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    Community College of Baltimore County
   
 
  Nov 22, 2017
 
 
    
Catalog 2017-18

Secondary Education: Chemistry


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Important Information


Short Description


The degree programs in Teacher Education prepare students to enter the teaching profession. The Teacher Education Program offers the Associate of Arts in Teaching (A.A.T.) degree that provides a guaranteed path for students seeking a seamless transfer to Maryland four-year public, independent, and most private institutions in the teacher education major.

Type of Credential


Associate of Arts in Teaching (A.A.T.)

Program Code


193

Contacts and Additional Information


Department Chair:

Linda Gronberg-Quinn
443-840-4153 or lgronberg@ccbcmd.edu

Campus Coordinators:

CCBC Catonsville, Paul Taylor
443-840-4236 or ptaylor3@ccbcmd.edu

CCBC Essex, Anne McLaughlin
443-840-2177 or amclaughl@ccbcmd.edu

CCBC Dundalk, Linda Gronberg-Quinn
443-840-4153 or lgronberg@ccbcmd.edu

Additional Information:

Semester Sequence


This is a suggested full-time schedule for a student who has completed any developmental course work and has no transfer credits. Refer to the College catalog for specific requirements in selecting General Education Courses .

Courses Needed for This Program*


General Education Requirements and Electives - 30 Credits


Program Requirements and Electives - 35 Credits


Total Credits Required for Degree: 65*


Notes


*Credit students who are new to college (no successfully completed transferable college credits from other institutions) are required to take ACDV 101 - Academic Development: Transitioning to College . This 1-credit course is designed to be taken in the first semester at CCBC. Students must provide an official transcript(s) from an accredited institution to document successful completion of college coursework for the ACDV 101 requirement to be waived.

**The Introduction to Special Education (EDTR 107 ) course required at CCBC is a necessary requirement of the College’s A.A.T. in Secondary Education-Chemistry degree but is not sufficient to meet all special education or inclusion course requirements for four-year education programs. Students may be required to take additional special education or inclusion courses as a part of the requirements for a baccalaureate degree and teacher education certification at four-year institutions.

No course substitutions or course waivers are given in the A.A.T. degree.

NOTE: Minimum GPA 2.75
Required Exit Portfolio
Required passing score on one of the following Academic Skills Assessments per the Maryland State Department of Education http://www.marylandpublicschools.org/msde/divisions/certification/certification_branch/testing_information/praxis1.html

Praxis Core Academic Skills for Educators

Test Code

MD Score

Reading (sr - 85 min.) and

5712

 156

Writing (sr & cr - 100 min.) and

5722

 162

Mathematics (sr - 85 min.) 

5732

 150

Praxis I: PPST/CPPST Prior to September 1, 2014
Reading
Writing
Mathematics


5710
5720
5730

 
527

SAT (prior to April,1995) (math and verbal)

-

1000

SAT (after April, 1995) (math and verbal or math and critical reading)

-

1100

GRE  (prior to September 1, 2011) (math and verbal)

-

1000

GRE (taken as of September 1, 2011) (math and verbal)

-

 297

ACT

-

 24

Program Description


The A.A.T. degree is the transfer option for students in the secondary chemistry teacher education major. This degree guarantees a seamless transfer to Maryland four-year public and most private institutions in the teacher education majors. Students should note the differences between the A.A. and the A.A.T. degrees, especially the requirements of successful passage of the SAT, ACT, or GRE and the minimum 2.75 GPA.

Secondary Education includes grades 7-12.

Program Outcomes


Upon successful completion of this degree option, students will be able to:

  1. demonstrate understanding of how children learn and develop by analyzing instructional practices and student behaviors during an observation in an authentic setting;
  2. provide learning opportunities that support a child’s intellectual, social, and personal development by creating instructional activities that are developmentally appropriate;
  3. understand diversity and its connection to learning by analyzing hypothetical scenarios;
  4. use an understanding of individual and group motivation and behavior that encourages positive social interaction, active engagement in learning, and self-motivation by analyzing instructional practices and student behaviors during an observation in an authentic setting;
  5. understand how to foster active inquiry, collaboration, and supportive interaction in the classroom using verbal, non-verbal, and technological communication techniques by creating a lesson plan using the Common Core Curriculum Frameworks;
  6. be reflective and continually evaluate the effects of his or her choices and actions on self and others by completion of their Individual Development Plan; and,
  7. understand the importance of fostering relationships with colleagues, families, and the larger community by utilizing technology to identify school-and community-based resources that support parents and families.

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