Cannon-Clary College of Education
We are committed to preparing and supporting professionals in the field of education. Our graduates serve students and clients literally all over the world and we are pleased that our vision of equipping students with a Christ-centered view of their chosen profession will reach so many.
Our faculty is comprised of experienced professionals who hold credentials in their respective areas; providing top quality instruction and support to our students. We provide degrees and programs which lead to professional licensure, as well as some other special courses and programs. Our professional centers in Arkansas (North Little Rock and Rogers) and Tennessee (Memphis) expand our programs beyond Searcy.
Online and hybrid courses, as well as other course locations provide access to many others seeking degrees and licensure.
We are eager to serve you in whatever way we can. See the contact info listed below to find out more about our degrees and programs!
The vision of the Cannon-Clary College of Education embodies all that God would have us to be as Christians engaged in touching the lives of people. We see ourselves and our task as part of a larger mission to change lives of people through learning and serving. To this end, the mission of the Cannon-Clary College of Education is to equip and sustain reflective, life-long learners who are competent, confident, compassionate, and courageous professionals, who, in turn, will inspire and enable those they serve.
By following this vision and its accompanying mission, the Cannon-Clary College of Education strives to develop principled professionals who possess the knowledge, skills, and disposition to:
- Integrate their faith, learning, and living to serve their communities as models and mentors for moral and ethical leadership.
- Respect and recognize variance in those they serve and have knowledge and skills to accommodate those variances.
- Develop critical thinking skills within those they serve so they can make responsible choices about their learning and behavior.
- Challenge themselves to grow professionally through rigorous study, reading, reflection, and research.
- Possess superior knowledge of the discipline(s) they teach or practice as well as a general knowledge of all disciplines.
- Seek to establish collegial relationships for meaningful collaboration.
- Effectively use and apply emerging technologies in changing environments.
- Possess skills which enable them to effectively serve in a variety of settings.
All programs leading to licensure have been approved by the Arkansas Department of Education and by the National Council for Accreditation of Teacher Education.
Chalk & Wire Access
Chalk and Wire - What is it?
At the end of your program of study, this developmental portfolio will contain artifacts from the core courses of your program at Harding. These assessments have been chosen to demonstrate your knowledge skills and dispositions necessary to be an effective educator in the field. Assessments and the associate rubrics are tied to both national standards and Harding University's Cannon-Clary College of Education's conceptual framework. You should be able to see growth and development as you move through your program.
Access to Harding's Chalk and Wire website is only gained through registration of a course!
EDFD 200 for undergraduate level programs
EDT 600 for graduate level programs
You only need to register once at the undergraduate and once at the graduate level, NOT for each semester of coursework. For those of you in graduate programs, having EDT 600 on your transcript for one graduate program at Harding will fulfill the requirement should you pursue a second graduate degree from Harding.
EDFD 200 - CHALK AND WIRE (Undergraduate level)
EDT 600 - CHALK AND WIRE (Graduate level)
- Zero credit-hour "course"
- No Tuition Fees - just course fee for the subscription
- No specific assignments/requirements due for this course
(these will come from your program of study courses)
After the first week of the start of classes, you will be registered for the site and should receive an email to your Harding email account with your unique access information to log in and gain access. Instructions on how to set up your Table of Contents for your program and submitting your assignments are found below.
Assistance with Chalk & Wire
Please Note: The following files are all in PDF format.
Use these charts to see which programs & classes require Portfolio submissions:
Using Your Portfolio:
For all other assistance items, please log into your Chalk and Wire account and enter the Chalk and Wire Reference Portfolio (Training) that you created. Any changes to processes will be updated in this portfolio source. If you have not yet set up your Reference Portfolio, please use the First Time Use of Chalk and Wire document found above to create this valuable resource.
Third Party Call for Comments - Accreditation
The College of Education at Harding University is hosting an accreditation visit by the Council for the Accreditation of Educator Preparation (CAEP) in February 2016. Interested parties are invited to submit third-party comments to the visiting team. Please note that comments must address substantive matters related to the quality of professional education programs offered, and should specify the party's relationship to the EPP (i.e., graduate, present or former faculty member, employer of graduates).
We invite you to submit written testimony to:
1140 19th Street NW, Suite 400
Washington, DC 20036
Or by e-mail to: firstname.lastname@example.org
Such comments must be within the specified period and based on the core tenets of CAEP accreditation standards of excellence, which recognize that:
- In CAEP's performance-based system, accreditation is based on evidence that demonstrates that teacher candidates know the subject matter and can teach it effectively so that students learn. In the CAEP system, units must prove that candidates can connect theory to practice and be effective in an actual P-12 classroom.
- A professional education unit that is accredited by CAEP is expected to be involved in ongoing planning and evaluation; engaged in continuous assessment and development; ensure that faculty and programs reflect new knowledge, practice, and technologies; and be involved in continuous development in response to the evolving world of education and educational reform.
- Comments must address substantive matters related to the quality of professional education programs offered, and should specify the respondent's relationship, if any, to the institution (i.e., graduate, present or former faculty member, employer of graduates). Copies of all correspondence received will be sent to the university for comment prior to the review. No anonymous testimony will be considered.