English with Teacher Certification

The study of English in secondary schools is more than the study of language, texts, and literary terms. English language arts and the humanities can provide a curricular cornerstone for civic instruction that is focused on big ideas – power and privilege, definitions of what it means to be human, inequality and freedom, morality and justice – and that leads to student explorations of these ideas. According to Christensen (2009):

The study of literature and composition, which should be a study of society and ideas, can get reduced to a search for technical details – chasing motifs and symbols at the expense of big ideas… We need a curriculum that matters in order to address the roots of inequality that allows some students to arrive in our classrooms without literacy skills… If we intend to create citizens of the world, as most school districts claim in their mission statements, then we need to teach students how to use their knowledge to create change (p. 7-8).

Christensen, L. (2009). Teaching for joy and justice: Re-imagining the language arts classroom. Milwaukee, WI: Rethinking Schools

The mission of the English w/ Teacher Certification program is not only to scaffold candidates’ and their students’ knowledge about English and the humanities, but also to help candidates help their students use that knowledge in productive ways. As a collaborative project between the College of Arts and Sciences and the School of Education, the English w/ Teacher Certification program is designed to provide teacher candidates with a strong foundation in content knowledge, pedagogical skill, and school-based practice. As such, GSW students who choose to pursue English w/ Teacher Certification will receive a content degree in English from the College of Arts and Sciences as well as complete their certification coursework through the School of Education. For more information about the English w/ Teacher Certification program, contact the following advisor:

Dr. YeVette McWhorter
Department Chair, Professor, and English w/ Teacher Certification Program Advisor
Department of Early Childhood, Special Education, and Reading
229-931-2168
yevette.mcwhorter@gsw.edu

Program Goals

As established by the Georgia Professional Standards Commission and the National Council for Teachers of English, the English w/ Teacher Certification Program is committed to the following goals:

Attitudes for English Language Arts

  • The program shall prepare candidates who, through modeling, advisement, instruction, field experiences, assessment of performance, and involvement in professional organizations, adopt and strengthen professional attitudes needed by English language arts teachers.
  • The program shall prepare candidates who create an inclusive and supportive learning environment in which all students can engage in learning.
  • The program shall prepare candidates who use English language arts to help their students become familiar with their own and others’ cultures.
  • The program shall prepare candidates who demonstrate reflective practice, involvement in professional organizations, and collaboration with both faculty and other candidates.
  • The program shall prepare candidates who use practices designed to assist students in developing habits of critical thinking and judgment.
  • The program shall prepare candidates who make meaningful connections between the English language arts curriculum and developments in culture, society, and education.
  • The program shall prepare candidates who engage their students in activities that demonstrate the role of arts and humanities in learning.

Knowledge of English Language Arts

  • The program shall prepare candidates who are knowledgeable about language; literature; oral, visual, and written literacy; print and non-print media; technology; and research theory and findings.
  • The program shall prepare candidates who demonstrate knowledge of and skills in the use of the English language.
  • The program shall prepare candidates who demonstrate knowledge of the practices of oral, visual, and written literacy.
  • The program shall prepare candidates who demonstrate knowledge of reading processes.
  • The program shall prepare candidates who demonstrate knowledge of different composing processes.
  • The program shall prepare candidates who demonstrate knowledge of, and uses for, an extensive range of literature.
  • The program shall prepare candidates who demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture.
  • The program shall prepare candidates who demonstrate knowledge of research theory and findings in English language arts.

Pedagogy for English Language Arts

  • The program shall prepare candidates who demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching.
  • The program shall prepare candidates who examine and select resources for instruction such as textbooks, other print materials, videos, films, records, and software, appropriate for supporting the teaching of English language arts.
  • The program shall prepare candidates who align curriculum goals and teaching strategies with the organization of classroom environments and learning experiences to promote whole-class, small group, and individual work.
  • The program shall prepare candidates who integrate interdisciplinary teaching strategies and materials into the teaching and learning process for students.
  • The program shall prepare candidates who create and sustain learning environments that promote respect for, and support of, individual differences of ethnicity, race, language, culture, gender, and ability.
  • The program shall prepare candidates who engage students often in meaningful discussions for the purposes of interpreting and evaluating ideas presented through oral, written, and/or visual forms.
  • The program shall prepare candidates who engage students in critical analysis of different media and communications technologies.
  • The program shall prepare candidates who engage students in learning experiences that consistently emphasize varied uses and purposes for language in communication.
  • The program shall prepare candidates who engage students in making meaning of texts through personal response.
  • The program shall prepare candidates who demonstrate that their students can select appropriate reading strategies that permit access to, and understanding of, a wide range of print and non-print texts.
  • The program shall prepare candidates who integrate assessment consistently into instruction by using a variety of formal and informal assessment activities and instruments to evaluate processes and products, and creating regular opportunities to use a variety of ways to interpret and report assessment methods and results to students, parents, administrators, and other audiences.

Program Forms

  • Curriculum Sheet
  • GACE Policy (forthcoming)
  • GACE Study Guide (forthcoming)
  • Key Assessment Course Alignment (forthcoming)
  • GACE / GPS / Course Alignment (forthcoming)

Web Links