Teacher Certification Program

Transcription

1 College of Education Concordia University Drive, Austin TX, Curriculum & Instruction with Teacher Certification Program

2 College of Education Administrative Faculty Joanne Antrim, Ph.D. Director of Advanced Literacy Program Allen Brown, Ed.D. Division Chair of Graduate Studies Director of Differentiated Instruction Program Director of Superintendent Certification Program Gayle Grotjan, Ed.D. Dean, College of Education Doug Hall, Ed.D. Statewide Director MEd Nontraditional Teacher Certification Jacob Hollatz, Ed.D. Division Chair Undergraduate Teacher Education Director of Field Placement Gregory Jones, Ed.D. M.Ed. Regional Coordinator Houston Center Karen Crow, Ed.D. M.Ed. Regional Coordinator Dallas/Ft. Worth Center Jose Ramos, Ph.D. M.Ed. Regional Coordinator San Antonio Center Michael Wallace, Ed.D. Director of Educational Administration Program Chris Winkler, Ed.D. Senior Regional Coordinator, M.Ed. Program M.Ed. Regional Coordinator Austin Director of Sports Administration Program Revised May

3 CONCORDIA UNIVERSITY TEXAS MASTER OF EDUCATION Curriculum & Instruction with Teacher Certification The Curriculum and Instruction Sequence with Teaching Certification is an innovative, rigorous program designed to prepare future educators to respond to the challenges in today s schools and become leaders of change in education in this century. Students choosing this sequence will be those who are not teacher certified, and will be working toward teacher certification in their chosen area, in addition to completing coursework for a Master s degree in Curriculum and Instruction. The Curriculum & Instruction with Teacher Certification program at Concordia University Texas is considered a Post Baccalaureate Educator Preparation Program by the Texas Education Association (TEA). Students seeking initial teaching certification are expected to demonstrate knowledge, skill and certain teaching behaviors related to the profession, therefore, the program focuses on developing a deeper understanding of teaching through fieldwork experiences. In addition, the sequence also includes the design and development of an action research proposal focused upon a question or problem specific to the student s actual practice in the education setting for the purpose of improving social and instructional practice. The candidate seeking admission to Concordia s M.Ed. degree in Curriculum & Instruction with Teacher Certification (CITC) program must: 1) Possess a baccalaureate degree from a regionally accredited institution. 2) Submit official transcripts from all institutions of higher education attended. 3) Have a cumulative 2.5 GPA (or better) in all undergraduate work, or (if applicable) a 3.0 GPA (or better) in at least 24 semester hours of graduate work. 4) Have at least 15 academic credits of content area coursework with a minimum grade point average of 2.5 for those courses. 5) Submit two (2) letters of recommendation. 6) Have characteristics necessary for success in the elementary, middle school or high school classroom, such as: a) a joy in life long learning, b) a commitment to children, and c) the ability to balance academic demands and one s personal life and responsibilities. 7) Complete an interview with the program director within the first thirty days of the first course. Revised May

4 REQUIREMENTS FOR TEACHER 1. Complete the M.Ed. degree in CITC. 2. Demonstrate proficiency in the use of computers in the classroom. 3. Demonstrate competency in all subject areas required for certification by the stated list of essential knowledge and skills and the appropriate TExES exam; competency of each student will be determined through transcript evaluation and/or institutional testing. Based on the evaluation, the student may be required to take specific coursework. If additional coursework is needed, it may be taken before enrollment or concurrently with the Concordia University Master of Education program; the coursework may be taken at any accredited university. Students must complete this coursework before they can begin their clinical teaching semester. Successful completion of the TExES exams will be the final indicator of competency in all appropriate subject areas. The student will be required to take and pass the appropriate practice exam with a score of 80% or better in order to be able to register for the actual TExES exam. 4. Complete a full semester clinical teaching experience, full time, in a regular classroom, or at least one academic year (or 180 school days) of full time teaching on a probationary certificate. 5. Submit to fingerprinting and background checks, as conducted by TEA. Students recently admitted to an educator preparation program can request a Preliminary Criminal History Evaluation; information on doing so can be found here: This evaluation requires a non refundable fee of $150. CLINICAL TEACHING REQUIREMENT The CITC clinical teaching experience consists of a full semester in order to obtain the standard teaching certificate. However, CITC students may also fulfill the teaching requirement by doing a teaching internship. This involves being the teacher of record in an EC 12 public or private school on a probationary certificate. All CITC students, regardless of whether they are clinical teaching in the traditional full semester clinical teaching format or under a probationary certificate, will need to register for MED 5307 Educational Internship. This course carries regular tuition, plus an internship fee. Students completing the year long internship will need to be enrolled both semesters of the internship. The following requirements must be met prior to being placed in Clinical Teaching. The student must have: A cumulative GPA of at least 3.0 Revised May

5 Successfully completed all coursework except MED 5307 and CAI 5330, including any undergraduate content area coursework required based on the content hours transcript evaluation completed during the admissions process. Successfully completed all fieldwork hours required Personal, social, and moral qualities, as well as personal and mental health suitable for teaching, as outlined in the College of Education Code of Ethics. All applicants must receive clearance from each of the following offices or persons prior to placement: Dean of Students Provost Director of Teacher Certification Program Director of MED Program NOTE: Negative data may block placement Submitted the application forms for clinical teaching by the deadline indicated: October 1 for Spring placement April 1 for Fall placement STATE EXAMS All individuals seeking intial teacher certification in Texas are required to take and pass at least two TExES (Texas Examination of Educator Standards) exams before they can be recommended to TEA for certification: 1) the PPR (Pedagogy and Professional Responsibility) exam; and 2) the Content Area exam, appropriate to the chosen subject area Upon completion of all requirements, the educator preparation program (Concordia University Texas) makes the recommendation to TEA for the individual to become certified. Please refer to the following websites for further information: Texas Education Agency: TExES (Texas Examination of Educator Standards): LUTHERAN TEACHER DIPLOMA The Concordia Teacher Colloquy Program provides the education needed to be eligible for a Call in the Lutheran Church Missouri Synod (LCMS). This program is offered on behalf of the Concordia University System to teachers in our LCMS schools who have not had previous opportunity to formally study Lutheran doctrine, and it is available for the CITC teacher certification candidate. The Colloquy is offered online through the CUEnet (Concordia Revised May

6 University Education Network), and you may find more information about it here: Revised May

7 COURSES REQUIRED FOR CITC TEACHER MED 5101 Field Work This course provides the opportunities for introductory experiences for a candidate seeking a master s degree and teacher certification under the rules of the Texas Education Agency (TEA). Students will be involved in interactive and reflective observations of Early Childhood through Grade 12 students, teachers, and faculty/staff members engaging in the educational activities in a school setting. MED 5303 Curriculum Design & Practice An intensive study of pedagogical approaches and materials for teaching in schools, such as state curriculum documents and the curricular recommendations of professional associations. Specific emphasis will be given to study of alternative approaches to curriculum theory, design, practice and evaluation. MED 5305 Educational Research Study of research methodology which explores various research modules, analyzes examples of research to identify models of acceptable and unacceptable research, and develops skills in using statistical techniques which enable the classroom teacher to be a reflective practitioner. The student will design and develop an action research proposal focused upon a question or problem specific to the student s actual practice in the educational setting for the purpose of improving social and instructional practice. MED 5307 Educational Internship Supervised on the job experience and involvement in a public or private educational operation. This course will serve as an integration of the students in class learning theory, methodology, and content in an extended educational setting. This course carries regular tuition, plus an internship fee. MED 5308 Ethics and Leadership in Education A Christian perspective of current issues, philosophy, and practice in American education (public and private) are addressed in this course. Included will be important ethical issues in contemporary schooling such as cultural and religious diversity, professional conduct, student and parental rights, discipline, and technology. Students will evaluate their effectiveness as leaders. As a result of class activities, they will develop an awareness of personal leadership strengths, weaknesses, preferences, styles, and behaviors. MED 5309 Differentiated Instruction and Learning Theory Characteristics of effective teaching for all learning styles as well as major theories of learning will be studied. Recognizing the need to correlate the theoretical knowledge of learning and the ability to deliver the material in a manner that is relevant to the learner are essential for effective teaching. This course will provide students with an understanding of the various theories for learning and of differentiated styles of instructional delivery to correspond with various needs and abilities of learners. Revised May

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9 CAI 5321 Models of Teaching Content specific instructional methodology, needs of the learner, and curricular concerns in educational settings. CAI 5322 Legal Foundations of Education This course provides an opportunity to study, explore, and research laws, policies, and procedures affecting education today in an ever changing world. Teachers and administrators are called upon to know laws, policies, and regulations of the federal, state, and local community, so potential legal action may be avoided. This course will enable students to understand the laws and prevent many of the legal entanglements affecting teachers and administrators in today's schools both public and private. Components reviewed will address: Federal, state, and local laws, regulations, and policies towards education. Prevention, resolution, and containment of situations that can affect the learning environment in an adverse manner. Historical aspects of legal decisions that have shaped the educational environment into its present structure. No Child Left Behind and the impact it is exerting on the LEA (local education agency), state and national educational goals for education in the 21 st century. Laws dealing with special populations, diversity, and needs of LSE (low social economic) students, as well as ESL and other groups of students as identified. CAI 5323 Evaluation and Assessment in Education A study of traditional and alternative assessment techniques, instrumentation, and implementation. CAI 5328 Historical and Philosophical Foundations of Education This course examines the relationship between theory and practice in education, the assumptions underlying educational decisions and actions and the influences of educational philosophy and historical traditions on our educational system. Examining stated purposes, events and trends that continue to shape and influence public and independent educational systems today will enable the master teacher to set a course for effective decision making in the future. CAI 5330 Action Research Capstone course designed to guide the student through the implementation of the research proposal developed in MED Research phases include collection of data, analysis, writing and presentation of the research study proposal. LTC 5331 Reading & Writing Across the Curriculum: All Levels Philosophy of developmental literacy by examining methods and materials, as well as the scope and sequence, of beginning reading and writing skills through reading and writing in the content areas of math, science, social studies and English. This course bridges theory into practice by applying learning theory to classroom literacy instruction across the curriculum. Revised May

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11 LTC 5329 Foundations of Literacy This course focuses on designing, implementing, adapting and evaluating reading instruction for students early childhood (EC) to twelfth grade. The activities and strategies included are based on current research and will provide the background and resources needed to expertly teach reading in both elementary and middle school/secondary content areas. Revised May

12 Certification Areas Offered EC 12 th Physical Education EC 12 th Music EC 6 th Generalist 4 th 8 th Generalist 4 th 8 th English Language Arts/Social Studies 4 th 8 th English Language Arts 4 th 8 th Math 4 th 8 th Science 4 th 8 th Math/Science 4 th 8 th Social Studies 7 th 12 th English Language Arts 7 th 12 th Social Studies 7 th 12 th History 7 th 12 th Math 7 th 12 th Science 8 th 12 th Math/Physics 6 th 12 th Physical Sciences 7 th 12 th Life Sciences Revised May

13 CONTENT AREAS The following pages show the types of content knowledge CITC students must have in order to pass the state certification test (TExES) for their chosen teaching fields. While our program does not require that CITC certification students take all the courses listed, mastery of the content is imperative. We ask that CITC students take the appropriate TExES practice tests (available in the College of Education) for their chosen teaching field to assess where the student s strengths and weaknesses may exist. If necessary, students may then choose to take additional classes, study the material on their own, or attend workshops or seminars to build up their knowledge. It should be noted that most school districts require content area specific teachers to have 24 semester hours (12 upper level for single subject content areas) of coursework to be considered highly qualified in the subject area they teach. Revised May

14 GRADES EC 12 (All Level) PHYSICAL EDUCATION Competencies covered on the state content area exam *Personal & Community Health *Introduction to Physical Education *Theory & Application of Physical Fitness *Prevention & Treatment of Movement Injuries *Musculoskeletal Anatomy & Biomechanics *Motor Development & Learning *Organization & Administration of PE & Sports *Evaluation in Physical Education & Sports *Coaching Team Sports *Coaching Individual Sports *Psychology of Movement Activities *Methods of Teaching in Physical Education *Exercise Physiology *First Aid & Safety GRADES EC 12 (All Level) MUSIC Competencies covered on the state content area exam (TExES) will include: *Piano Proficiency *Vocal Proficiency *Choral Proficiency *Instrumental Proficiency *Sight Singing *Conducting *Music Theory *Voice Training *Orchestration *History of Music *Music Pedagogy Elementary *Music Pedagogy Middle/Secondary EC 6 TH GRADE GENERALIST Competencies covered on the state content area exam (TExES) will include: *Fundamentals of Reading *Teaching Reading *Diagnostic/ Remedial Reading *Emergent Literacy / Content Area Reading *Advanced Techniques in Reading *Western Civilization to 1715 *Western Civilization from 1715 *Texas History *Principles of Geography *Math for Elementary Teachers *Science & Health for Elementary Teachers *Foundations of Early Childhood Education *Early Childhood Education Curriculum GRADES 4 8 GENERALIST Competencies covered on the state content area exam *Fundamentals of Reading / Language Arts *Teaching Reading *Diagnostic/ Remedial Reading *Advanced Techniques in Reading *Content Area Reading *Math for Elementary Teachers *Science & Health for Elementary Teachers *Human Communication Theory *World Regional Geography *Western Civilization to 1715 *Western Civilization from 1715 *Texas History *International Relations Since 1919 Revised May

15 GRADES 4 8 ENGLISH LANGUAGE ARTS / READING state content area exam *Fundamentals of Reading *Teaching Reading *Diagnostic/Remedial Reading *Content Area Reading *American Literature *Adolescent Literature *Creative Writing *Advanced Writing *World Literature: Romanticism & Realism *Survey of British Literature *Poetry *The English Language *Short Story *Human Communication Theory *Mass Media Theory and History GRADES 4 8 ENGLISH LANGUAGE ARTS / READING / SOCIAL STUDIES state content area exam *Fundamentals of Reading *Teaching Reading *Diagnostic/Remedial Reading *Content Area Reading *Adolescent Literature *Advanced Writing *Creative Writing *Texas History *US History *Western Civilization to 1715 *Western Civilization from 1715 *International Relations Since 1919 *World Regional Geography *Human Communication Theory *Mass Media Theory and History GRADES 4 8 SCIENCE Competencies covered on the state content area exam *Science & Health for Elementary Teachers *Zoology *Botany *Human Anatomy & Physiology *Astronomy *Chemistry II *Intro. to Environmental Science *Physics: Sound, Heat, and Light *Physics: Electricity & Magnetism *Geology *Content Area Reading Revised May

16 GRADES 4 8 MATHEMATICS Competencies covered on the state content area exam *Math for Elementary Teachers I & II *Discrete Structures *Pre Calculus *Calculus *Statistics *Number Theory *Geometry *Problem Solving *Finite Math *Applied Calculus *Linear Algebra *Abstract Algebra *Math Modeling *Content Area Reading GRADES 4 8 MATH / SCIENCE state content area exam *Math for Elementary Teachers *Discrete Structures *Pre Calculus *Number Theory *Geometry *Science & Health for Elementary Teachers *Biology *Zoology *Botany *Astronomy *Geology *Content Area Reading GRADES 4 8 SOCIAL STUDIES state content area exam *Macroeconomics *Microeconomics *Public Policy *World Regional Geography *Natural Resources & Conservation Planning *Race and Ethnic Relations *Western Civilization to 1715 *Western Civilization from 1715 *History & Culture of Mexico *Texas History *International Relations Since 1919 *Civil War Era *American West *US History *Content Area Reading Revised May

17 GRADES 7 12 ENGLISH LANGUAGE ARTS/ READING state content area exam *Human Communication Theory *Persuasive Communication *Mass Media History & Theory *World Literature: Romanticism & Realism *Survey of British Literature *Poetry *Short Story *Children s Literature *Adolescent Literature *Major Ethnic Writers of the US *Fundamentals of Reading *Teaching Reading *Diagnostic/Remedial Reading *Shakespeare *Advanced Writing *Creative Writing GRADES 7 12 HISTORY state content area exam *Western Civilization to 1715 *Western Civilization from 1715 *Historical Methods *History of Mexico *Traditions & Values of Classical Civilizations *International Relations Since 1919 *Civil War Era *US History *American West *History & Culture of the Mexican American *Texas History *Race & Ethnic Relations *Introduction to Anthropology *Topics in History * Introduction to Art History: Ancient & Modern GRADE 7 12 LIFE SCIENCES state content area exam *Astronomy *General Zoology *General Botany *General Microbiology *General Ecology *Human Anatomy & Physiology *Genetics *Chemistry II *Introduction to Environmental Science *Geology *Geology Field Techniques *Biopsychology *Developmental Biology *Nutrition *Biological Science Research Revised May

18 GRADES 7 12 MATH state content area exam *Discrete Structures *Statistics *Calculus *Applied Calculus *Linear Algebra *Number Theory *Geometry *Math for Secondary Teachers *Introduction to Mathematical Modeling *Problem Solving *Cryptology *Numerical Analysis *Abstract Algebra *Differential Equations *Real Analysis GRADES 6 12 PHYSICAL SCIENCE state content area exam *Chemistry *Organic Chemistry *Analytical Chemistry *Inorganic Chemistry *Physics: Kinematics & Dynamics *Physics: Sound, Heat, and Light *Physics: Electricity & Magnetism *Thermodynamics *Quantum Physics *Topics in Modern Physics *Astronomy *Geology GRADES 7 12 SCIENCE state content area exam *General Zoology *Chemistry *Introduction to Environmental Science *General Botany *Inorganic Chemistry *Physics: Kinematics & Dynamics *Physics: Sound, Heat, & Light *Physics: Electricity & Magnetism *Astronomy *Human Anatomy & Physiology *Geology *General Microbiology *Genetics *Nutrition *Developmental Biology Revised May

19 GRADES 7 12 SOCIAL STUDIES state content area exam (TExES) will include: *Macroeconomics *Microeconomics *Principles of Geography *World Regional Geography *Natural Resources & Conservation Planning *Western Civilization to 1715 *Western Civilization from 1715 *Texas History *International Relations Since 1919 *Civil War Era *American West *Traditions & Values of Classical Civilizations *Historical Methods *History & Culture of Mexico *Race and Ethnic Relations *Intro. to Anthropology GRADES 8 12 MATH/PHYSICS state content area exam (TExES) will include: *Statistics *Calculus *Algebra *Geometry *Problem Solving *Number Theory *Chemistry *Physics *Thermodynamics *Quantum Physics *Astronomy *Geology Revised May