Pathway to Teaching for Career Changers and Special Education

Important Information

Short Description

The pathway 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.

Type of Credential

Not Applicable

Program Code

Not Applicable

Contacts and Additional Information

Department Chair:

Linda Gronberg-Quinn
443-840-1658 or lgronberg@ccbcmd.edu

Campus Coordinators:

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

CCBC Essex, Jessica Brown-Strott
443-840-1430 or jbrownstrott@ccbcmd.edu

CCBC Dundalk, Linda Gronberg-Quinn
443-840-1658 or lgronberg@ccbcmd.edu

Additional Information:

Opportunities for Prior Learning Assessment (PLA) - For Teacher Education, see Departmental Exam, CLEP, and DSST. Several General Education classes also have PLA opportunities.
Articulation and Transfer Agreements

Courses Needed for This Program*

Program Requirements, Secondary Education - 21 Credits

EDTR 107 - Introduction to Special Education 3 Credit(s).
EDTR 215 - Educational Psychology 3 Credit(s).
or
PSYC 215 - Educational Psychology 3 Credit(s).
EDTR 250 - Assessment for Secondary Teachers 3 Credit(s).
EDTR 251 - Methods of Teaching for Secondary Teachers 3 Credit(s).
EDTR 252 - Teaching Reading in the Content Area, Part I 3 Credit(s).
EDTR 253 - Teaching Reading in the Content Area, Part II 3 Credit(s).
PSYC 219 - Adolescent Psychology 3 Credit(s).

Program Requirements, Special Education - Early Childhood Education - 36 Credits

EDTR 107 - Introduction to Special Education 3 Credit(s).
EDTR 120 - Child Growth and Development 3 Credit(s).
EDTR 121 - Curriculum and Materials in Early Childhood Education 3 Credit(s).
PSYC 211 - Psychology of Early Childhood 3 Credit(s).
EDTR 214 - Parent, Teacher and Community Relations 3 Credit(s).
EDTR 222 - Observing and Recording Children’s Behavior 3 Credit(s).
EDTR 243 - Instruction of Reading 3 Credit(s).
EDTR 244 - Materials Used in Reading 3 Credit(s).
EDTR 245 - Assessment for Reading Instruction 3 Credit(s).
EDTR 261 - Evaluation of the Exceptional Child 3 Credit(s).
EDTR 262 - Educational Planning for the Exceptional Child 3 Credit(s).
EDTR 264 - Classroom Management/Teaching Techniques for the Exceptional Child 3 Credit(s).

Program Requirements, Special Education - Elementary Education - 39 Credits

EDTR 107 - Introduction to Special Education 3 Credit(s).
EDTR 120 - Child Growth and Development 3 Credit(s).
EDTR 214 - Parent, Teacher and Community Relations 3 Credit(s).
EDTR 240 - Assessment for Elementary Teachers 3 Credit(s).
EDTR 241 - Methods of Teaching for Elementary Teachers 3 Credit(s).
EDTR 242 - Processes and Acquisition of Reading 3 Credit(s).
EDTR 243 - Instruction of Reading 3 Credit(s).
EDTR 244 - Materials Used in Reading 3 Credit(s).
EDTR 245 - Assessment for Reading Instruction 3 Credit(s).
EDTR 261 - Evaluation of the Exceptional Child 3 Credit(s).
EDTR 262 - Educational Planning for the Exceptional Child 3 Credit(s).
EDTR 264 - Classroom Management/Teaching Techniques for the Exceptional Child 3 Credit(s).
PSYC 230 - Child Psychology 3 Credit(s).

Program Requirements, Special Education - Secondary Education - 30 Credits

EDTR 107 - Introduction to Special Education 3 Credit(s).
EDTR 214 - Parent, Teacher and Community Relations 3 Credit(s).
EDTR 250 - Assessment for Secondary Teachers 3 Credit(s).
EDTR 251 - Methods of Teaching for Secondary Teachers 3 Credit(s).
EDTR 252 - Teaching Reading in the Content Area, Part I 3 Credit(s).
EDTR 253 - Teaching Reading in the Content Area, Part II 3 Credit(s).
EDTR 261 - Evaluation of the Exceptional Child 3 Credit(s).
EDTR 262 - Educational Planning for the Exceptional Child 3 Credit(s).
EDTR 265 - Pre-Vocational and Vocational Methods 3 Credit(s).
PSYC 219 - Adolescent Psychology 3 Credit(s).

Note:

Students are not required to take ACDV 101 in their first semester at CCBC since the minimum admission requirements include a Bachelor’s Degree.

Program Description:

The Pathway to Teaching for Career Changers fulfills the pedagogical course requirements for Maryland secondary teacher and generic special education certification. It is designed for baccalaureate holders who want to become certified to teach at the secondary level or special education in grades K-12 in Maryland public schools without earning a second college degree. The pedagogical course requirements were developed collaboratively with Maryland State Department of Education (MSDE) staff. However, please note that a student teaching experience is not included in this program.

Students interested in the Pathway to Teaching for Career Changers should meet with the Teacher Education Department program director or a campus coordinator before registering for classes. They also need to pass the PRAXIS Core, SAT, ACT, or GRE. Finally, they must submit their PRAXIS Core, SAT, ACT, or GRE scores and official transcripts of their baccalaureate work to MSDE. Upon receipt of their transcript evaluation by MSDE, students may choose from the listed course selections to complete the pedagogical coursework required in their area. All certification areas require documented teaching experience and a baccalaureate degree before an initial certificate is awarded. This program does not include that teaching experience. Students are referred to the following link for the Certification Branch of MSDE: http://marylandpublicschools.org/about/Pages/DEE/Certification/index.aspx

Secondary Education in Maryland covers grades 7-12.

Special Education: Secondary in Maryland covers grades 6-adult.

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.