Coordinator
Suellen Harris, Dean of the School of Education
Return to top
Description
The Trinity College Accelerated Certification Program, which consists
of 20 credits at the graduate level, is a collaborative initiative among
Trinity's School of Education and the District of Columbia Public
Schools. The aim of the program is to recruit and prepare new teachers
who meet the requirements for graduate study but would not otherwise be
qualified to begin full-time teaching through typical licensure and
professional education programs. The program curriculum is grounded in
the core propositions of the National Board for Professional Teaching
Standards and is customized to meet local certification and performance
assessment requirements for teachers.
Participants in the Accelerated Certification Program are supported
by a network of Trinity faculty and mentors comprised of experienced
school and teaching professionals who are dedicated to assuring each
student's success. All program participants complete a final Capstone
Teaching Portfolio that reflects the knowledge, skills, and competencies
leading to initial licensure. The assignments in course work completed
throughout the program comprise components of the portfolio.
Candidates for the Accelerated Certification Program must hold a
baccalaureate degree having maintained an undergraduate GPA of at least
2.8. Students who complete the program requirements will be eligible for
provisional certification in the District of Columbia, which has
certification reciprocity with 35 states.
Return to top
Provisional
Certification Requirements
Students in the Accelerated Certification Program must complete the
following program requirements:
- Earn passing scores on the Praxis I examination, a pre-professional
skills test administered by ETS in reading, writing, and mathematics.
- Complete 20 credits of sequenced graduate study in education with a
minimum GPA of 3.0.
- Receive successful mid-term and final course and teaching assessments
from Trinity faculty and the local school system.
- Complete a Capstone Teaching Portfolio documenting the knowledge,
skills, and competencies required for initial licensure in the school
district in which the student is teaching.
Participants wishing to earn a Standard Teaching License in the District
of Columbia can expect additional education course work to be required.
A review of undergraduate course work in content and subject areas is
also necessary to ensure that the general education (GEN ED)
requirements that pertain to teacher certification eligibility have been
met. These requirements usually involve 48 credit hours in a range of
disciplines that help ensure that future teachers are well-equipped to
meet rigorous content standards. Those who go on to pursue Trinity's
Master of Arts in Teaching Program are eligible for a Standard Teaching
License upon graduation. Further information may be found in the Teacher
Education (M.A.T.) section of this catalog.
Return to top
Course Requirements
Course Requirements (20 credits)
ALL of the following courses:
EDU 532T Historical and Contemporary Issues in Education
EDU 546T Identifying and Utilizing School and Community Resources
EDU 565T Characteristics and Needs of Students
EDU 568T Curriculum and Instructional Planning
EDU 569T Evaluation and Assessment for Instructional Improvement
EDU 578T Structuring the Learning Environment
EDU 588I Teaching Practicum and Seminar (taken twice for 1 credit each
term)
Return to top
Course Descriptions
EDU 532T Historical and Contemporary Issues in Education
Familiarizes students with the foundations of education, including
historical development of the schools and contemporary education policy.
The course includes emphasis on decision-making about education in the
context of political, economic, and social considerations.
3 credits
EDU 546T Identifying & Utilizing School & Community Resources
Addresses the executive and organizational aspects of teaching. Students
research and identify the sociological and cultural perspectives for
communicating and interacting with parents and community members. The
course also explores ways for teachers to use resources inside and
outside of the school setting to enhance learning and increase
achievement.
3 credits
EDU 565T Characteristics and Needs of Students
Familiarizes students with a basic theoretical understanding of human
growth and development in children. The course is organized around
contemporary theories of psychological, psychosocial, cognitive, social,
and moral development. Students learn pertinent information about the
inclusion model, paying special attention to the differences and needs
of children from culturally diverse backgrounds and children with
developmental disabilities.
3 credits
EDU 568T Curriculum and Instructional Planning
Introduces the basic principles of curriculum and instructional design
and prepares students to apply this knowledge in educational settings.
The course deals with the necessary aspects of structuring learning
environments, managing time and space, and coordinating materials and
people in classrooms. The course emphasizes integrated thematic
teaching, technological infusion, characteristics of an inclusive
environment, and consideration of diversity in the classroom.
3 credits
EDU 569T Evaluation & Assessment for Instructional Improvement
Provides a general background of assessment and evaluation issues,
strategies, and techniques. The course covers types of assessments,
applications of the various assessments, tips for selecting tests, and
issues concerning test bias and inequity. Students become acquainted
with assessment and evaluation tools used by their school district and
discuss implications on classroom instruction.
3 credits
EDU 578T Structuring the Learning Environment
Addresses the basic aspects of structuring learning environments and
managing time, space, materials, and people in classrooms. Students
research, explore, and implement managerial, instructional, and
assessment techniques. The course exposes students to the fundamental
aspects of instructional and assessment planning and implementation.
3 credits
EDU 588I Teaching Practicum and Seminar
Provides students with the opportunity to relate theories presented in
course work to the practice of classroom teaching. Students enroll in
this practicum twice for one credit each term. The first semester of the
practicum provides students with opportunities to relate the theory
presented in course work to the practice of teaching. In the second
semester of enrollment, students continue development of their
professional teaching portfolios documenting their competencies as
beginning teachers.
1 credit
Return to top
|
