B.A.I.S./B.S.I.S. - Teacher Certification, General Information
The major in Interdisciplinary Studies in Elementary Education offers two levels of certification
- The Early Childhood Level EC-6th Grade, options are:
EC-6 Core Subjects (Includes courses to support ESL)
EC-6 Bilingual (Spanish)
EC-6 Special Education
- The Middle Level 4th - 8th Grade, options are:
4-8 English/Language Arts/Reading
4-8 Science with English as a Second Language (ESL)
4-8 Math with English as a Second Language (ESL)
4-8 English/Language Arts/Reading with English as a Second Language (ESL)
4-8 Social Studies (See History Department Advisor)
- If you are a current Educational Aide, see your Academic Advisor
- Students seeking a BAIS will be required to take 12 hours of a Foreign Language.
Professional Education and Support Courses
Professional education is that component in the program which provides the preservice teacher with:
- Generic teaching skills required to plan, deliver, and evaluate teaching;
- Organization and management skills needed for large group, small group, and individual instruction
- Methods for teaching specific subjects in the elementary curriculum; and
- Field experiences to practice the theories and methods learned at the university and in public school classrooms.
- Completion of a minimum of 45 semester credit hours of college coursework; COEHS Mentor Center provides course completion check.
- Texas Success Initiative (TSI) requirements met
- Overall GPA of 2.5 is a prerequisite to ELED 300 and RDG 350
- Contact the Department of Curriculum and Instruction in Sowers Education South for advising.
- Degree Evaluation in My Leo (Degree Works) indicates courses and requirements still to be met throughout the students program.
- Admission Screenings: Admissions Screening (Interview, etc.) The admissions screening will be scheduled through the Department of Curriculum & Instruction when a student is enrolled in ELED 300 or SED300/330. Please note that ELED 300 and SED300/330 are a part of the student’s required professional development coursework along with other courses taken in the same semester as indicated by your degree guide.
- Successful recommendation of admission is then determined by the Initial Admissions Screening Interview Committee composed of at least two university faculty members.
- Statement about taking ELED 300 prior to admission and 2.5 GPA
Benchmark #3 Complete the Coursework and Benchmarks required in the Junior year prior to beginning Internship placement
- Completion of a minimum of 80 semester credit hours of college coursework
- Completion of all Professional Development, Interdisciplinary Core and Specialization courses that are required before Internship on D Degree Evaluation. An overall GPA of 2.75 is required with no grade below “C” in each of these areas.
- Overall GPA of 2.75.
- The Reading Basic Skills Requirements for Teacher Certification students is higher than TSI and also a prerequisite to RDG 360, RDG 370 and RDG 380. The reading requirement may be satisfied with the following methods - THEA 250, ACT 23 Composite & 23 English, SAT 1070 Combined and 550 Critical Reading
- Documented Early Field Experience Observation Hours (ELED 300/30 hours and RDG 350/15 hours)
- Complete necessary coursework before admission to teacher education lacking no more than four hours. See advisor for approval of courses to carry over.
- Students must apply for their Internship placement in the field-based Teacher Education Program in the spring/fall semester prior to beginning internship. The application process is an online process and available during a designated time during the semester and/or summer prior to internship. Applications must be submitted to the appropriate department by the designated due date. Applications may not be processed past this date.
- Departmental review and approval to interview and begin internship. (NOTE: Faculty members filing of (Department "Fitness to Teach" for Prospective Teacher Education Students Professional Standards Form) may prevent a student from interviewing or beginning internship if a pattern of professional issues is documented.)
- Before the field-based interview sessions with ISDs are, a general orientation is held to review requirements, to provide interview information, and to answer questions or address concerns. Sign in sheets will be at each location for each district and submitted to the Curriculum and Instruction Department for documentation.
Attendance at one of the orientations is Mandatory!
Benchmark #6 Successful Interview and Field Based Placement
- Prospective interns are required to attend an interview session!
- District interviews are held in October or November for spring placement and February March or April for fall placement for NET CPDT Centers. An interview schedule will be posted on the application website. The purpose of this interview session is to provide prospective interns with information about the various ISDs and to provide an opportunity for ISD personnel (often a team of the principal and mentor teachers), to identify prospective interns with whom they would like to work.
- Once each prospective intern has interviewed with the team from their first choice district, respective district identify the applicants to invite to be interns/residents in their districts. The students will be notified by phone or email of their assignments by the Center Coordinator.
Benchmark #7 Internship
- Student must be enrolled in appropriate courses according to their concentration area.
- Student must successfully complete internship coursework with a “C” or better and continue to meet all previous Benchmarks.
- Students should take the TExES EC-12 PPR #160. In consultation with the student’s Instructional Leadership Team (ILT), the Center Team (student’s center coordinator and liaison) will determine if the Intern is ready to test and provide the recommendation to the certification office for approval.
- Students may also be approved to take the EC-6 Core Subjects Test during internship based on recommendation of their Instructional Leadership Team (ILT) and approval of the center team faculty (center coordinator and liaison).
Benchmark #8 Residency/Official Student Teaching
- Student must be enrolled in appropriate residency coursework
- Student must successfully complete residency coursework with a “C” or better and continue to meet all previous Benchmarks.
- Students should take any remaining TExES exams needed for their level or subject areas of certification. In consultation with the Instructional Leadership Team (ILT), the Center Team (student’s center coordinator and liaison) will provide the recommendation to the certification office for approval.
To be retained in the teacher education program, a student must continue to meet all admission standards. A student may be dismissed from the teacher education program following a review of the student’s admission status. This review can be requested by either TAMU-Commerce or public school personnel. A student may be withdrawn from internship or residency upon recommendation of the student’s field based instructional leadership team (ILT). This withdrawal from internship or residency will result in the student no longer being retained in the teacher education program.
After completion of all degree and/or certification requirements, students may visit http://www.tamuc.edu/academics/colleges/educationHumanServices/educatorCertificationAcademicServices/alternativecertification/filing-for-certification/default.aspx to file for certification. Before the State Board for Educator Certification issues a certificate, a criminal history background check will be conducted in the denial of certification to those persons with felony or misdemeanor convictions.