During your freshman and sophomore years you will be introduced to basic education courses in which you are introduced to the role and activities of a teacher and develop the professional disposition needed to be a teacher in North Carolina. You will also take core university courses including Social Science, History, Natural Science, Religion and English. You will review and reinforce your math, reading and writing skills and you will demonstrate your proficiency in basic technology. In the spring of your sophomore year you will take and pass the Praxis Core Exam of basic reading, writing and math. However, if your SAT score is 1170 or better or your ACT score is 24 or better you are exempt from the Praxis Core. Before the end of your Sophomore year you will prepare a portfolio including key assignments from your Lower Level courses, an essay on teaching, your GPA and your professional disposition assessment. You will be interviewed by the Teacher Ed Council. Upon successful completion of this process you will be formally admitted into the Education Program and take the Upper Level courses. You must be formally admitted before you take 300 and 400 level courses.

Student Teaching Seminar: These courses are taken consecutively by clinical interns enrolled during the clinical internship. Each course is eight weeks for a total of 16 weeks. The courses examine the application and practice of theory, methods, techniques, and use of materials in the real classroom situation under direct supervision of a Clinical Teacher. The seminar class will meet once a week or as planned. Reflective papers will be assigned by the university faculty member as part of the final product—the portfolio. During your student teaching courses, you will complete the 4 tasks required for the PPAT exam.

Our graduates are provided hands-on learning experiences throughout their educational careers from their freshman year until their senior year. During their first two years, teacher candidates observe master teachers in a variety of school settings spending between 25-60 hours of observations, one-to-one teaching, and small group teaching requirements. During junior and senior years, teacher candidates apply the field experiences and practicums into student teaching experiences in rural and urban school settings.

Teacher candidates work with students from various economic, ethnic, cultural and linguistic backgrounds. Coursework is designed to prepare each future teacher to work with students with special needs as well as students who are gifted and talented. Teacher candidates are assigned to schools and matched with experienced teachers in rural and urban areas which support these populations of students.

Teacher candidates are provided support from advisers within the education department. Advising takes place weekly through various means of communication and class instructional time. Candidates are also assigned to highly qualified teachers who provide feedback daily on lesson planning and preparation, pedagogy, and assessing student performance. Graduates are assisted with interviewing and career advice by all department members. This is provided throughout their careers as department members provide recommendation letters, mentoring, and opportunities to guest speak to teacher candidates in their final years of the program.

Shaw University collaborates with school districts in Wake, Durham, and Johnston Counties as well as other institutions which make up the Triangle Alliance. These districts and partner schools/organizations provide feedback to us on the growth of our Teacher Candidates. Additionally, we solicit and receive feedback from our Teacher Educational Council members who assist in providing ideas on continuous school and program improvement.