Teacher Certification (Domestic): Syllabus
The Road to Teacher Certification
Instructional Coursework
Syllabus
Course Description
This teacher preparation coursework is designed to prepare an individual who is "highly qualified"
in the content area to be an effective classroom teacher. Through the distance learning coursework,
the prospective teacher will obtain knowledge on a broad array of topics ranging from human
development, to educational pedagogy, to classroom management, to special needs students. The
vision of the coursework is for the teacher candidate to study and understand various aspects
of the teaching discipline and then to translate this knowledge into actual classroom practice.
This knowledge will empower the teacher to adapt teaching practices that maximize individual student
learning.
Each candidate must have access to a personal computer that has Microsoft Word. Many schools and
public libraries have internet filters in place which will not allow viewing of downloads from
the internet. Additionally, it is the candidate's responsibility to frequently visit the program
Announcements on the instructNET™ Platform.
While the coursework is self-paced, the introductory course and the six instructional courses are designed
to be completed within a six month time span. Candidates are progressed no faster than one instructional
course per ten (10) days. Access to the comprehensive review course, EDTC 5800, will not be granted until
competency in the initial content certification area is demonstrated by passing the content certification
test, TOPT (Texas Oral Proficiency Test) if applicable, and a teaching position has been secured.
Courses
EDTC 5000 - Overview of The Road to Certification
EDTC 5100 - First Year Teaching and Best Practice
EDTC 5200 - Educational Pedagogy and Stages of Learning
EDTC 5300 - Planning Instruction and Assessment
EDTC 5400 - Best Practice and Classroom Environment
EDTC 5500 - Literacy
EDTC 5600 - Special Education/Multiculturalism/Diversity
EDTC 5700 - You Are Hired!
EDTC 5800 - Comprehensive Review
Course Objectives
While each course has its own objective(s) for the teacher candidate, the following overall objectives
of the course material ensure that each candidate possess the identified teacher dispositions:
Instill belief that all students can learn based upon the stages of human development
Develop respect for individual differences to ensure a democratic classroom environment
Foster commitment to inquiry, self reflection and assessment
Promote intellectual curiosity and enthusiasm about learning based upon the importance of literacy
Examine openness to new ideas in behavioral management
Values positive interactions
Responsible and ethical in all practices
Examinations
In addition to graded assignments, computer-graded assessments are administered throughout each course.
Successful completion of each assessment must be accomplished with a grade of 75 or higher, prior to
being recommended for certification.
Assignments
Each online course contains required assignments that will appear in various forms, such as research,
reflection, essay, and even completion of school and state procedures. Every candidate in our program
holds at least a bachelor's degree, and several contain master and doctoral degrees. It is vital to
the successful completion of this program that all work be of the caliber required for graduate level
coursework. Any assignment not meeting the program’s high standards will be returned.
Many of the course instructors are also classroom teachers. While they work diligently to grade your
assignments, they do not work 24 hours a day. Once the requirements for a specific course are complete,
the candidate will be advanced to the next course at the appropriate time. While waiting to be advanced,
please spend some time to reflect and conduct individual research on each course.
Grading
All assignments will be graded on a 1, 2, 3 scale. The rubric for the grading scale is as follows:
| 1 |
2 |
3 |
| Unacceptable |
Target |
Exceeds Expectations |
Candidate does not model correct language usage.
(1)Pervasive written communication errors are present
(2)Thoughts were poorly organized
|
Candidates models effective written communication skills
(1)A few written communication errors are present but they do not interfere with meaning
(2)Thoughts were organized
|
Candidate models excellent written communication skills
(1) No written communication errors
(2)Thoughts presented in a well organized, detailed manner
|
Candidate rarely and inappropriately or superficially demonstrates knowledge of assignment material
Candidate did not fulfill the required elements for the assignment
|
Candidate usually and adequately demonstrates knowledge of assignment material
|
The candidate consistently and thoroughly demonstrates knowledge mastery of assignment material
|
If in any course you receive a grade of "1", you need to read your instructor's comment and then resubmit
your work. All assignment grades in the coursework must be a 2 or higher.
The assessment grades will be in a numerical form. All assessments must demonstrate mastery at a 75 or higher.
A candidate must demonstrate mastery of the course content prior to being moved on to the next course.
Mastery will be a 2 or better on all assignments and a 75 or higher on all assessments.
Feedback
Each course will have an instructor to monitor your participation. The module instructor will be a master
teacher who will not only read and evaluate your assignment, but also will provide prompt feedback should
you have a question regarding the course's curriculum.
If you have questions unrelated to the instructional curriculum as your travel The Road to Certification,
refer to "Who to Contact."
Text Resources
There are two books that I consider a must for all new teachers. The first book is How to Be an Effective
Teacher: The First Days of School by Harry K. Wong and Rosemary T. Wong. This book is the compilation
of a myriad of ideas and techniques that have been shared with the Wongs by a legion of educators, and
can be purchased in paperback at your local bookstore. Similar to an automobile owner’s manual,
this book is a quick read, and it allows you to turn to the right section to solve a problem.
I would encourage you to take a little time and read this delightful, informative book before beginning
MOD 105.
The second book is Assertive Discipline: Positive Behavior Management for Today's Classroom by Lee Canter.
Any edition is acceptable. As stated in this book, "The whole purpose of keeping behavior problems in the
classroom to a minimum is to create for students an environment conducive to creativity and learning." This
book will help you have such a classroom.
If your background in reading and literacy is limited, I would encourage you to purchase a book on this
subject to increase your knowledge. Either of the following books would be an excellent selection:
Teaching Children to Read, From Basals to Books
D. Ray Reutzel and Robert B. Cooter, Jr.
Children's Literature in the Elementary School
Charlotte S. Huack, Susan Helpler, Janet Hickman
You will want to begin to build your personal library of educational resources. Therefore, at appropriate
times in the courses various books and resources that are considered worthy of purchase will be recommended.
Additionally, many articles will be provided via Internet links.
Accommodations
If you have a disability for which you require accommodations, please let the administrative office know.
The program will be glad to work with you to find an appropriate accommodation.
|
