Founded by the Moravian Church, Salem is an independent college committed to the liberal arts and the preparation of professional educators. Located in historic Old Salem in the city of Winston-Salem, Salem College seeks to demonstrate the relevance of more than two centuries of liberal arts education to the demands of contemporary society. In addition to serving women, Salem College also admits men ages 23 and over into the adult and graduate education programs, including teacher education. Salem offers undergraduate and graduate programs leading to North Carolina teacher licensure.
The teacher education program at Salem College strengthened my passion for education. My multiple experiences in the classroom exposed me to the many aspects of the career. I was connected with exceptional educators throughout the program, in addition to working with the phenomenal faculty members at the college. Consequently, I felt more than prepared to accept my first teaching position immediately after my student-teaching experience.
Undergraduate programs are designed for students seeking to complete a four-year degree, either as traditional Salem College students (women) or as non-traditional students (men and women age 23 and older). Upon completion of the requirements for the selected area of specialty, teacher candidates attain a bachelor’s degree as well as North Carolina teacher licensure.
Art (K-12) Elementary Education (K-6) English (9-12) French (K-12) Language Arts, Middle Grades (6-9) Math (9-12) Math, Middle Grades (6-9) Science (9-12) Science, Middle Grades (6-9) Social Studies (9-12) Social Studies, Middle Grades (6-9) Spanish (K-12) Special Education: General Curriculum (K-12)
Program Semesters/Steps Overview
Teacher candidates complete general education courses and enroll in an introductory education course designed to help them determine if teaching is the right profession for them.
Candidates complete the second sequence of introductory-level education courses and apply for admission to the teacher licensure program.
Teacher candidates progress to more advanced education courses with increasing attention being given to experiences in the public schools.
Teacher candidates complete their final methods courses and the student teaching semester.
Program Hallmarks
Salem College has partnerships with a number of area school districts and carefully structures the program of study so that students have experiences in a variety of school settings. Students begin with experiences designed for them to observe in schools and to engage in structured reflection. As they progress through the program, they assume more active roles and increasing responsibility in the classroom. The program culminates in a full-time student teaching internship in a K-12 classroom.
Early in their program of study, all candidates complete the Learners in Context course in which they explore issues of diversity with a goal of valuing individual and group differences. All candidates must also complete Introduction to Exceptionalities, a special education overview course that presents categories and characteristics of disabilities (physical, cognitive and social/emotional) and effective teaching practices and accommodations. Methods courses help students to develop specific approaches for addressing diverse learners, and candidates demonstrate the effective use of those practices during the student teaching internship.
Salem College places great emphasis on the importance of personalized attention, and that focus is especially present in the teacher education program. Each candidate works closely with an academic advisor. Courses are taught by core faculty members allowing for faculty to develop ongoing relationships with candidates. Through field experiences and student teaching, candidates work under the direction of K-12 teachers who provide coaching and mentoring. Student teaching supervisors are college faculty who have extensive background experiences in public schools.
The Salem College Department of Teacher Education is guided by the constructivist philosophy and the belief that teachers must create the conditions for learning. This philosophy also drives the quest for continuous improvement. Modeling effective assessment practices for teacher candidates, program faculty engage in extensive review of candidate data and evaluate the effectiveness of licensure programs. Teachers and administrators from partner school districts are active members of that process and provide feedback on our candidate’s performance in schools and on the evolving needs of the schools.
Stats
Gender
Male
Female
0%
100%
Ethnicity
American Indian or Alaskan Native
Asian
Black
Hispanic/Latino
Native Hawaiian/Other Pacific Islander
White
Two or more races
0%
0%
8%
0%
0%
75%
17%
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