The first one-year cohort begins in April 2019, offering 180 course hours and 240 clock hours of field experience via the Breakthrough Houston summer program. Pre-service teachers take content tests in spring or early summer 2019. Pedagogy and Professional Responsibilities tests are conducted in the summer after satisfactory tutorials through Certify Teachers.
Courses are designed to offer authentic teaching and learning, both practice and analysis. Pre-service and first-year teachers can apply their learning directly back to their classrooms. The summer courses and field work and the first-year teaching of courses provide candidates with high-quality portfolios of their experience – all under the supportive assessment of experienced teachers. Preservice teachers will take PACT tests in spring or early summer 2019. PPR tests will be taken in summer. The completion of satisfactory tutorials through Certify Teachers is required before testing.
April-August 2019: EDUC 521 Curriculum Development (Course). Pre-service teachers develop six-week lesson plans for summer teaching. Course stresses academic language, inclusion of students’ culture and personal/community lives, and pedagogical content knowledge. Experienced teachers provide in-depth assessments on lesson delivery and student work.
June-July 2019: EDUC 570 Field-Based Studies (Field Work). Provides the Breakthrough Houston field-based summer experience. Pre-service teachers’ edTPA portfolio defense provides quality proof of the candidates’ summer work through lesson planning and delivery, as well as formative and summative assessment of student work. Pre-service teachers will submit edTPA pilot portfolios with local evaluation of the candidates’ summer work quality through lesson planning and delivery, as well as formative and summative assessment of student work. August 2019-June 2020. The program includes a one-year supervised teaching internship. The internship is a paid position with a cooperating Houston area secondary public or TEA approved private school. The Education Program will approve the standard certificate after a successful internship experience.
Fall 2019: EDUC 561-566 Theory and Methods (Course). Integrates modules from three courses to teach interns how to successfully plan and instruct, facilitating continual learning for both first year-teachers and their students. Taught in an integrated approach that emphasizes pedagogical content knowledge while adding literacy strategies. Develops an understanding of how to analyze and use student assessment data.
Spring 2020: EDUC 501 Educational Psychology (Course). Reinforces earlier routines and procedures, emphasizing elements that underlie the culture of the classroom. Focuses on differentiation instruction with analysis of special-needs students, new language learning, and socio-emotional developmental changes. Reinforces the importance of teacher-student relationship within classroom learning dynamics. Continued local evaluation of the success of this new initiative will come with a second round of the edTPA Portfolio pilot with work during the first-year teaching and with evidence from lesson plans, lesson delivery, and assessment of student work. The tenets of edTPA will be in play throughout this program. Pedagogical content knowledge will guide lesson planning, delivery, and assessment. The use of academic language, and the inclusion of students’ personal lives, culture, and community lives will work together to bring life and engagement into the classroom.