Alternative Certification Program (ACP - Non-degree)
Faculty
Description
Provisional Certification Requirements
Course Requirements
Course Descriptions
Faculty
Roberta Dorr, Associate Professor of Education, Program Director of Teacher Education
Cynthia Greer, Associate Professor of Education (Advisor)
Return to top
Description
The Trinity Alternative Certification Program (ACP), which consists
of 20 credits at the graduate level, is a collaborative initiative
between Trinity's School of Education and the District of Columbia Public
Schools. The goal of the program is to recruit and prepare new teachers
to meet the requirements for certification through an alternative route.
Participants in this program must be teaching in D.C. schools
and must qualify for and obtain a Provisional Teaching Certificate from the District
of Columbia. 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 Alternative Certification Program are supported
by a network of Trinity faculty and mentors comprising experienced
school and teaching professionals who are dedicated to assuring each
student's success. All program participants complete a final
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 Alternative Certification Program must hold a
baccalaureate degree having maintained an undergraduate GPA of at least
2.8. They must successfully pass Praxis 1 as well as Praxis II in their content area. Students who complete the program requirements will be eligible for
standard certification in the District of Columbia.
Return to top
Program Requirements
Leading to Certification
Students in the Alternative Certification Program (ACP) 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. Earn passing scores on the Praxis II examination (content and pedagogy) required in their prospective field.
- Complete the 20 credits of sequenced graduate study in the
Alternative Certification Program 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 Teaching Portfolio documenting the knowledge,
skills, and competencies required for initial licensure in the school
district in which the student is teaching.
- A review of undergraduate course work in content and subject
areas is also necessary to ensure that the general education
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. All general education requirements must
be met prior to the ACP participants application for standard teacher
certification.
For students pursuing certification in a secondary field of English, math,
social studies, or science, the courses listed below are required in addition
to general education and professional education requirements.Students wishing to be certified in a content area must pass both content and pedagogy areas of the Praxis II required in their areas.
English: Thirty-six (36) semester hours is required in course work from the following: writing process, American literature, English literature, linguistics, oral communication, world literature or comparative literature, multicultural literature, drama, journalism, adolescent literature and mythology.
Math: Thirty-three (33) semester hours of course work is required: Six (6) semester credits in calculus and three (3) semester credits each in: algebra, geometry, computer science, probability and statistics, number theory, trigonometry, mathematical modeling or applied mathematics, discrete mathematics, history of mathematics.
General Science: Thirty (30) semester hours is required in course work. A minimum of six (6) semester credits in each of the following is required: biology, chemistry, physics, earth and space science, environmental science.
Social Studies: Thirty-three (33) semester hours is required in course work from the following: history, world history, United States history, the history and government of the District of Columbia, physical or cultural geography, economics, political science, and at least one course in international relations, global studies, law, philosophy, psychology, sociology, social science, or anthropology.
Return to top
Course Requirements
Course Requirements (20 credits)
ALL of the following courses:
EDAC 601 Characteristics and Needs of Students
EDAC 602 Structuring the Learning Environment
EDAC 603 Curriculum and Instructional Planning
EDAC 604 Evaluation and Assessment for Instructional Improvement
EDAC 605 Identifying and Utilizing School and Community Resources
EDAC 606 Historical and Contemporary Issues in Education
EDAC 689 Teaching Practicum and Seminar (taken twice for 1 credit each
term)
Return to top
Course Descriptions
EDAC 601 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. Field component required. Formerly EDU 565T Characteristics and Needs
of Students.
3 credits
EDAC 602 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.
Field component required. Formerly EDU 578T Structuring the Learning Environment.
3 credits
EDAC 603 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. Field component required. Formerly
EDU 568T Curriculum and Instructional Planning.
3 credits
EDAC 604 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. Field component required. Formerly EDU 569T
Evaluation & Assessment for Instructional Improvement.
3 credits
EDAC 605 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. Field component required. Formerly EDU 546T Identifying & Utilizing School &
Community Resources.
3 credits
EDAC 606 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. Field component required. Formerly EDU
532T Historical and Contemporary Issues in Education.
3 credits
EDAC 690 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. Students are formally observed. In the second
semester of enrollment, students continue development of their
professional teaching portfolios documenting their competencies as
beginning teachers. Formerly EDU 588I Teaching Practicum and Seminar.
1 credit (taken twice)
Return to top
| 
