslexia Endorsement 

ESOL Endorsement - COMING SOON 

Collegiate Music Educators’ National Conference (CMENC )/ American Choral Directors’ Association (ACDA) 

The purpose of this ACDA student chapter is to foster and promote the activity of choral singing which includes the organization, development, and understanding of choral activities. Specifically, the Shorter University ACDA chapter searches to serve the surrounding community through choral-related activities.

NAFME

NAFME is an organization of American music educators dedicated to advancing and preserving music education and as part of the core curriculum of schools in the United States.

Advisor – Dr. Dustin Burgess

Kappa Delta Pi (KDP)

International Honor Society in Education, was founded in 1911 to foster excellence in education and promote fellowship among those dedicated to teaching. For over a century, the Society has consistently grown, starting with a local chapter to become the international organization it is today, with an initiated membership that exceeds 1.2 million! Shorter’s chapter of Kappa Delta Pi, the Alpha Zeta Theta chapter, was founded in 2011.

Advisor - Dr. Robbie Vincent 

It is my pleasure to welcome you to Shorter University’s School of Education. We are a dedicated team of professionals with a passion for teaching and learning. With diverse backgrounds in teaching and administration in both public and private school settings, we strive to equip teacher candidates to meet the needs of all learners in today’s challenging classrooms.

Our candidates, or Teaching Hawks, have earned numerous accolades over the past several years. Teaching Hawks are sought after by local school systems and frequently land their first teaching jobs during student teaching. Many Teaching Hawks are collegiate athletes working hard to perform well on the field and in the classroom. Last, Teaching Hawks are also frequent flyers on the scholarship roster- Zell Miller Scholarship, Georgia Baptist Student Achievement Award, PAGE S. Marvin Griffin Scholarship, Sue Barrett Scholarship, Floyd County Retired Educators Scholarship, Delta Kappa Gamma Local Teacher’s Scholarship, and many more.

Thank you for taking the time to learn more about our majors and read the latest School of Education news on our website. If you have additional questions, please feel free to contact us. We would love to have you drop by to meet the members of our team. It’s a great day to be a Shorter Teaching Hawk!

 

Dr. Dana Cantrell King, Dean
Shorter University School of Education
Shorter College Middle Grades Education, Class of 1993

Email:
dcking@shorter.edu

Phone:
706-622-5005

Location:
Thornwood Campus