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WHAT IS AN ALTERNATE ROUTE TO TEACHER CERTIFICATION (ARTC)?
ARTC programs are state-approved alternative routes to teacher licensure and certification. Alternative routes provide special pathways that can enable candidates to be hired as salaried, full-time public-school teachers even though they might not have an education degree or might not have satisfied all the academic and fieldwork requirements required for standard licenses and/or certification. These pathways are primarily designed to fill teaching positions commonly referred to by the state as “critical needs” areas, where there are often serious teacher shortages. Examples include mathematics and science teachers, teachers of English language learners, and teachers of students with exceptional needs.
成人抖音破解版 is approved to offer ARTC Special Education programs that enable graduates from regionally accredited institutions of higher education to earn an advanced degree (master’s) and/or licensure/certification in one or more of the following areas: (1) teachers of early childhood exceptional children, OR (2) teachers of students with disabilities K-12.
Since ARTC program plans can be different for each individual candidate (depending on academic backgrounds and experience) and have a number of different components and options, those interested in the alternative pathway must schedule a meeting with the ARTC Program Chair to decide if the program is a good “fit.”
Once admitted, candidates have several program options, including the M.Ed. in Special Education.
As a program requirement, candidates must pass or meet qualifying score on an ETS Praxis II content knowledge exam specified for early childhood teacher (birth to grade 2), content knowledge exam specified for elementary teacher (grades K-6) or the content knowledge exam specified for secondary teacher (grades 6-8 or 6–12).
As a program requirement, candidates must pass by achieving minimum scores set by the DE Professional Standards Board on ETS Praxis II #5354: Special Education Core Knowledge and Applications prior to completion.
Please note that state-mandated licensure/certification exams and minimum score requirements are subject to change by the Delaware Department of Education. Any changes mandated by the Department of Education will be implemented as required by state regulation.
Test takers should designate 成人抖音破解版 and the Delaware Department of Education as score recipients. This enables scores to be sent directly, confidentially, and electronically to the University and to the DE Department of Education.
NOTE: 成人抖音破解版 is obligated to modify educator preparation program requirements to comply with any regulatory mandates/changes of the Delaware Department of Education.
The College of Education and Liberal Arts at 成人抖音破解版 requires students pursuing teacher preparation degrees to take the Praxis Performance Assessment for Teachers (PPAT) to qualify for program completion and degree conferral. The performance assessment is not scored by any employees of the University. It is scored by Nationally Certified ETS Reviewers not associated with 成人抖音破解版. Completing this assessment is a student teaching requirement. Candidates must check with their supervisors, program advisors or program chairs to obtain current and accurate information related to score expectations.
Program Competencies
The degree program is built around standards developed by the Council for Exceptional Children, in addition to the Delaware Professional Teaching Standards/InTASC Model Teaching Standards and reflects the College of Education and Liberal Arts Program Attributes and Conceptual Framework. Those standards can be accessed below:
Outcomes Assessment
The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and post-graduation surveys.
E-Folio
Teacher candidates must register for and activate MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy individual program competencies.
Minimum Grades
The College of Education and Liberal Arts sets a required minimum grade of “C-” for all education core courses as well as courses needed to satisfy the content major, and an overall GPA of 3.0 is required for program completion.
Passage of Praxis II content exam (as listed above) or 24 content area credits (as listed above) required for admission.
42 or 43 credits for core requirements, 12 or 13 credits of Special Education content of concentration requisites; Early Childhood, Elementary, or Secondary levels differ.
Total of 54-55 credits for degree program.
Teaching Exceptional Children Seminar I
Foundations of Special Education: Historical, Legal, and Theoretical Perspectives
Technology for Instruction
Teaching Exceptional Children Seminar II
Diagnosis/Assessment/IEP Development for Exceptionalities
Applied Behavior Analysis
Language and Literacy
OR
Reading in Content Areas
Teaching Exceptional Children Seminar III
Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors
Curriculum in Special Education
Teaching Exceptional Children Seminar IV
Legislation and Implementation of Policy and Procedure
Elementary Mathematics for Teachers
Practicum/Pedagogical Approaches to Teaching in the Middle and High School
Performance Assessment
Professional Growth Portfolio
Educating Preschoolers with Special Needs
Assessment of Young Children
Differentiation of Instruction for Young Children
Emergent Literacy for Young Children
Teaming/Collaboration with Families & Communities
Instructional Strategies in Elementary Education
Child Growth and Development
Integrated Methods to Teaching Elementary Language Arts/Reading
Integrated Methods for Teaching Elementary Mathematics
Instructional Strategies in Secondary Education
Adolescent Growth and Development
Classroom Culture and Student Behavior
Building a Responsive Classroom
This information applies to students who enter this degree program during the 2024-2025 Academic Year. If you entered this degree program before the Fall 2023 semester, please refer to the academic catalog for the year you began your degree program.
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