“Every child deserves a champion – an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be.” - Rita Pearson 

What is Teacher Cadets?

Teacher Cadet was designed to encourage academically talented, goal-oriented, high school students with exemplary interpersonal and leadership skills to consider teaching as a career. The secondary goal of the Program is to develop future community leaders who will become civic advocates for public education. Students in Teacher Cadet will gain a unique perspective on teaching by taking part in a field experience. 

Educational Psychology builds upon the Teacher Cadet course. It allows students to take a deeper dive into the field of education and to gain knowledge on the dynamics of human learning and the psychological principles that serve as the foundation for educational practice. Through this course, students are introduced to the field of educational psychology and practice applying the concepts, theoretical principles, and research findings from the discipline of psychology to the planning and implementation of effective instructional strategies in the classroom. Research and learning are put into practice through an extensive field experience.

We at CERRA realize that not all students who go through the program will initially be interested in a career in education. However, through our curriculum and the hands-on learning experiences,  we hope that students will realize they could share their passion for music, arts, theater, dance, technology, business, agriculture, or psychology by becoming teachers in these fields. The South Carolina Department of Education released the Critical Needs Subject Areas for the 2024-2025 school year and many of the arts programs are included on this list. Students who major in these areas may enroll in the South Carolina Teacher Loan program and will qualify for loan forgiveness upon graduation and working in these fields. 

CERRA provides both training and a collaboration partnership with our Pre-Collegiate Program Director and Facilitators throughout the course of each school year. Together we will work towards developing strong teacher candidates and ensure we are preparing each student for success in a teacher preparation program upon graduation. Join us in being a champion for the future educators of South Carolina. We hope that you will consider adopting these programs at your school.

Visit their webiste for more information about CERRA.

Core Course Requirements:

The Teacher Cadet Program is an introduction or orientation to the teaching profession. 

Although Teacher Cadet instructors are allowed some flexibility in choosing curriculum activities, the following are not optional:

1. Students will attend a class offered on a block, alternating A/B, 4 x4, or traditional schedule.  Classes will consist of lecture, discovery, discussion, simulation, debate, observations, videotaped lessons, role-playing, problem solving, decision-making, and field experience in order to expose and educate Teacher Cadets about learners, schools, and teaching.

2. Students will observe and participate in public school classrooms at the kindergarten, primary, elementary, middle/junior high, and secondary levels.  During these observations, students will collect data on the school environment, the students, the teachers, and student/teacher interactions.

3. Students will learn about various personnel in the educational system and their responsibilities (e.g., superintendent, principal, curriculum coordinator, school board member, guidance counselor, special education teacher, psychologist, speech therapist, etc.).

4. Students will discuss both positive and negative aspects of teaching as a career.

5. Students will complete and discuss self-assessments in order to obtain clear pictures of their personal interests and abilities.

6. Students will learn about educational career opportunities.

7. Students will receive information about Teaching Fellows, the South Carolina Teachers Loan, and other college support options.

8. Students will read current newspaper articles, professional journals, and books that relate to education and teaching.  They will also view educational videos and broadcasts, listen to educational podcasts, and participate in teleconferencing activities with other Teacher Cadets nationally.

9. Students will be involved in field experiences and observations within a variety of special education classes.  (South Carolina has a critical need for special education teachers, and we find that some students are attracted to this field after they have direct contact with students with special needs.)

Course Standards:

Theme 1: Experiencing Learning

Awareness and reflection    

I.1.1:  students will analyze their strengths and areas for improvement as learners.

I.1.2:  students will evaluate themselves as diverse individuals, learners, and community members.

I.1.3:  students will examine and appreciate others’ diversity.

I.1.4:  students will analyze the role of self-esteem in learning and its contributing factors.

Styles and needs    

I.2.1: students will evaluate different learning styles.

I.2.2: students will identify the special needs and exceptionalities of learners and determine how these needs affect the learning process.

I.2.3: students will examine major physical, social, and personal challenges that can impede successful learning.

Growth and development   

I.3.1: students will differentiate among the physical stages of learners.

I.3.2: students will examine the cognitive stages of learners.

I.3.3: students will distinguish between the moral stages of learners.

I.3.4: students will analyze the steps in the psychosocial stages of learners.

I.3.5: students will apply an understanding or knowledge of the developmental changes of learners.

Theme 2: experiencing the profession

History and trends   

Ii.1.1: students will trace the history of education in south carolina and the united states.

Ii.1.2: students will evaluate the educational philosophies that have influenced the issues in education today.

Ii.1.3: students will predict future educational movements based on past and current events.

Structure and governance  

Ii.2.1: students will compare the various types of schooling.

Ii.2.2: students will examine the governance structure of their local, state, and national educational  systems.

Certification and employment

Ii.3.1: students will explore careers in education. 

Ii.3.2: students will describe the process and structure of teacher certification.

Ii.3.3: students will identify the reasons for teacher shortages and the content and geographic areas that are greatly impacted.

Ii.3.4: students will demonstrate effective job application and interview skills.

Ethics and professionalism

Ii.4.1: students will recognize and analyze the current state code of educator conduct.

Ii.4.2: students will identify and evaluate the teacher’s bill of rights.

Ii.4.3: students will understand how teachers can exhibit leadership as advocates and agents of change for education.

Ii.4.4: students will assess the importance of service to the community and civic responsibility.

Ii.4.5: students will identify the services professional organizations provide for teachers.  

Theme 3: experiencing the classroom

Observation and preparation   

Iii.1.1: students will analyze their strengths and areas for improvement as potential teachers.

Iii.1.2: students will evaluate appropriate instructional objectives after analysis of developmental  stages of learners.

Iii.1.3: students will distinguish between desirable and undesirable teaching strategies and traits.

Iii.1.4: students will analyze ways in which a teacher’s personality, disposition, and cultural competence impact instructional style and interaction.

Iii.1.5: students will defend effective teaching methodologies.

Iii.1.6: students will evaluate components of effective classroom climate, management, and discipline.

Iii.1.7: students will incorporate various technologies in the planning of effective instruction and demonstrate its application.

Iii.1.8: students will evaluate various assessment techniques.

Iii.1.9: students will design and deliver an effective lesson for instructor and peer feedback that differentiates instruction to accommodate all learners.

Application and instruction: the internship with a cooperating teacher 

Iii.2.1: students will implement developmentally appropriate learning activities for all learners in order to build confidence, knowledge, and skills.

Iii.2.2: students will accommodate major physical, social, and personal challenges that can impede successful learning.

Iii.2.3: students will apply knowledge of learning styles, multiple intelligences, bloom’s taxonomy, brain-based strategies for learning, and classroom management to instruction and assessment.

Iii.2.4: students will design and deliver an effective lesson in a classroom setting that differentiates instruction to accommodate all learners.

Iii.2.5: students will apply the components of effective classroom climate, management, and discipline.

Theme 4: experiencing education

Analysis and reflection

Iv.1.1: students will evaluate positive and negative aspects of the teaching profession. 

Iv.1.2: students will describe, analyze, and think systematically about their practice and reflect on their field experiences.

Iv.1.3: students will develop a personal philosophy of education.

Iv.1.4: students will submit requested data for program development and evaluation in a timely manner.