ALTERNATIVE TEACHER CERTIFICATION PROGRAM
The Huston-Tillotson University Alternative Teacher Certification Program (HTC ATCP) is a University-based program delivered in collaboration with local districts and the Regional Education Service Center, and is designed to attract qualified individuals to the teaching profession who hold a degree from an accredited institution. Program participants are by selection only.
The Two Components of HTC ATCP
The Standard Component provides certification in one of these areas:
EC-4 (grades early childhood through four) Generalist
Generic Special education, grades early childhood through 12
The Post Baccalaureate Component offers training leading to certification in one of these areas:
English Language Arts (grades 8-12)
History (grades 8-12)
Life Science (grades 8-12)
Physical Science (grades 8-12)
Mathematics grades (4-8 and 8-12)
Computer Science (grades-12)
Technology Applications (grades 8-12)
All-Level Physical Education
All-Level Music
To be admitted to either component of the program, an applicant must meet the following requirements:
Ø hold a bachelor's degree from an accredited college or university, and/or from an approved TEA credentialing institution for applicants holding out-of-country degrees;
Ø have an overall grade point average of 2.5 or higher on a four-point scale;
Ø have passed all parts of the Texas Higher Education Assessment (THEA) with a minimum score of 250 in reading and 230 in mathematics and writing;
Ø complete an application to the HTC ATCP by the deadline date;
Ø submit a current and original copy of his or her criminal record report which includes fingerprints obtained from the Department of Public Safety;
Ø successfully complete the screening process which includes an interview with the HTC ATCP Coordinator and/or appointee.
In addition to the requirements described above, persons applying for admission to the Standard Component of the program must also have a required block of 24 semester hours in a combination of English, mathematics, natural science, and social studies with a grade point average of 2.5 or above on a four-point system with at least three hours in each course (only grades of “C” or above will be considered for this calculation).
Admission to the Post-Baccalaureate Component of the program requires an applicant to meet the above described mandates and have a major or 24 hours in the area of certification being sought with an overall grade point average of 2.5/4.00 in these courses (only grades of “C” or above being considered for this calculation).
The HTC ATCP is implemented in a three-semester sequence with the first semester being the initial phase of training prior to a required internship of an academic year or its equivalent. During phases two and three, ongoing training occurs along with the required internship. The strategy for delivering training consists of workshops presented by real-world practitioners who exemplify best teaching practices.
Training for Alternative Teacher Certification Program participants seeking certification in EC-4 Generalist will be provided as follows, with the participant having earned 18 hours of University credit in teacher education at the end of the training and internship.
Phase One, EC-4
ACRG 342: English Language Arts and Reading 2 Credit Hours
This course provides primary teachers with foundational knowledge and strategies for understanding and promoting literacy development in young children in kindergarten through fourth grade. It also provides special education teachers with reading intervention for students with mild to moderate disabilities in kindergarten through high school. Emphasis is on beginning reading instruction, classroom assessment, preventing reading difficulties in elementary students,
and the Reading and Language Arts TEKS (Texas Essential Knowledge and Skills). Teacher candidates will acquire appropriate methods to assess and teach phonological awareness, the alphabetic principle, decoding, word analysis, fluency, and reading comprehension. The course also focuses on strategic approaches to teaching reading that improves comprehension and thinking for students in a middle school reading program, where students learn to prepare authentic reading activities and build a bank of instructional strategies to meet the needs of the varied learning styles. Students learn about Gardener’s Theory of Eight Multiple Intelligences.
Prerequisite: None Offered: All Semesters
ACEU 362: Curriculum for the EC-4 Teacher 2 Credit Hours
This course optimizes opportunities for teacher candidates to use word processing, databases, telecommunications, and a variety of media-technology as teaching tools. Teacher candidates discuss controversial issues in education, develop age-appropriate lesson plans which honor multicultural perspectives, and demonstrate knowledge of principles of classroom discipline and management through effective delivery systems.
Prerequisite: None Offered: All Semesters
ACEU 372: Math for the EC-4 Teacher 2 Credit Hours
This course covers the content and methods for teaching mathematics in grades EC-4. Content has been aligned with Texas Essential Knowledge and Skills so that ACP students learn how to help children develop number sense and quantitative reasoning, patterning and algebraic thinking,
Geometry and spatial reasoning, measurement, and probability. ACP students participate in hands-on activities and learn how to appropriately use manipulatives in the classroom. Students also learn math vocabulary so that they can communicate in the language of math effectively.
Prerequisite: None Offered: All Semesters
Phase Two, EC-4
ACPR 311: Child in the Multi-cultural Society 1 Credit Hour
This course has been designed to help students in developing culturally relevant practices in the classroom. Students read selections and discuss what it means to understand and manage culturally diverse classrooms. They also develop lesson plans which honor multi-cultural discipline and perspectives, and demonstrate knowledge of principles of classroom management through effective delivery systems.
Prerequisite: None Offered: All Semesters
ACPR 322: TEKS Curriculum 2 Credit Hours
This course focuses on the TEKS and TAKS in science and writing. Students review TAKS assessments for both science and writing. Students use the TAKS and the TEKS to prepare lessons for classroom presentations. Students build a bank of questioning strategies and are required to incorporate them in their presentations.
Prerequisite: None Offered: All Semesters
ACPR 332: Assessment Strategies and Management 2 Credit Hours
This course is designed to acquaint the teacher candidate about the importance of formal and informal assessments. Students examine standardized tests, criterion referenced assessments, and create teacher-made assessments to help in gathering data about comprehending student performance.
Prerequisite: None Offered: All Semesters
ACPR 411A: Test Preparation: Pedagogy and Professional Responsibilities
This course investigates the content, philosophy, and test-taking strategies fundamental to passing
the state’s Pedagogy and Professional Responsibilities (PPR) licensure examination. If the participant does not achieve 85% on the qualification test , or pass the state examination, he or she is required to continue the effort to accomplish mastery via an individualized contract and/or
online study.
Prerequisite: None Offered: All Semesters
Phase Three, EC-4
ACRG 352: Diagnostic and Corrective Reading 2 Credit Hours
In this course, teacher candidates are provided opportunities to learn to administer formal and informal diagnostic reading assessments; then using the data from the results of an assessment to design activities and instructional strategies focused on individual children’s needs. They will learn interventions that include direct instruction, games, manipulatives, and technology supported instruction.
Prerequisite: None Offered: All Semesters
ACEU 382: Educational Psychology and Human 2 Credit Hours
Development of the EC-4 Learner
The teacher candidate will explore the integration of technology and creativity across the curriculum for writing, research, collaboration, and personal productivity. Emphasis is placed on the identification, use, and evaluation of applications that support appropriate instructional strategies to impact the learning process. Limit: 10 students
Prerequisite: None Offered: All Semesters
ACEU 391: Exceptional Child and Modification for the EC-4 Learner 1 Credit Hour
In this course, teacher candidates are provided opportunities to use word processing, databases, telecommunications, and a variety of media-technology as teaching tools. Participants plan lessons, prepare materials, demonstrate methods, determine assessment techniques, and strategize modifications that support and enrich state mandated curriculum.
Prerequisite: None Offered: All Semesters
ACPR 411B: Test Preparation-E-4 Generalist 1 Credit Hour
As the teacher candidate engages in concentrated preparation for the EC-4 Generalist licensure examination, focus is placed on determining the person’s strengths and weaknesses in the six content areas. The participant is required to pass a qualifying test with 85% accuracy. Participants who do not achieve the 85% mastery on the qualifying test or pass the state examination, must continue the effort to accomplish mastery via an individualized contract and/or online study.
Prerequisite: None Offered: All Semesters
Training for Alternative Teacher Certification participants seeking certification in Generic Special Education, EC-12, will be provided as follows with the participant having earned 18 hours of University credit in teacher education at the end of the training and internship.
Phase One, SPED
ACSE 311: Survey of Exceptional Learners 1 Credit Hour
Teacher candidates will investigate terminology, historical perspectives, characteristics, and etiology of exceptional students, including physical, mental, and emotional aspects.
Prerequisite: None Offered: All Semesters
ACSE 331: Assessment and Programming for Exceptional Learners 1 Credit Hour
This course provides opportunities for teacher candidates to focus on design and implementation of individualized programs for exceptional students; determination of learner strengths and deficiencies; educational planning, instructional and behavior modification; and supervised clinical practice.
Prerequisite: None Offered: All Semesters
ACSE 362: Curriculum for Exceptional Learners 2 Credit Hours
Basic organization of programs, state special education standards, instructional aids and materials, records and reports, and clinical observations. Emphasis is placed on specific teaching approaches appropriate for the individual differences characteristic of exceptional learners.
Prerequisite: None Offered: All Semesters
ACSE 411C: Test Preparation for Special Education 1 Credit Hour
Special education instruction is provided throughout the training process to prepare the teacher candidate for the state certification examination. The participant is required to pass a qualifying test with 85% accuracy. Participants who do not achieve the 85% mastery on the qualifying test or pass the state examination, must continue the effort to accomplish mastery via an individualized contract and/or online study.
Prerequisite: None Offered: All Semesters
ACSE 371: Behavioral Management of the Exceptional Learner 1 Credit Hour
This series of workshops is designed to teach the teacher candidates behavioral intervention strategies for effective classroom management. The research based strategies will include studies of current behavioral approaches including behavior modification, positive behavioral supports, classroom management for diverse population and cognitive self management interventions. The interns will also be introduced to the pioneers and the current educational theorists which have impacted current behavior classroom management approaches. The theorists to be studied will include Lee Canter, Jacob Kounin, Linda Albert, Jane Nelsen, William Glasser and others. The course will culminate with students creating their own personal philosophy of discipline.
Prerequisite: None Offered: All Semesters
Phase Two, SPED
ACPR 311: Child in the Multi-cultural Society 1 Credit Hour
This course provides opportunities for teacher candidates to use word processing, databases, telecommunications, and a variety of media-technology as teaching tools. Prospective teachers will discuss controversial issues in education, develop lessons to honor multicultural perspectives, prepare a parent involvement plan, and acquire knowledge of principles of classroom discipline and management through effective delivery systems.
Prerequisite: None Offered: All Semesters
ACPR 322: TEKS Curriculum 2 Credit Hours
A laboratory course designed to acquaint prospective teachers with the scope and sequence of Texas Essential Knowledge and Skills (TEKS) curriculum in their respective specialization subject areas. Students will correlate TEKS to TAKS (Texas Assessment of Knowledge and Skills) and to competencies in the state subject certification tests. Students will compare, contrast, and apply educational theories to practical teaching situations. Students will plan lessons, prepare materials, demonstrate methods, determine assessment techniques, and strategize modifications that support and enrich state mandated curriculum. Requires time-intensive projects as well as 45 hours of internship in public schools.
Prerequisite: None Offered: All Semesters
ACPR 332: Assessment Strategies and Management 2 Credit Hours
This team-taught course investigates laws and legalities in Texas schools, cooperative learning activities, inquiry and problem-solving strategies, formal and informal assessments, holistic grading and rubric formats, and the P.D.A.S. (Professional Development Appraisal System). Each teacher candidate will design a classroom discipline/management system, a weekly plan, a yearly plan, and an interactive learning center. An understanding of learning theories will be demonstrated through development of lessons taught in multi-media settings. Requires time-intensive projects as well as 45 hours of internship in public schools.
Prerequisite: None Offered: All Semesters
ACPR 411A: Test Preparation - Pedagogy and Professional Responsibilities 1 Credit Hour
A systematic investigation of content, philosophy, and test-taking strategies fundamental to passing the state’s Pedagogy and Professional Responsibilities licensure examination. Required for all education majors prior to graduation. Course should be repeated until candidate successfully passes state test.
Prerequisite: None Offered: All Semesters
Phase Three, SPED
ACRG 342: English Language Arts and Reading 2 Credit Hours
This course provides primary teachers with foundational knowledge and strategies for understanding and promoting literacy development in young children in kindergarten through fourth grade. It also provides special education teachers with reading intervention for students with mild to moderate disabilities in kindergarten through high school. Emphasis is on beginning reading instruction, classroom assessment, preventing reading difficulties in elementary students, and the Reading and Language Arts TEKS (Texas Essential Knowledge and Skills). Teacher candidates will acquire appropriate methods to assess and teach phonological awareness, the alphabetic principle, decoding, word analysis, fluency, and reading comprehension. The course also focuses on strategic approaches to teaching reading that improves comprehension and thinking for students in a middle school reading program, where students learn to prepare authentic reading activities and build a bank of instructional strategies to meet the needs of the varied learning styles. Students learn about Gardener's Theory of Eight Multiple Intelligences.
Prerequisite: None Offered: All Semesters
ACRG 352: Diagnostic and Corrective Reading 2 Credit Hours
In this course, teacher candidates are provided opportunities to learn to administer formal and informal diagnostic reading assessments; then using the data from the results of an assessment to design activities and instructional strategies focused on individual children’s needs. They will learn interventions that include direct instruction, games, manipulatives, and technology supported instruction.
Prerequisite: None Offered: All Semesters
ACEU 382: Educational Psychology and Human Development 2 Credit Hours
of the EC-4 Learner
The teacher candidate will explore the integration of technology and creativity across the curriculum for writing, research, collaboration, and personal productivity. Emphasis is placed on the identification, use, and evaluation of applications that support appropriate instructional strategies to impact the learning process.
Limit: 10 students
Prerequisite: None Offered: All Semesters
Course Requirements for Post-Baccalaureate Component
Participants in the Post-Baccalaureate Component of the HTC ATCP are enrolled in six hours of University credit toward teacher education for the first and second semesters and four hours the third semester, thus earning 16 hours toward teacher certification at the completion of the program.
Phase One
EDU 314 Section 1: The Teacher and Student in a 4 Credit Hours
Multi-cultural Society.
This course optimizes opportunities for teacher candidates to use word processing, databases, telecommunications, and a variety of media-technology as teaching tools. Prospective teachers will discuss controversial issues in education, develop lessons to honor multicultural perspectives, prepare a parent involvement plan, and acquire knowledge of principles of classroom discipline and management through effective delivery systems.
Prerequisite: None Offered: All Semesters
EDU 2682B, Section 1: Integrating Technology 2 Credit Hours
through a Holistic Curriculum
Post Baccalaureate participants will explore the integration of technology and creativity across the curriculum for writing, research, collaboration, and personal productivity. Particular emphasis is placed on the identification, use, and evaluation of applications that support appropriate instructional strategies to positively impact the learning process. Students will build a digital or electronic portfolio to document mastery of entry-level technology skills. This projects-based course employs the use of Office applications, audio/video/ image editing software, and dual computing platforms.
Prerequisite: None Offered: All Semesters
Phase Two
EDU 374, Section 1: TEKS Curriculum for 8-12 5 Credit Hours
This course is designed to acquaint post baccalaureate teacher candidate with the scope and sequence of Texas Essential Knowledge and Skills (TEKS) curriculum in their respective specialization subject areas. Students will correlate TEKS to TAKS (Texas Assessment of Knowledge and Skills) and to competencies in the state subject certification tests. Participants will compare, contrast, and apply educational theories to practical teaching situations. They will also plan lessons, prepare materials, demonstrate methods, determine assessment techniques, and strategize modifications that support and enrich state-mandated curriculum.
Prerequisite: None Offered: All Semesters
EDU 411A, Section 1: Teacher Certification Examination Pedagogy 1 Credit Hour
and Professional Responsibilities
This course investigates the content, philosophy, and test-taking strategies fundamental to passing
the state’s Pedagogy and Professional Responsibilities (PPR) licensure examination. If the participant does not achieve 85% on the qualification test , or pass the state examination, he or she is required to continue the effort to accomplish mastery via an individualized contract and/or online study.
Prerequisite: None Offered: All Semesters
Phase Three
EDU 414, Section 1: Assessment, Instructional Strategies 4 Credit Hours
and Management
This course investigates laws and legalities in Texas schools, cooperative learning activities, inquiry, and problem-solving strategies, formal and informal assessments, holistic grading and rubric formats, and the Professional Development Appraisal System (PDAS). Teacher candidates are taught behavioral intervention strategies for effective classroom management. The research based strategies will include studies of current behavioral approaches including behavior modification, positive behavioral supports, classroom management for diverse population and cognitive self management interventions. Participants will also be introduced to the pioneers and the current educational theorists who have impacted current behavior classroom management approaches. The theorists to be studied will include Lee Canter, Jacob Kounin, Linda Albert, Jane Nelsen, William Glasser and others. Participants will demonstrate their understanding of learning theories, principles of classroom management, multi-cultural perspectives through the development and presentation of effective lessons.
Prerequisite: None Offered: All Semesters