• Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
  • Education at Coker College
Module Intro

The Situation -
As a college offering a program of teacher education, it is our responsibility to ensure that you have received instruction regarding the seven Performance Standards for Teacher Education as identified in the EEDA. Listed below are the standards and the expectations of candidates for each:

  1. Career Guidance: Describe the guidance process
  2. Clusters of Study: Describe career clusters and the Individual Graduation Plan (IGP)
  3. Career Guidance Model: Describe the career guidance standards
  4. Character Education: Identify core values
  5. Contextual Teaching: Demonstrate concrete, hands-on instruction and content presentation emphasizing practical, problem-solving approaches
  6. Cooperative Learning: Implement learning strategies that promote cooperation
  7. Learning Styles: Use strategies that accommodate diverse learners.

Our Approach to Assessing Your Achievement -
There are three phases of assessment related to EEDA in the Coker College Teacher Education Program. It will be necessary that you complete each phase to be recommended for certification. The three phases, along with your responsibilities in each, are listed below:

  1. Standards 1, 2, and 3 will be assessed with a quiz. You can complete the quiz at your convenience anytime before your Student Teacher Interview.
  2. Standard 4 will be assessed with a quiz during EDU 385 – Psychology Applied to Teaching. Character education is discussed as a topic in this course.
  3. Standards 5, 6, and 7 will be assessed as part of the ADEPT evaluations conducted by your supervising professor during the student teaching semester.

How to Go About It -
As you can see from the listing above, standards 4 through 7 will be integrated into course work and program experiences as you work toward teacher certification. Standards 1 through 3 can be completed by using the modules associated with I-EEDA and the links provided within. Whenever you feel prepared to complete the quiz, you will be able to do so in the Education Building.

Begin by reading the Background to EEDA, below, and then follow the links to each module.

Background about EEDA -
On May 27, 2005, Governor Mark Sanford signed the Education and Economic Development Act (EEDA), a comprehensive law designed to give South Carolina students the educational tools they need to build prosperous, successful futures through high school studies that will better prepare them for postsecondary study and twenty-first-century careers.

Today’s students face increasing challenges to their ultimate career success. Technological advances and the globalization of the economy have placed students entering the workforce in direct competition with workers as far afield as India and China. Gaps between students’ preparation and the requirements of the real-world economy leave many students unable to find good jobs and many businesses unable to find workers qualified to help them succeed.

The various components of the EEDA are built on students having “Personal Pathways to Success.” Personal Pathways to Success helps South Carolina parents, educators, students, and businesses identify the features of the legislation and how they are being implemented at the local level. Personal Pathways to Success gives students the guidance and experience they need to take full advantage of real opportunities in the South Carolina economy through study that focuses on high academic standards, enhanced opportunities to explore career options, and building real-life working skills.

The Personal Pathways to Success system institutionalizes best practices already proven to work in schools across South Carolina. Systems such as Personal Pathways to Success have been shown to increase high school graduation rates and leave students better prepared for college work. The Personal Pathways to Success system maintains the state’s established high school graduation requirements – seventeen required academic core courses and seven electives – but requires that all students declare a career major in one of a number of different clusters of study.

These “career clusters” are courses of study organized around different, related sets of occupations. Thus, students interested in becoming doctors or nurses can choose career majors in the Health Science cluster and replace their general high school elective courses with ones specifically geared toward health care. In addition, schools partner with businesses and other local institutions to provide students with the chance to get hands-on, real-world working experience in the field of their choice. This connects essential academic learning with acquisition of job-related skills in a powerful combination that improves students’ odds for career success.

Beginning in the elementary grades, Personal Pathways to Success provides programs of career awareness and exploration. Skilled counseling is a linchpin of the program. In the eighth grade, students and their parents or guardians sit down with counselors and create Individual Graduation Plans (IGPs) that lay out students’ personal education and career strategies. IGPs specify students’ choices of cluster, major, and postsecondary goals, high school coursework, out-of-class learning experiences and more. Students and their parents revisit these choices at least once a year to make adjustments in the plans or change course altogether if that is required.

In today’s economy, postsecondary education and training is a prerequisite for success. For nearly every student, career preparation continues after high school – at two-year or four-year colleges, in the military, in on-the-job training, or in state-approved apprenticeships. Personal Pathways to Success sets up seamless transitions to postsecondary education by establishing articulation agreements among the state’s high schools, two-year colleges, and four-year colleges and universities. Dual-credit agreements, for example, allow students to earn college credit for equivalent courses taken in high school. Such arrangements reduce the cost of college for families and streamline students’ pathways to success in the working world.

Personal Pathways to Success provides the solid mix of academic and technical skills students need to compete in the global economy. It gives students a reason to achieve in school by connecting success in school with success in life. It maintains South Carolina’s core academic requirements while opening up pathways to success for students no matter where the pathways may lead – to two-year colleges, four-year colleges or universities, the military, or directly into the work force.

By increasing options for students, Personal Pathways to Success increases opportunities for all citizens, not just those with children in school. Graduates equipped with full academic preparation and job-specific skills give businesses the workforce they need to compete. Personal Pathways to Success makes businesses more competitive, and that means more jobs and wider prosperity for everyone in the state.
Abridged from the “Education and Economic Development Act Executive Summary” distributed by the South Carolina Department of Education