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Nov 23, 2024
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Catalog 2018-19 [ARCHIVED CATALOG]
Secondary Education: Physics
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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.)
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 - 24 Credits
General Education Requirements:
General Education Electives:
Select one course in each category from approved list of General Education courses .
- Wellness and Health 3 Credit(s).
Program Requirements and Electives - 38 Credits
Total Credits Required for Degree: 62*
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-Physics 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.
*** Denotes General Education Diversity course.
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/about/Pages/DEE/Certification/testing_info/praxis1.aspx
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Praxis Core Academic Skills for Educators
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Test Code
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MD Score
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Reading (sr - 85 min.) and
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5712
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156
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Writing (sr & cr - 100 min.) and
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5722
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162
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Mathematics (sr - 85 min.)
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5732
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150
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Praxis I: PPST/CPPST Prior to September 1, 2014
Reading
Writing
Mathematics
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5710
5720
5730
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527
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SAT (prior to April,1995) (math and verbal)
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-
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1000
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SAT (after April, 1995) (math and verbal or math and critical reading)
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-
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1100
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GRE (prior to September 1, 2011) (math and verbal)
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-
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1000
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GRE (taken as of September 1, 2011) (math and verbal)
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-
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297
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ACT
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-
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24
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Program Description
The A.A.T. degree is the transfer option for students in secondary physics 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 in Maryland includes grades 7-12.
Program Outcomes
Upon successful completion of this degree option, students will be able to:
- demonstrate understanding of how children learn and develop by analyzing instructional practices and student behaviors during an observation in an authentic setting;
- provide learning opportunities that support a child’s intellectual, social, and personal development by creating instructional activities that are developmentally appropriate;
- understand diversity and its connection to learning by analyzing hypothetical scenarios;
- 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;
- 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;
- 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,
- 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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