Accelerated Certification Program (A.C.P. - Non-degree)
Faculty
Roberta Dorr, Associate Professor of Education
Description
The Trinity Accelerated Certification Program (A.C.P.), 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 (DCPS). The goal of the program is to recruit and prepare new teachers to meet the requirements for certification through an alternative route to teach elementary grades, secondary English, or secondary social studies. Participants in this program must be teaching in D.C. schools (public, private, charter or parochial) 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 Accelerated 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 Accelerated Certification Program must hold a baccalaureate degree having maintained an undergraduate GPA of at least 2.8. Additionally, they must successfully pass Praxis I. While Praxis II is not required for admission into the A.C.P. program, passing scores in content ARE required to obtain Provisional Certification in the District of Columbia. It is recommended that applicants inquire of their employer as to whether Provisional Certification is a requirement of their job and, if so, to take the appropriate content area exam so that Trinity faculty can assist them to applying for Provisional Certification. Students who complete the program requirements and the Praxis II in pedagogy will be eligible for standard certification in the District of Columbia.
Program Requirements Leading to Certification
Students in the Accelerated Certification Program (A.C.P.) 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 Accelerated 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 A.C.P. participant's application for standard teacher certification.
For students pursuing certification in the secondary field of English or social studies, 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.
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.
Certification Requirements for Students Registered in the Accelerated Certification Program
Students must meet three general requirements to be recommended for certification:
1. Successful completion of all program requirements (refer to the University Catalog for specific requirements).
2. Successful completion of the capstone, final project, or student teaching (see below).
3. Be in good academic standing (see Section VII below).
The minimum cumulative grade point average (GPA) required is 3.0
No student who has more than 3 credits below a "B-" on his or her transcript may be recommended for certification.
All program requirements must be completed within five years of matriculation as a degree candidate. Any request for an extension must be made in writing to the Dean.
Course Requirements
Course Requirements (20 credits)
ALL of the following courses:
EDCC 601 Transition to Graduate School Seminar
EDCC 601 Transition to Graduate School Seminar
Non-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits
EDAC 601 Characteristics and Needs of Students
EDAC 601 Characteristics and Needs of Students
Familiarizes students with a basic theoretical understanding of human growth and development over the life span. 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.
3 credits
EDAC 602 Structuring the Learning Environment
EDAC 602 Structuring the Learning Environment
Addresses the basic aspects of structuring learning environments and managing time, space, materials, and classroom management. Students research, explore, and implement managerial, instructional, and assessment techniques. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course also examines theories of learning and styles of teaching. Field component required. Formerly EDU 578 T.
3 credits
EDAC 603 Curriculum and Instructional Planning
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.
3 credits
EDAC 604 Evaluation and Assessment for Instructional Improvement
EDAC 604 Evaluation and 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 learn to analyze and interpret the current educational research literature on measurement and evaluation. Field component required. Formerly EDU 569T.
3 credits
EDAC 605 Identifying and Utilizing School and Community Resources
EDAC 605 Identifying and Utilizing School and 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. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. The necessary components of Individual Education Plans (IEP) are examined. Field component required.
3 credits
EDAC 606 Historical and Contemporary Issues in Education
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. Teacher candidates develop an understanding of the teacher preparation standards of the respective professional organizations as these standards apply to their own acquisition of the knowledge, skills and dispositions expected of professionals in the field of education. Field component required. Formerly EDU 532T.
3 credits
EDAC 689 Teaching Practicum and Seminar
EDAC 689 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.
1 credit (taken twice)
(taken twice for 1 credit each term)
Course Descriptions
EDCC 601 Transition to Graduate School Seminar
EDCC 601 Transition to Graduate School Seminar
Non-credit seminar for students in their first semester of any School of Education graduate program. Information will be provided to students on general education, certification and graduation requirements. Surveys and writing samples that are data requirements for accreditation of the department will be gathered. Academic policies, APA writing style requirements and university-provided resources will be reviewed.
0 credits
EDAC 601 Characteristics and Needs of Students
EDAC 601 Characteristics and Needs of Students
Familiarizes students with a basic theoretical understanding of human growth and development over the life span. 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.
3 credits
EDAC 602 Structuring the Learning Environment
EDAC 602 Structuring the Learning Environment
Addresses the basic aspects of structuring learning environments and managing time, space, materials, and classroom management. Students research, explore, and implement managerial, instructional, and assessment techniques. This course will focus on topics of interest for educational psychologists as well as teachers and other professionals working with students. The course also examines theories of learning and styles of teaching. Field component required. Formerly EDU 578 T.
3 credits
EDAC 603 Curriculum and Instructional Planning
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.
3 credits
EDAC 604 Evaluation and Assessment for Instructional Improvement
EDAC 604 Evaluation and 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 learn to analyze and interpret the current educational research literature on measurement and evaluation. Field component required. Formerly EDU 569T.
3 credits
EDAC 605 Identifying and Utilizing School and Community Resources
EDAC 605 Identifying and Utilizing School and 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. Topics include inclusive education and collaboration between special educators, regular educators, related service providers, volunteers and parents. The necessary components of Individual Education Plans (IEP) are examined. Field component required.
3 credits
EDAC 606 Historical and Contemporary Issues in Education
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. Teacher candidates develop an understanding of the teacher preparation standards of the respective professional organizations as these standards apply to their own acquisition of the knowledge, skills and dispositions expected of professionals in the field of education. Field component required. Formerly EDU 532T.
3 credits
EDAC 689 Teaching Practicum and Seminar
EDAC 689 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.
1 credit (taken twice)