College of Education and Human Services

Tim Letzring Dean, Office 203A

903.886.5181; Young Education North Building

The College of Education and Human Services houses the departments of Curriculum and Instruction; Educational Leadership; Higher Education & Learning Technologies; Psychology, Counseling and Special Education; as well as the School of Nursing and Health Sciences and the School of Social Work. The departments and schools offer programs of study that lead to bachelor’s, master’s, and doctoral degrees.

College Mission

College of Education and Human Services provides excellence-driven programs that prepare student-scholars to become scientists, teachers, administrators, and practitioners who proactively address the transformational challenges of a complex digital environment and global society.  We promote instructional engagement, responsive research, quality service, and active partnerships with external constituencies.

The College of Education and Human Services prepares personnel for elementary, middle and high schools, and for higher education positions.  The college also prepares social workers, nurses, and professionals in the fields of psychology and counseling.  Specifically, the professional personnel for which programs are provided include:

  • Nurses which meet the educational requirements of the Texas Board of Nursing to take the licensure examination to become Registered Nurses
  • Teachers for certification at all levels and in virtually all subject areas offered in the public and private schools of Texas
  • Teachers working toward professional certificates and/or master’s degrees or doctoral degrees
  • School administrators working toward professional administrator’s certificates and master’s or doctoral degrees
  • School counselors working toward professional certificates and master’s or doctoral degrees
  • School supervisors working toward professional certificates and master’s or doctoral degrees
  • Educational diagnosticians
  • School psychologists
  • Vocational supervisors and counselors
  • Educational technology leaders in schools, colleges, businesses, and service industries 
  • Curriculum directors and supervisors of instruction in public and private schools
  • Teachers working toward school library certification or master’s degrees with school library certification
  • College teachers of education, guidance, and psychology. (Qualifications for these usually require a doctoral degree)
  • College and university administration
  • Certified athletic trainers
  • Social workers
  • Psychological associates working towards licensure
  • Other educational workers to meet the emerging needs of public and private schools, colleges, business and industry

A certificate required for teaching in accredited public and private schools of Texas is issued by the Texas Education Agency upon completion of all Teacher Education Program and University Requirements, and recommendation from the university.

Athletic trainers earn state and national certification through programs accredited by the Commission on Accreditation of Allied Health Education Programs.

Additionally, the College prepares students for generalist social work practice. Upon successful completion of the program, students receive the Bachelor of Social Work degree (BSW) and are eligible for licensure by the State of Texas as a social worker.

College of Education Mentor Center

Angie Proctor, Coordinator of the College of Education and Human Services Mentor Center, Young Education North Building, Room 205, 903.886.5622

The college mentor center provides guidance for undergraduate students seeking degrees in our fields.  The mentors are in the office Monday through Friday 8:00 to 5:00 to answer students' questions about their academic plans.  The office works hand in hand with departmental advisors and the certification office to help students navigate their way to a timely graduation.

Center for Educator Certification and Academic Services

Dr. Linda Mott, Director of Educator Preparation, Accountability, and Certification Officer; Young Education North Building, Room 202; 903.886.5182.

A unified system of records for students in teacher education is maintained in the Center for Educator Certification and Academic Services. This provides a central record system pertaining to our professional educators, school counselors and school administrators. These records are available to the Teacher Education Admission, Retention, and Appeals Committee members, the Dean of the College of Education and Human Services, and any faculty member participating in the teacher education program.

Mission of the Teacher Education Program

The primary mission of the Texas A&M University-Commerce teacher education program is to develop a force of high-quality, current, and versatile school personnel sufficiently skilled to educate a diverse population.

Admission to the Field-Based Teacher Education Program

Step One:  Academic Advising (TSI/Course Completion Check/GPA requirement - See assigned academic advisor. Advisors are assigned alphabetically).  Contact the Department of Curriculum and Instruction.

Step Two: Admission Screening.

Students register for the initial admission interview and screening through the Department of Curriculum and Instruction or through a designated person at one of our off-site locations. Successful recommendation for applying to the Teacher Education Program is determined by the Admissions Screening Committee composed of at least two university faculty members.

Step Three:  Complete the required coursework and benchmarks required for a student's plan (excluding summer) prior to the senior year (internship and residency for EC-6 & 4-8, or residency for 7-12).

Step Four:  Apply for Internship/Residency. 

Students may apply for the Teacher Education Program once pre-requisites for internship are met. The Application to the Teacher Education Program should be completed online at www.tamuc.edu/teacher. The application process is available one semesters prior to the planned internship. No applications will be accepted after the date provided on the application.

Internship (or Residency for 7-12 certification programs) Application Pre-requisites

  1. Senior standing (completion of approximately 80 semester hours of college coursework) or baccalaureate degree;
  2. Required GPA;
  3. Completion of all professional development and content teaching/specialization courses required prior to Internship with a required GPA in each area and no grade below a “C”. (Refer to content department for individual departmental requirements);
  4. Basic Skills Requirements for reading, math and writing (Refer to department or the Office of Educator Certification and Academic Services);
  5. Note:  Each certification program has specific requirements that must be met prior to approval to take the Texas Examination of Educator Standards (TExES). Refer to your department and the field-based student handbook or contact your center coordinator for the specifics for your program. 

Field Experience (Internship) Pre-requisite

  1. Completion of all professional development and content teaching/specialization courses required prior to Internship with a required GPA in each area and no grade below a “C”. (Refer to content department for individual departmental requirements);
  2. Individual content area majors for secondary certification students may have internship/residency requirements that must be met prior to their approval to take the Texas Examination of Educator Standards (TExES). Refer to your department;
  3. Log Sheet and public school faculty/administrator performance evaluation of 30-hour Early Field Experience (Note: An "unacceptable" rating(s) on the evaluation will result in further consultation, remediation, a growth plan, or denial of full admission into the Teacher Education Program).

Requirements to Interview for Internship Placement

  1. Application Portfolio: Application, pay $50, non-refundable & non-transferable application fee, autobiography, commitment contract, internship/residency ethics agreement, and documentation of successful experiences in professional education courses that lead to the acquisition of the five state proficiencies;
  2. For undergraduates, substantial evidence of the ability to complete all professional development and content teaching field/specialization courses required prior to internship.

(NOTE: A department may prevent a student from interviewing or beginning internship for academic or professional behavioral reasons. In addition, a department may require a higher score on Basic Skills Requirements, GPA, and/or course grade requirements than the TEARAC Field-based Teacher Education Program requirements listed below. The department is responsible for notifying students of specific departmental concerns preventing them from interviewing or beginning internship.)

Field Experience (Internship) Semester Coursework (refer to your Degree Audit)

  1. Students must enroll in the appropriate internship coursework (refer to your Degree Audit).
  2. EC-6 and 4-8 students may lack no more than 4 semester hours in addition to the Internship/Residency coursework.
  3. Secondary and All-level students may lack no more than 6 semester hours in the teaching field to begin internship/residency.

Practicum (Residency) Pre-requisites

  1. Maintain admission requirements, i.e. required GPA and minimum grade of “C” or above on professional development and content teaching specialization coursework;
  2. Complete coursework required prior to residency with a required GPA and no grade below a “C”;
  3. Maintain and successfully complete Field Experience (Internship) Requirements including required state teacher examinations;
  4. Individual content areas may have internship/residency requirements for the Texas Examination of Educator Standards (TExES). Please refer to your department.

Practicum (Residency) Semester Coursework (refer to your Degree Audit)

  1. Students must enroll in the appropriate residency coursework (refer to your Degree Audit).

Retention in the Field-Based Teacher Education Program
In order to be retained in the Teacher Education Program a student must:

  1. Continue to meet all admission standards;
  2. Maintain a professional, ethical relationship in the classroom and with the placement school, including the Principal, mentor teacher and university supervisor;
  3. Remain in good standing with the Instructional Leadership Team (ILT) and school placement Principal; and
  4. Make satisfactory progress toward teacher certification.

Certification in the Field-Based Teacher Education Program
After the completion of all degree and/or certification requirements and the fingerprinting process through a Texas Education Agency (TEA) vendor, students must apply for their Texas Teaching Certificate through the TEA: http://www.tea.state.tx.us/ Before TEA issues a certificate, a thorough criminal history background check will be conducted and could result in the denial of certification to a candidate with a felony or misdemeanor conviction.

  • Maintain requirements of admission, field-based experience, and practicum;
  • Conferred bachelor’s degree in the certification area sought;
  • Successful completion of all required TExES examinations;
  • Apply for State Standard Teaching Certificate - Pay State processing fee applies;
  • Apply for Fingerprinting – Pay State processing fee applies.

Note: Refer to www.tamuc.edu/teacher or the Teacher Education Program Handbook for complete program guidelines.

CED 111 - Critical Thinking
Hours: 1-3
Critical Thinking - One semester hour This course introduces students to theories of learning and critical thinking and provides a learning framework to apply them to their college and life experiences. Concepts studies include research and theory on how people learn, critical thinking, problem solving, perception, learning styles, memory, creativity, and how attitudes and values affect the learning and thinking processes. The course also shows students how to apply these theories and research findings to help develop practical skills in critical thinking, time management, reading, note taking, testing taking, other areas that will help them be more successful students and lifelong learners.

CED 307 - Know & Learn Math & Science
Hours: 3
Knowing and Learning in Secondary Mathematics and Science - Three semester hours. This course targets preservice secondary science and mathematics teachers and explores theory-driven approaches to knowing and learning mathematics and science. Primarily, the course focused on learning processes and styles that will expand the students’ capabilities in mathematics and science classrooms.

CED 397 - Special Topic
Hours: 0-4

CED 412 - Math/Science PBL
Hours: 3
Project-Based Learning for Secondary Mathematics/Science Teachers - Three semester hours. Inquiry-based teaching methodologies have been demonstrated to be the most effective way to engage students in mathematics and science. Project-Based Learning (PBL) provides students with hands-on activities that promote learning-by-doing. In this course, preservice secondary mathematics and science teachers will explore the history of constructivist theory, link PBL to other inquiry-based teaching methodologies, and learn how to design, implement, and assessment PBL lessons.

CED 421 - Class Interact Math/Sci
Hours: 3
Secondary Classroom Interactions in Mathematics/Science - Three semester hours. In this course, preservice secondary mathematics and science teachers will explore, learn, and develop student-centered classroom management structures that promote positive teacher-student interactions and enhance student learning. The course: a. Emphasizes the language of classroom systems and classroom culture; b. Focuses on the decomposition of classroom events into teachers’ actions, students’ actions, and conditions, and where each person’s action causes another person’s reaction; and c. Requires that students observe classes in local schools of model teaching.

CED 489 - Independent Studies
Hours: 0-4

CED 497 - Special Topics
Hours: 1-4
Hours: One to four - Organized class. Note: May be graded on a satisfactory (S) or unsatisfactory (U) basis. May be repeated when topics vary.