B. A. in English, with Secondary Licensure
Prospective or current students interested in teaching English on the secondary level should contact Dr. Hoffer.
- Courses Needed for the Degree (Program of Study)
- USCB Educator Preparation Handbook and Field Manual, at the USCB Department of Education page.
Program Purpose and Objectives
The purpose of the traditional B.A. in English at USCB is to cultivate in its students a broad cultural awareness and the ability to read carefully, think critically and write effectively, through study of literature, cultural and textual analysis, writing, and the English language itself. The B.A. in English, with Secondary English Language Arts (ELA) Licensure extends these purposes to prepare students for secondary education licensure and careers in teaching. This is a 4 year degree program consisting of 123 credits. The main objective of the program is to produce knowledgeable, qualified, and professional secondary teachers in English Language Arts. It will produce teacher candidates who…
- demonstrate knowledge of English language arts subject matter content that specifically includes literature and multimedia texts as well as knowledge of the nature of adolescents as readers,
- demonstrate knowledge of English language arts subject matter content that specifically includes language and writing as well as knowledge of adolescents as language users,
- plan instruction and design assessments for reading and the study of literature to promote learning for all students,
- plan instruction and design assessments for composing texts (i.e., oral, written, and visual) to promote learning for all students,
- plan, implement, assess, and reflect on research-based instruction that increases motivation and active student engagement, builds sustained learning of English language arts, and responds to diverse students’ context-based needs,
- demonstrate knowledge of how theories and research about social justice, diversity, equity, student identities, and schools as institutions can enhance students’ opportunities to learn in English Language Arts,
- are prepared to interact knowledgeably with students, families, and colleagues based on social needs and institutional roles, engage in leadership and/or collaborative roles in English Language Arts professional learning communities, and actively develop as professional educators.
The program, as a B.A. in English, will also produce graduates with the strong reading and writing skills characteristic of English graduates and prepare them for the wide range of career opportunities beyond teaching, if they choose not to teach.
The Beaufort and Jasper Co. School Districts have both written letters of support for this program.
- The Beaufort Co. district tells us that annually there are “on average 17-19 vacancies for Secondary English Teachers” and that they will need an additional two Secondary English Teachers annually through 2021-22.
- SC’s Center for Educator Recruitment, Retention, and Advancement (CERRA) survey (2016-17) shows there were 2,039 licensed ELA teaching positions in SC high schools. There were more licensed teaching positions in ELA than in any other high school subject area.
- This degree also meets the needs of SC’s “Rural Teacher Recruiting Initiative” and “Read to Succeed Act.”
SC Student Loan provides LOAN FORGIVENESS for teachers in designated “Critical Geographic Schools.” In 2016-17, these schools included Whale Branch Early College (Beaufort), Ridgeland-Hardeeville (Jasper), Wade Hampton (Hampton 1), Estill (Hampton 2), and Colleton High.
Vision, Mission, and Philosophy
from the USCB Educator Preparation Handbook
The vision of the University of South Carolina Beaufort’s Educator Preparation Program is to serve as the primary resource for both aspiring educators and in-service teachers in the Lowcountry and beyond.
Our mission is to create a legacy of engaged citizen-educators, well-equipped to respond adaptively to a broad range of student needs and primed to serve as advocates for children and young people. We focus on the acquisition of deep content knowledge, strong pedagogical skills, and professional teacher dispositions.
Everything we do as an educator preparation provider—in our course and fieldwork, our assessments, and our system of candidate progression—is informed by our core beliefs about learning and the important role teachers play in the learning process.
Specifically, we believe that:
- learning is constructed by learners in social contexts—not received passively by them;
- learning is more enduring, more in-depth, and more powerful when students are engaged in inquiry and discovery than when they are asked simply to accumulate and memorize information;
- learning requires nurturing, supportive and safe classroom spaces;
- learning is developmental, and continues throughout the lifespan;
- teachers must embrace the richness of student diversity;
- teachers must possess deep content knowledge, strong pedagogical skills, and proficiency with educational technology;
- teachers must model the pursuit of learning in their own personal life.