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The Secondary Education (SEC) Program at Paine College prepares teacher candidates to effectively teach at the ninth through twelfth grade levels in mathematics, history, biology or English. The SEC program provides students with a solid foundation in theory and current research about instruction, the process of learning and student development, while also providing students with opportunities to test those theories in clinical experiences with mentor teachers in local school districts. The Department of Mathematics, Sciences & Technology provides students with the content necessary to become a highly qualified teacher. The program culminates with a clinical internship that allows the student to grow under the tutelage of experienced educators.

The student learning outcomes for the teacher education program stem from each Specialized Professional Association (SPA) in each content area. The specialized professional associations are the National Council of Teachers of Mathematics (NCTM), National Council for Social Studies (NCSS), National Science Teacher Association (NSTA), and the National Council Teachers of English (NCTE).

Secondary Education, Mathematics Program Standards
  • KNOWLEDGE OF MATHEMATICAL PROBLEM SOLVING - Teacher candidates know, understand, and apply the process of mathematical problem solving.
  • KNOWLEDGE OF REASONING AND PROOF - Teacher candidates reason, construct, and evaluate mathematical arguments and develop an appreciation for mathematical rigor and inquiry.
  • KNOWLEDGE OF MATHEMATICAL COMMUNICATION - Teacher candidates communicate their mathematical thinking orally and in writing to peers, faculty, and others. 
  • KNOWLEDGE OF MATHEMATICAL CONNECTIONS - Teacher candidates recognize, use, and make connections between and among mathematical ideas and in contexts outside mathematics to build mathematical understanding.
  • KNOWLEDGE OF MATHEMATICAL REPRESENTATION - Teacher candidates use varied representations of mathematical ideas to support and deepen students’ mathematical understanding.
  • KNOWLEDGE OF TECHNOLOGY - Teacher candidates embrace technology as an essential tool for teaching and learning mathematics.
  • DISPOSITIONS - Teacher candidates support a positive disposition toward mathematical processes and mathematical learning.
  • KNOWLEDGE OF MATHEMATICS PEDAGOGY - Teacher candidates possess a deep understanding of how students learn mathematics and of the pedagogical knowledge specific to mathematics teaching and learning.
  • FIELD-BASED EXPERIENCES - Teacher candidates complete field-based experiences in mathematics classrooms.

Secondary Education, History Program Standards

  • CULTURE AND CULTURAL DIVERSITY - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of culture and cultural diversity.
  • TIME, CONTINUITY, AND CHANGE - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Time, Continuity, and Change.
  • PEOPLE, PLACES, AND ENVIRONMENTS - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of People, Places, and Environments.
  • INDIVIDUAL DEVELOPMENT AND IDENTITY - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Individual Development and Identity.
  • INDIVIDUALS, GROUPS, AND INSTITUTIONS - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of interactions among Individuals, Groups, and Institutions.
  • POWER, AUTHORITY, AND GOVERNANCE - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Power, Authority, and Governance.
  • PRODUCTION, DISTRIBUTION, AND CONSUMPTION - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of how people organize for the Production, Distribution, and Consumption of goods and services.
  • SCIENCE, TECHNOLOGY, AND SOCIETY - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of science, technology, and society.
  • GLOBAL CONNECTIONS - Teacher candidates possess the knowledge, capabilities, and dispositions to provide instruction at the appropriate school level for the study of Global Connections and Interdependence.
  • CIVIC IDEALS AND PRACTICES - Teacher candidates possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of Civic Ideals and Practices.
  • HISTORY - Teacher candidates who are licensed to teach history should possess the knowledge, capabilities, and dispositions to organize and provide instruction at the appropriate school level for the study of history.

Secondary Education, Biology Program Standards

  • BIOLOGY CONTENT - Teacher candidates understand and can articulate the knowledge and practices of contemporary science. They can interrelate and interpret important concepts, ideas, and applications in their fields of licensure; and can conduct scientific investigations.
  • NATURE OF SCIENCE - Teacher candidates engage students effectively in studies of the history, philosophy, and practice of science. They enable students to distinguish science from nonscience, understand the evolution and practice of science as a human endeavor, and critically analyze assertions made in the name of science.
  • INQUIRY - Teacher candidates engage students both in studies of various methods of scientific inquiry and in active learning through scientific inquiry. They encourage students, individually and collaboratively, to observe, ask questions, design inquiries, and collect and interpret data in order to develop concepts and relationships from empirical experiences.
  • ISSUES Teacher candidates recognize that informed citizens must be prepared to make decisions and take action on contemporary science- and technology-related issues of interest to the general society. They require students to conduct inquiries into the factual basis of such issues and to assess possible actions and outcomes based upon their goals and values.
  • GENERAL SKILLS OF TEACHING - Teacher candidates create a community of diverse learners who construct meaning from their science experiences and possess a disposition for further exploration and learning. They use, and can justify, a variety of classroom arrangements, groupings, actions, strategies, and methodologies.
  • CURRICULUM - Teacher candidates plan and implement an active, coherent, and effective curriculum that is consistent with the goals and recommendations of the National Science Education Standards. They begin with the end in mind and effectively incorporate contemporary practices and resources into their planning and teaching.
  • SCIENCE IN THE COMMUNITY - Teacher candidates relate their discipline to their local and regional communities, involving stakeholders and using the individual, institutional, and natural resources of the community in their teaching. They actively engage students in science-related studies or activities related to locally important issues.
  • ASSESSMENT - Teacher candidates construct and use effective assessment strategies to determine the backgrounds and achievements of learners and facilitate their intellectual, social, and personal development. They assess students fairly and equitably, and require that students engage in ongoing self-assessment.
  • SAFETY AND WELFARE - Teacher candidates organize safe and effective learning environments that promote the success of students and the welfare of all living things. They require and promote knowledge and respect for safety, and oversee the welfare of all living things used in the classroom or found in the field.
  • PROFESSIONAL GROWTH - Teacher candidates strive continuously to grow and change, personally and professionally, to meet the diverse needs of their students, school, community, and profession. They have a desire and disposition for growth and betterment.

Secondary Education, English Program Standards

  • Teacher candidates should read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
  • Teacher candidates should read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
  • Teacher candidates should apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
  • Teacher candidates should adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
  • Teacher candidates should employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
  • Teacher candidates should apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
  • Teacher candidates should conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
  • Teacher candidates should use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
  • Teacher candidates should develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
  • Teacher candidates whose first language is not English should make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
  • Teacher candidates should participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
  • Teacher candidates should use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).


Students who major in Biology, English, History and Mathematics may obtain initial certification by enrolling in appropriate courses offered through the Department of Education. Students complete the major in their respective discipline and integrate major courses with education coursework to obtain certification for teaching. Courses required of secondary education students are listed below.


Pre-student Teaching Courses - 27 hours


Course # Course Title Req. Credits
EDU 220 Foundations of Education - 3
EDU 301 Media Technology - 3
EDU 303 MG/SEC Curr and Methods F + 3
EDU 308 Teaching Language Arts F + 3
EDU 329 MG & SEC Math for Teachers F + 3
EDU 332 Science for Teachers F + 3
EDU 340 Social Studies for Teachers F + 3
EDU 339 Classroom Management F + 3
EDU 345 Developmental Psychology - 3
EDU 393 Educational Psychology - 3
EDU 455 Exceptional Children - 3
ERD 307 MG/SEC Teaching of Reading F + 3


Student Teaching Courses - 15 Hours


Course # Course Title Req. Credits
EDU 489 Assessment Skills in Education - 3
EDU 492 SEC Directed Teaching/Seminar - 12
EDU 492L SEC Directed Teaching Lab - 0


F - indicates Field Experience Required + - indicates that the Sophomore Proficiency Examination in English (SPEE) must be passed before taking the course


Secondary Grade Education Notes


  • Biology Education Majors must enroll in EDU 332 Science for Teachers
  • English Education Majors must enroll in EDU 308 Teaching Language Arts
  • History Education Majors must enroll in EDU 340 Social Studies for Teachers
  • Mathematics Education Majors must enroll in EDU 329 MG & SEC Mathematics for Teachers
  • Suggested course sequences for secondary grades may be found within the respective major department.