You MUST have a Provisional Teaching License and a teaching position to enroll in this course.

This course provides 80 hours of instruction and is delivered in a blended learning environment that involves both synchronous and asynchronous online instruction.  The curriculum is designed to help Alternate Route Candidates develop teacher competencies in the following areas: 
  
• Subject Matter Knowledge 
• Learning Environment and Professional Development 
• Instructional Planning and Strategies

You MUST have a Provisional Teaching License and a teaching position to enroll in this course.

This course provides 60 hours of instruction and is delivered in a blended learning environment that involves both synchronous and asynchronous online instruction.  The curriculum is designed to help Alternate Route Candidates develop teacher competencies in the following areas: 
  
• Human Growth and Development 
• Instructional Planning and Strategies for Special Populations 
• Assessment

You MUST have a Provisional Teaching License and a teaching position to enroll in this course.

This course provides 60 hours of instruction and is delivered in a blended learning environment that involves both synchronous and asynchronous online instruction.  The curriculum is designed to help Alternate Route Candidates develop teacher competencies in the following areas: 
  
• Assessment 
• Learning Environment 
• Diverse Learners 
• Collaboration and Partnerships 
• Communication

The purpose of this course is to introduce practices for teaching both basic literacy skills as well as distinct approaches to literacy that are used in academic disciplines such as science, mathematics, and history. While lower elementary teachers will learn strategies to ensure the mastery of basic literacy skills, middle and high school teachers in discipline-specific courses will advance their knowledge and expertise to help students interpret the complex texts associated with each distinct discipline. Further, elementary, middle and high school teachers will focus on discrete ways that writing is used in the specific discipline so that students learn writing practices that are specific to the various subjects and purposes. Of additional importance is the inclusion of English Language Learners and research to support their development of basic and academic literacy skills.

The class is completely online and asynchronous, which means there is never a set time when you are required to be online with the instructor. It is also possible to take this course simultaneously with Phases I, II, III.

This course is designed to foster an awareness that Mathematical Literacy, or numeracy, is not the sole responsibility of the mathematics department. All content areas should, in fact, contribute to the development and enhancement of students’ numeracy skills including their ability to describe and explain their strategies and reasoning. This course will emphasize the rationale for teaching numeracy across the curriculum and distinguish for candidates the difference between the practice of teaching math content to students versus the practice of developing students' mathematical literacy. Candidates will explore content and methods for instructing all domains in mathematics at their grade level, including strategies to ensure equity for all learners, inter-curricular connections, assessment design and effective instructional planning. The class is completely online and asynchronous, which means there is never a set time when you are required to be online with the instructor. It is also possible to take this course simultaneously with Phases I, II, III.

The purpose of this course is to help second year provisional teachers build upon and refine basic teaching skills introduced in the initial year of teaching. This course is conducted primarily as a laboratory course under the joint supervision of the evaluator of record and the CE - provider program. Candidates receive formal observations from the evaluator of record, ideally aiming for a minimum of two consecutive effective evaluation ratings. With support from the CE program, candidates reflect on video-recordings of teaching experiences and explore pedagogical practices and beliefs in order to improve student learning and their teaching. Similar to the first course in this series, this course emphasizes the procurement of required artifacts needed for both program completion and State Licensure.