Teacher Education

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Director of Teacher Education:

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

Teacher Education Campus Coordinators:

CCBC Catonsville, Theresa Robinson
443-840-4441 or trobinson@ccbcmd.edu

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

CCBC Essex, Danielle Holland
443-840-1573 or dholland@ccbcmd.edu

All courses offered through the Education Departments are labeled EDTR. Departmental course numbers range from 100-299. Courses with 100 level designations represent foundational study. Courses with 200 level designations represent advanced study and application.

Each education program area, i.e. Early Childhood, Elementary, Secondary, and Special Education is identified by subsets of numbers within the 100 and 200 levels. They are as follows:

*Generic Teacher Education refers to the common coursework included across all education program areas.

When applying for admission to the Teacher Education program, students must include the appropriate campus designation and curriculum code on the application. The campus designations are as follows:
C = Catonsville
D = Dundalk
E = Essex

The curriculum codes are as follows:
190 A.A. degree in Early Childhood, Elementary, Secondary, or Special Education
199 A.A.T. degree in Early Childhood Education/Early Childhood Special Education
198 A.A.T. degree in Elementary Education/Elementary Special Education
193 A.A.T. degree in Secondary Education, Chemistry
194 A.A.T. degree in Secondary Education, Mathematics
195 A.A.T. degree in Secondary Education, Physics
196 A.A.T. degree in Secondary Education, Spanish
301 A.A.S. degree in Early Childhood Development

Why Choose Education?

The degree programs in Teacher Education prepare students to enter the profession of teaching. Our programs have been developed to meet the specific transfer and career goals of all students, whether students are just beginning a degree, currently working in the education field, or hold a bachelor’s degree and are seeking certification in the State of Maryland. Pre-professional courses combined with general education offerings and field experiences equip students with both experience and credentials upon graduation.

The Teacher Education Program for an Associate of Arts in Teaching (A.A.T.) degree 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. This option is available for students pursuing degrees in the areas of Early Childhood Education/Early Childhood Special Education, Elementary Education/Elementary Special Education, Secondary Education: Chemistry, Secondary Education: Math, Secondary Education: Physics, and Secondary Education: Spanish.

In addition to the A.A.T., the Teacher Education Program offers students the Associate of Applied Science degree transfer program in Early Childhood , Elementary , Secondary , and Special Education , and the A.A.S. degree career program in Early Childhood Development . The career program prepares students for immediate employment in early childhood settings with opportunities to direct and work in licensed child care programs, Head Start and other early learning environments.

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 2.75 GPA. All students who wish to pursue degrees in Teacher Education must see the CCBC Teacher Education Director or their Campus Coordinator BEFORE registering for classes.

The Pathways to Teacher Certification for Career Changers provides access to courses required to enter the teaching profession in secondary education or special education. It is designed for people who hold a bachelor’s degree and seek Maryland State Department teaching certification in order to be licensed to teach in a Maryland Public School.

Graduates of the Teacher Education program 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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