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Lehigh Carbon Community College

Are you considering teaching as a career? What a great profession!

You will have the opportunity to impact the lives of so many students and future community leaders. Talk to any teacher and you will hear wonderful stories of how former students return to share how their lives are different as a result of that teacher’s influence. Studying to be a teacher at Reinhardt is a life-changing experience. Small class size will gives professors the opportunity to collaborate with you so you will be successful in making a difference in the classroom, one child at a time.

Achieving Your Goal to Become A Teacher

We know how overwhelming it can be to make important decisions about your college experience.  We’ve done everything we can to put all the information you’re looking for right here.  If you need any additional information, please don’t hesitate to contact us. 

So you think you want to be a teacher?  Here’s how to achieve your goal:

  1. Volunteer or work with kids – While you are working on your high school diploma (or your first year of college), find a job or volunteer with kids.  You can teach swimming lessons, coach a team or spend some time babysitting.  You’ll want to figure out what age group best suits you.
  2. Find a good fit – Find an accredited high-quality education program and decide what age level you’d like to teach–elementary, middle school or high school.  If you choose middle school, you’ll need to choose the two subjects areas that you’d like to teach.   Of course, at the high school level, you select one area, such as English, mathematics, science, or social studies.
  3. Substitute teach – During your first two years of college, you can seek employment as a substitute teacher in a local public school system.  Some counties even offer a substitute teacher workshop–a great way to help you learn some basics before you get started.  This will help you earn some extra money and practice your teaching skills.
  4. Prepare for the GACE – In order to be certified as a teacher in Georgia, you must pass the Georgia Assessment for the Certification of Educators (GACE) test in your teaching field.  You take this test during your senior of college.  You must pass it in order to obtain a teaching job in Georgia.
  5. Apply for teaching jobs – Resume writing and mock interviews are part of your clinical residency seminar experience (during your final semester of college). After completing your clinical residency experience, you can apply for employment with one or more of your local counties.
  6. Carefully consider where you will teach – Here’s something to think about:  It might be possible for you to cancel or defer your student loans if you agree to teach in a low-income area or an area where there is a shortage of teachers.
  7. Keep learning – Be sure to continue learning after you get your first job.  Join a professional  association in your teaching specialty, such as the National Council of Teachers of English (NCTE) or the National Science Teachers Association (NSTA).  This is a great way to continue growing as a professional.

An Experienced Team Supporting You

At Reinhardt University, our mission in the Price School of Education is to produce reflective, problem-solving teachers who respond to the diversity of student needs through differentiated instruction driven by ongoing assessment and adjustments within a nurturing environment. You will benefit from the efforts of the total Reinhardt family and beyond. K-12 teachers collaborate with us to offer you guidance as you complete field experiences throughout your program of study. In your final field experience you will student teach in your area of specialization and prepare for your first classroom. The classroom teacher you work with will be vital in mentoring you as you experience day-to-day life as a teacher.

Price School of Education (PSOE) Programs

To give you the specialized training you will need to be successful in today’s schools, the Price School of Education offers many programs, including bachelor’s and graduate-level programs. We will prepare you as a future teacher by the age group and subject you will teach.

Elementary Education (BS)

Plus Dyslexia Endorsement & Reading Endorsement

Middle Grades Education (BS)

Secondary English ELA (BS)

Secondary Social Sciences (BS)

Secondary Biology (BS)

Secondary Math (BS)

Master of Arts in Teaching (MAT)

About Our Rigorous Conceptual Framework

The instructional methods in the Price School of Education are based on sound research. The PSOE teacher education conceptual framework establishes the shared vision in preparing educators to work in Pre-Kindergarten through Grade 12 schools and provides direction for all programs, courses, teaching, teacher candidate performance, scholarship, service and unit accountability.

The conceptual framework is built upon three basic beliefs about teaching:

  1. Student differences are understood, appreciated and built upon through respectful, meaningful work in a collaborative, nurturing classroom environment;
  2. Student growth and success are developed through the process of ongoing assessment and adjusted instruction; and
  3. Teachers who are extremely knowledgeable about their subject matter, a variety of wise and flexible instructional practices and multiple options for student assessment are better equipped to adjust the essential curriculum content, their own instructional practices and student assessment options to address learner differences within their classroom.

The purpose of all PSOE teacher preparation programs is to prepare educators who can create a learning community of care and challenge. This purpose is realized through the DATA Instructional Model that describes different approaches for teaching and assessment. The PSOE conceptual framework represents a strong commitment to the preparation of effective teachers who adapt instruction to support students’ diverse learning needs and to maximize student learning.



Price School of Education Admission Requirements

The PSOE has established three admission points throughout its teacher preparation programs where evidence of candidate content, pedagogical and professional knowledge, skills, and dispositions will be reviewed and decisions made regarding eligibility for the next stage of candidate development. During each stage, candidates will demonstrate proficiency acquisition through a structure of courses that will be common to all candidates in each program.

Prior to Stage I initial admittance to the PSOE, teacher candidates will acquire basic knowledge and understanding of PSOE conceptual framework based on the elements of differentiated instruction. After Stage I admission, coursework will be designed to assist candidates in integrating essential content as well as pedagogical and professional knowledge to plan and implement instruction that will support students’ diverse learning needs. Stage I courses will highlight the PSOE DATA Model for Instruction as a teacher’s response to the needs of academically diverse learners.

Following Stage II admission, candidates will receive scaffolded assistance as they apply the PSOE Student Learning Outcomes in a local classroom practicum setting. After Stage III admission, candidates will independently apply the PSOE Student Learning Outcomes through implementation of the DATA Model during 16 weeks of full time teaching in a local school setting.

For Stage I Initial Admittance to the PSOE, all PSOE Candidates must:

  • Complete a minimum of 36 semester credit hours with a grade point average of 2.75.
  • Complete the following courses with a C or higher: ENG 101, ENG 102, COM 108, PSY 101, EDU 225 and EDU 230.
  • Submit a passing score on all three sections of the GACE Program Admission Assessment. Candidates may exempt GACE for one of the following reasons:
    • SAT taken before July 1, 2019: 1000 on Verbal/Critical Reading, and Math; OR Evidence-Based Reading/Writing, and Math
    • SAT taken on or after July 1, 2019: 1080 on Evidence-Based Reading/Writing, and Math
    • ACT (43 on English and Math)
  • Complete the GACE Georgia Educator Ethics Program Entry Assessment: Test 350.
  • Submit a background check to insure a demonstration of consistent ethical behavior.
  • Provide documentation of at least 30 hours of classroom field experience.
  • Demonstrate a professional disposition during general education coursework and field experience.
  • Demonstrate knowledge and understanding of the PSOE conceptual framework addressing differentiated instruction and assessment.
  • Submit an application for initial admittance to the PSOE. Stage I applications may be obtained from and returned to the Dean’s Office of the PSOE.
  • Complete a successful interview with the PSOE Teacher Education Admissions Committee.

NOTE: Secondary Biology, English/Language Arts, History, Mathematics, and Music Education students must also complete all program content area courses with a Cor higher. Students should see their program coordinator for the specific rubric criteria. In addition to the above criteria, Music Education students must pass the Piano Proficiency Exam in order to be formally admitted to Music Education.

For Stage II Admittance to Clinical Practice, ECE, MGE, and Secondary Education Candidates must:

  • Possess an overall GPA of at least 2.75 with grades of Cor higher in all Major Field, Teaching Field, Affiliated Teaching Field, and Professional Education Courses.
  • Provide documentation of at least 30 additional hours of field experience.
  • Demonstrate a professional disposition during Stage I coursework.
  • Submit an application for Stage II admittance to Clinical Practice Courses. Stage II applications may be obtained from and returned to the Clinical Practice Coordinator of the PSOE.

NOTE: Admission to Clinical Practice is not a requirement for Music Education candidates.

For Stage III Admittance to Clinical Residency, All PSOE Candidates Must:

  • Possess an overall GPA of at least 2.75 with grades of Cor higher in all Major Field, Teaching Field, Affiliated Teaching Field, and Professional Education Courses.
  • Submit a passing score on both sections of the applicable GACE Content Assessment.
  • Complete the GACE Georgia Educator Ethics Program Exit Assessment: Test 360.
  • Provide documentation of at least 100 hours of field experience.
  • Demonstrate a professional disposition during Stage II coursework and field experience.
  • Demonstrate an appropriate level of application of PSOE Student Learning Outcomes.
  • Demonstrate use and integration of technology.
  • Submit an application for admittance to Clinical Residency. Stage III applications may be obtained from and returned to the Office of the Director of Field Experience.

NOTE: In addition to the above criteria, Music Education candidates must have passed the appropriate GACE Content Assessment and successfully performed their senior recital in order to be approved for Clinical Residency.

Dyslexia Endorsement

Students obtaining an Elementary Education Degree or a Middle Grades Degree with a reading concentration may earn a reading endorsement and a dyslexia endorsement.

Reinhardt University’s Dyslexia Endorsement can prepare individuals to recognize the characteristics of dyslexia and support students with dyslexia in the field and at the grade levels of their base certification based on standards outlined in Rule 505-3-.112. This endorsement is made up of three undergraduate courses delivered in a face-to-face meetings and three graduate/MAT online coursework.

Dyslexia is neurobiological in origin - Poster

Foundations of Literacy Acquisition

Embedded in RU courses: EDU 344, EDU 329, EDU 530, EDU 520

Foundations of Literacy Acquisition is designed to enable candidates to understand the five language processing requirements of proficient reading and writing: phonological, orthographic, semantic, syntactic, and discourse. Additionally, candidates can increase their understanding of the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge. Candidates will  explore the characteristics of a student with dyslexia. This course includes a 10-hour field experience.

Delivery: Hybrid (Combination of Face-to-Face and Online Coursework)- 60 Contact Hours
Textbook: Shaywitz, S., and Shaywitz, J. (2020). Overcoming Dyslexia (2nd ed.). New York, Alfred A. Knopf.

Assessments and Structured Literacy Instruction

Embedded in RU courses: EDU 355, EDU 535, EDU 329, EDU 520

Assessments and Structured Literacy Instruction is designed to enable candidates to practice, apply, and implement assessments; to include screening, progress monitoring, diagnostics, and outcome assessments. The course will focus on knowing and utilizing structured literacy practices which include explicit, systematic, cumulative, and teacher-directed principles and practices.

During Course 2, candidates will provide rationales and adaptations in instruction to accommodate for individual differences in cognitive, linguistic, sociocultural, and behavioral aspects of learning to include multimodal and multisensory language learning techniques. The course requires a case study where candidates will practice, apply, and implement assessments and instruction to address the five language processing requirements previously covered in Course 1.

This course includes a 20-hour practicum.

Textbook: Shaywitz, S., and Shaywitz, J. {2020). Overcoming Dyslexia {2nd ed.). New York, Alfred A. Knopf.

If a child memorized ten words - Poster