School of Education
The School of Education offers two B.S.Ed. programs that lead to certification in Early Childhood Education and Special Education.
Bachelor of Science - Early Childhood Education
The B.S. degree in Early Childhood Education prepares students to teach grades preschool through five, and includes two endorsements: Reading and English for Speakers of Other Languages (ESOL). The program utilizes an integrated approach to curriculum design and delivery that addresses the needs of all learners. Through a combination of academic and field-based learning, the program encourages the development of caring, competent and collaborative teachers who are committed to helping all students reach their highest potential. Each semester, GGC Early Childhood Education majors will undertake field experiences in diverse settings in the Gwinnett County Public Schools in preschool through grade five to ensure that they are prepared to teach in a variety of settings. During the final year, students will participate in a year-long student teaching experience and complete a leadership seminar. Refer to the GGC website for the most up-to-date program plan.
Bachelor of Science - Special Education
Through a combination of classroom and field-based learning, GGC’s Special Education program gives future educators an opportunity to acquire the necessary assessment, instructional and consultation skills for working effectively with culturally and linguistically diverse children and/or adolescents who have special educational needs. The goal of the program is the development of sensitive, informed and dedicated educators to address the full spectrum of educational needs for this population. In addition, students will learn about accessible instructional materials, assistive technology, curriculum access and alignment, classroom designs for success, and family/community engagement. Graduates will be prepared to work with students with special needs in preschool settings through grade 12 and will earn two endorsements: Reading and English for Speakers of Other Languages (ESOL). Refer to the GGC website for the most up-to-date program plan. During the final year, students will participate in a year-long student teaching experience and complete a leadership seminar. Refer to the GGC website for the most up-to-date program plan.
Teacher Certification Programs
The School of Education works collaboratively with the Schools of Liberal Arts and Science and Technology to offer programs leading the certification to teach grades six through twelve in six disciplinary content areas: biology, chemistry, English, history, mathematics, and political science. Each B.S. or B.A, program includes a major in the appropriate disciplinary area plus professional preparation to teach in a Georgia secondary school.During the final year, students will participate in a year-long student teaching experience and complete a leadership seminar. Refer to the GGC website for the most up-to-date program plan.
Admission to the Educator Preparation Programs
Admission to the Educator Preparation is required for admission to junior- and senior-level courses in the majors. The following requirements must be met for admission into the Early Childhood Education and Special Education majors, as well as the Teacher Certification Tracks of the biology, chemistry, English, history, mathematics, and political science majors.
- The applicant must be a student in good standing at Georgia Gwinnett College. This means that the applicant should not be on academic warning or academic probation.
- The applicant must have completed 45 semester hours of college level credit by the end of the semester of application with an overall GPA of 2.5 or better.
- The applicant must have earned a grade of C or better in EDUC 2110 , EDUC 2120 , and EDUC 2130 (or have approved course substitutions) by the end of the semester of application.
- The applicant must pass or exempt the GACE Basic Skills Assessment by the end of the semester of application.
- The applicant must receive satisfactory ratings on the Pre-Professional Practices and Behavior in EDUC 2110 , EDUC 2120 , and EDUC 2130 OR submit a recommendation form from a professor at the non-GGC institution where the candidate took the EDUC courses.
- The applicant must have a satisfactory performance on an oral presentation in EDUC 2110 , EDUC 2120 , or EDUC 2130 OR an oral interview with a faculty mentor at GGC.
- The applicant must submit evidence of liability insurance. Liability insurance may be obtained through membership in a professional educators’ organization.
- The applicant must submit an Application for Admission to Educator Preparation which includes all of the required documentation.
Prospective applicants to the Educator Preparation Programs may obtain application information from their mentors or from the School of Education.
Educator Preparation Outcomes
The School of Education is committed to preparing teachers who ensure that students reach high levels of achievement. GGC graduates are caring, competent, analytical, collaborative, and adaptive. Research supports the central role of each of these domains in fostering student achievement. Each of these domains is operationally defined by a set of specific learning outcomes which are expected of candidates in all programs.
Domain 1: Interpersonal Expertise
1.1 Candidates foster environments that reflect ethical behavior, respect, kindness, safety, and care.
1.2 Candidates create culturally inclusive learning environments that capitalize on the developmental characteristics and life experiences of learners.
Domain 2: Content and Pedagogical Expertise
2.1 Candidates know the content they are expected to teach and engage in ongoing learning opportunities to develop knowledge and skills in order to provide all learners with engaging curriculum and learning experiences based on local and state standards.
2.2 Candidates utilize a variety of content appropriate instructional strategies which include communicating effective and descriptive feedback to maximize learning for all students.
2.3 Candidates seamlessly integrate technology into the design, delivery, and assessments of learning environments and experiences.
2.4 Candidates manage learning environments and collaborate with learners to make appropriate adjustments and to set goals for their own learning.
Domain 3: Assessment and Analytical Expertise
3.1 Candidates assess student learning using appropriate assessment tools.
3.2 Candidates organize, analyze, and interpret assessment data from multiple sources, which guiding learners in examining their own thinking and learning as well as the performance of others.
3.3 Candidates’ instructional decisions are data-driven.
Domain 4: Leadership Expertise
4.1 Candidates assume leadership roles in classrooms and other school/community environments.
4.2 Candidates collaborate effectively with peers, school personnel, families, and community members.
Domain 5: Adaptive Expertise
5.1 Candidates exhibit routine and adaptive expertise for teaching.