Why do people teach? Reasons to become a teacher are as diverse as the subjects they plan to teach. Motives range from inspiration drawn from a favorite teacher of their own - to a sense of commitment to community or nation - to an intellectual fascination with a given discipline, such as English literature or the physical sciences. But the most compelling reason to become a teacher is the desire to work with children. Some point to a "calling," a yearning to help children learn, watch them grow, and make a meaningful difference in the world.
Richland offers a number of options for students wanting to enter the field of education. Visit the Early Childhood Education page for information on teaching children 8 and under.
Career and Technical Education Option
This is a career and technical education program. Some courses may not transfer to four-year institutions.
- Paraprofessional Educator (Teaching Assistant)
- Associate in Applied Science in Education with Paraprofessional Educator Specialty
(62 hours)
- This program is designed to prepare individuals to assist a teacher in the regular classroom setting or in providing instruction and supervision to special student populations. The program will include regulations regarding teacher assistant responsibilities in general classroom supervision, discipline and behavior management, tutorial techniques, and carrying out related tasks. It is designed to satisfy state requirements for teacher assistants and to meet the skills required for assisting teachers in the classroom.
- Associate in Applied Science in Education with Paraprofessional Educator Specialty
Baccalaureate/Transfer Options
- Elementary Education - Associate in Arts or Associate of Science with concentration in Elementary Education
- Suggested courses for Elementary Education Concentration: ED 100, 200, 220; ENGL 101, 102; SPCH 101; PSYCH 150; SOCIO 200; plus fine art, mathematics, physical science, U.S. History, non-U.S. History, and literature electives
- Other suggested courses: ECE 110, 111; ED 102, 105, 107, 108, 109; HLTH 120
- Some upper level institutions may require a foreign language course.
- Students must complete up to nine sophomore-level semester credits in one academic discipline (such as mathematics, science, English, or social science).
- Secondary Education - Associate in Arts or Associate of Science with concentration in Secondary Education
- Suggested courses for Secondary Education Concentration: ED 100, 200, 220; ENGL 101, 102; SPCH 101; POL_S 110; PSYCH 145; SOCIO 200; plus fine art, life science, mathematics, physical science, U.S. History, non-U.S. History, and literature electives
- Other suggested courses: ECE 110, 111; ED 102, 105, 107, 108, 109; HLTH 120
- Some upper level institutions may require a foreign language course.
- Students must complete up to nine sophomore-level semester credits in one academic discipline (such as art, computer science, music, mathematics, science, English, or social science, or speech).
- Secondary Education - Mathematics
- Special Education - Associate in Arts or Associate of Science with concentration in Special Education
- Suggested courses for Special Education Concentration: ED 100, 200, 220; ENGL 101, 102; SPCH 101; POL_S 110; PSYCH 145; SOCIO 200; plus fine art, life science, mathematics, physical science, U.S. History, non-U.S. History, and literature electives
- Other suggested courses: ECE 110, 111; ED 102, 105, 107, 108, 109; HLTH 120
- Some upper level institutions may require a foreign language course.
- Students must complete up to nine sophomore-level semester credits in one academic discipline (such as mathematics, science, English, social science, or speech).
