Curriculum and Teaching Professional Certification
C&T 4002 Curriculum theory and history
The nature and design of educational activities: theory, research, and practice of curriculum design.
C&T 4005 Principles of teaching and learning
Exam of the relationships among teaching, learning, and exam; teaching as a profession; and schools as complex social organizations.
C&T 4021 Nature and needs of gifted students
This introductory course in gifted education explores a number of issues related to the psychology and education of gifted students, including conceptions of giftedness, educational provisions for gifted students, creativity, and economically disadvantaged gifted students. Issues of race, class, gender, and disability status as they interact with the construct of giftedness are examined.
C&T 4022 Instructional models in the education of gifted students
What should gifted students learn? How can we differentiate the curriculum for gifted learners in order to meet their special needs more effectively? These and other questions will be addressed in this course devoted to the discussion, analysis, and evaluation of instructional models designed or adapted for gifted students. Emphasis will be placed on the principles of curricular differentiation and on providing an overview of a range of models designed to modify content, enhance the development of thinking skills, and enhance creativity. Issues of defining giftedness and of defensible differentiated curriculum will also be explored.
C&T 4023 Differentiated curriculum for gifted students
This course examines the characteristics of appropriate and defensible curriculum for gifted children and youth. Particular emphasis is placed on instructional strategies, curriculum theories, flexible grouping techniques, and meeting the needs of gifted learning in the regular classroom.
C&T 4024 Planning and implementing programs for gifted students
In this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.
C&T 4026 Giftedness and Intelligence
In this course, we explore theories of intelligence, which have served as a theoretical basis for the field of gifted education from its beginning. Starting with the work of Francis Galton in the 19th century and following through to the present day, we will critically examine and problematize such constructs as intelligence, creativity, and giftedness as well as such related topics as mental measurements.
C&T 4027 Differentiated instruction of gifted students in the heterogeneous classroom
Gifted students are present in almost every elementary, middle school, and high school classroom. The educational needs of these students can and must be met within this context. This workshop will provide an overview of curricular and instructional strategies designed to enhance the optimal development of gifted learners (and all learners) in the regular classroom. Topics will include general curricular modifications, management techniques, instructional strategies, individual learning opportunities, and outcomes and exams. Special consideration will be given to those methods of differentiation that can be integrated readily into the learning environment of mixed-ability classrooms.
C&T 4032 Gender, difference, and curriculum
This course offers a multifaceted, interdisciplinary introduction to thinking about school curricula, policies, and practices as gendered. Gender will not be considered in isolation but as interwoven and complicated with cultural, racial, religious, class, and sexual identities, among others. The course materials will move beyond the identification of the problems to examine various efforts to create gender-sensitive curricula and programs.
C&T 4052 Designing curriculum and instruction
Application of models for designing curriculum and instruction. Students design curriculum in collaborative groups.
C&T 4121 Early childhood teaching strategies within a social context
Exploration of the teaching strategies used in early childhood education through analysis of the social contexts out of which they have arisen. Emphasis on assimilation and application of differing strategies through workshop format.
C&T 4130 Critical perspectives in elementary education
Critical examination of issues bearing on lived experiences, practices, and purposes of elementary teachers and students in the US today. Includes child study with focus on two questions of educational justice: What does this child have a right to, in her/his education, today, here, now? Where does or can, this child contribute to and be recognized in this classroom? Readings include classroom studies, critical interventions in current events, and foundational texts for democratic, public education. Open to all; required for CUED students. Preferably students have opportunity concurrent with course to observe children at least one hour/week.
C&T 4138 Teaching literacy in the early years
Exam of theory, research, and practice of literacy learning and teaching in the early years, including children who are English language learners and children experiencing difficulty with school literacy. Emphasis on alternative models of designing literacy curricula, selection and use of materials (including technologies), and methods of assessing and teaching decoding, spelling, fluency, text use, and comprehension.
C&T 4140 Literature for younger children
Critical study of literary trends and materials for children in prekindergarten, kindergarten, and early grades. Consideration of developmental issues and reader response theory relating to young children.
C&T 4141
This course is a collaborative investigation of children’s literature for older readers. It provides opportunities to develop and deepen your familiarity with contemporary texts, and to explore ways of facilitating enjoyable, effective, and critical literary experiences in grades 3-8. We will consider works from a variety of genres, as well as issues and practices in children’s literature and children’s responses to text.
C&T 4145 Critical perspectives in secondary education
A comprehensive examination of adolescent development and learning as they relate to issues of curriculum, teaching, and learning.
C&T 4151 Teaching of writing
The course integrates theory and practice for teachers. Topics include writing development, research on writing, curriculum development, methods of teaching writing, models for responding to and evaluating student writing, and classroom methods for teaching the writing process in elementary classrooms.
C&T 4501 Teaching and learning in the multicultural, multilingual classroom
Student diversity (characterized by gender, race, ethnicity, language, special needs, and sexual orientation) is examined in relation to decisions about methodology, curriculum, instructional materials, student grouping, home-school-community relationships, and teachers' professional growth and development.
C&T 4502 Master's Project
Permission required. Required for M.A. students in the Curriculum & Teaching Program. Students work to develop proposals to initiate required Master's action research project. This course requires at least 18 hour of out-of-classroom work.
C&T 4615 Young children and social policy: Issues and problems
Overview of social policy towards young children as it affects classroom practice and professional goals. Situations such as child abuse, divorce and custody, student classification, and foster care are examined.
C&T 5004 School change
Major themes include state of the field regarding school change, schools as social organizations, the individual in the organization, theories of change, and implementation strategies and processes.
C&T 5024 Planning and Implementing Gifted Programs
In this course, we examine factors affecting the planning and implementation of programs for students identified as gifted, components of gifted programs, and a systems approach to program planning. Students develop written program plans for specific settings. Issues of race, class, gender, and disability status as they affect the planning of gifted programs are examined. No prior experience with or knowledge of gifted education is required.
C&T 5037 Literacy, Culture and the Teaching of Reading
This 2-3 variable point course is a collaborative investigation into literacy as a social, cultural, and political practice. It provides opportunities for participants to unpack and re-imagine literacy learning and teaching for all students, but especially for those labeled “at risk” due to race/ethnicity, social class, nationality/language, gender, dis/ability, and sexuality. Rooted in the assumption that power circulates in culture, literacy, and education, this course looks closely at the role of power in reading texts, whether print-based, multimodal, digital, filmic, or embodied.
C&T 5042 Special topics in children's literature
Study of specific genres or curriculum issues in children's literature. Topics are announced in course schedules distributed each semester. Registration not limited to one term.
C&T 5074 Curriculum and teaching policy
Prerequisite: C&T 4004. Exam of the theoretical and political bases of curriculum and teaching policies and their influences on school organizations and teaching practices. Explores the policy-making process from policy design through implemen-tation.
C&T 5095 Memory, History and Curriculum
This seminar will explore the role that readings of the past have in contemporary life, by historicizing history itself. We will examine issues of collective memory as it relates to the assumption of a collective in the processes of constituting identities, and we will look at schooling as a central location in the production of those identities and the dissemination of particular notions linked to the past and our ability to draw lessons from it.
C&T 5506 Seminar in gifted education
This is a topical seminar that examines such issues as identification of gifted students in New York City schools, equity in gifted education, the effects of No Child Left Behind and Race to the Top, and whether gifted students are necessary for gifted education. Discussions by Skype with leading scholars in the field of gifted education will expose students to contemporary concerns in this field. No prior experience with or knowledge of gifted education is required.
C&T 5800 Institute: Teaching of writing
The focus of the institute will be on the teaching of writing with the participants also working on their own writing. There will be a combination of large group presentations, small interactive sessions, and writing workshops. Separate sections will be offered for advanced participants. A partial list of topics to be covered includes: the central role of planning and curriculum development in the teaching of writing, methods for holding our students accountable for doing their best work, classroom structures that support inquiry and collaboration, and using literature to help students craft their writing. The Institute is appropriate for elementary and secondary teachers. Attention! Online application required, you must submit an application on the Reading & Writing Project website https://readingandwritingproject.org/summer-institute-offerings to be registered for sessions and to receive a grade and course materials. Contact MaryAnn Mustac, mustac@tc.edu, for more information. Course is pass/fail.
C&T 6100 Theory and Inquiry in Curriculum and Teaching I
Required of and limited to first-year Ed.D students in the Department of Curriculum and Teaching; must be taken in the fall semester in conjunction with C&T 6101; C&T 6102 is required for all first-year Ed.D students in the following spring semester. Introduction to and exploration of important problems and issues in curriculum and teaching, methods of formulating questions, and modes of inquiry appropriate to doctoral-level research.
C&T 6532 Seminar in reading/language arts and related research
Permission required. Open only to advanced master's and doctoral students with a specialization in literacy or a related area who have completed recent methods courses in literacy. In-depth study and discussion of trends and issues in literacy development and instruction.
C&T 7500 Dissertation seminar in curriculum and teaching
Two semesters required of all doctoral candidates in the department unless proposal is defended in the first semester. Development of doctoral dissertations and presentation of proposals for approval.
HBSK 4072 Theory and Techniques of Assessment and Intervention in Reading
Provides an overview of theories and research pertaining to reading acquisition and exam and intervention techniques for reading across the lifespan. Content is organized according to four major themes: the psychology of reading development, language structures, exam, and intervention.
HBSK 4074 Development of Reading Comprehension
Reading and study skills: Practical procedures based on research findings appropriate for teachers, counselors, and others. Discussion focuses on students in the middle elementary grades through young adulthood.
HBSK 5373 Practicum in literacy exam and intervention I
Prerequisite or corequisite: HBSK 4072, grade of B or better. This course prepares students to assess, analyze, and remediate literacy difficulties using research and theory. In class sessions, students learn to understand exam and instruction across a broad spectrum of skill areas reflecting the most common areas of difficulty for struggling readers and writers. Students apply those skills in their work in the Dean-Hope Center for Educational and Psychological Services (CEPS) with an individual who has literacy difficulties. The practicum counts for 50 clock hours of field experience.
HBSK 5376 Practicum in literacy exam and intervention II
Prerequisites: HBSK 4072, HBSK 5373 with grade of B+ or better. This course is the second of three practica that prepare students to assess and remediate literacy difficulties. HBSK 5376 utilizes a more advanced learning model in which a student works to assess and tutor a client at the Dean-Hope Center for Educational and Psychological Services (CEPS). In class sessions, students continue to learn techniques, skills, and materials for exam and intervention for use with those who struggle with reading and writing. Students are expected to apply class content in clinical sessions with an individual with literacy difficulties. Each practicum counts for 50 clock hours weekly of field experience. Attendance at supervision sessions is also mandatory.
HUDK 5024
Survey of research and theory in the development of language, beginning with communication and the origins of language in infancy and emphasizing acquisition of the forms of language in relation to their content and use.
HUDM 4122 Probability and statistical inference
An introduction to statistical theory, including elementary probability theory; random variables and probability distributions; sampling distributions; estimation theory and hypothesis testing using binomial, normal, T, chi square, and F distributions. Calculus not required.
HUDM 5122 Applied regression analysis
Least squares estimation theory. Traditional simple and multiple regression models and polynomial regression models, including use of categorical predictors. Logistic regression for dichotomous outcome variables is also covered. Class time includes lab time devoted to applications with IBM SPSS. Prerequisite: HUDM 4120 or HUDM 4122.
Faculty Certificate in Teaching and Learning
The Centre for Learning and Teaching (CLT) is offering a non-credit program, free to Dalhousie faculty members including limited term contract faculty, part-time academics, as well as staff members who teach or have an interest in university teaching.
Completion of all four Program Components is necessary to obtain the Certificate. The Faculty Certificate may be completed within one year, or participants may wish to take up to three years to complete the requirements.
All components of the Program draw on the research literature for evidence-based excellence in teaching and learning practice. For each component part, the participants' work will be assessed by the Instructor or the Program Coordinator on a pass/fail basis according to pre-determined standards for learning outcomes.
Although participants may wish to take up to three years to complete the four required components, extensions beyond three years will require prior approval by the Certificate Coordinator or the Director of the CLT. The non-credit Course Design Course is equivalent to a graduate level, semester-long course. The various Studio Courses and the Teaching Dossier Workshop will require approximately 8-10 contact-hours each. Each of the three Peer Observations will require approximately two contact-hours in addition to the time for observations. The Certificate program requires a significant investment of time and energy by participants.
Dalhousie faculty members including limited term contract faculty, part-time academics, and post-doctoral fellows, as well as staff members who teach or have an interest in university teaching, may participate in the Certificate. Faculty and staff interested in participating in only specific components are welcome, but will not receive the Certificate credential. Registration in the Course Design Course and Studio Courses is limited, and priority will be given to those who are currently registered for the Certificate Program.
Reading Education Teacher Certificate Endorsement
Teacher Education Reading Endorsement - UNG
Skip to Main Content Skip to Main Navigation Skip to Footer
The University of North Georgia offers a Reading Endorsement for Georgia certified teachers. The University System of Georgia Reading Consortium (USGRC) designed the endorsement for Georgia's P-12 classroom teachers. The endorsement may be taken for graduate college credit or for PLU credit. The Georgia Reading Endorsement is officially approved by the Georgia Professional Standards Commission.
Request Information Apply
Applicants certified in Georgia should verify with their employer or the GaPSC whether the advanced degree leads to a certificate upgrade or pay increase. The GaPSC provides the Certificate Upgrade Advisor to assist with this process. Out-of-state applicants should also verify with their employer or certification body to verify certificate upgrades.
Reading Education Teacher Certificate Endorsement Program Quick Facts
Online program, no campus visit required
Asynchronous classes with some synchronous meetings
Program length 12 credit hours
Year-round program enrollment
Field-based experience
Current teacher certification is required
Program Application Deadlines
If program capacity is met prior to established admission deadlines, we will stop accepting applications for admission and cancel remaining incomplete applicants. Completing your application earlier is better.
Summer Deadline
May 1
How to Apply to the Reading Education Teacher Certificate Endorsement Program
Requirements
Baccalaureate from an accredited institution (as defined under Accredited Institutions in the Academic Information section of the Graduate Catalog) with a minimum grade point average of 2.50 calculated in accordance with Graduate Admissions procedures. If an endorsement program applicant holds a master’s degree, only the transcript showing the master’s degree awarded is required for submission to Graduate Admissions.
Current teacher certification.
Applying to UNG
Step 1Application and Application Fee
Step 2Official Transcripts
Step 3Verification of Lawful Presence in the U.S.
Submit the online application for Graduate Admissions.
Please allow three business days after submitting your application for processing. You will receive an email from grads@ung.edu after your application has been reviewed for accuracy and updated with submitted documents. Please do not check your application status prior to receiving an email from this office as your online application checklist will not accurately reflect the required items for your program of interest.
Select Teaching Certificate Endorsement-Reading.
Non-refundable application fee of $40.
Pay with a credit/debit card (Visa, MasterCard, Discover, American Express) or electronic check (U.S. banks only) when completing the online application.
Include check or money order payable to UNG when submitting a paper application.
A minimum undergraduate grade point average of 2.50 calculated in accordance with Graduate Admissions procedures is required, or if an endorsement program applicant holds a master’s degree, only the transcript showing the master’s degree awarded is required for submission to Graduate Admissions.
Submit one set of official transcripts from each institution attended for all course work, undergraduate and beyond.
Transfer credit posted on records of other institutions is not accepted in lieu of transcripts from original institutions. Please request a transcript from each institution attended.
Official electronic transcripts are accepted if submitted from the issuing institution to grads@ung.edu. Depending on the transcript service you are using, grads@ung.edu may not be an available option. You may then select any admissions or undergraduate admissions @ung.edu address. Electronic transcripts forwarded via email from the student are not accepted.
Official paper transcripts are accepted if submitted from the issuing institution and mailed to University of North Georgia Admissions Imaging Center, P.O. Box 1358, Gainesville, GA 30503-1358. Student paper transcripts are accepted only when issued to the student in a sealed envelope and submitted to Graduate Admissions unopened.
International transcripts must have a course-by-course credential evaluation by an independent evaluation service that is a member of the National Association of Credential Evaluation Services, Inc. (NACES) or Association of International Credential Evaluators, Inc. (AICE). Evaluations must be sent directly from the agency to the Admissions office. Refer to the evaluator website for a full list of NACES or AICE members. Official evaluations must include certification that the applicant's course work and degrees earned are equivalent to course work and degrees earned from an accredited institution (as defined under Accredited Institutions in the Academic Information section of the Graduate Catalog) and include a cumulative grade point average. Evaluations should be submitted from the evaluation service to Graduate Admissions. Evaluations must include certification that the applicant has received a baccalaureate from an accredited institution (as defined under Accredited Institutions in the Academic Information section of the Graduate Catalog) with a minimum grade point average of 2.75. Applicants who have received degrees outside of the United States may be required to submit proof of English proficiency. Applicants will be notified if a TOEFL (Test of English as a Foreign Language) or IELTS (International English Language Testing System) score is required. If required, scores must be sent directly from the testing agency. Personal copies and photocopies are NOT accepted. TOEFL and IELTS scores are valid for two calendar years from the test date. Required minimum scores are, TOEFL internet based - 79, TOEFL computer based test - 213, TOEFL paper based test - 550, IELTS - 6.5.
Georgia Professional Standards Commission (GPSC) currently accepts transcript credential reports from four specified agencies. For more details, review the GPSC website at www.gapsc.com/MovetoGeorgia/FromOutsideUSA/foreignCredentialReports.aspx.
Transcripts of coursework completed in-residence at UNG will be obtained by Graduate Admissions.
If you completed your undergraduate degree at UNG, request official transcripts only from schools attended after graduating from UNG.
Board of Regents’ policy requires all applicants accepted for admission or readmission to UNG seeking in-state for tuition classification provide validation of residency and lawful presence in both the state of Georgia and the United States.
Learn More
A candidate whose application is denied has the right to appeal the decision. A written letter of appeal must include strong evidence to support the basis for your appeal. The appeal should consist of information beyond what was previously submitted in your admissions file and detail your ability to be successful in graduate studies.
Email your letter of appeal as a pdf attachment to grads@ung.edu.
International applicants who must be issued an F-1 visa by UNG to enter the United States to attend school may not apply for completely part-time (less than nine hours) or online programs. This program is only offered as an online program and therefore does not permit F-1 visa student admission.This program requires current teacher certification. The University of North Georgia is unable to offer a path to enrollment for foreign nationals without current teacher certification in the United States.
Application
The Summer 2023 Application is now open! The deadline to apply is May 1.
Financial Aid & Payment Information
Financial aid is not available for PLU credit or non-degree seeking students. Students must be enrolled in a degree program to receive financial aid.
Payment for PLU Credit
Payment must be made in full by May 29 before June courses. Please make check payable to: Pioneer RESA, and write 'Reading Endorsement UNG' on the MEMO line.
Mail check to: Attn: Dana Turner, College of Education, University of North Georgia, 82 College Cir, Dahlonega, GA 30597.
Questions?
For questions about the program, contact:
For questions about the application process, contact:Graduate Admissionsgrads@ung.edu 706-864-1543
Learn More About the Reading Education Teacher Certificate Endorsement Program
Completely online courses
The four graduate courses required for this endorsement include:
Summer - LART 6001 Trends and Practices in Reading Education
Fall - LART 6002 Assessment in Literacy Instruction
Spring- LART 6003 Materials and Reading
Summer - LART 6004 Literacy and Diversity
These courses are available at UNG completely online and may be taken for professional learning or graduate (3 semester hours or 5 PLU credits per course). A single Reading endorsement online application is required for professional learning units. If you are or will be a graduate student, you will apply via Graduate Admissions. These courses may be applied as electives in some master's degree programs; please check with your advisor about this option before enrolling in the courses.
A one-time purchase of a 'standard edition' membership to LiveText, Inc. is required for the program. If you've used LiveText with another program or institution, please don't repurchase it. Contact LiveText (866-548-3839) to have additional years added to your membership or the addition of the 'UNG domain'. This online program is required for all students.
Contact program coordinator for more information concerning this option.
UNG will coordinate an onsite program or institute for schools or districts with a group of 20 or more participants. These programs may be run throughout a school year or as a summer institute with application of knowledge during the following school year.
Contact program coordinator for more information concerning this option.
Each of the above options must include a field-based experience. Most endorsement level students are employed in P-12 schools, which provides direct contact with schools and students. Reading endorsement participants are expected to apply advanced knowledge and skills in their respective classrooms. Students completing the UNG master's degree program will plan a capstone experience that has direct linkage to school improvement and/or action research in their schools or classrooms.
The University System of Georgia Reading Consortium (USGRC) has designed a Reading Endorsement for Georgia's P-12 classroom teachers. The Georgia Reading Endorsement was officially approved by the Georgia Professional Standards Commission in the Fall 1998.
The USGRC identified four strands which should be addressed by programs offering an endorsement.Consortium members also developed two models for delivering the endorsement content:
theories of reading and the reading process,
linking exam and instruction, and
instructional strategies specific to the content areas of individual classroom teachers.
The Summer Reading Institute and follow-up classroom implementation, and a distance learning approach utilizing web-based classes.
Where This Program Could Lead You
Professional Licensure and Certification
The University of North Georgia offers degree programs that meet the educational requirements students need to apply for professional licensure and certifications in Georgia. The programs may not meet education requirements for licensure or certification in other states.
For additional information, please review the Professional Licensure and Certification Disclosure.
https://ung.studentadvisor.ai/virtualadvisor
|
