This post-baccalaureate certificate program (EDUM) is approved by the Florida Department of Education to provide professional preparation according to Rule 6A-5.066, F.A.C., for those who seek an approved alternative route to Florida Certification. Individuals who hold a baccalaureate degree from an accredited or approved institution who are pursing professional teaching certification from FLDOE are eligible. The certificate program provides rigorous instruction in creating a safe learning environment in P-12 classrooms, effective instructional planning and strategies for teaching diverse learners including those with disabilities, applying research-based instructional practices to reading in disciplines, instruction of English Language Learners, and using assessment data to inform instruction. Successful completion of this certificate results in the following endorsement on the student transcript: “Completed State-Approved Professional Training Option.”
Those electing the graduate level course work may apply some coursework as appropriate to one of the following degree programs: Master’s in Teaching, Master’s in Education, Master’s in Educational Leadership. Additional requirements must be met to be eligible for admission into these graduate degree programs. Please speak to an advisor for more information.
The School of Education’s mission is the mission for this certificate program: to prepare effective educators who will learn, lead, inspire, and transform their schools and communities.
There is a need in our community for educators in content specific areas, particularly in math and science for middle and high school. Students with a bachelor’s degree in a content area, who have a Statement of Eligibility or Temporary Teaching Certificate from FLDOE need specific coursework to meet the requirements specified in 6A-4.006, General and Professional Preparation in order to pursue a Professional Teaching Certificate. The Florida Department of Education forecasts a continuing need of teachers in all areas.
Program Learning Outcomes
- Candidates demonstrate knowledge of effective management of the learning environment such that the environment is safe and that student learning is demonstrated.
- Candidates apply knowledge of human development and learning to prepare effective learning environments and provide effective instruction for diverse student populations.
- Candidates demonstrate accurate use of multiple sources of data to inform planning and instruction to improve student achievement.
- Candidates demonstrate effective instructional strategies for diverse learners, including students with disabilities.
- Candidates effectively apply research-based instructional practices of reading to instruction in their discipline.
- Candidates demonstrate effective instruction for teaching English Language Learners.
- Applicants must meet University requirements (see Undergraduate or Graduate Admissions) as well as requirements below.
- Bachelor’s degree or equivalent from a regionally accredited university, and have earned a “C” or a 2.50 on a 4.00 scale average or higher in all work attempted cumulatively or as an upper division student, or
- A graduate degree from a regionally accredited institution with at least a 2.50 GPA for the preceding baccalaureate, or a 2.50 GPA for the graduate degree.
- Applicants must have a Statement of Status of Eligibility.
- A personal statement (500 words) that addresses the applicant’s experiences (including any prior experience working with children) and what prompted the decision to become a teacher.
- Current resume
- Interview, if applicable
Required Courses (18 credit hours)
|Course Number||Title||Credit Hours||Requisites (KEY)||Notes (KEY)|
|ESE 4322||Classroom Management for Diverse School and Society||3||None|
|ESE 5344||Classroom Management for a Diverse School and Society||3||None||Learning Outcome a|
|EDF 3122||Learning and the Developing Child||3||PR: General psychology; School of Education Majors only||Learning Outcome b; See advisor to waive prerequisites|
|EDF 6133||Child & Adolescent Development and Learning||3||None||Learning Outcome b|
|EDF 4430||Measurement for Teachers||3||School of Education Majors only||Learning Outcome c|
|EDF 6432||Foundations of Measurement||3||None||Learning Outcome c|
|EDE 4323||Planning for Instruction of Diverse Learners||3||PR: EDE 4223, EDF 3604, EDF 3122, TSL 4240;||Learning Outcome d|
|EDE 6326||Instructional Planning for Diverse Learners||3||None||Learning Outcome d|
|RED 4333||Content Area Reading||3||Learning Outcome f|
|RED 6544||Cognition, Comprehension, and Content Area Reading: Remediation of Reading||3||None||Learning Outcome f|
|TSL 4344||Foundations of Teaching ESOL in Mainstream Classes||3||CP: TSL 4240||Learning Outcome f; See advisor to waive prerequisite|
|TSL 5085||ESOL I – Theory and Practice of Teaching English Language Learners||3||None||Learning Outcome f|