It is essential that the program be readily available for teacher interns. Classes are offered in the evenings, including in the summer to accommodate students' work schedules.
Prospective students who have already completed a minimum of 24 hours in a subject content area need to complete, in most cases, 18 hours of professional development coursework in the post-baccalaureate teacher certification program. This includes 12 hours of professional development coursework in the university classroom and six hours of internship in a school setting. A detailed review of each applicant’s transcript will determine exactly how many hours are required for certification.
Curriculum for the program is based on the traditional TLU Teacher Education program that has been aligned with SBEC’s approved new educator standards for Pedagogy and Professional Responsibilities. When applicable, the standards emphasize the required statewide public school curriculum or the Texas Essential Knowledge and Skills (TEKS), which also reflect the current research on the developmental stages and needs of children from Early Childhood through Grade 12.
Emphasis is placed on proficiencies for teachers in learner-centered schools. Instruction addresses current research and methodology to provide teachers with the knowledge and skills necessary for successful classroom teaching. Significant emphasis is placed on technology applications for beginning teachers. Interns have the opportunity to use a mobile technology lab during each class session. Benchmarks and assessments have been established to ensure attainment of standards, competencies, and proficiencies.
Teacher interns must meet all educational requirements that include professional development/competencies regarding area content, evaluations, assessments, field-based experiences, service learning projects, professional observations/appraisals, portfolios and attendance/participation. Interns must successfully complete all preparation program requirements and appropriate certification tests for their certification area. A thorough year-long internship is closely monitored by the TLU faculty. During the internship year, all students work with a mentor teacher in the school in addition to the University supervisor. The role of the mentor is to assist the student to develop into an independent, fully functioning reflective teacher who will regularly engage in problem-solving related to his or her own teaching. The mentor teacher also observes and assesses the intern’s performance in the classroom.
Course Descriptions & Dates
EDUC332 Learning Processes and Evaluation
A study of the fundamentals of cognitive psychology which apply to the learning processes including: various taxonomies of learning; relationships among cognitive, physical and affective development in the discovery processes; nature and range of exceptionalities; intelligence, creativity and attitudes about learning. This project-based, applied learning course considers instructional leadership as well as functions, materials and methods of assessment.
Fall 2015: September 14 through December 7, Mondays 5:30-9:00 p.m.
EDUC431/432/433 Instructional Strategies
A course which engages students with the investigation of contemporary instructional strategies and support and models for integrating subject area content. Particular focus will be placed on methods for delivering students’ teaching field content and options for integrating the subject area with other disciplines. Professional collaboration and the current technology used in area schools will be included
Spring 2016: January 25 through April 18, Mondays 5:30-9:00 p.m.
EDUC334A U.S. Schools
A survey course concerning the K-12 U.S. school system, including social and philosophical foundations of education; history, structure and school finance; the principles, objectives and development of curriculum and instruction; educational technology; social issues and K-12 students; school law and alternative schools.
Summer 2015: May 19 through June 25, Tuesdays and Thursdays 5:30-9:00 p.m.
READ332 Foundations of Literacy
A study of the five components of the science of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) as applied to the emergent and early reader. Instruction is given on formal and informal assessments, as well as utilizing data to inform instruction.
Summer A 2015: May 22 through June 27; Fridays 5:30-9:00 p.m. and Saturdays 8:30 a.m.-12:00 p.m.
EDUC437/438/471 Classroom Management
A specific application of methods and strategies of and comprehensive planning for instructional delivery and classroom management in EC-6, 4-8, 8-12 and EC-12 classrooms. The primary purposes of the course are to apply, integrate and synthesize skills in the context of a specific classroom as well as to set goals which strengthen professional confidence and identity.
Summer 2015: June 30 through July 31, Tuesdays and Friday 5:30-9:00 p.m., plus two Saturdays 8:00-11:30 a.m.
EDUC371 Introduction to Early Childhood Education
This is a required course for EC-6 certification. A study of developmentally appropriate practices for programs serving children 0-8 years. Emphasized are the development and assessment of integrated curriculum and classroom management.
Fall 2015: September 18 through December 11; Fridays 5:30-9:00 p.m.
Collaboration With Local School Districts
TLU possesses a long-standing tradition of producing quality teachers for the State of Texas. This program continues this tradition through collaboration with our multiple public school partners, effective standards-based preparation, and a commitment to teacher induction and retention. Seguin ISD, Navarro ISD, La Vernia ISD, Marion ISD, New Braunfels ISD, Comal ISD, Nixon-Smiley ISD, Floresville ISD, Fayetteville ISD, Gonzales ISD and other school districts in the region have expressed their support for the post-baccalaureate teacher certification program at Texas Lutheran University. The districts enthusiastically support the TLU program as it enables them to hire outstanding teachers in a time of great teacher demand.
Texas Lutheran University has developed a strong relationship with each of the districts in the region. TLU believes that one of its primary roles is to serve our surrounding school districts. The post-baccalaureate teacher certification program allows TLU to work with districts in recruiting outstanding candidates from high-tech corporations, businesses, the military and the community-at-large who are interested in pursuing a rewarding career in teaching. Almost certainly, these individuals will bring relevant content area experience to the teaching profession. TLU works with the districts to identify outstanding candidates who are currently employed by the districts in paraprofessional or substitute teaching positions. TLU also works closely with individuals who are currently on emergency certification or who are certified in other areas.
Field-based Experience Guidelines
The State Board for Educator Certification (SBEC), the Texas Education Agency (TEA), and the Texas State Board of Education recently revised the Texas Administrative Code that governs teacher certification programs (December 14, 2008). One section provides regulations for field-based experience ( TITLE 19; PART 7; CHAPTER 228; RULE §228.35).
TLU implements these provisions as follows:
- TLU provides evidence of on-going and relevant field-based experiences throughout the post-baccalaureate teacher certification program.
- Students complete field-based experiences in a variety of educational settings with diverse student populations in districts with TEA accreditation.
- Field-based experiences include observation, modeling, and demonstration of effective practices to improve student learning.
- Students complete a minimum of 30 clock-hours of field-based experience.
- Students complete a minimum of 30 clock-hours of field-based experience prior to assignment in an internship.
- Students complete the required field-based experiences in a school representing their initial area of certification (i.e., EC-6, 4-8, 8-12, or all-level).
- Students have opportunity for self-reflection and discussion about field-based experiences to allow them to maximize this learning opportunity by sharing each others’ experiences with guidance from a TLU facilitator.
- Students complete written reflections to help them internalize their field experiences.
- Students meet the requirement for field-based experiences through such activities as
- observation of specific teacher skills and student behaviors (questioning techniques, classroom management, offering praise, etc)
- development or assembly of materials for a lesson
- selection of library books to be used in the classroom for a particular unit of study
- individual or small-group tutoring
- reading to elementary students
- a wide variety of other activities as coordinated between the TLU student and the district, school, and/or teacher
- Substitute teaching may be used for a maximum of 20 of the required hours with the other 10 hours to be completed with other field experiences with one or more certified teachers.
- Teacher aides/paraprofessionals may count a maximum of 20 of the required hours with the other 10 hours to be completed with other field experiences with one or more certified teachers.
- Students who have completed any of the above before entering the TLU Post-Baccalaureate Teacher Certification Program may petition the program director to have some or all of their past experiences considered in lieu of up to 20 of the required hours.
For more information about Field-based experience procedures and forms, contact the program director.
Meeting the Reading Requirement
Students admitted after January 1, 2009, must meet the TEA requirement for reading instruction (TAC Chapter 228). To meet this requirement, students take two online courses on reading instruction. Students may select from the following ed2go courses offered by TLU. Complete information is at Courses for Teaching Professionals. Find TLU courses on ed2go.com.
- Guided Reading and Writing: Strategies for Maximum Student Achievement
- Guided Reading: Strategies for the Differentiated Classroom
- Response to Intervention: Reading Strategies That Work
- Set, Ready, Read
- Teaching ESL/EFL Reading
- These are continuing professional education courses – not for academic credit on your TLU transcript.
- PBTCP students pay $95 for each course at the time that you sign up for the online module.
- Courses must be completed prior to internship.
- All courses run for six weeks, with a two-week grace period at the end. Two lessons are released each week for the six-week duration of the course. You do not have to be present when the lesson is released, but you must complete each lesson within two weeks of its release.
- Students admitted before January 1, 2009, will also benefit from taking these courses.
- EC-6 and 4-8 Generalist students who take READ 332 Foundations of Literacy or the equivalent need to take only one of the above courses.
TExES Test Preparation
Students who were admitted to the TLU Post-baccalaureate Teacher Certification Program after January 1, 2009, must complete a minimum of six hours of test preparation for the TExES examinations. Other current and former post-baccalaureate students as well as current and former undergraduate students in the TLU teacher education program may also be required to meet this requirement.
TLU fulfills the requirement with the T-CERT modules. For more information, contact the program director.
- Summer Programs
- Community Education
- Post-Baccalaureate Teacher Certification
- Community Music Academy