COLLEGE OF EDUCATION

Educational Leadership and Foundations

Educational Psychology and Special Services

Teacher Education

Dr. Arturo Pacheco, Dean

Dr. Josefina Tinajero, Associate Dean

Education Bldg, Room 414

Phone: (915) 747-5572

Fax: (915) 747-5755

E-mail: educ@utep.edu

The mission of the College of Education is to prepare effective teachers, counselors, diagnosticians, and school administrators, who successfully address the problems of schools and other youth serving agencies, especially in communities with a significant Hispanic population. In order to support this mission, the faculty of the College strives to demonstrate by example the quality of teaching expected of its graduates, engages in research and scholarly activities, and provides educational services to the schools and community.

At the undergraduate level, the College offers programs aimed at providing qualified students an opportunity to attain the knowledge, values, and skills needed to enter the teaching profession and to receive an initial Texas teaching certificate. At the graduate level, the College offers Master's degrees in the areas of instruction, educational administration, school counseling, community counseling, educational diagnostics, and special education. In addition to these graduate degree programs, the College offers graduate level courses leading to advanced Texas licensing in administration, supervision, counseling, and various teaching specialties. A Doctor of Education (EdD) degree is offered in Educational Leadership. (For information about graduate programs in Education, please see the University's Graduate Studies Catalog.)

The College maintains close ties with the practicing teaching profession through the Center for Professional Development and Teaching (CPDT). Teacher preparation programs of the University are collaboratively governed by a board made up of university faculty and representatives from the local school districts, the Educational Regional Service Center, and El Paso Collaborative for Academic Excellence. The educator preparation programs are approved by the Texas Higher Education Coordinating Board and by the Texas State Board for Educator Certification (SBEC). Candidates who successfully complete a certification program are recommended to receive teacher certification in the State of Texas.

Professional certification programs in the College of Education are offered in early childhood education; bilingual education; reading education; elementary, secondary, and all-levels education; counseling; special education; educational diagnostics; and educational administration.

Students wishing to explore teaching as a career option enroll in UNIV 1301. In this course, information concerning the teaching profession is presented, and students have an opportunity to discuss career issues with Education faculty and public school practitioners.

The Education Student Services Office is located in Education 412. Staffed with faculty advisors, this office provides information about undergraduate degrees, certification, and transfer work.

The College administrative offices are located on the fourth floor of the Education Building. Program and faculty offices are located on the third through eighth floors.

The College offers a Bachelor of Interdisciplinary Studies (BIS) degree, which may be taken by students who wish to teach at the elementary or middle school level and who may wish to qualify for a Texas teacher certificate at those levels. Students working on the Bachelor of Interdisciplinary Studies degree must have their degree plan filed in the College of Education. These students are advised by College of Education faculty and request degree and certification course substitutions through that faculty.

Students interested in becoming secondary teachers or all-levels Art, Music, and Physical Education teachers complete a Bachelor of Arts, a Bachelor of Business Administration, a Bachelor of Music, a Bachelor of Science, or a Bachelor of Science in Kinesiology and Sports Studies with a minor in secondary or all-levels teaching, depending on the teaching area of their interest. Program of studies information appears in the appropriate section of this Catalog under the Colleges of Business Administration, Liberal Arts, Health Sciences, and Science. Information on the secondary or all-levels teaching minors is available in the Education Student Services Office, Education 412.

Students working on a degree outside the College of Education and wishing to become certified in Texas as secondary or all-levels teachers have their degree and certification plan filed under the appropriate college in which they are pursuing their major. These students also must have a copy of their degree and certification plan filed in the College of Education Student Services Office, Education 412. They are advised by the faculty of the college of their major and request course substitutions through the office of their college dean. Substitutions pertinent to the secondary or all-levels teaching certificate minor are under the purview of the Dean of Education, who acts as the Certification Officer for the Texas State Board for Educator Certification.

Undergraduate transfer students seeking a Bachelor's degree in Interdisciplinary Studies (BIS) must submit original copies of their transcripts to the Office of Admission and Evaluation (Academic Services Building) for evaluation, as well as an application for admission, prior to consulting with an advisor in the College of Education. No official academic advising is done for transfer students until a written evaluation of previous academic work is prepared by the Office of Admission and Evaluation.

An Alternative Certification program conducted in partnership with local public schools is available to a limited number of candidates who have completed a bachelor's degree with a 2.50 overall grade point average (GPA), have passed all three portions of the TASP, and wish to teach Bilingual Education, Elementary Self-Contained, Special Education, or Secondary with specialization in Basic Business, Biology, Chemistry, Earth Sciences, English, ESL, French, German, Government, History, Journalism, Life/Earth Sciences, Mathematics, Physical Sciences, Physics, Reading, Natural Sciences (science composite), Spanish, Speech, and Theatre Arts. In this program, candidates teach full-time in an elementary, middle, or secondary public school, while employed by a public school district, and complete summer and evening course work toward certification. Although the College is approved to offer alternative certification programs in the areas listed, the availability of positions for these fields depend on the staffing needs of the local public schools. For more information, contact the Alternative Certification Office, Education 801.

The College of Education offers a field-based teacher certification program for candidates who have already completed a bachelor's degree and wish to become elementary, secondary, or all-levels teachers. The program requires fieldwork in partner schools. This is a non-degree plan administered by the Student Services Office in cooperation with the department in which the candidate's teaching specialty resides. Unlike Alternative Certification, this program does not provide concurrent employment in a public school.

1. 1. A bachelor's degree with a 2.50 overall GPA.

Graduate Student Services.

In order to finish the program and to be recommended for certification, candidates must complete the course of studies and field-based blocks specified in the certification plan and pass the appropriate State certification tests (ExCET).

Texas-certified teachers who wish to add another level of certification and/or a new field of specialization or endorsement must submit a copy of their State certificate(s) and have a new plan prepared at the Student Services Office, Education 412. Teachers already certified may add any level of certification or field of specialization available to elementary, middle school, secondary, and all-levels UTEP students. There are also endorsements offered in Bilingual Education, English as a Second Language (ESOL), and Information Processing Technology I. The State provides certified teachers with an opportunity to add new certification levels and specialization fields by challenging the ExCET tests in those areas (H.B. 2185). For more information on H.B. 2185, contact the Student Services Office, Education 412.

Teachers with valid out-of-state teaching credentials who are seeking a Texas certificate must contact the Texas State Board for Educator Certification (SBEC) directly in order to have their credentials evaluated. Teachers with expired out-of-state teaching certificates must either contact the state in which they were certified in order to upgrade their certificate before contacting SBEC, or follow the procedure established for candidates who have a bachelor's degree and desire an initial Texas certification.

Undergraduate students who wish to become elementary, middle school, secondary, or

all-levels teachers in Texas should have an unofficial degree and certification plan prepared as soon as possible. This plan will become official once the student has fulfilled all the requirements for admission to teacher education. A copy of the plan must be filed in the Student Services Office of the College of Education, Education 412. To be admitted to teacher education, students must fulfill the following criteria:

1. Complete ENGL 1311 and 1312 and COMM 1301 with grades of "C" or better in each course.

2. 2. Complete MATH 1320 or 1409 or 1410 or 1411 or a higher level math with a grade of
3. "C" or better.
4. 3. Provide passing scores on the Texas Academic Skills Program (TASP)* test in each of the test areas. To register, contact the Testing and Student Assessment Center,
5. Education 210.

7. Provide biographical information and three letters of professional recommendation, at least one of which will be a professional reference from a high school or college teacher, filed in the Student Services Office.

*Students should contact the Student Services Office to find out if previous coursework can

be substituted for the TASP.

Until admitted to teacher education, students indicating intent to become teachers will be classified as Pre-education students. Pre-education students are not permitted to enroll in Bilingual Education (BED), Early Childhood Education (ECED), Elementary Education (ELED), Mathematics Education (MTED), Reading Education (RED), Science Education (SIED), Secondary Education (SCED), Social Science Education (SOSC), or Special Education (SPED) courses with the following exceptions: TED 4350, EDT 3371, and EDPC 4350.

According to University policy, students must remain in good standing to progress toward the completion of a degree program (see the appropriate catalog section under Academic Standards). In addition, irrespective of other factors, students may be prohibited from enrolling in Professional Education courses if, once due process has been provided, their suitability for the teaching profession is found to be unacceptable.

Teacher preparation students are expected to spend a significant amount of time in specially selected schools (partner schools) while they take their professional development courses. Admission to teacher education is required to participate in the field-based teacher preparation program.

The elementary field-based program consists of one campus-based block and two field-based blocks that are offered in the fall and spring semesters only. Students must take these blocks sequentially. They may not enroll concurrently in blocks. Elementary interns spend approximately 600 clock hours in the schools. A description of these blocks follows.

In the elementary campus-based block, the teacher education student begins to develop an understanding of the knowledge, values, and experiential bases underlying the competencies necessary to become an effective teacher. Admission to teacher education is a prerequisite to enroll in this block. Students register for courses that are offered as a block in the morning, in the afternoon, or in the evening, and participate in approximately 30 clock hours of field experience at a partnership school.

In the elementary field-based block 1, teacher education students (called interns) participate in the field-based program and solve learning problems mainly through tutorial duties and small group instruction. At this time, interns begin to organize their professional belief system. The semester has an emphasis on role induction. Students are grouped in cohorts and a faculty mentor is assigned to each cohort. Groups of approximately 10 interns are assigned to each elementary school. Faculty mentors follow their interns into the field assignments. Interns are scheduled all morning or all afternoon every school day throughout the semester. They spend approximately 180 clock hours in the schools. During the first weeks of the semester, the major concepts and skills required in the block are introduced and interns become familiar with the students, the teams of teachers, and the community of the partner schools to which they are assigned. In the following weeks, interns begin to spend time with a team of classroom teachers at a partnership school while maintaining frequent contact with University faculty. The last week of the term is dedicated to reflecting on the work done throughout the semester.

In elementary field-based block 2, interns solve problems mainly through small group work and begin to take responsibility for whole class instruction. The emphasis on role induction continues and interns work on teaching math, science, and reading at a partnership school (usually the same school at which they were assigned during block 1). Interns demonstrate that they can synthesize the knowledge, values, and experiences of earlier semesters in developing an effective professional style. Proficiency in all program competencies is assessed during this time. In addition to classroom teaching duties, interns help school and university faculty to introduce the new block 1 interns to the program. Interns are scheduled in block 2 from 8:00 to 3:30 every school day throughout the 15-week semester. They spend approximately 400 clock hours in the schools.

The overall goal of the secondary teacher preparation program is to assist preservice secondary teachers in acquiring the essential competencies required to assume the role of practitioners. The secondary program follows the same field-based model used for elementary, but has two blocks that are offered in the fall and spring semesters only. Interns spend approximately 600 clock hours in the schools. Faculty from the College of Liberal Arts, College of Science, College of Business, and College of Health Sciences participate actively with Education faculty in the preparation of secondary teachers, by teaching some of the methods courses in their respective disciplines. A description of these blocks follows.

In secondary field-based block 1, the interns solve learning problems mainly through tutorial duties and small group instruction. At this time, interns begin to organize their professional belief system. The semester has an emphasis on role induction. Students are grouped in cohorts and a faculty mentor is assigned to each cohort. Groups of approximately 15 interns are assigned to each secondary partnership school. Faculty mentors follow their interns into the field assignments. Interns are scheduled all morning or all afternoon every school day throughout the semester. They spend approximately 150 clock hours in the schools. During the first weeks of the semester, the major concepts and skills required in the block are introduced and the interns become familiar with the pupils, the teams of teachers, and the community of the partner schools to which they are assigned. In the following weeks, interns begin to spend time with a team of classroom teachers at a partnership school while maintaining frequent contact with University faculty. The last week of the term is dedicated to reflecting on the work done throughout the semester.

In secondary field-based block 2, the interns solve learning problems mainly through small group work and begin to take responsibility for whole class instruction. The emphasis on role induction continues and interns work on teaching their field of specialization at a professional development school (usually the same school in which they were assigned during block 1). Interns demonstrate that they can synthesize the knowledge, values, and experiences of earlier semesters in developing an effective professional style. Proficiency in all program competencies is assessed during this time. In addition to classroom teaching duties, interns help school and university faculty to introduce the new block 1 interns to the field-based program. Interns are scheduled in block 2 from 8:00 to 3:30 every school day throughout the 15-week semester. They spend approximately 450 hours in the schools.

It is recommended that the appropriate method course be taken, in the evening, concurrently with block 2.

All-levels Art, Music, and Physical Education students participate in the same blocks as secondary students with the exception of SCED 3311 (Curriculum Planning in the Secondary School) which Music and Physical Education students do not take. These blocks are offered in the fall and spring semesters only.

In all-levels field based block 1, the interns solve learning problems mainly through tutorial duties and small group instruction. At this time, interns begin to organize their professional belief system. Interns are scheduled all morning or all afternoon every school day throughout the semester. They spend approximately 150 clock hours in the schools. The semester has an emphasis on role induction.

During all-levels block 1, all-levels Art interns enroll in:

All-levels Music and Physical Education interns enroll in:

EDPC 3300 Developmental Variations

All-levels Music interns enroll in:

MUSE 4333 Teaching Music in Junior and Senior High Schools

All-levels Physical Education interns enroll in:

KIN 4321 P.E. Methods and Materials for Secondary Schools

In all-levels field-based block 2, the interns solve learning problems mainly through small group work and begin to take responsibility for whole class instruction. The emphasis on role induction continues and interns work on teaching their field of specialization at a partnership school. Interns demonstrate that they can synthesize the knowledge, values, and experiences of earlier semesters in developing an effective professional style. Proficiency in all program competencies is assessed during this time. Interns are scheduled in block 2 from 8:00 to 3:30 every school day throughout the 15-week semester. They spend approximately 450 clock hours in the schools.

It is recommended that the appropriate method course be taken, in the evening, concurrently with block 2.

Students must apply for graduation during the first month of the semester in which they intend to complete all degree requirements. A graduation fee is required.

Students who are seeking certification must register for and pass the appropriate State certification exit examinations (ExCET). Students apply for certification once they complete all the requirements, including the appropriate ExCET tests. A fee is required for the Texas Certificate.

In order to be recommended for degree and/or certification, a student must:

• Complete the courses listed in the degree and/or certification plan with an overall GPA of

• Have a 2.50 GPA or better in the teaching field specialization and in Professional

(Note: To receive an initial Texas teacher certification, students must be free of felony

convictions.)

Students who wish to become elementary and middle school teachers and receive an initial Texas teacher certificate complete a Bachelor of Interdisciplinary Studies (BIS) offered in the College of Education. The BIS requires the same general education core, cultural foundations concentration, science concentration, and professional studies component of all students. It varies only in the area of specialization within the degree/certificate. There are 17 areas of specialization from which to choose. A description of the BIS program follows:

General Education Core (61-62 semester hours)

3 Communication: COMM 1301 or COMM 1302

9. Mathematics: MATH 1320* or MATH 1508, MATH 2303, and three hours from STAT 1380**, or SOCI 2312 or MATH 3000 level or above.

3. Institutionally Designated Option: UNIV 1301

3. Social and Behavioral Sciences: ARTH 1301 or ARTH 1302, LING/ANTH/ENGL 2320

6. Natural Sciences: GEOL 1303 and GEOL 1304 (recommended), ASTR 1307 and ASTR

MATH 1320.

** Mathematics specialization requires STAT 1380 or STAT 2380-2182.

Interdisciplinary Major (Minimum of 49 semester hours)

Professional Education (requires admission to teacher education)

Total: 128-135 hours

(In order to receive the BIS degree, students must complete a minimum of 128 credit hours, and have a 2.0 cumulative GPA and a 2.50 GPA in both specialization courses and Professional Education courses.)

24. Early Childhood Education: ECED 3333, ECED 3340, ECED 4353, ECED 4356,

18. French: FREN 2301, FREN 2302, FREN 3305, and FREN 3355 plus six upper-division hours in French

18. History: HIST 2301, HIST 2302, HIST 3317, and HIST 3309 or HIST 3328, plus six

upper-division hours in History

18. Life/Earth Science: BIOL 1304-BIOL 1104 and BIOL 1306-BIOL 1108; GEOL 3311

Students who wish to become secondary school teachers and receive an initial Texas teacher certificate complete a bachelor's degree outside the College of Education. These students major in the subject area they desire to teach and complete a minor in secondary education. For example, a student who wishes to teach English would seek a Bachelor of Arts degree in the College of Liberal Arts with a major in English and American Literature and a minor in secondary teaching or a student who wishes to teach Health completes a Bachelor of Science in Health Sciences with a minor in secondary teaching.

Secondary school teaching certificates in Texas allow students to teach their discipline in Middle School and High School (i.e., grades 6-12). Presently, all Texas secondary certificates attainable through UTEP programs require a minimum of 12 semester hours in a second area or support field. Therefore, all students seeking a secondary teacher certificate will have to accumulate 12 semester hours in a second area of specialization that is taught in the public schools. This may be done by counting some courses from the general requirements area and carefully arranging the selection of electives, or by taking additional courses beyond the minimum requirements of the degree. This certificate requirement is to be met by all secondary candidates regardless of their degree or major.

Students desiring to become secondary school teachers must have a degree and certificate plan filed in their appropriate college, and a copy of the plan filed in the Student Services Office of the College of Education, Education 412. The plan identifies the courses required in the teaching minor and any additional subject courses required for certificate that may not be required for a non-teaching degree. The Student Services Office verifies that students have passed the State-mandated test of basic skills (TASP) and have completed all the requirements to be admitted to teacher education. Students will not be allowed to enroll in Reading or Professional Education courses until they have been admitted to teacher education.

The application process for admission to teacher education may be initiated as soon as the student completes 60 hours and a copy of the student's degree and certification plan is submitted to the Student Services Office, Education 412. (See Admission to Teacher Education above.)

The University is approved by the Texas State Board for Educator Certification to offer the following fields for secondary certification (students should consult an advisor in their area of specialty for the selection of fields and scheduling of courses):

Basic Business

English

English-Language Arts

Theatre Arts

French

German

Spanish

History

Political Science

Psychology

Social Studies Composite

Mathematics

Biology

Chemistry

Earth Science

Life/Earth Science

Physical Sciences

Physics

Natural Sciences (science composite)

Health

Students who wish to be certified in Texas to teach all-levels (grades 1-12) Art or Music complete a bachelor's degree in the College of Liberal Arts and a minor in education. Students who wish to become all-levels Physical Education teachers complete a bachelor's degree in the College of Health Sciences and minor in education.

Candidates for all-levels teacher certification must have a degree and certification plan filed in their college, and a copy of the plan filed in the Student Services Office in the College of Education. For more detailed information, see the advisors designated to prepare all-levels degree plans in the departments of Art, Music, and Kinesiology.

The following methods courses are part of the secondary and all-levels education minor and appear listed under the academic departments in which the students major:

ENGL 4355 Teaching Composition and Literature in Secondary Schools

LING 4301 Methods of Foreign Language Instruction

FREN 4301 Methods of Foreign Language Instruction

GERM 4301 Methods of Foreign Language Instruction

SPAN 4301 Methods of Foreign Language Instruction

HSCI 4301 Teaching Health in Secondary School

ARTE 4347 Methods of Teaching Art

MUSE 3336 Teaching of Music in Elementary Schools

MUSE 4333 Teaching of Music in Junior and Senior High Schools

KIN 4319 Methods and Materials in Elementary Schools

KIN 4321 Methods and Materials in Secondary Schools

Endorsements are teaching sub-specializations of additional college work that may be added to a valid Texas certificate. Endorsements may be pursued simultaneously with undergraduate work or later in post-baccalaureate study. The following endorsement programs are available through the College of Education. Students must pass the appropriate state certification tests.

This endorsement may be added to any valid elementary teacher certificate, special education certificate, or vocational certificate that requires a college degree.

Requirements for the endorsement are as follows:

• Oral proficiency in Spanish, as measured by the Texas Oral Proficiency Test (TOPT)
• BED 4340, BED 4341, BED 4342, and BED 4343
• One year of successful classroom teaching experience while on a permit in an approved

This endorsement may be added to any valid elementary or secondary teaching certificate, special education certificate, or vocational certificate that requires a college degree.

Requirements for the endorsement are as follows:

• BED 4327, BED 4343; LING 3310, LING 4348
• One year of successful classroom teaching experience while on a permit in an approved ESL or bilingual education program as verified by the employing school district

This endorsement may be added to any valid elementary or secondary Texas teacher certificate, special education certificate, or vocational education certificate which requires a college degree.

Requirements for the endorsement are as follows:

• EDT 3371, EDT 3372, and EDT 4373