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The College of Education at The University of Texas at Arlington offers certification and degree opportunities for persons interested in becoming Early Childhood-4th grade, middle-level, all-level, or secondary teachers and administrators.
The Department of Kinesiology is within the College of Education and offers three undergraduate degrees. The three degrees are the Bachelor of Arts in Kinesiology Pedagogy degree with All-level teacher certification for individuals who wish to teach in the K – 12 setting, the Bachelor of Science in Exercise Science degree for individuals who wish to pursue a career in one of the Allied Health Sciences, and the Bachelor or Arts or Science degree in Athletic Training for those who wish to pursue a career in the prevention and care of athletic injuries. The Bachelor of Science in Athletic Training also offers All-level teacher certification as an option.
The State Board for Educator Certification (SBEC) defines the certification levels as follows: Early Childhood-4th grade; Middle-level: 4th-8th grade; Secondary: 8th-12th grade; All-level: EC-12. UT Arlington emphasizes experiential learning models through field-based applications. Students spend a majority of time in public school classroom settings applying acquired content knowledge to learning situations with (1) public school students, (2) master public school teachers who serve as mentors, (3) principals and other school administrators who are instructional leaders, and (4) experienced university professors and instructors who provide the bridges from theory to application in today’s diverse classrooms. In some cases, students may have additional experiences in private school settings.
Certification programs are designed to develop skilled and professionally competent teachers who have the ability to think critically and creatively. To acquire certification, teacher candidates must demonstrate mastery of the state-adopted Standards that relate to the following essentials for effective teaching:
Candidates for certification must actively demonstrate proficiency in the above essentials through assessment strategies such as individual portfolios, reflective journals and other performance-based assessments.
Non-degreed candidates seeking teacher certification must choose an appropriate academic major and earn a baccalaureate degree in addition to completing certification requirements. The College of Education offers the following degree options:
Bachelor’s of Arts degree in Child Studies leading to certification for Early Childhood – 4th grade or Early Childhood – 4th grade Bilingual Generalist. These degrees are for community college students who transfer under specific articulation agreements.
Bachelor’s of Arts or a Bachelor’s of Science degree in Interdisciplinary Studies with the following certification options: Early Childhood – 4th grade, Early Childhood – 4th grade Bilingual Generalist, Middle-level Generalist, Middle-level Math/Science Specialist, or Middle-level English Language Arts and Reading/Social Studies Specialist.
Students interested in teaching certification for secondary level (grades 8-12) must select a major in an academic content area which is taught in the secondary schools. The following areas are available for 8-12 certification: history, English language arts and reading, science, life science, physical science, mathematics, speech and journalism. The following areas are available for 6-12 certification: Spanish, German and French. All-level certification programs are available in music, art and physical education. A list of content area academic advisors is available on the College of Education Web site.
Candidates successfully completing all certification program requirements are recommended for certification in Texas to the State Board for Educator Certification (SBEC) by the College of Education.
Please note: As changes in certification programs become necessary to meet new SBEC standards, the College of Education will make every effort to prepare students to meet the standards. All course work must be completed within a specified time frame.
Specific degree programs are not listed in this catalog. Please consult the College of Education Web site for current information on degree plans.
Degreed students may choose the post-baccalaureate program for initial teacher certification at the graduate level. See the College of Education Web site or a graduate academic advisor for details.
Each candidate for certification must:
Should questions be raised by UT Arlington faculty or professional practitioners regarding a student’s program continuation, the student will be referred to the Department they are enrolled in.
The College of Education Dean’s Honor Roll has been established to recognize and celebrate academic excellence. Honor Roll students will be identified and recognized, based on fall semester grades. Undergraduate students must have completed at least 15 hours at UT Arlington and have a 3.75 cumulative UT Arlington grade point average. Honor Roll designees will receive a certificate and an invitation to the annual Celebration of Excellence in Education, held in the spring semester during Academic Excellence Week.
Application deadlines: March 1 for Fall semester. October 1 for Spring semester.
Early Childhood – 4th Grade Internship is a semester that involves a block of courses centering around practicum experiences in a variety of settings where young children are served. Students will: (1) meet with instructors for discussions on course topics and classroom experiences, and (2) be assigned for a day in an approved PreK – 4 field setting for application of theory. Students may be offered opportunities for employment as early childhood teaching assistants in a kindergarten setting. Students should complete all core and support system courses prior to the Internship semester. All students must meet all requirements (GPA, THEA scores and prerequisite courses) prior to Internship. The Internship semester is in the fall, begins and ends with the public school district calendar and must immediately precede Residency.
Early Childhood – 4th Grade Residency is a full-time supervised and directed practice in an approved prekindergarten – 4th grade classroom. Students will have at least two placements. Residents who are employed as intern/resident early childhood teaching assistants in the fall will remain in a kindergarten setting for Residency. Residency is in the spring and begins and ends with the public school district calendar.
To be eligible to enter the Inquiry semester for middle-level certification, the student must:
Middle-level certification candidates spend 144 hours in the field during the Inquiry semester. This involves two days (Tuesday and Thursday) each week in assigned schools working with supervising teachers, university faculty, and middle-level students. One-half of each day will be spent in the classroom working with the 4th-8th grade students under the supervision of the district teacher and university faculty. The other half of the day will be spent in classroom lecture.
Middle-level 4th-8th Grade Residency (EDML 4677) is the final semester where students repeat the sequence of field assignments just as in the Inquiry semester. Students spend 720 hours in the field for a full-time assignment. Students attend faculty meetings, parent teacher conferences and professional development experiences as well as regularly scheduled university seminars, which involves presentations by partner school principals and university faculty. Residency is in the spring and begins and ends with the public school district calendar.
Internship is a one-semester experience for students seeking Secondary certification. It follows the public school district calendar. The Internship semester should immediately precede the Residency semester. The application deadline is October 1 for the Spring semester and March 1 for the Fall semester Internship.
Eligible students must make application for secondary internship before the deadline early in the semester preceding the internship assignment. Secondary intern applications are then reviewed by partner schools and students are subsequently assigned by the Field Experience Office to appropriate school sites (based on student’s area of specialization and the partner school’s needs).
For purposes of determining eligibility for internship, all applicable grades, including those earned at other institutions, will be used in the calculation of grade point averages. Students are urged not to take more than 15 semester credit hours, including internship, during the internship semester.
Students should become familiar with the Internship Handbook prior to beginning the internship assignment.
To be eligible to enter the Internship in the secondary certification program, the student must:
Secondary certification candidates will spend five instructional clock hours and a one-hour planning period per week in their assigned schools working with mentor teachers and secondary students. In addition, students are required to attend seminars throughout the semester.
Residency immediately follows Internship for students seeking Secondary certification and All-level certification. It is a one-semester experience scheduled to begin and end with the public school district calendar that involves working with mentor teachers and EC-12 students in the school setting five days a week. Residency is considered to be full-time enrollment.
Students should become familiar with the Resident Handbook prior to beginning the residency assignment.
For purposes of determining residency eligibility for all education students, the following must be completed:
The Office of the Associate Dean for Assessment is responsible for developing and overseeing policies and assessment activities for current and planned initiatives in the College. Contact: Dr. Perry Schoon, Associate Dean for Assessment, 817-272-0529, firstname.lastname@example.org.
To be eligible for certification under all programs, a candidate must meet specific criteria set by the College of Education, the University, and the State Board for Educator Certification. To be recommended to the State Board for Educator Certification/Texas Education Agency for initial teacher certification, a teacher candidate must have successfully completed the following:
All students will satisfy the oral communication requirement during the professional development sequence leading to initial teacher certification. Students must complete the Internship/Inquiry semester with an acceptable evaluation of oral communication by university professors and assigned mentors in the field.
Certification and Advising Services helps College of Education students succeed by providing the information and support services needed to achieve their academic and career goals. The Director of Certification and the academic advisors are available to assist students in various stages of preparing for or furthering their careers as educators and school administrators. The staff provides information and advising regarding College of Education admission requirements and degree plan options, as well as the academic content areas, state examinations, and application procedures needed to obtain teacher, principal, superintendent, and special program certification in Texas. Contact: Dr. Louann Schulze, Assistant Dean for Student Affairs, 817-272-2956, email@example.com.
Prospective teacher candidates apply their knowledge of content and pedagogy during both a field-based Internship/Inquiry semester and a Residency semester arranged through the Field Experience Office. The Internship/Inquiry semester gives teacher education students the opportunity to observe and interact with diverse student populations in variety of formal and informal educational settings at locations throughout the Metroplex. During the Residency semester, these preservice teachers refine their teaching skills by working directly with students in classrooms at designated public schools in the area, guided by a cooperating mentor teacher and supervising university faculty. Contact: Field Experience Office, 817-272-2831.
Education students are assisted in securing positions as teachers and administrators through the efforts of the College of Education Career Services Office. The office maintains good working relationships with area school districts, working in partnership to match job openings with qualified applicants completing their professional training at UT Arlington. Students are assisted in writing effective resumes and developing exemplary interview skills. The office sponsors two on-campus Educator Career Days each year and an online database of available positions and links to similar information elsewhere within the state and across the nation. Contact: Dr. Frank Gault, Director, 817-272-3259, firstname.lastname@example.org.
The College of Education and the College of Science work collaboratively through the Science Education and Career Center to increase the number of new and existing educators in both formal and informal settings who are adequately prepared to deliver challenging, standards-based science, mathematics, and technology (SMT) instruction through the application of new, research-validated models for teaching and learning. The Center loans science teaching kits to UT Arlington alumni through the Science and Math Teacher Resource Center Web site. The Center also coordinates the University’s outreach to school districts, community-based organizations, and local businesses in support of efforts to guide all PreK-16 students, especially those in urban settings, in achieving higher standards of learning in SMT. Contact information: 817-272-2129, cos.uta.edu/secc.html.
Created in response to the growing number of English language learners, the Center for Bilingual Education strives to increase the number of qualified bilingual and ESL teachers in Texas. The center provides technical support to school districts in the areas of bilingual and ESL education, as well as preservice and inservice teacher preparation in the areas of the Bilingual Generalist EC-4 TExES, the English as a Second Language (ESL), the Spanish Language Proficiency Test, cross-cultural communication, and effective teaching practices for linguistically and culturally diverse student populations. Contact: Dr. Luis Rosado, Director, 817-272-7567, email@example.com.
The Office of Development is responsible for planning, managing and directing the College of Education’s comprehensive development program. This entails efforts to attract supplemental funding from federal and state governments, corporations, foundations, groups, alumni and friends to support and enhance the College’s strategic priorities for academic programs, student services, research efforts and outreach activities. The office offers assistance to College of Education faculty and administration in the identification, cultivation and stewardship of donors and prospects. Contact: Donna Chandler, Director of Development, 817-272-0576, firstname.lastname@example.org.
Associate Professor Davis
Cavallo, Fox, Hirtle, Kribs-Zaleta, Leffingwell, Marshall, Rosado
Autry, Boulware, Lee, Mortensen, Ruebel, Theriot, Tice, Wiggins, Yerende
Ausbrooks, Basham, Davis, Graca, Kallison, Stader
Gardner, Johnson, Smith
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