COLLEGE OF EDUCATION
“Educators who are Builders of Knowledge, Values, and Community”
EDUCATION 101- TEACHER CADET
Credit Hours: 3
Elizabeth Poole, Professor of Record
Anderson University College of Education Office Phone: (864) 328.1764
E-mail address: epoole@andersonuniversity.edu
Fax phone (864) 231.2854
Descriptive Information
This course is open to high school students at their respective high school who meet the
admission criteria established by the Center for Educator Recruitment, Retention, and
Advancement (CERRA). The course is designed to acquaint high school students with the role
of the teacher and the teaching profession. A course fee of $100.00 is required.
Rationale
Students will gain knowledge of the role that education plays in today's society and will be
given the opportunity to obtain an "early" look at teaching through campus and public school
experiences. Observations and activities within cooperating schools are included at the early
childhood, elementary, and secondary levels.
Prerequisites
The student must meet the criteria established by CERRA for admission into the teacher
Cadet Program, including:
 B average in college preparatory (or the equivalent) courses
 Written teacher recommendations
 Essay on why the student wants to participate in the class
Relationship to Conceptual Framework
The dispositional theme of the College of Education is “educators who are Builders of
Knowledge, Values, and Community.” This theme is integrated in this course by explaining
how, as a future educator, the student can instill this disposition into their own lives for the
benefit of their own learners.
Response to Dispositions
The teacher candidate is a builder of knowledge by being well-versed in the arts and
sciences. This is exemplified by research and information gathering for oral and written
reports required for this class.
The teacher candidate is a builder of values by understanding his or her own values and
beliefs and by using these in daily life.
The teacher candidate is a builder of community by being sensitive to the multicultural nature
of the community and valuing its pluralistic nature as a resource for learning and teaching.
This disposition will be exemplified by the student by his/her participation in extra-curricular
activities and volunteering at schools and in the community during this course.
Statement on Academic Adjustments
If you have a disability that may interfere with your learning, testing, or assignment
completion in this course, you may be eligible to receive an academic adjustment to help
provide you with an equal opportunity to participate in and benefit from this course. Please
contact your Guidance Counselor in your school’s Guidance Office who can advise you,
determine reasonable adjustment, and notify your Teacher Cadet teacher or me of any
adjustments for which you are eligible.
Technology Integration
It is expected that all students have a working knowledge of current technology to the extent
that they are able to use PowerPoint, Smart Boards, and other software used in this class. An
opportunity to practice the use of technology will be provided in the class assignments
Objectives
1. To expose students to current issues in schooling and education through an on-going
analysis of the educational system in society.
2. To introduce students to the skills and knowledge needed to become successful
teachers and role models and to assist students in developing those skills.
3.
To introduce students to planning for meeting the needs of all children in a
diverse setting.
4. To provide experiences that will enable students to make realistic and informed
decisions concerning the pursuit of a career in education.
5. To offer students an opportunity to examine their personal learning.
6. To provide students opportunities to research and discuss current issues and theories
of study.
Designated articles may be assigned by the team teachers for reflection and discussion.
Class Activities
The course instructor will meet with the Teacher Cadet class and interact through various
assignments, which are stated in this syllabus.
Textbook and materials
No textbook is required for the Anderson University assignments. Students are provided
access to the curriculum for the Teacher Cadet Course through their teaching partner at their
high school.
Areas of Instruction
These following educational topics will be explored:
Self Esteem
Effective Schools
Effective Teachers
Goal Setting
Multicultural Issue
Learning Styles
Children's Literature
Theorists
Child Development
Professional Preparation
Current Issues
Technology
Current educational issues will be discussed through student presentation and classroom
discussions.
Evaluation of Student Performance
The following assignments will be used to assess student performance:
 Autobiography
 Newsletter article
 Teacher interviews
 Presentation
Specific requirements and due dates will be provided at year beginning.
Teacher Cadets Talk
Information will be published each year featuring works by the Teacher Cadets in the
Teacher Cadet Talks, an annual update of the Teacher Education Program at Anderson
University. Each student will submit articles for publication. Submissions may be poems,
opinion pieces, thoughts on the Teacher Cadet program, updates on class activities, etc. The
deadline for the newsletter is the second week of February.
Evaluation/Grading Scale
College credit will be based on the grading scale provided below. Students must earn a grade
of "C" or better and pass the high school portion of the course to receive college credit. It is
expected that assignments will be submitted on time, even when students must be absent
due to field trips in another class. Five (5) points per day will be deducted for each day
that an assignment is late. Assignments will not be accepted after three days, except in
cases of extenuating circumstances beyond the student’s control and with the permission
of the high school instructor.
Grading scale based high school scale:
A=93-100
B=85-92
C=77-84
D=70-76
F=Below 70
Final Grading will be shared between Teaching Partners and Instructor of Record prior to April 10.
College Credit
The course fee for Education 101, Teacher Cadet, is $100 if a student wishes to receive
college credit through Anderson University. Three hours of elective credits will be awarded
to the student by Anderson University upon completion of the course, if the student continues
to pursue an undergraduate degree at Anderson University. The student who enters an
undergraduate program at another institution should check with that institution’s Registrar to
determine how much, if any, credit is awarded for the course by that institution.
If you later attend any college or university other than Anderson University, you must
request, in writing, a transcript from AU for your three (3) EDU 101 credits to be transferred
to the college you are attending. Contact Anderson Central at 864.231.2070. There is a
$10.00 charge for official transcripts. Anderson University reserves the right to alter this
charge at any time.
Requesting a Transcript
By mail: Send a written request to Anderson Central for your transcript to be mailed to the
college you are attending. This request must be signed, dated, and include your full name,
social security number, dates of attendance, the name of your high school and date of birth.
Mail the request and $10.00 to the following office:
Anderson University
Anderson Central
316 Boulevard
Anderson, SC 29621
In person: You may complete a Transcript Request form from Anderson Central.
Online: Go to:
https://www.studentclearinghouse.org/secure_area/Transcript/to_home.asp?t=151734&Login
Home=to_home.asp
Dropping and Adding Courses
At the beginning of the semester at Anderson University, there is a five day drop/add period.
Any course dropped during the first two calendar weeks does not appear on the student
record. There is a fee for dropping or adding any course after the drop/add periods. If a
student does not attend class at all during the first two weeks of the academic term without
prior agreement with the instructor, the student will be withdrawn by the instructor during the
third week.
If a Teacher Cadet student wishes to withdraw from the course without penalty, he/she must
do so before October 14, 2011. If tuition ($100.00) is not paid by October 14, 2011, the
student will be dropped from the roll, and college credit will not be awarded. A student who
drops the course after October 14, 2011 will NOT receive a refund.
EDU 101. TEACHER CADETS
ASSIGNMENT 1: AUTOBIOGRAPHY
Description of assignment:
Each student will prepare an autobiography that will acquaint the college partner with the
student's background, beliefs, and dreams. This paper is to be about you, your life up until
the present, as well as some aspirations that you have. Describe how you became the
person you are today. Tell me what is important to you—what do you value?
Point value of assignment: 100 (20 % of total grade)
Five points will be deducted each day the assignment is late. No papers will be
accepted after 3 days. A rubric will be used to evaluate this paper.
Requirements:
Two-three typed pages, double-spaced, 11 or 12 pt. font
Only use black ink when printing.
The following prompts will help you in writing your autobiography. Your autobiography
should be about you and not so much about your friends. Friends are important and
information may be included; however, try to vary your paper with different information
about your life. Personal events in families should be included only to indicate how these
have affected you. Personal descriptions of events are not necessary.
Anderson University’s Conceptual Framework describes what teacher candidates should
know and be able to do as “builders of knowledge, values, and community” become
professional educators. Students should be able to reflect on how they are incorporating
this into their own lives. Therefore, this assignment will include information about you
becoming a builder of knowledge, values, and community in your own life.
Your autobiography should follow this format:
Title Page with Picture
The Beginning: Give a brief introduction of yourself and your family.
Builder of Knowledge: Describe your academic achievements. List memberships in any
honor organizations and your involvement in these. Be specific with names of
memberships and organizations.
Builder of Community: Tell about your community service up to this point. What have
you been involved in outside of school? What are some of the areas for which you have
volunteered and how has this influenced you as a person?
Builder of Values: What or who has influenced you to be the person you are today? Can
you think of things or persons that have had an impact on your life? What do you value?
What is important to you?
Additional: What other interests do you have? This section can contain church activities,
hobbies, personal interests, etc.
Conclusion: Where are you going from here? What are your goals? Do you have short
term and long-term goals? Tell about these.
ASSIGNMENT 2: NEWSLETTER ARTICLE
Description of assignment:
Students will submit a typed composition to be considered for publication in the Teacher
Cadets Talk newsletter at Anderson University.
Point value of assignment: 100 points (20 percent of total grade)
1. Submissions may be one of the following:

Poems (related to education)

Creative stories (related to education)

Opinion pieces on current educational issues

Updates of individual Teacher Cadet class activities

Thoughts on the Teacher Cadet program
2. Submissions must be typed or word -processed. (Double-spaced, 12 pt., Times
New Roman font,)
3. Length of submissions should not exceed two (2) pages.
4. Deadlines for the each issue of the newsletter must be met. Five points will be
deducted for each day that the assignment is late. No assignments will be
accepted after 3 days.
5. Students will be graded on grammar, overall appearance, and quality of content.
One point will be deducted for each grammar error.
EDU 101. TEACHER CADETS
ASSIGNMENT 3: TEACHER INTERVIEWS
Description of assignment:
After interviewing three teachers, students will be able to describe the factors that
influence a teacher's satisfaction or displeasure with his/her career choice.
Point value of assignment: 100 points (30 percent)
Five points will be deducted for each day the assignment is late. No assignment will be
accepted by the college partner after three days. Classroom teachers may impose stricter
guidelines for submitting assignments.
Requirements:
Students can interview up to three teachers. These have to be face-to-face interviews.
None may be done via the Internet, Email, or simply handing a teacher a form to fill
out. The interviews may not be with a college professor, a principal, a librarian, a
guidance counselor, or any person who is not currently a lead teacher in a classroom in a
public school. Teachers from a variety of public schools and/or grades may be
interviewed, and it is permissible for all teachers interviewed to be employed in the same
school. If a student has family members employed as teachers, only one family member
may be interviewed. Students should feel free to ask other questions of special interest
during the interviews. Students will be graded by a rubric, so they should follow the
criteria included for the purpose of grading.
After gathering information from the interviews, students will prepare a synthesis paper
reflecting upon the information obtained in the interviews. The paper must be wordprocessed, double-spaced using 12-point Times New Roman font, with a minimum length
of 2 pages and a maximum length of 4 pages. The following are suggestions for
questions.
Part I:
 Similarities AND differences in what motivates a person to become a teacher
 Aspects of teaching that are liked best by teachers
 Aspects of teaching that are liked least by teachers
 What you learned from these interviews and how you will use the information (Be
specific.)
 Common/unusual motivational and disciplinary techniques used by teachers
 Teachers' perceptions of the school atmosphere where they work and how this
influences student learning
Part II: Reflection
Discuss what you learned from the interviews and how you will use this information
in the future.
The paper should conclude with the writer's reaction to the information obtained. The
writer should address the following issues:
 Does the information encourage or discourage prospective teachers? In what way?

Do you agree with the teachers' perceptions of the school atmosphere and
effectiveness?
 Why or why not? What do you think about the impact on student learning?
 What one (1) change would you recommend to increase teachers' satisfaction with
their jobs?
 Why do you think this would help?
In addition to the synthesis paper, students must submit a Teacher Interview Validation
Form, which includes the following information:
 Name, school, and teaching position of each teacher interviewed
 Date of each interview and signature of each teacher interviewed.
Each teacher can be asked multiple questions to compare and contrast.
EDU 101. TEACHER CADETS
ASSIGNMENT 4: INFORMATIONAL PRESENTATION
Description of assignment:
Students will select a topic of interest related to current issues in education. Information
related to the topic will be collected and summarized. Each student will provide a topic
guide similar to a lesson plan.. Students will also be required to present a 5-8 minute
lesson on their chosen topic. Topic selections can be chosen from educational issues,
information or subject matter related to the art of teaching and improving education. Other
topics may be selected with the approval of the college partner. This assignment will be
graded by a RUBRIC. Make sure you follow the rubric.
Point value of assignment: 100 points (30 %)
Five points per day will be deducted for each day the assignment is late.
Requirements for the Topic Guide:
1. At least five (5) sources related to the selected topic must be used. Sources must be
appropriately cited in a bibliography section. None may be earlier than 2005. At
least one interview must be conducted in order to get information from a local
perspective as this relates to your county or school. ONLY two may be from the
Internet.
2. The CERRA format for a Lesson Plan in the Teacher Cadet Curriculum Guide can be
used for this purpose. Simply add a Bibliography of said resources to this Topic
Guide.
Requirements for oral presentation:
1. Each presentation must include the following:
 Definition/general description of topic, and student's reason for choosing topic
 Key issues from a national, state, or local perspective
 Information obtained from interview or research concerning local implications (Ask
district office personnel, school board members, your principal, guidance counselor, or
another teacher.)
 Student's recommendations for changes and/or improvements to the educational
system as related to the selected topic
2.
A visual aid must be used during student presentations. Some examples of visuals
include the following: Power Point, overhead transparencies, videos, charts, posters, or
activity, etc.
College of Education
“Educators who are builders of knowledge, values, and community”
EDU 101. Teacher Cadet
Scoring Rubric
Assignment 1
Autobiography
Name: _______________________________________________
Date: ______________________
Beginning
_______________ (10)
Builder of Knowledge
_______________ (10)
Builder of Community
_______________ (10)
Builder of Values
_______________ (10)
Title Page with Picture
_______________ (10)
Summary Closure
_______________ (10)
Grammar and Primary Requirements
*Spelling/Punctuation (1/2 pt. each)
_______________ (20)
Creativity exceeds requirements and meets collegiate
_______________ (7)
Overall Impression
_______________ (8)
Rubric Attached
_______________ (5)
Total Score
_______________ (100)
College of Education
“Educators who are builders of knowledge, values, and community”
EDU 101. Teacher Cadet
Scoring Rubric
Assignment 3
Teacher Interviews
Name: ____________________________________________
Date: _________________________
School: ___________________________________________
Score: _________________________
Appearance of paper
Typed, double spaced with 12 or 14 font
Proper Grammar and Spelling
Signage sheet attached
_______________ (13)
Creativity
Creativity exceeds required & meets collegiate level work ________________ (7)
Introduction
_______________ (20))
Content (Summary of Interviews)
A. Introduction
B. Similarities/differences in what motivates the
person interviewed to teach
C. Aspects that are liked best/least by each teacher
D. Common/unusual motivational and disciplinary
techniques
E. Teacher’s perceptions of school atmosphere
What did you learn? Be specific. I learned…
How will you use this information in the future? Be specific.
_______________ (10)
_______________ (10)
Conclusion/Reflection
_______________ (30)
(At a minimum, include the information below)
Does the information you gathered encourage or discourage
prospective teachers to go into the field? In what way?
Do you agree/disagree with teacher’s perceptions of school
atmosphere? In what way?
What one change would you recommend to increase teachers’
satisfaction with their jobs?
College of Education
“Educators who are builders of knowledge, values, and community”
EDU 101. Teacher Cadet
Teacher Interview Validation Form
1. Name _______________________________________
School _______________________________________
Date ________________________________________
Teaching Position ______________________________
Signature _____________________________________
2. Name _______________________________________
School _______________________________________
Date ________________________________________
Teaching Position ______________________________
Signature _____________________________________
3. Name _______________________________________
School _______________________________________
Date ________________________________________
Teaching Position ______________________________
Signature _____________________________________
College of Education
“Educators who are builders of knowledge, values, and community”
EDU 101. Teacher Cadet
Scoring Rubric
Assignment 4
Informational Presentation
Name: ____________________________________________
Date: _________________________
School: ___________________________________________
Score: _________________________
WRITTEN and BASIC
Creativity exceeds basic requirements and meets collegiate standards
_________ (7)
5 current sources used with none listed earlier than 2005.
(Of the 5, only 2 may be from the internet. One must be an interview.)
_________ (13)
Content (5 points each): (contained in handout or lesson plan)
_________ (30)
Introduction
General description of the topic
Statistical information provided (at least 3 examples)
Quote included from research or interview (related to topic)
Description of how the topic affects education locally or nationally
Grammar
ORAL:
Use of time (5-minute minimum, 10 maximum)
_________ (5)
Presentation (includes a visual or question to gain audience attention)
_________ (5)
Presentation includes activity or visual aid
_________ (5)
Presence (correct grammar used and student looks at audience- does not
read from paper or brochure)
_________ (5)
Content (10 points each):
_________ (30)
Topic defined (described with reasons for choosing topic)
Key issues presented along with local implications
(Discuss how the topic is relevant in your school.)
(As a future teacher, what is important to know about this topic?)
College of Education
“Educators who are builders of knowledge, values, and community”
Assignment 2
Teacher’s Talk Newsletter for Anderson University
First of all this assignment is a privilege! This is an opportunity to be published which is
rated very highly by Academia now!
You can choose to write a short essay, topic paper, a reflection on an experience you have had
in Teacher Cadet class, or within the community…. but allow it to reflect in some way on
education.
Anderson wants to be able to share your experiences and thoughts.
If your paper ends up being one of the ones chosen from your school it will be published in
this Newsletter prior to school end.
Each school can have up to (2) papers selected….
The grading on this assignment is somewhat flexible due to the differences in the chosen
literary work…..but the following is required….
12 POINT TIMES NEW ROMAN FONT
NO MORE THAN TWO PAGES
FIVE POINTS DEDUCTED FOR LATENESS EACH DAY
ANY SPELLING OR GRAMMAR ERRORS INCUR AN AUTOMATIC ONE POINT
DEDUCTION
CREATIVITY SHOULD BE OF THE COLLEGIATE LEVEL AND EXCEED ALL
EXPECTATIONS (AUTOMATIC SEVEN POINT DEDUCTION)