Alternate Route to Interim Teaching Certification Program Application

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Alternate Route to Interim Teaching Certification Program Application"

Transcription

1 Office of Professional Preparation Services Alternate Route to Interim Teaching Certification Program Application For Educator Preparation Providers seeking approval to offer an alternate route to interim teaching certification program. 1 P age

2 Table of Contents Overview 3 Program Delivery 3 Program Design Requirements 4 Coursework/Content Mentor/Coaching Support Program Candidate Requirements Introduction to Application Process 6 Purpose and Overview Application Description Initial Approval Full Approval Timelines/Fees Amendments Resources Program Application 10 Cover Page Overview Assurances Efficacy Plan 2 P age

3 Overview The Michigan Alternate Route to Interim Teaching Certification (MARITC) program will provide eligible individuals an opportunity to complete an expedited program for transitioning from a previous career and/or undergraduate or graduate degree program into teaching. The intention of the program is to enable individuals who commit their knowledge, skills, and preparation to become successful, fully certificated classroom teachers through quality rigorous approved alternate route programs. Note: Program candidates can be recommended for all endorsements offered in Michigan with the exception of all Special Education and the Early Childhood-General and Special Education endorsement(s). No endorsements may be added to an Interim Teaching Certificate after issuance. Following the successful completion of the program and three years of successful teaching within the Interim Teaching Certificate, the candidate may be recommended by the educator preparation provider (EPP) for a Michigan Provisional Teaching Certificate or the Professional Education Teaching Certificate with an endorsement in his/her area of content. Program Delivery In accordance with Section i of the Revised School Code, EPPs must have a proven record of producing successful teachers in one or more other states, or the alternate route program must be modeled after a program with a proven record of producing successful teachers in one or more other states. Documentation for an established alternate route program must include: name of alternate route program years of operation name of the state(s) where the program operates initial placement rate of program candidates within one year of program entry or completion demonstrated success of program completers program design proposed program evaluation while under the Michigan Department of Education (MDE) approval Documentation for an alternate route program modeled after an established program must include: identification of the established program training curriculum, delivery, and assessment of candidate proficiency placement of trained teachers professional learning support after placement placement of teachers in shortage areas(if applicable) proposed program evaluation while under MDE approval explanation of which elements of the established program are being incorporated into the program, as well as a research-based rationale for any elements not used 3 P age

4 Program Design Requirements Coursework/Content An alternate route program must be designed to include minimally, the equivalent of 12 semester credit hours that includes training in all of the following subject areas: Child development or child psychology Family and community relationships Diverse learners Instructional strategies A form of field based experience in a classroom setting Prior to the issuance of the Interim Teaching Certificate, a candidate must successfully complete an MDE approved course in CPR and First Aid in accordance with PA 451 of 1976, Section d of the Revised School Code. Mentor/Coaching Support All program candidates must be supported by a mentor/coach with expertise and teaching experience in the candidate s proposed content area or a closely related subject. The mentor/coach will support the candidate(s) through intensive observation and sustained feedback. Candidate Requirements Candidates to the program must: Complete all application requirements established by the EPP. Possess a bachelor s or higher degree from a college or university accredited by one of the regional accreditation bodies recognized by the United States Department of Education with an overall grade point average of at least 3.0 on a 4.0 scale, or the equivalent on another scale (only official copies of transcripts are acceptable). Take and pass the Michigan Test for Teacher Certification (MTTC) Professional Readiness Exam (reading, writing, and mathematics) and appropriate subject area exam(s) prior to acceptance or admission into the program. Candidates seeking an endorsement in a world/bilingual language, or English as a second language must pass both the oral and written proficiency examinations which assure the candidate meets all descriptors of the Foreign Service Index for the level identified in standard one (1) of the appropriate State Board of Education (SBE) Standards. 4 P age

5 Introduction to the Application Process Purpose and Overview The program review and approval process has two purposes: providing assurance to the Michigan Department of Education (MDE) that state requirements for educator preparation are met, and demonstrating program efficacy and a commitment to continuous improvement. These purposes are achieved through a two stage approval process that begins with a consultation with appropriate consultants in the Office of Professional Preparation Services (OPPS), followed by the preparation and submission of an application. The two approval stages are summarized below: Initial Approval Full Approval Initial approval is granted based on: review of initial application approval of appropriate claims and key assessments The program is required to collect and analyze data over a four year period leading to full approval. Any program changes based on annual data analysis initiated during this period must be reported to the OPPS. Full approval is granted four years after initial approval, based on: analysis of data collected demonstration of fulfillment of claims Ongoing approval will be based on national accreditation through the Council for the Accreditation of Educator Preparation (CAEP) and OPPS monitoring. Programs are expected to continue collecting and analyzing data on program efficacy. Application Description The application is divided into two sections, which allow educator preparation programs (EPPs) to present a detailed overview of the program and a plan for defining and assessing the program outcomes. By clearly articulating program claims along with the assessments used to review the claims, EPPs will be able to focus on improving their program. The first section is the Program Overview, which provides a rationale and context for creating the new program, defines the program s coursework and alignment to program requirements specified in i of the Revised School Code and the Michigan-Interstate Teacher Assessment and Support Consortium (MI-InTASC) standards, describes the program s mentoring and support structures, and makes clear the program s capacity to deliver high quality coursework. The section concludes with a statement of program assurances. The second section is the Program Efficacy Plan, which delineates intended program outcomes in the form of claim statements directly aligned to SBE and MI-InTASC 5 P age

6 standards, as well as how standards are assessed. Claims are statements or assertions made about the accomplishments of program completers, and should be written in a way that is measurable. EPPs are required to identify key assessments to measure fulfillment of these claims and to attach associated rubrics or scoring guides as applicable, and to draw on multiple measures in assessing program efficacy. In providing its assessments within the Program Efficacy Plan, the program should describe its assessments in such a way that a reasonable person would conclude: Yes, it makes sense the measures selected are fitting, apt, and appropriate to test the claims. It makes sense, based on these measures, the claims are (or could be expected to be) true. In addition, it must make clear what level of performance it regards as sufficient and why the standard or criterion of success makes sense. See CAEP, pg. 18 at: Key assessments directly measure candidate performance toward fulfillment of specific outcomes. Some examples of key assessments may include portfolios, capstone projects, work samples, case studies, lesson plans, and examinations. For more on strengths and limitations of different kinds of assessments that may be used to measure program efficacy, see Appendix III of the CAEP Evidence Guide, pg at: Initial Approval Initial approval is granted upon successful review of the program application. EPPs will collect data related to their claims using the key assessments for four years to determine the efficacy of the program. Any program changes based on annual data analysis initiated during this period must be reported to the OPPS see Amendments below. Full Approval After four years, EPPs will submit a request for full approval which includes a report on progress toward fulfillment of the program claims as well as any program changes made in response to analysis of key assessment data. Full approval is granted upon successful review of the progress report demonstrating fulfillment of program claims included with a letter signed by the Dean/Director requesting full approval. Once full approval is granted, ongoing approval is based on national accreditation through the CAEP and OPPS monitoring. 6 P age

7 Timelines/Fees New program applications may be submitted between September 1 and April 30 of each academic year. EPPs will receive an invoice when a completed application is received. Reviews will be conducted once payment is received. All program application revisions must be submitted within 6 months of the OPPS consultant feedback. EPPs not responding within 6 months will be required to re-apply and wait for the next review cycle. Documentation for full approval must be submitted by June 30 of the academic year in which it is due, and will be given first priority for OPPS review. Amendments There are two types of amendments: slightly amended and significantly amended. EPPs may apply for a SLIGHTLY amended program if the modifications are very minor, and in no way impact program claims. For a slight amendment, the EPP must submit the following: a) A letter signed by the Dean/Director explaining/detailing the changes and rationale for changes; and b) Relevant candidate advising sheets and/or catalog pages documenting the amendment(s). EPPs must apply for a SIGNIFICANTLY amended program if modifications alter the manner in which the program fulfills its claims, or modifications are made to the claims themselves. EPPs seeking approval for a significantly amended program must be submitted through the application process. All program changes/modifications during initial approval and after full approval must be approved by the MDE. Contact the OPPS with questions pertaining to specific program amendments. Resources MDE consultants for specific specialty areas: Section i of the Revised School Code: Object&objectName=mcl i SBE approved standards by specialty area: Mi-InTASC standards as approved by the SBE: 7 P age

8 Office of Professional Preparation Services Alternate Route to Interim Teaching Certification Program Application -COVER PAGE- Must be sent electronically to: I. Educator Provider Information Provider Name Proposed Start Date II. Contact Information for Questions Related to this Application Name and Title Phone Number III. Type of Request Check reason for approval. New program Significant amendment Complying with new/updated State Board of Education Standards IV. Application Authorization by Dean/Director (Signature required) Name and Title Signature Date 8 P age

9 Section I: OVERVIEW I. Overview 1. Provide a brief overview of the program, including a rationale and context for creating the program. 2. Choose the type of program and discuss specifically the information requested using research to support. Established Alternate Route Program Support with data the program has been successful in the production of teachers. Provide information on the following: 1) years of operation; 2) name of state(s) (if applicable) where program operates; 3) initial placement rate of program candidates within one year of program entry or completion demonstrated success of program completers program design; and 4) proposed program evaluation while under MDE approval. New alternate route program modeled after an established program - Discuss 1) model program identification; 2) training curriculum; 3) delivery; 4) assessment of candidate proficiency; 5) placement of trained teachers;, 6) professional learning support after placement; 7) placement of teachers in shortage areas, if applicable; and 8) proposed program evaluation while under MDE approval. If not incorporating the entire established program, the EPP must include an explanation of which elements of the established program are being incorporated into the new program, as well as a research-based rationale for any elements not used. 3. List courses and/or experiences incorporated into the program in Table 1 as well as the respective Michigan-Interstate Teacher Assessment and Support Consortium (MI- InTASC) standards, and required components from R i of the Revised School Code to which they are aligned. Table 1 Course Title and Number MI-InTASC/ i Total number of SEMESTER HOURS required: II. Mentoring and Support of Candidates 9 P age

10 Explain the nature and structure of the mentoring and support of candidates during the period of Interim certification. Explain how the program allows candidates to gain understanding of the multidimensionality of diversity and the ability to teach learners as individuals from diverse backgrounds. III. Program Capacity Describe the human and infrastructure resources dedicated to this program to ensure consistently high quality mentoring and instruction. Describe P-12 partnerships that support candidates in high quality teaching experiences, as well as the selection and training processes for mentor teachers and field supervisors. Collaborators (if applicable) Additional Program Information Submit a Memorandum of Understanding from an administrator of a Local Educational Agency, Intermediate School District, or Public School Academy to confirm collaboration or support for the proposed program collaboration by District or School Board of Education as evidenced by the minutes. 10 P age

11 PROGRAM ASSURANCES The following assurances are required for submission as part of the application by the Educator Program Provider (EPP) requesting approval under the provisions of Section i of the Revised School Code. Upon program approval, these assurances are incorporated and become part of the program. The EPP assures and certifies, in respect to this application: It will comply with all applicable Federal and State laws, regulations, policies, guidelines, and requirements as they relate to activities included in this application. It will execute the program in accordance with the information contained in this application. It will assure all faculty or staff have appropriate qualifications, relevant to the instructional content of the courses being taught, as well as current knowledge of P-12 trends and standards. It will create a process for tracking the progress, and performance assessments of candidates seeking the endorsement(s) for which this application is being submitted. It shall make available to the Michigan Department of Education all records of candidates progress and the outcomes of related performance assessments. It will furnish the MDE with such reports, as required, pertaining to the program and review of its outcomes. The terms and conditions of the program approval shall remain in full force and effect during the life of the approval period. The EPP shall be in compliance with these assurances in the administration and provision of the alternate route program activities described in the application. 11 P age

12 Section II: PROGRAM EFFICACY PLAN I. Claim Statements, alignment to MI-InTASC Standards, and i requirements Provide the program s claim statements. Include a brief rationale for the claim in the context of the program. Demonstrate the alignment between claims and the standards. Use one cell for each claim statement adding cells as needed. Claims need to minimally include indicators of teacher effectiveness, and impact on student learning and development. A. B. C. D. E. II. Evidence for Claims Claim Statements Include abbreviated claim statements Key Assessments Provide title of assessment, explanation of how the assessment will measure the claim, and placement within the program. While not an exhaustive list, the following assessments must be included: completer and employer surveys, retention rates, recommendation to standard teaching certificate. Rubric or Scoring Guide (Check if attached) 12 P age

13 III. Continuous Improvement and Program Targets Explain the quality control system (QCS) used to determine if data sources are measuring outcomes and/or targets. The QCS is comprised of valid data from multiple measures, including evidence of candidates and completers positive impact on P-12 student learning and development. Explain the use of data to improve areas of weakness based on program outcomes and/or targets. Explain changes to the program and next steps, if program outcomes are not met. 13 P age

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS

GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,

More information

THE MICHIGAN DEFINITION FOR IDENTIFYING HIGHLY QUALIFIED TEACHERS

THE MICHIGAN DEFINITION FOR IDENTIFYING HIGHLY QUALIFIED TEACHERS STATE OF MICHIGAN STATE BOARD OF EDUCATION THE MICHIGAN DEFINITION FOR IDENTIFYING HIGHLY QUALIFIED TEACHERS In Accordance With Criteria Provided By The No Child Left Behind (NCLB) Act Of 2001 MICHIGAN

More information

ENROLLED SENATE BILL No. 103

ENROLLED SENATE BILL No. 103 Act No. 173 Public Acts of 2015 Approved by the Governor November 5, 2015 Filed with the Secretary of State November 5, 2015 EFFECTIVE DATE: November 5, 2015 Introduced by Senator Pavlov STATE OF MICHIGAN

More information

SUBSTITUTE FOR SENATE BILL NO. 491

SUBSTITUTE FOR SENATE BILL NO. 491 SB-0, As Passed Senate, November, 0 SUBSTITUTE FOR SENATE BILL NO. A bill to amend PA, entitled "The revised school code," by amending sections b and i (MCL 0.b and 0.i), section b as amended by PA and

More information

ARTICLE R7-2-604. PROFESSIONAL EDUCATOR PREPARATION PROGRAMS. In R7-2-604 through R7-2-604.02 R7-2-604.04, unless the context otherwise requires:

ARTICLE R7-2-604. PROFESSIONAL EDUCATOR PREPARATION PROGRAMS. In R7-2-604 through R7-2-604.02 R7-2-604.04, unless the context otherwise requires: ARTICLE R7-2-604. PROFESSIONAL EDUCATOR PREPARATION PROGRAMS R7-2-604. Definitions In R7-2-604 through R7-2-604.02 R7-2-604.04, unless the context otherwise requires: 1. Accreditation means a professional

More information

MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu

MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu The HSU Master of Science in Education (M.S.E.) in educational leadership and technology as well as building level leader

More information

Alternate Route for Interim Teacher Certification Program Information and Application Packet 2016 2017

Alternate Route for Interim Teacher Certification Program Information and Application Packet 2016 2017 PROGRAM DESCRIPTION Information and Application Packet 2016 2017 The Alternate Route for Interim Teacher Certification (ARC) Program will provide the knowledge, skills, and dispositions required to become

More information

505-3-.05 GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP)

505-3-.05 GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP) Effective July 3, 2014 505-3-.05 GEORGIA TEACHER ACADEMY FOR PREPARATION AND PEDAGOGY (GaTAPP) (1) PURPOSE. This rule states specific content standards and requirements for approving nontraditional preparation

More information

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence.

All students are admitted during the summer and begin their coursework in the fall. Students must commit to completing these courses in sequence. Department of Special Education Initial Licensure and Added Endorsement the Special Education Generalist Overview and Assessment Plan Purpose for Program Change In the Fall of 2013 the Department of Special

More information

Memorandum of Agreement Template Statewide Associate to Baccalaureate Articulation Agreement

Memorandum of Agreement Template Statewide Associate to Baccalaureate Articulation Agreement Memorandum of Agreement Template Statewide Associate to Baccalaureate Articulation Agreement Introduction to the Template This template provides sample language and appendix items that can be used to develop

More information

National Board for Professional Teaching Standards Certification Incentive Program

National Board for Professional Teaching Standards Certification Incentive Program Certificated Personnel BP 4112.2(a) CERTIFICATION The Superintendent or designee shall ensure that persons employed in positions requiring certification qualifications have the appropriate credential or

More information

School Counselors (PreK-2) Program Implementation Standards Grid - ETSU

School Counselors (PreK-2) Program Implementation Standards Grid - ETSU School Counselors (PreK-2) Program Implementation Standards Grid - ETSU Program Implementation Standards Pre-Summer 2013 Beginning Summer 2013 1. Candidates for licensure as a professional school counselor

More information

In R7-2-604 through R7-2-604.02, unless the context otherwise requires:

In R7-2-604 through R7-2-604.02, unless the context otherwise requires: ARTICLE R7-2-604. PROFESSIONAL PREPARATION PROGRAMS R7-2-604. Definitions In R7-2-604 through R7-2-604.02, unless the context otherwise requires: 1. Accreditation means a Professional Preparation Institution

More information

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072

Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department

More information

Graduate Programs in Education and Human Development

Graduate Programs in Education and Human Development Graduate Programs in Education and Human Development Department of Curriculum and Instruction Two master s degree options and a doctorate degree are offered in Curriculum and Instruction. The Master of

More information

Preschool to 3rd Grade (P-3) Early Childhood Education Teacher Preparation Program

Preschool to 3rd Grade (P-3) Early Childhood Education Teacher Preparation Program Preschool to 3rd Grade (P-3) Early Childhood Education Teacher Preparation Program The Preschool to Third Grade Early Childhood Education Teacher Preparation (P-3) program prepares students for a career

More information

DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION TEACHER CERTIFICATION CODE

DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION TEACHER CERTIFICATION CODE DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION TEACHER CERTIFICATION CODE These rules take effect immediately upon filing with the Secretary of State unless adopted under section 33, 34,

More information

This section incorporates requirements found in Section 21-13 of the School Code. Preparation and Licensure Board

This section incorporates requirements found in Section 21-13 of the School Code. Preparation and Licensure Board 5/21B-5 Licensure Powers of the State Board of Education This section incorporates the provisions of Sections 21-0.01 (certification powers and duties of ISBE) and 21-1c (exclusive certification authority)

More information

Radford University TEACHER EDUCATION PROGRAM

Radford University TEACHER EDUCATION PROGRAM Radford University TEACHER EDUCATION PROGRAM POLICIES AND PROCEDURES GOVERNING ADMISSION/READMISSION, FIELD PLACEMENT, RETENTION, and PROGRAM COMPLETION Students have a professional obligation to abide

More information

Cyber School Student Teaching Competencies

Cyber School Student Teaching Competencies Cyber School Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of student teaching competencies that afford a student teacher the opportunity

More information

Be it enacted by the People of the State of Illinois,

Be it enacted by the People of the State of Illinois, AN ACT concerning education. Be it enacted by the People of the State of Illinois, represented in the General Assembly: Section 5. The School Code is amended by changing Section 21-5c as follows: (105

More information

Dual Credit in Indiana Q & A. Version 7.8 October 30, 2012

Dual Credit in Indiana Q & A. Version 7.8 October 30, 2012 Dual Credit in Indiana Q & A Version 7.8 October 30, 2012 Dual Credit in Indiana Q&A GENERAL INFORMATION 1. What is dual credit? In Indiana, dual credit is the term given to courses in which high school

More information

New Program Proposal Format Elementary Education (Grades 1-6)

New Program Proposal Format Elementary Education (Grades 1-6) Illinois State Board of Education Preparation and Evaluation Division 100 North First Street, E-310 Springfield, IL 62777-0001 Phone: 217.782.2948 Fax: 217.557.8392 New Program Proposal Format Elementary

More information

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION

GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION GRADUATE CERTIFICATE IN GIFTED AND TALENTED EDUCATION Gifted and Talented Advisory Council College of Education University of Nevada, Reno Mailstop 0299 Reno, NV 89557 Office (775) 784-4383 Fax (775) 784-4384

More information

Highly Qualified Teachers Questions & Answers. No Child Left Behind (NCLB) of 2001 February 29, 2008

Highly Qualified Teachers Questions & Answers. No Child Left Behind (NCLB) of 2001 February 29, 2008 Highly Qualified Teachers Questions & Answers See the Michigan Definition for Identifying Highly Qualified Teachers at www.michigan.gov/documents/definitionofhighlyqualifiedteachers_63281_7.pdf. Section

More information

Additional Admission Requirements

Additional Admission Requirements Program of Study: Master of Education in Special Education: Cross-Categorical: Arizona Teaching Intern Certification Program (Eligible for Institutional Recommendation) Program Description The Master of

More information

Chapter 230. Professional Educator Preparation and Certification. Subchapter D. Types and Classes of Certificates Issued

Chapter 230. Professional Educator Preparation and Certification. Subchapter D. Types and Classes of Certificates Issued Chapter 230. Professional Educator Preparation and Certification Subchapter D. Types and Classes of Certificates Issued Statutory Authority: The provisions of this Subchapter D issued under the Texas Education

More information

Professional Education Unit

Professional Education Unit NORTHERN ARIZONA UNIVERSITY Professional Education Unit ASSESSMENT SYSTEM HANDBOOK 2011/2012 PROFESSIONAL EDUCATION UNIT ASSESSMENT SYSTEM HANDBOOK Table of Contents The Unit Assessment System Overview...

More information

Annual Goals for Secondary Education

Annual Goals for Secondary Education Annual Goals for Secondary Education 2010-2011 maintain accreditation The department of secondary education will strive to maintain accreditation standards with the National Council for Accreditation of

More information

M.S. in Education Assessment in the Major Report 2010. By Dr. Renee Chandler, Program Director Submitted: October 2011

M.S. in Education Assessment in the Major Report 2010. By Dr. Renee Chandler, Program Director Submitted: October 2011 M.S. in Education Assessment in the Major Report 2010 By Dr. Renee Chandler, Program Director Submitted: October 2011 Table of Contents 1. Outcomes of Previous Assessments... 2 2. Questions To Be Answered

More information

Program Rating Sheet - Athens State University Athens, Alabama

Program Rating Sheet - Athens State University Athens, Alabama Program Rating Sheet - Athens State University Athens, Alabama Undergraduate Secondary Teacher Prep Program: Bachelor of Science in Secondary Education with Certification, Social Science 2013 Program Rating:

More information

Highly Qualified Teachers Questions & Answers. No Child Left Behind (NCLB) of 2001. February 11, 2009

Highly Qualified Teachers Questions & Answers. No Child Left Behind (NCLB) of 2001. February 11, 2009 Highly Qualified Teachers Questions & Answers February 11, 2009 NOTE: The first step in verifying a teacher s Highly Qualified status is to ensure that they are properly state certified, endorsed or authorized

More information

California University Intermediate Unit 1 ESL Professional Development Project

California University Intermediate Unit 1 ESL Professional Development Project California University Intermediate Unit 1 ESL Professional Development Project The California University of Pennsylvania (Cal U)/ Intermediate Unit 1 (IU1) English as a Second Language (ESL) Professional

More information

Cosimo Tangorra, Jr. Update on School Counseling Regulations SUMMARY

Cosimo Tangorra, Jr. Update on School Counseling Regulations SUMMARY THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Cosimo Tangorra, Jr. SUBJECT: Update

More information

M.A. in Administration & Leadership Leading to School Supervisor, School Business

M.A. in Administration & Leadership Leading to School Supervisor, School Business M.A. in Administration & Leadership Leading to School Supervisor, School Business Certified teachers who wish to develop as leaders and administrators for New Jersey schools in the roles of school principal,

More information

EDUCATIONAL LEADERSHIP and ADMINISTRATION PROGRAM With an MA in EDUCATION APPLICATION PACKET

EDUCATIONAL LEADERSHIP and ADMINISTRATION PROGRAM With an MA in EDUCATION APPLICATION PACKET California State University, Chico Chico, California 95929-0222 530-898-6421 EDUCATIONAL LEADERSHIP and ADMINISTRATION PROGRAM With an MA in EDUCATION APPLICATION PACKET Well-qualified professional school

More information

The New Jersey Highly Qualified Teacher Approved Forms

The New Jersey Highly Qualified Teacher Approved Forms The New Jersey Highly Qualified Teacher Approved Forms REVISED JULY 2008 Table of Contents The New Jersey Highly Qualified Teacher Approved Forms The New Jersey Highly Qualified Teacher Identification

More information

Maryland State Department of Education Division of Certification and Accreditation

Maryland State Department of Education Division of Certification and Accreditation Maryland State Department of Education Division of Certification and Accreditation Guidelines for Implementing Approved Alternative Preparation Programs Revised July 2010 This document is based upon: The

More information

QUESTIONS & ANSWERS Highly Qualified Status and Michigan s Special Education Teachers January 2008

QUESTIONS & ANSWERS Highly Qualified Status and Michigan s Special Education Teachers January 2008 QUESTIONS & ANSWERS Highly Qualified Status and Michigan s Special Education Teachers January 2008 1. Q: What are the core academic subjects? A: The core academic subjects, as defined by the Elementary

More information

2014 EPP Annual Report

2014 EPP Annual Report 2014 EPP Annual Report CAEP ID: 24736 AACTE SID: Institution: Tulane University EPP: Teacher Preparation and Certification Program Section 1. AIMS Profile After reviewing and/or updating the Educator Preparation

More information

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL

GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL GUIDELINES FOR GRADUATE COURSES OFFERED FOR PROFESSIONAL DEVELOPMENT OF SCHOOL PERSONNEL Rationale: Professional development takes many forms, including such activities as workshops, courses, conferences,

More information

Secondary Education Master s Degree Program First-Time Licensure

Secondary Education Master s Degree Program First-Time Licensure Secondary Education Master s Degree Program First-Time Licensure College of Education Secondary Program Mailstop 0280 WRB 3100 University of Nevada, Reno Reno 89557 (775) 784-4961 (775) 327-5220 (Fax)

More information

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA)

Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) Program Report for the Preparation of Reading Education Professionals International Reading Association (IRA) NATIONAL COUNCIL FOR ACCREDITATION OF TEACHER EDUCATION 1: COVER SHEET 1. Institution Name

More information

STATE OF MICHIGAN DEPARTMENT OF EDUCATION LANSING. April 22, 2013

STATE OF MICHIGAN DEPARTMENT OF EDUCATION LANSING. April 22, 2013 RICK SNYDER GOVERNOR STATE OF MICHIGAN DEPARTMENT OF EDUCATION LANSING MICHAEL P. FLANAGAN STATE SUPERINTENDENT MEMORANDUM April 22, 2013 TO: FROM: SUBJECT: State Board of Education Michael P. Flanagan,

More information

INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT

INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT INITIAL PROGRAM APPROVAL TRAINING 2015 TRANSCRIPT Slide 1: Good day, I am Tonya Jones and I would like to welcome you and thank you for attending our Initial Program Approval Training. This training is

More information

PSYCHOLOGY. Master of Science in Applied Psychology

PSYCHOLOGY. Master of Science in Applied Psychology CJ 515 Budgetary Planning in Public Agencies Examines the nature of public budgeting and financial management from the perspective of a public manager. Explores public budgeting from an analytical perspective.

More information

WATSON COLLEGE OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION

WATSON COLLEGE OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION WATSON COLLEGE OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON MASTER OF ARTS IN TEACHING IN SECONDARY EDUCATION The M.A.T. in Secondary Education addresses the North Professional Teaching Standards,

More information

The Internship for the. Masters in Educational Administration. Maryville University School of Education

The Internship for the. Masters in Educational Administration. Maryville University School of Education The Internship for the Masters in Educational Administration Maryville University School of Education www.maryville.edu/edgrad Revised 1/13 Page 1 MARYVILLE UNIVERSITY ADMINISTRATIVE INTERNSHIP HANDBOOK

More information

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS

CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS Ch 77, p.1 CHAPTER 77 STANDARDS FOR TEACHER INTERN PREPARATION PROGRAMS 281 77.1(256) General statement. Programs of teacher intern preparation leading to licensure in Iowa are subject to approval by the

More information

Transition Points for Undergraduate Initial Teacher Preparation Programs

Transition Points for Undergraduate Initial Teacher Preparation Programs Transition Points for Undergraduate Initial Teacher Preparation s Transcript reviews for sixteen academic units in major content areas; and high school GPA for the quality of academic work (or results

More information

Combined Bachelor s/master s Degree Program Sponsored by the Graduate School and the Honors Program

Combined Bachelor s/master s Degree Program Sponsored by the Graduate School and the Honors Program Combined Bachelor s/master s Degree Program Sponsored by the Graduate School and the Honors Program The Honors Program provides students with the opportunity to plan a curriculum leading to both the Bachelor's

More information

TABLE OF CONTENTS. Office of Professional Preparation Services... 1. Michigan State Law... 1. Types of Certificates Available... 2

TABLE OF CONTENTS. Office of Professional Preparation Services... 1. Michigan State Law... 1. Types of Certificates Available... 2 TABLE OF CONTENTS Office of Professional Preparation Services... 1 Michigan State Law... 1 Types of Certificates Available... 2 Michigan Certificate Requirements... 3-14 Provisional Certificate... 3 Provisional

More information

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013

PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 PROCEDURES AND GUIDELINES FOR FACULTY AND DEPARTMENTS The Graduate School of NMSU 575 646-5745 Revised on March 19, 2013 Guidelines are provided on developing proposals for the following: Guidelines on

More information

505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS

505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS Effective October 15, 2014 505-3-.01 REQUIREMENTS AND STANDARDS FOR APPROVING EDUCATOR PREPARATION PROVIDERS AND EDUCATOR PREPARATION PROGRAMS (1) Purpose. This rule states requirements and standards for

More information

Appendix A Components for the Review of Institutions of Higher Education

Appendix A Components for the Review of Institutions of Higher Education Appendix A Components for the Review of Institutions of Higher Education Appendix A: Components for the Review of Institutions of Higher Education The PI 34 requirements for program approval are organized

More information

TABLE OF CONTENTS. Office of Professional Preparation Services... 1. Michigan State Law... 1. Types of Certificates Available... 2

TABLE OF CONTENTS. Office of Professional Preparation Services... 1. Michigan State Law... 1. Types of Certificates Available... 2 TABLE OF CONTENTS Office of Professional Preparation Services... 1 Michigan State Law... 1 Types of Certificates Available... 2 Michigan Certificate Requirements... 3-14 Provisional Certificate... 3 Provisional

More information

Third Year Report: Graduate Education Programs

Third Year Report: Graduate Education Programs Third Year Report: Graduate Education Programs Assessment contact person, and person preparing the report, (if different): o Department Head for Professional Education Services (formerly special education,

More information

Criteria for Approval of Online Providers and Courses to Satisfy UC Subject ( a-g ) Requirements

Criteria for Approval of Online Providers and Courses to Satisfy UC Subject ( a-g ) Requirements Criteria for Approval of Online Providers and Courses to Satisfy UC Subject ( a-g ) Requirements Approved by BOARS Articulation & Evaluation Subcommittee on July 27, 2006 Approved by BOARS on October 6,

More information

First-Time Licensure. SECONDARY EDUCATION Master s Degree Program M.Ed.

First-Time Licensure. SECONDARY EDUCATION Master s Degree Program M.Ed. SECONDARY EDUCATION Master s Degree Program M.Ed. First-Time Licensure College of Education Secondary Ed. Program University of Nevada, Reno 1664 N. Virginia St. Mailstop 280 Reno, NV 89557 The M.Ed. program

More information

Highly Qualified Teachers Questions & Answers Elementary and Secondary Education Act (ESEA) No Child Left Behind (NCLB) of 2001 May 6, 2005

Highly Qualified Teachers Questions & Answers Elementary and Secondary Education Act (ESEA) No Child Left Behind (NCLB) of 2001 May 6, 2005 Highly Qualified Teachers Questions & Answers See the Michigan Definition for Identifying Highly Qualified Teachers at www.michigan.gov/documents/definitionofhighlyqualifiedteachers_63281_7.pdf. Section

More information

MASTER OF SCIENCE DEGREE: COMMUNITY HEALTH PROMOTION DEPARTMENT OF HEALTH, HUMAN PERFORMANCE, & RECREATION

MASTER OF SCIENCE DEGREE: COMMUNITY HEALTH PROMOTION DEPARTMENT OF HEALTH, HUMAN PERFORMANCE, & RECREATION MASTER OF SCIENCE DEGREE: COMMUNITY HEALTH PROMOTION DEPARTMENT OF HEALTH, HUMAN PERFORMANCE, & RECREATION The Community Health Promotion Program at the University of Arkansas Page 1 Welcome to the Master

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

Certificates Become Licenses By June 1, 2013

Certificates Become Licenses By June 1, 2013 Certificates Become Licenses By June 1, 2013 Parts of the Act effective immediately August 26, 2012 (SB 1799 signed into law) Other effective dates: January 1, 2012 February 1, 2012 July 1, 2012 Most

More information

Graduate Programs Handbook

Graduate Programs Handbook Graduate Programs Handbook University of Arkansas at Monticello School of Education 106 University Place Monticello, AR 71655 Office: (870) 460-1062 Fax: (870) 460-1563 Donna R. Hunnicutt, Coordinator

More information

1. Who must complete the Highly Qualified Teacher Identification Form?

1. Who must complete the Highly Qualified Teacher Identification Form? General Form Instructions (A E) 1. Who must complete the Highly Qualified Teacher Identification Form? All active teachers working in elementary schools who teach core academic content areas. This includes

More information

Department of Education School of Education & Human Services Master of Education Policy Manual

Department of Education School of Education & Human Services Master of Education Policy Manual Department of Education School of Education & Human Services Master of Education Policy Manual Prepared by: Elizabeth C. Monahan, Director MED Programs Dr. Stacey Brown Hobbs, PDS Liaison AY 2015-2016

More information

1. List proposed program changes related to merging, splitting, renaming or modifying a program. Community Counseling and School Counseling.

1. List proposed program changes related to merging, splitting, renaming or modifying a program. Community Counseling and School Counseling. Proposal to Modify the MA in School Counseling Department of Counseling Prepared and Submitted by Department of Counseling DATE: November, 2013 SEHS COI Approved: December 3, 2013 1. List proposed program

More information

TEXAS CHRISTIAN UNIVERSITY

TEXAS CHRISTIAN UNIVERSITY TEXAS CHRISTIAN UNIVERSITY Department of Psychology Application for Graduate Program Master of Developmental Trauma (M.S.) Students applying for graduate training in the Department of Psychology must complete

More information

Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH

Bachelors of Science in Education (BSED) Middle Childhood Education. School of Education CECH Bachelors of Science in Education (BSED) Middle Childhood Education School of Education CECH 2014 Primary Faculty: Emilie M. Camp Emilie.Camp@uc.edu 513-556-0388 I. Program Overview The Middle Childhood

More information

Master of Science in Education Teacher Education

Master of Science in Education Teacher Education Master of Science in Education Teacher Education Program Director Marcia Matamin 2321 Beeghly Hall (330) 941-3652 mjmatanin@ysu.edu Program Description The master teacher education program provides advanced

More information

NCLB and the Highly Qualified Teacher

NCLB and the Highly Qualified Teacher October 2008 NCLB the Highly Qualified Teacher GENERAL 1. Who must meet the highly qualified teacher requirements? All teachers who teach core academic subjects (provide direct instruction, i.e. are the

More information

Teacher of Students with Disabilities Endorsement Program Student Handbook

Teacher of Students with Disabilities Endorsement Program Student Handbook Teacher of Students with Disabilities Endorsement Program Student Handbook Rowan University College of Education Interdisciplinary and Inclusive Education Department 1 Table of Contents Overview and General

More information

Master of Science in Education Teacher Education

Master of Science in Education Teacher Education Master of Science in Education Teacher Education Program Director Marcia Matanin 2407 Beeghly Hall (330) 941-3251 mjmatanin@ysu.edu Program Description The master teacher education program provides advanced

More information

The New Jersey Model for Identifying Highly Qualified Teachers

The New Jersey Model for Identifying Highly Qualified Teachers The New Jersey Model for Identifying Highly Qualified Teachers The New Jersey Model for Identifying Highly Qualified Teachers William L. Librera, Ed.D. Commissioner of Education Richard Ten Eyck Assistant

More information

DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION ADMINISTRATOR CERTIFICATION CODE PART 1. GENERAL PROVISIONS

DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION ADMINISTRATOR CERTIFICATION CODE PART 1. GENERAL PROVISIONS DEPARTMENT OF EDUCATION SUPERINTENDENT OF PUBLIC INSTRUCTION ADMINISTRATOR CERTIFICATION CODE These rules take effect immediately upon filing with the Secretary of State unless adopted under section 33,

More information

Master s in Education - Literacy Assessment Plan

Master s in Education - Literacy Assessment Plan Woodring College of Education Preparing thoughtful, knowledgeable, and effective educators for a diverse society Master s in Education - Literacy Assessment Plan Consistent with the Mission Statement of

More information

College of Education. Master of Science in Secondary Education (6-12)

College of Education. Master of Science in Secondary Education (6-12) College of Education Master of Science in Secondary Education (6-12) Master of Science in Education Secondary Education (6-12) Graduate Programs Overview The Master of Science in Secondary Education, Traditional

More information

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director

Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director Southern Arkansas University Gifted & Talented Preparation Program Handbook Dr. Carla Bryant, Director I. Admission: a. Apply to Graduate School: (www.saumag.edu/graduate/admissions). i. Admission to the

More information

Michigan State University, College of Nursing Certificate in College Teaching Program

Michigan State University, College of Nursing Certificate in College Teaching Program Michigan State University, College of Nursing Certificate in College Teaching Program The College of Nursing Certificate in College Teaching Program (CCTP) transforms the way graduate students are prepared

More information

State Board for Educator Certification Discussion of 19 TAC 230.37 and 230.77

State Board for Educator Certification Discussion of 19 TAC 230.37 and 230.77 Item 22: Discussion of 19 TAC Chapter 230, Professional Educator Preparation and Certification, Subchapter D, Types and Classes of Certificates Issued, 230.37, Probationary Certificates, and Subchapter

More information

Procedures and Guidelines New Hampshire s Highly Qualified Teacher Requirements No Child Left Behind Act (NCLB) 2001

Procedures and Guidelines New Hampshire s Highly Qualified Teacher Requirements No Child Left Behind Act (NCLB) 2001 Procedures and Guidelines New Hampshire s Highly Qualified Teacher Requirements No Child Left Behind Act (NCLB) 2001 General Information about HQT According to the No Child Left Behind Act of 2001, all

More information

Faculty Member Completing this Form: Melissa Cummings

Faculty Member Completing this Form: Melissa Cummings Department Name: Science Middle/Secondary Education Date Submitted and Academic Year: Fall 2011 for AY 2011-2012 Department Mission Statement: All SUNY Potsdam education programs are aligned with our conceptual

More information

6.9 6.9.1. GRADING SYSTEMS

6.9 6.9.1. GRADING SYSTEMS 6.9 The professional staff will develop a program of studies which encourages students to continually strive for self-improvement and success in their academic work. 6.9.1. GRADING SYSTEMS Periodic grade

More information

Western Kentucky University Master of Music in Music Education Teacher Leader Program (30 hour program) 0453 Music MUTL Teacher Leader

Western Kentucky University Master of Music in Music Education Teacher Leader Program (30 hour program) 0453 Music MUTL Teacher Leader Curriculum Contract Western Kentucky University Master of Music in Music Education Teacher Leader Program (30 hour program) 0453 Music MUTL Teacher Leader Successful completion of this program qualifies

More information

EDU 5260 Collaboration & Consultation in Education 3 cr. EDU 5810 Multicultural Issues in Education 3 cr.

EDU 5260 Collaboration & Consultation in Education 3 cr. EDU 5810 Multicultural Issues in Education 3 cr. MASTER OF ARTS IN SPECIAL EDUCATION Contact Person: Barbara R. Schirmer Office: Reno Hall McNichols Campus Telephone: (313) 578-0401 Fax: (313) 578-0507 E-mail: schirmbr@udmercy.edu Website: http://liberalarts.udmercy.edu/education/ma_special_ed.php

More information

University of South Carolina School of Library & Information Science. A Checklist of Certification Requirements for School Librarian Candidates

University of South Carolina School of Library & Information Science. A Checklist of Certification Requirements for School Librarian Candidates University of South Carolina School of Library & Information Science A Checklist of Certification Requirements for School Librarian Candidates Learning Outcomes of this Program Meet the ALA/AASL/CAEP (Council

More information

IHE Masters of School Administration Performance Report

IHE Masters of School Administration Performance Report IHE Masters of School Administration Performance Report High Point University 2007-2008 Overview of Masters of School Administration Program The Master of Education (M.Ed) in Educational Leadership prepares

More information

University of Delaware School of Education Masters of Arts in Teaching

University of Delaware School of Education Masters of Arts in Teaching University of Delaware School of Education Masters of Arts in Teaching Program Policy Statement Part I. Program History A. Purpose Statement B. Origin of the Program C. Administration and Faculty D. Degrees

More information

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT

Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Discuss DIVERSITY AND PROFESSIONAL DISPOSITIONS 1 SECTION I CONTEXT Provide the following contextual information: 1. Description of any state or institutional policies that may influence the application

More information

Appendix C Application Review

Appendix C Application Review Appendix C Application Review Wisconsin Alternative Route to Licensure Program Application Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Appendix C: Alternative Route

More information

These procedures describe the process used to grant the student appropriate academic credit by each of these methods as follows.

These procedures describe the process used to grant the student appropriate academic credit by each of these methods as follows. OREGON INSTITUTE OF TECHNOLOGY Credit for Prior Learning Credit for prior learning by a student admitted to OIT may be granted through a number of independent processes. These include: A) Transfer Credit;

More information

A Guide to Completing the Application for the University of Hawai i at Hilo Master of Arts in Teaching

A Guide to Completing the Application for the University of Hawai i at Hilo Master of Arts in Teaching A Guide to Completing the Application for the University of Hawai i at Hilo Master of Arts in Teaching MAT Application Checklist UH Hilo application form $50 Application fee Personal statement: Interest

More information

Tennessee Educator Preparation Policy

Tennessee Educator Preparation Policy Tennessee Educator Preparation Policy Table of Contents I. Approval of Educator Preparation Providers and Programs A. Eligibility B. State Approval II. Procedures for Approval of Educator Preparation Providers

More information

Teacher Education Certification Program

Teacher Education Certification Program 167 U.T. Dallas offers a rigorous university-based teacher certification curriculum and has built an outstanding reputation for producing excellent teachers. Coursework and field experiences leading to

More information

TEACHER CERTIFICATION STATE OF MICHIGAN

TEACHER CERTIFICATION STATE OF MICHIGAN TEACHER CERTIFICATION STATE OF MICHIGAN In order to teach professionally in the State of Michigan, individuals must be certified and approved by the State Department of Education. Provisional certificates

More information

PROPOSAL FOR NEW INSTRUCTIONAL PROGRAM UNIVERSITY OF MARYLAND AT COLLEGE PARK, MARYLAND Change in Five Year Integrated Program

PROPOSAL FOR NEW INSTRUCTIONAL PROGRAM UNIVERSITY OF MARYLAND AT COLLEGE PARK, MARYLAND Change in Five Year Integrated Program Copied from http://www.provost.umd.edu/pcc_documents/pcc_proposal.htm PROPOSAL FOR NEW INSTRUCTIONAL PROGRAM UNIVERSITY OF MARYLAND AT COLLEGE PARK, MARYLAND Change in Five Year Integrated Program I. OVERVIEW

More information

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS.

CONTINUOUS ASSESSMENT PLAN. For. ADMINISTRATIVE CERTIFICATION and RANK I STATUS. Within the. M. Ed. and Ed. S. DEGREE PROGRAMS. CONTINUOUS ASSESSMENT PLAN For ADMINISTRATIVE CERTIFICATION and RANK I STATUS Within the M. Ed. and Ed. S. DEGREE PROGRAMS In the DEPARTMENT OF ADMINISTRATION AND SUPERVISION Revised: September, 2000 This

More information

Classroom Management. Secondary Methods. Outcomes. Assessment and Data. Evidence of Effectiveness

Classroom Management. Secondary Methods. Outcomes. Assessment and Data. Evidence of Effectiveness Program Ranking Sheet Holy Family University Philadelphia, Pennsylvania Graduate Secondary Teacher Prep Program 2014 National Ranking: #406 Only programs whose scores put them in the top half receive a

More information

Handbook for History Education and Social Science Education Students

Handbook for History Education and Social Science Education Students Handbook for History Education and Social Science Education Students Welcome to the Department of History and Political Science at Saint Xavier University! This handbook is designed to give you all of

More information

Accelerated Graduate Degree Programs Proposal Template

Accelerated Graduate Degree Programs Proposal Template Accelerated Graduate Degree Programs Proposal Template Overview. This template was created to: 1) provide a general overview of the basic elements of accelerated graduate degree programs at the University

More information