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College of Education and Behavioral Sciences

Educator Preparation Program

Student Handbook 2017-2018

EPP Student Handbook Last Updated March 21, 2018

Houston Baptist University

College of Education and Behavioral Sciences Administration and Staff

Dean, College of Education and Behavioral Sciences (COEBS)

Dr. Teresa McIntyre

Associate Dean, College of Education and Behavioral Sciences (COEBS)

Dr. Kristina Cerling

Director, Center for the Preparation of Professional Educators (CPPE)

Ava Mathis

Certification Officer

Ava Mathis

Administrative Assistants

Ms. Kristy Wright

Ms. Linda Sotelo

Ms. Tori Humphreys

Hinton Center, Room 213

7502 Fondren Road, Houston, TX 77074

Office: (281) 649-3073 Fax: (281) 649-3361

[email protected]

mailto:[email protected]?subject=EPP%20Inquiry


THE EDUCATOR PREPARATION PROGRAM (EPP)

The HBU Educator Preparation Program (EPP) serves undergraduate, post-baccalaureate alternative certification (ACP), and Master of Education (M.Ed.) students. In the EPP, you can simultaneously earn credit for coursework designed to prepare educators for 21st century education settings, qualify for Texas State Teacher Certification(s), and develop the competence and confidence to become an educator who makes a positive difference in the lives and learning of students. You will make friends and begin professional networking in small, practical classes where you learn to integrate theory and practice. For those seeking initial teacher certification, beginning your first fall/spring semester in the program, you will gain first-hand field experience in EC-12 schools and continue to do so throughout your program -- culminating in an unpaid semester of clinical teaching, which is a fulltime apprenticeship in your chosen teaching field with a designated teacher mentor(s). ACP and masters-level students seeking initial teacher certification may opt for a one-year on-the-job internship after meeting additional criteria. Throughout your experience in the EPP, you will use technology to learn and also acquire skills to help others learn using technology.

The EPP is collaboratively developed by professors across the university and practicing professional educators (teachers, principals, central office staff, regional service center staff, etc.). Carefully aligned with state and national standards and accredited by the Texas Education Agency (TEA), the EPP provides an opportunity for you to develop the knowledge, skills, and dispositions needed for effective professional practice. An Advisory Council provides oversight of the EPP facilitates close contacts with schools and school systems, often result in hiring advantages when you graduate. For more information, please contact the Director of the Center for the Preparation of Professional Educators (CPPE) director or your COEBS Advisor.


Table of Contents

THE UNIVERSITY .................................................................................................................................................................. 8

Mission ............................................................................................................................................................................. 8

The Ten Pillars ................................................................................................................................................................ 9

Alignment with State and National Standards ........................................................................................................ 13

THE SCHOOL OF EDUCATION ......................................................................................................................................... 9

COEBS Mission ............................................................................................................................................................... 9

COEBS Organization ................................................................................................................................................ 10

Advisory Council ........................................................................................................................................................ 12

Alignment with State and National Standards ........................................................................................................ 13

ROUTES TO TEACHER CERTIFICATION ................................................................................................................... 14

1. UNDERGRADUATE PROGRAMS ............................................................................................................. 15

Program Phases ................................................................................................................................................ 15

EPP Acceptance Process ................................................................................................................................. 16

EPP Expectations ............................................................................................................................................. 20

Progression through the EPP ......................................................................................................................... 21

• Required Pre-Program Coursework ............................................................................................... 21

• Clinical Teaching ............................................................................................................................... 21

• Degree Programs ............................................................................................................................... 22

• Field Experience ................................................................................................................................. 25

• Online Portfolio ................................................................................................................................. 26

• Retention in the EPP ......................................................................................................................... 26

• Completing the State Certification Exams ..................................................................................... 27

• ESL Supplemental Certification....................................................................................................... 28

2. ALTERNATIVE CERTIFICATION PROGRAM (ACP) .......................................................................... 29

Program Phases ................................................................................................................................................ 29



Progression through the EPP ......................................................................................................................... 32

EPP Expectations ............................................................................................................................................. 32

• The Internship .................................................................................................................................... 32

• ACP Certification Plans .................................................................................................................... 33

• Field Experience ................................................................................................................................. 35



• Completing the State Certification Exams ..................................................................................... 39

• ESL Supplemental Certification....................................................................................................... 40

3. Graduate Programs – Initial Certification ................................................................................................... 41


Progression through EPP ................................................................................................................................ 44

• Required Pre-Program Coursework ............................................................................................... 44

• The Internship Option ...................................................................................................................... 45

• The Clinical Teaching Option ......................................................................................................... 46



4. Certifications After Initial Certification and/or a Master’s Degree ......................................................... 53

Professional Certification Programs ............................................................................................................. 53

Time-Sensitive Requirements ........................................................................................................................ 55

Document Requirements ................................................................................................................................ 55

Online Portfolio................................................................................................................................................ 56

Completing the State Certification Exams ................................................................................................... 56

Graduation Requirements .............................................................................................................................. 57

Instructional Technology ................................................................................................................................ 58

School Counselor to LPC Option .................................................................................................................. 58

State Certification ............................................................................................................................................. 59

ADVISING, BENCHMARKING, AND SUPPORT ........................................................................................................ 59


Advising .................................................................................................................................................................... 59

• Undergraduate Benchmarking ............................................................................................................... 59

• ACP and Graduate-Level Benchmarking .............................................................................................. 63

Degree Plan Filing ................................................................................................................................................... 65

Additional Support Services .................................................................................................................................. 65

POLICIES AND PROCEDURES ........................................................................................................................................ 66

University Policies ....................................................................................................................................................... 66

• Credit-Hour Definition ............................................................................................................................ 66

• Attendance – Classroom-Based .............................................................................................................. 67

• Attendance – Online Courses ................................................................................................................. 67

• Absence and Tardy Policies .................................................................................................................... 68

• Dropping a Class ....................................................................................................................................... 68

• Academic Accommodations ................................................................................................................... 68

• Academic Integrity Policy ....................................................................................................................... 69

• Academic Grievance Process .................................................................................................................. 71

• Plagiarism Software .................................................................................................................................. 72

• Children in Classrooms ........................................................................................................................... 72

• Classroom Behavior Expectations .......................................................................................................... 72

• Online Course Behavior Expectations ................................................................................................... 73

• HBU Navigate ............................................................................................................................................ 73

• Email Policy ............................................................................................................................................... 73

• Incomplete Course Request..................................................................................................................... 73

• Academic Calendar .................................................................................................................................. 74

• Late Work and Testing Policy ................................................................................................................. 74

• Student Evaluation of Instructors .......................................................................................................... 74

• Commencement ........................................................................................................................................ 74

• Grades ......................................................................................................................................................... 74

• Library and Information Resources ....................................................................................................... 74


• Transfer/Off-Campus Courses ............................................................................................................... 75

• Withdrawal from the University ............................................................................................................ 76

Education Procedures ............................................................................................................................................. 76

• Graduate Comprehensive Examination ................................................................................................ 76

ANNUAL EVENTS ............................................................................................................................................................... 80

COEBS Awards Ceremony ......................................................................................................................................... 80

Annual Teaching and Learning Symposium ........................................................................................................... 80

STUDENT ORGANIZATIONS .......................................................................................................................................... 80

The Association of Student Educators (ASE) .......................................................................................................... 80

Bilingual Education Student Organization (BESO)................................................................................................ 80

Council for Exceptional Children (CEC) ................................................................................................................. 81

Kappa Delta Pi .............................................................................................................................................................. 81


THE UNIVERSITY MISSION HBU’S MISSION

The mission of Houston Baptist University is to provide a learning experience that instills in students a passion for academic, spiritual, and professional excellence as a result of our central confession, "Jesus Christ is Lord."

HBU’S VISION At HBU, we believe that with the passing of the old institutions and the lack of ambition of the new, something important has been lost, something that the world desperately needs. We are in a defining period in the history of western civilization. We are witnesses to a global confrontation of ideologies that is not just on the battlefield or in the halls of government, but runs through our entire social fabric.

This is also a time when the frontiers of science are being pushed out into new territory. Half a century ago, the founders of HBU discussed the need for an institution that would do something even more important than instructing how to build an atomic bomb. Their university would provide the intellectual and spiritual wherewithal to determine if and when such a force might ever be used. Today, that insight remains relevant, not only for its application to warfare, but also for its need with regard to cloning, stem cell research, and a variety of other bioethical concerns.

The challenges of the future in a world like ours must be met by faithful young men and women of today who are equipped with a full education, who understand the nature of the world the Creator entrusted to us, in which we are called to be salt and light.

We seek nothing less than to guide and instruct the next generations of faithful artists, authors, actors, academics, business professionals, lawyers, musicians, doctors, teachers, scientists, and others – individuals who will understand the times we live in, and understand God’s calling for their lives. We seek to produce the future leaders of the world who also live as servants in the kingdom of God.

Houston Baptist University offers an ideal location for taking the next step in Christian higher education. We have the foundation in place. We are a substantial university with the best accreditation available. Our trustees, president, faculty, and staff are all Christians. We have the leadership and the vision necessary to grow into a truly influential, national Christian university.

Our founders had the vision to build HBU's campus directly in the path of Houston's growth. We are located in the fourth largest city in America. What happens at HBU will be covered by major media outlets. We have ready access to major airports and numerous hotel facilities for hosting conferences and symposia. There is a large pool of potential students immediately available. HBU will have an advantage in recruiting outstanding scholars who want to live in a major city rather than a small town. Our campus can become a major cultural center in the metropolis. We are poised to become the kind of institution that can be a leader for Christian higher education in America.


The opportunity is before us. The people who choose to fuel HBU’s mission will be instrumental in revolutionizing Christian higher education and in building the first in a new wave of great Christian universities in America.

THE TEN PILLARS

HBU will fulfill its responsibility for the renewal of Christian higher education through a vision organized around Ten Pillars:

Build on the Classics Recruit for National Influence Embrace the Challenge of Christian Graduate Education Establish a Residential Society of Learning Increase our Cultural Impact through our Faculty Renew our Campus, Renew our Community Bring Athens and Jerusalem Together Expand our Commitment to the Creative Arts: Visual, Musical, and Literary Cultivate a Strong Global Focus Move to the Next Level as an Institution

These Ten Pillars are the reflection of envisioning sessions and conversations held with HBU faculty, staff, students, trustees, alumni, and selected members of the community. The ideas and initiatives listed in this vision document all have their roots in those sessions. While the Ten Pillars do not exhaustively list all the suggestions or all of HBU’s plans, they do capture the spirit and direction of our university family’s aspirations for HBU.

THE COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES (COEBS) AND THE SCHOOL OF EDUCATION

THE MISSION OF COEBS The mission of COEBS is to prepare students to be effective citizens and professional educators, administrators, counselors, and researchers who reflect Christ in their work and service. To accomplish this mission, we provide students with the following:

• The courses and mentoring necessary for a solid pedagogical grounding in their discipline • Essential learning experiences that will provide opportunities to develop both knowledge and wisdom

and understanding of their Christian mission and calling to influence individuals and the larger society • An understanding of their Christian mission and calling to influence individuals and the larger society.


THE ORGANIZATION OF COEBS As shown in the diagram on the following page, COEBS is organized into two schools— the School of Education (SOE) and the School of Psychology. The SOE has an Advisory Council comprised of education faculty, arts and sciences professors, practicing professionals, and community members. This body meets at least twice a year to guide the Education Preparation Program (EPP).

The SOE houses the departments of Leadership and Counseling, Special Populations, and Curriculum and Instruction. The School of Psychology houses the Department of Psychology. Each department is led by a department chair. Additionally, six directors complete the leadership structure: a Director of Online Education, Director of Graduate Psychology Programs, Director of Graduate Education Programs, Director of the Center for the Preparation of Professional Educators (CPPE), Director of the Alternative Certification Program, and Director of Center for Research and Doctoral Studies. In some cases, department chairs also serve as directors. The faculty and programs in each department are listed in the following chart:

SCHOOL OF EDUCATION FACULTY AND STAFF LEADERSHIP

Name Roles Office (Hinton)

Email Phone

Dr. Teresa McIntyre Dean 330 [email protected] 281-649- 3241

Dr. Kristina Cerling Associate Dean 329 [email protected] 281-649- 3241

ADMINISTRATIVE

Name Role Office (Hinton)

Email Phone

Ava Mathis Director, Center for the Preparation of Professional Educators

213 [email protected] 281-649-3073

Linda Sotelo Administrative Assistant to the Dean 331 [email protected] 281-649-3240

Kristy Wright Administrative Assistant to the Dean, Graduate Education


Tori Humphreys Administrative Assistant to the Dean, Psychology 325 [email protected] 281-649-3131

FACULTY

Name Department Roles Office (Hinton)

Email Phone

Dr. Sarah (Katie) Alaniz

Curriculum and Instruction

Director, Online Education and Professional Development Faculty Member


Dr. Steve Busch Educational

Leadership and Counseling

Faculty Member 317 [email protected] 281-649-3437

mailto:[email protected]









Dr. Kaye Busiek Curriculum and

Instruction

Chair, Advisory Council Advisor, 4-8 and 7-12 Certification Program Coordinator, All-Level Education and Secondary Education Faculty Member


Dr. Kristina Cerling Associate Dean, COEBS 329 [email protected] 281-649-3241

Dr. Angie Durand Curriculum and

Instruction

Director, ACP Program Coordinator, English Language Arts and Reading 4-8 Faculty Member

346B [email protected] 281-649-3036

Dr. Stephanie Ellis Educational


Faculty Member 332 [email protected]

281-649-3608

Dr. Julie Fernandez Educational


Chair, Educational Leadership and Counseling Advisor, Educational Administration Program Coordinator, Educational Administration Faculty Member


Dr. Dina Flores-Mejorado

Educational Leadership and

Counseling

Coordinator, Higher Education Educational Administration Faculty Member


Dr. Charlotte Fontenot Special

Populations

Director, Graduate Education Programs Chair, Special Populations Advisor, EC-6 with All-Level Special Education Program Coordinator, EC-6 with Special Education EC-12 Faculty Member


Dr. Wendy Frazier Curriculum and

Instruction

Chair, Curriculum and Instruction Advisor, EC-6 with ESL Advisor, All-Level PE and Art Program Coordinator, Elementary Education EC-6 Faculty Member


Dr. Lesli Fridge Educational


Advisor, Educational Administration Faculty Member












Dr. Vickey Giles Educational


Educational Administration Reading Faculty Member

Hinton 333

[email protected] 281-649-3044

Dr. David Herrington Educational


Educational Administration Faculty Member


Dr. Diane Reed Educational


Director of Doctoral Program Educational Administration Special Education Faculty Member


Dr. Michael Rosato Associate Provost of Academic Affairs Faculty Member

Brown 110


Dr. John T. Spoede Educational


Director, Center for Research and Doctoral Studies Advisor, School Counseling Faculty Member

Hinton 304A


Dr. Elizabeth (Polly) Trevino

Special Populations

Advisor, EC-6 with Bilingual Advisor, All-Level Spanish Faculty Member


Dr. Dawn Wilson Curriculum and

Instruction

Advisor, Instructional Technology Faculty Member


Dr. Christine Woodbury

Special Populations

Coordinator, Educational Diagnostician Program Advisor, Educational Diagnostician Special Education EC-12 Faculty Member


THE ADVISORY COUNCIL The Advisory Council consists of representatives from public and private schools, Regional IV Education Service Center, higher education, business and community interests as well as faculty from across campus (both education and arts and sciences). The roles and responsibilities of the members are clear and consistent with the goals of the Education Preparation Program (EPP). The Advisory Council meets at least twice each year and is instrumental in formulating policy, programs and curriculum. The Advisory Council plays a very active and intentional role in the continual analysis of EPP.

COEBS PROGRAMS COEBS offers graduate and undergraduate degree programs in both education and psychology. In both disciplines, some programs align with preparation for credentialing by the profession: certification by the Texas Education Agency (TEA) or licensure by the Texas State Board of Examiners for Psychology or the Texas State Board of Examiners for Professional Counselors, the online university catalog, COEBS webpage, the Center for










the Preparation of Professional Educators (CPPE) webpage, and this handbook lists the available programs and credentials/licenses as well as the policies and procedures involved in each. ALIGNMENT WITH STATE AND NATIONAL STANDARDS AND BEST PRACTICES The coursework content of the EPP has been carefully aligned with state and national standards as well as research validated best practices. EPP has been designed to prepare students for effective, ethical professional practice as well as their TExES state certification exams corresponding to their degree/program plan. As indicated in course syllabi, students are prepared in a manner that is aligned with Texas Administrative Code 19 (TAC §149.1001) Teacher Standards (and Principal Standards [TAC §149.2001] when applicable) as well as relevant national standards (CAEP, InTASC, AAHE (SHAPE), ACEI, ACTFL, AMLE, ASCA, CEC, ELCC, ILA, ISTE, NASP, NASPE (SHAPE), NCED, NCSS, NCTE, NCTM, NSTA, TESOL) throughout their EPP experience. EPP learning experiences include opportunities for students to:

• Review and deepen their understanding of the Texas Essential Knowledge and Skills that they will be required to teach

• Learn to plan for and facilitate active, meaningful learning • Develop the knowledge, skills, and dispositions that will be assessed on their TExES exams

• Address the standards delineated in the International Dyslexia standards (IDA)

• Explore the topics required by TAC 228.35 and H.B. 2012 including reading instruction, the code of ethics, child development, motivation, learning theories, TEKs organization and content, assessment including state assessment of students via STAAR tests, curriculum development and lesson planning, classroom assessment and diagnosing learning needs, classroom management, special populations (LEP, dyslexia, gifted, special education), parent conferencing and communication skills, instructional technology, pedagogy/instructional strategies, differentiated instruction, certification test preparation, legal and employment issues, teacher (T-TESS) and principal (T-PESS) evaluation, and skills/expectations of educators

• Apply and extend their learnings and skills during multiple field-based experiences; • Learn via technology and learn to integrate technology into the learning processes of their students

(Texas Technology Applications Standards)

• Develop an online portfolio that documents, summarizes, and analyzes their experiences, learning, and accomplishments


ROUTES TO TEACHER CERTIFICATION


UNDERGRADUATE PROGRAMS The following undergraduate programs for Texas state teacher certification are offered:

Additionally, students may enroll in the M.Ed. in Curriculum and Instruction to gain increased expertise in the areas of curriculum and instruction without an additional certification or specialization.

PROGRAM PHASES - UNDERGRADUATE Each undergraduate teacher certification program includes liberal arts core-curriculum courses (some are offered online as an option), two pre-program education courses, and a teaching field major. Education students at HBU progress through three distinct stages of field experiences:

1. Phase One – Pre-Ed: Occurs before HBU students are formally admitted to the HBU Educator Preparation Program (EPP). While taking two foundation courses – EDUC 2320: Learning and Development and EDUC 2330: Foundations of American Educational Thought – to learn content and pedagogy, students visit elementary, middle school, high school, and private school classrooms for a combined 15 clock hours to observe pupils, teachers, tutorials, and limited instructional roles. As “observers” and “helpers” during this phase, HBU students use these experiences to identify if they are called to be a teacher. Undergraduate students apply to be admission into HBU’s Educator Preparation Program (EPP) via TaskStream during the semester in which they will complete 45 credit hours (typically during the sophomore year).

ELEMENTARY (EARLY CHILDHOOD-GRADE 6)

Core Subjects EC-6 with ESL* Core Subjects EC-6 with ESL and Bilingual * Core Subjects EC-6 with Special Education

EC-12* * Includes Gifted Education

ALL-LEVEL: EARLY CHILDHOOD-GRADE 12

Art Music Physical Education (PE) Spanish

SECONDARY MIDDLE SCHOOL (GRADES 4-8)

English Language Arts and Reading Math Science Social Studies

SECONDARY HIGH SCHOOL (GRADES 7-12)

Composite Science (Life Science/Biology, Chemistry, Earth Sciences, Physics)

Composite Social Studies (Economics, Geography, Government, History, Psychology, Sociology)

English, Language Arts and Reading History Life Science (Biology)

Mathematics Physical Science (Chemistry and Physics) Speech Communications

SUPPLEMENTAL CERTIFICATION (EC-12)

English as a Second Language (ESL) Special Education


2. Phase Two – Early Teacher Candidate: Begins after the HBU student is formally admitted into the

EPP. HBU students continue their field experience in EC-12 schools as they learn both content and pedagogy, actively engaging in instructional roles with students under the supervision of the regular classroom teachers and the university professors. During this phase consisting of a minimum of 30 interactive observation hours, HBU students develop their pedagogical knowledge and begin to “practice” their skills as teacher candidates. Students also begin to review for and take their certification exams.

3. Phase Three – Clinical Teaching: Occurs during one of the last two semesters before the HBU student

graduates and/or completes requirements for certification. During a full semester, the clinical teacher spends 15 weeks in a classroom(s) under the supervision of regular classroom teachers and a University Supervisor. During this time, the clinical teacher begins to assume limited full-time teaching responsibilities.

EPP ACCEPTANCE PROCESS - UNDERGRADUATE Students must be formally accepted into the EPP before registering for upper-level Education courses. Admittance into EPP allows students to register for professional education classes: courses with the EDBI, EDEC, EDUC, EDRE, EDSP, and INDC rubrics. Undergraduate applications are submitted electronically via TaskStream following the instructions outlined on the CPPE website (http://www.hbu.edu/cppe). Undergraduate applicants must complete an application and receive approval prior to beginning the program. Undergraduate students begin their EPP program during the fall and spring semesters. Applications should be submitted during the semester when the student will be completing their 45th credit hour. Applications are due February 15 for fall admission and by September 15 for spring admission or by the posted due date on the HBU Center for Preparation of Professional Educators (CPPE) website. All undergraduate applications are to be submitted through TaskStream.

The CPPE Director reviews all undergraduate applicant qualifications. Requirements for undergraduate admittance into the EPP include:

1. An application for admittance into EPP submitted on TaskStream by the posted due date. 2. At least 45 hours of coursework completed before entering the program. 3. Completion of EDUC 2320 and 2330 with “C” or higher. 4. Copies of all transcripts of courses taken for college/university credit. Students with coursework taught

in languages other than English must have transcripts evaluated by an accredited agency. 5. A minimum cumulative GPA of 2.75 or higher on all college/university coursework attempted. 6. Demonstration of basic skill proficiency in critical thinking, oral communication, reading, writing, and

math: a. Demonstration of critical thinking and reading proficiency by scoring 230 or higher on the

THEA Reading test.

http://www.hbu.edu/cppe


b. Writing proficiency must be demonstrated through the writing sample on the EPP application; by scoring 220 or higher on a THEA Writing test

c. Demonstrate math proficiency by scoring 230 or higher a THEA Math test. d. Demonstrate oral language proficiency* in English via completion of COMM 1323 with “C” or

higher. (effective 12/23/2016) * NOTE: A Speech Competency Form signed by an HBU professor may no longer be used to

document proficiency after 12/23/2016. e. Out-of-country students must score at least 26 on the oral section of the TOEFL (all sections

must be completed) to demonstrate sufficient ability to speak and understand the English language and to use it easily and readily in conversation and teaching.

f. For Bilingual Education certification students, successful completion of a Spanish language proficiency assessment that includes listening, speaking, reading and writing. Students who do not meet minimums standards on this assessment must successfully complete prescribed coursework and/or other prescribed learning experiences in each area where the minimum standard was not achieved.

7. Declared Education major on file. 8. Completion of all university proficiencies:

a. Written English: The written English proficiency may be met in several ways: i. Completion of ENGL 1320 and ENGL 1330 at HBU with a grade of "C" or above

ii. Completion of ENGL 1320 and placement out of ENGL 1330 by Advanced Placement Exam or CLEP scores as outlined in this HBU Catalog

iii. Receipt of transfer credit for courses equivalent to ENGL 1320 and 1330 iv. Students must complete ENGL 1320 and 1330 proficiency by their third semester

b. Reading: One of the following: i. A SAT minimum Verbal score of 550

ii. An ACT minimum score of 22 on the Reading portion; iii. A score of 17 or better on the Pre-THEA Exam; or iv. A score of 230 or higher on the THEA Exam. v. Completion of ENGL 2315 or ENGL 2325 at HBU with a grade of “C” or above.

c. Mathematics: One of the following*: i. MATH 1305, completed with a "C" or higher

ii. MATH 1313, completed with a "C" or higher iii. A higher level math course, completed with a "C" or higher

* NOTE: The ALKEKS placement test is required in advance of enrollment in HBU mathematics courses

d. Computer Literacy: One of the following: i. Passing of a Computer Proficiency Exam purchased at the HBU Bookstore, and taken by

student from their HBU Blackboard course ii. Completion of CISM 1321, with a "C" or higher

iii. Receipt of transfer credit for a course equivalent to CISM 1321


9. Submission of the signed FERPA Consent to Release Form and Texas Educators’ Code of Ethics form. 10. Successful completion of the EPP admission interview. When the above criteria for admission to EPP is

met, applicants are invited to be interviewed by members of the EPP Committee. Applicants must display the following qualities to be admitted into EPP:

a. A genuine desire to enter and follow a career in teaching. b. A personal and social orientation which shows promise of contributing to success in the

teaching profession. c. A physical and mental fitness which indicates potential classroom leadership. d. Demonstrate attitudinal dispositions that are deemed necessary for successful teaching.

11. Students will receive written confirmation of their EPP admission status (including an explanation of requirements that still need to be met, if admission is denied). Students accepted to EPP will be invited to:

a. Complete a degree plan* signed with CPPE Director and filed with the Registrar. (Note: Any subsequent change of degree plan is signed with CPPE Director and filed with Registrar.) * NOTE: All university proficiencies must be met prior to signing the degree plan.

b. Acknowledge and respond to acceptance letter via TaskStream. c. Set up Educator account with TEA and ETS. Directions are on the CPPE website:

http://www.hbu.edu/cppe 12. Students who are admitted to EPP will be allowed to register for classes required for educator

certification. 13. To be eligible to complete field experience, which is required in multiple EPP courses, students must

have cleared a Criminal Background Check. Criminal history clearance is also required for state certification. In accordance with Article 6252-13c, Texas Civil Statues, the Commissioner of Education may suspend or revoke a teaching certificate or refuse to issue a teaching certificate for a person who has been convicted of a felony or misdemeanor for a crime which directly relates to the duties and responsibilities of the teaching profession. All applicants for Texas certification will be screened for a record of felony or misdemeanor conviction through the Texas Department of Public Safety (DPS) and Home Land Security.



EPP PROGRAM OVERVIEW - UNDERGRADUATE

Phase One: Pre-Ed

1. Complete pre-EPP coursework with a ‘C’ or higher • EDUC 2320 Learning and Development (includes fieldwork) • EDUC 2330 Foundations of American Educational Thought

2. Meet University Proficiencies 3. Meet minimum THEA requirements 4. Meet with adviser and select a degree plan that leads to Texas teacher certification

EPP Acceptance* * Must be formally accepted into EPP before registering for upper-level Education courses 1. Submit the EPP application via TaskStream 2. The CPPE Director verifies applicant qualifications:

• Declared major that leads to teacher certification • 45 hours credit hours completed • 2.75 cumulative GPA or higher • Completion of EDUC 2320 and 2330 with ‘C’ or higher • Minimum THEA scores met: Writing (220), Math (230), Reading (230) • Completion of COMM 1323 with ‘C’ or higher • Demonstrate proficiency in written English, reading, mathematics, and computer

literacy as described in university catalog 3. Complete a satisfactory EPP admission interview 4. Respond to the Acceptance or Conditional Admit Letter 5. Sign the Degree Plan and declare the area of certification concentration

(requires that all university proficiencies have been met) 6. Set up Educator accounts with TEA and ETS

Phase Two: Early Teacher Candidate 1. Enroll in EDUC 4301/4311 Curriculum and Instruction during the first semester 2. Enroll in EDUC 4306 Educational Applications of Technology during the first semester 3. Enroll in EDSP 4302 Survey of Exceptional Children during the first semester 4. Enroll in additional courses as approved by your Advisor 5. Prepare for and take the HBU Practice Exam for the content and PPR exams

a) Complete the Exam Request form and obtain the Advisor’s signature b) Submit the form to the CPPE Director c) Register for practice exam on HBU Testing webpage d) If 80% is achieved, state test permission is assigned. e) If less than 80% is achieved, complete an approved remediation activity f) Repeat steps a, b, and c above.

6. Apply for Clinical Teaching and graduation one (1) year prior to their occurrence 7. Pass the content and PPR exams prior to starting Clinical Teaching

Phase Three: Clinical Teaching 1. During the last semester, enroll in the applicable Clinical Teaching (8 credit hours) and

Clinical Teaching Seminar (4 credit hours) courses 2. After passing all required TExES exams, apply for Standard certification on the TEA

website


EPP EXPECTATIONS - UNDERGRADUATE First Semester in the Program. During the students’ first semester in the program, they should complete at least three (3) education courses: a Curriculum and Instruction course (EDUC 4301 or 4311 depending on the grade levels of the desired certification – see degree plan), EDSP 4302 Survey of Exceptional Children, and EDUC 4306 Instructional Applications of Technology. These courses provide concepts and skills that will be the foundation of the remainder of the program. In EDUC 4301/4311, students learn the fundamentals of planning for learning (for example, Bloom’s taxonomy, objectives, instructional design, and how to make learning active and meaningful while aligning with state and national standards). In EDSP 4302, future teachers explore the variety of student needs and differences that exist in today’s education settings, as well as how to identify and respond appropriately to students’ special needs. In EDUC 4306, future teachers acquire foundational technology integration skills and begin their online portfolio. A grade of “B” or better is required in EDUC 4301/4311 to move to the next phase of the program.

Prior to Clinical Teaching. In this next phase of the program, students complete all other required coursework identified on their degree plan except Clinical Teaching and the Clinical Teaching Seminar. Coursework includes both content and pedagogy courses as well as students’ remaining liberal arts core-curriculum courses. Coursework includes both traditional and field-based coursework. Students apply for Clinical Teaching and graduation three (3) semesters (one calendar year) before their anticipated graduation. Refer to the CPPE website (http://www.hbu.edu/cppe) for information about how to apply for Clinical Teaching. See the Registrar’s webpage (https://www.hbu.edu/academics/university-Registrar/apply-for-graduation/) for information about how to apply to graduate. During the semester prior to Clinical Teaching, students should complete EDUC 4100, review and practice test modules as part of EDUC 4100, complete HBU practice certification exams with 80% or better, and successfully complete their TExES content exam(s) and pedagogy (PPR) exam after permission is assigned by the HBU Testing Office. Permission is assigned when students after successfully completing the HBU practice exam with a score of 80% or better. Students are strongly encouraged to complete state certification testing prior to Clinical Teaching.

Last Semester in the EPP. In the final phase of the program, students complete a semester of full-time clinical teaching in which they work interactively with an experienced EC-12 teacher(s). The experience begins with attendance of the Clinical Teacher Orientation, where students learn expectations, and meet with their assigned University Supervisor to plan campus interactions. Students gradually assume more and more teaching responsibilities until they are teaching full-time. The only other course that should be taken during this semester is the Clinical Teaching Seminar which meets on Tuesday evenings each week. In the seminar class, clinical teachers share successes and struggles, explore strategies for optimal instruction and classroom management, prepare resumes, practice interview skills, present their online portfolios, and learn how to apply for state certification. Clinical teachers apply for certification on the TEA website (https://tealprod.tea.state.tx.us/) during their last month of clinical teaching and after passing all required TExES exams associated with their degree plan. Information is available on the CPPE webpage. Students should email the CPPE Director to notify her that they have applied for certification. Graduation from HBU does not guarantee TEA certification, therefore students must carefully ensure that all TEA requirements for certification are fully met.


https://www.hbu.edu/academics/university-registrar/apply-for-graduation/

https://tealprod.tea.state.tx.us/


PROGRESSION THROUGH THE EPP – UNDERGRADUATE

REQUIRED PRE-PROGRAM COURSEWORK

Undergraduate students should take the following courses during their freshman year or during their first semester at HBU if transferring from another institution:

• EDUC 2320: Learning and Development • EDUC 2330: Foundations of American Educational Thought

These courses are prerequisites for admission to the EPP. Students must earn a “C” or higher in each course in order to be admitted to the EPP.

NOTE: In order to do field experience, which is required in many EPP courses and the undergraduate pre-requisite course, EDUC 2320, students must have cleared a criminal background check. Criminal history clearance is also required for state certification. In accordance with Article 6252-13c, Texas Civil Statues, the Commissioner of Education may suspend or revoke a teaching certificate or refuse to issue a teaching certificate for a person who has been convicted of a felony or misdemeanor for a crime which directly relates to the duties and responsibilities of the teaching profession. All applicants for Texas certification will be screened for a record of felony or misdemeanor conviction through the Texas Department of Public Safety (DPS) and Home Land Security.

During this time they are also taking Liberal Arts Core Curriculum; earning a ‘C’ or better in COMM 1323; and meeting proficiencies described in the university catalog for written English, reading, mathematics, and computer literacy. Students apply to the EPP during the semester when they will have completed 45 hours.

CLINICAL TEACHING

Requirements Clinical teaching is among the final requirements in the EPP. It must be done during one of the last two semesters prior to graduation. In addition to working in an assigned classroom or classrooms all semester from Monday through Friday for the entire school day, it requires attendance at EDUC 4400 Student Teaching Seminar on Tuesday evenings each week.

Admission Admission to clinical teaching is not automatic upon completion of required courses. It is contingent upon application and acceptance based on having met the following criteria:

1. Admission to the EPP and satisfaction of all requirements for retention in the EPP. 2. A completed Application for Clinical Teaching form on file in the CPPE Office by the posted deadline

(two full semesters before the start of clinical teaching). These can be accessed through this link: http://www.hbu.edu/cppe

3. A degree plan and application to graduate on file in the Registrar’s office



4. Completion of at least 96 semester hours with a. A cumulative GPA of 2.75 or higher; b. At least 21 semester hours in the teaching field with no grade lower than “C” and a

teaching field GPA of 2.75 or higher; c. A grade of “B” or higher in EDUC 4301 or 4311 (see degree plan for which is required);

and d. Completion of all education courses specified on the degree plan except clinical teaching

and the clinical teaching seminar with a grade of “C” or higher (“B” or higher for EDUC 4301/4311) and an education GPA of 2.75 or higher.

5. Fitness for teaching as judged by performance in the classroom and in field experiences. 6. If seeking Bilingual Education or Spanish certification, a passing score on the appropriate language

proficiency assessment is required. 7. In order to clinical teach, students must have cleared a criminal background check. Criminal history

clearance is also required for state certification. In accordance with Article 6252-13c, Texas Civil Statues, the Commissioner of Education may suspend or revoke a teaching certificate or refuse to issue a teaching certificate for a person who has been convicted of a felony or misdemeanor for a crime which directly relates to the duties and responsibilities of the teaching profession. All applicants for Texas certification will be screened for a record of felony or misdemeanor conviction through the Texas Department of Public Safety (DPS) and Home Land Security.

COURSE REQUIREMENTS

DEGREE PROGRAMS – UNDERGRADUATE

Each degree program prepares students to teach particular grade levels and subjects in a manner consistent with national- and state-level standards for educator preparation. Each requires the completion of a specific content area major as follows: Elementary Education (EC-6) with ESL Certification. This certification permits one to teach all subjects in general education classrooms from Early Childhood through Grade 6. Undergraduate students seeking this certification complete the Elementary Education (EC-6) with ESL major. This major includes English as a Second Language (ESL) coursework sufficient to sit for supplemental ESL certification as well as gifted education

coursework. The coursework requirements for this major can be accessed through this link: Elementary Education (EC-6) with ESL Requirements PDF Elementary Education (EC-6) with Bilingual Certification. This certification permits one to teach all subjects in bilingual classrooms from Early Childhood through Grade 6. Undergraduate students seeking this certification complete the Elementary Education (EC-6) with Bilingual Certification major. Students learn to help children develop first and second language proficiency and to teach content material in a bilingual (English and Spanish) context. In order to begin this program, students must already be proficient in Spanish. They must demonstrate

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/ELEM-ED-EC-6.pdf





competency in reading, writing, speaking and listening in Spanish. The coursework requirements for this major can be accessed through this link:

Elementary Education (EC-6) with Bilingual Certification Elementary Education (EC-6) with All-Level (EC-12) Special Education Certification. This certification permits one to teach all subjects in a “regular” education classroom from Early Childhood through Grade 6 as well as special education (Life Skills, Resource, PPCD, etc.) at those levels. It also permits one to teach Life Skills in middle school and high school as well as special education for any subject one certified to teach at those levels. To simultaneously acquire EC-6 and All-Level Special Education certification, students complete the Elementary Education (EC-6) and All-Level Special Education major. The coursework requirements for this major can be accessed through this link:

Elementary Education (EC-6) with Special Educational Certification Requirements PDF Middle Grades (Grades 4-8). This leads to Grade 4-8 teacher certification in a chosen teaching field. In the undergraduate program, it requires completion of one of the teaching field majors listed below. Each of these majors includes content area and professional education coursework. The coursework requirements for each program can be accessed through the link listed under the program title.

• Composite Science with 4-8 Certification

Composite Science (4-8) Teacher Certification Requirements PDF • Composite Social Studies with 4-8 Certification

Composite Social Studies (4-8) Teacher Certification Requirements PDF • English/Language Arts with 4-8 Certification

English/Language Arts and Reading (4-8) Teacher Certification Requirements PDF • Mathematical Studies with 4-8 Certification

Mathematical Studies (4-8) Teacher Certification Requirements PDF High School (Grade 7-12). This leads to Grade 7-12 teacher certification in a chosen teaching field. In the undergraduate program, it requires completion of one of the teaching field majors listed below. Each of these majors includes content area and professional education coursework. The coursework requirements for each program can be accessed through the link listed under the program title.

• Composite Science with Grade 7-12 Certification

Composite Science (7-12) Teacher Certification Requirements PDF • Composite Social Studies with Grade 7-12 Certification

Composite Social Studies (7-12) Teacher Certification Requirements PDF • English/Language Arts with Grade 7-12 Certification

English/Language Arts (7-12) Teacher Certification Requirements PDF • History with Grade 7-12 Certification

History (7-12) Teacher Certification Requirements PDF

http://staging.hbu.edu/HBU/media/HBU/publications/catalog-major-minor-requirements/education/ELEM-ED-EC-6.pdf








https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Composite-Science-4-8.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Composite-Social-Studies-4-8.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/English-LA-and-Reading-4-8.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Math-4-8.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Composite-Science-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Composite-Social-Studies-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/English-LA-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/History-7-12.pdf




• Life Science with Grade 7-12 Certification

Life Science (7-12) Teacher Certification Requirements PDF • Mathematical Studies with Grade 7-12 Certification

Mathematical Studies (7-12) Teacher Certification Requirements PDF • Physical Science with Grade 7-12 Certification

Physical Science (7-12) Teacher Certification Requirements PDF • Speech Communication with Grade 7-12 Certification

Speech Communications (7-12) Teacher Certification Requirements PDF All-Level (EC-12) Certification. This leads to Early Childhood through Grade 12 teacher certification in a chosen teaching field. In the undergraduate program, it requires completion of one of the teaching field majors listed below. Each of these majors includes content area and professional education coursework. The coursework requirements for each program can be accessed through the link listed under the program title.

• Art with EC-12 Certification

All-Level Art Teacher Certification Requirements PDF • Music with EC-12 Certification (See School of Music)

All-Level Music Teacher Certification Requirements PDF • Physical Education/Kinesiology with EC-12 Certification

Kinesiology All-Level Teacher Certification Requirements PDF • Spanish with EC-12 Certification

Spanish (EC-12) with Teacher Certification Requirements PDF Supplemental Certifications. A supplemental certificate is an additional certification area that is added to another certification. It requires passage of the state’s supplemental certification exam for that area. HBU offers coursework that prepares students for two different supplemental certification exams: ESL and Special Education.

1. English as a Second Language (ESL). This supplemental certification area may be added to any teaching certificate. The coursework for this area of expertise (EDBI 4304 Methods of Teaching ESL and EDBI 4305 Second Language Acquisition) is included in all undergraduate EC-6 programs and some other undergraduate programs. Any education student may take these two courses then sit for the ESL supplemental exam.

2. Special Education EC-12. This supplemental certification area may be added to any certificate. In the

undergraduate program, Special Education EC-12 certification may be obtained simultaneously with the EC-6 certification by completing the Elementary Education (EC-6) with All-Level Special Education major. Other students may prepare to add supplemental special education certification to their certificates by completing EDSP 4301, 4311, 4319, 4325, 4352 and 4353. Many of these are

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Life-Science-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Math-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Physical-Science-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Speech-Communications-7-12.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/All-Level-Art.pdf

http://www.hbu.edu/HBU/media/HBU/publications/catalog-degree-requirements/SCHOOL-OF-FINE-ARTS/MUSIC-DEGREE-PLANS/BME.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/All-Level-Kinesiology.pdf

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/SECONDARY-ALL-LEVEL-TCHR-CERT/Spanish-EC-12.pdf


already included in their degree requirements. The special education supplemental certification applies only to the level(s) and subject(s) one is already certified to teach.

FIELD EXPERIENCE – UNDERGRADUATE Students begin field experience in EC-12 schools the first semester of their freshman year and then continue to gain experience in schools throughout the program. They acquire experience in multiple grade levels and schools/school districts. During EDUC 2320 Learning and Development, their first pre-program course, they visit an elementary school, middle school, high school and private school and also spend fifteen hours observing and helping an experienced teacher to help them confirm their decisions to become teachers. In this course students observe and assist in the classroom during field experience. Students gradually assume more and more responsibility for instruction with each subsequent field experience. During clinical teaching they are in a classroom all day for at least one semester and are responsible for planning and teaching for a minimum of ten full days.

Field experience requirements prior to clinical teaching are described in detail in each course syllabi and summarized in the following table: No credit can be earned for field experience course if all of the hours are not completed.

REQUIRED FIELD EXPERIENCE HOURS PRIOR TO UNDERGRADUATE CLINICAL TEACHING

Program Course Minimum Required Hours

Elementary (EC-6) Additional hours if adding

Special Education* or Bilingual

EDUC 2320 Learning and Development 15 EDUC 4301 Curriculum and Instruction in the Elementary School 30 EDEC 4313 Early Childhood Curriculum and Instruction 15 EDRE 4350 Reading and the Language Arts 30 EDRE 4360 Developing and Teaching Literacy 30 INDC 4360 Essential Elements of Math 30 EDSP 4302 Survey of Exceptional Children 10 EDSP 4319 Teaching Strategies in Special Education 10

TOTAL 170

Secondary (4-8 or 7-12)

EDUC 2320 Learning and Development 15 EDUC 4311 Curriculum and Instruction in the Secondary School 30 EDUC 4320 Teaching Methods for Secondary Schools 25 EDSP 4302 Survey of Exceptional Children 10

TOTAL 80

All-Level (EC-12)

EDUC 2320 Learning and Development 15 EDUC 4301 Curriculum and Instruction in the Elementary School 30 EDUC 4320 Teaching Methods for Secondary Schools 25 EDSP 4302 Survey of Exceptional Children 10

TOTAL 80 * EDSP 4352 (10 hours), EDSP 4353 (45 hours)


ONLINE PORTFOLIO - UNDERGRADUATE Undergraduate students preparing for initial certification create an online professional portfolio. This portfolio includes artifacts from courses throughout the program demonstrating Texas Educator Standards. It also includes lesson plans and teaching evaluations from their clinical teaching experience as well as artifacts from their previous coursework that demonstrate their ability to facilitate good teaching and learning. Students may also want to put together a hard copy portfolio for interviewing purposes, but only the E-Portfolio is required. The Online Portfolio components includes the following items:

1. Professional Resume 2. Revised Educational Philosophy 3. Evidence of Successful Teaching and Planning

• Sample Lesson Plans and Unit Plans • Sample Assessment Tools • Scanned copies of Lesson Evaluation(s) of Teaching from both Mentor teacher and University

Supervisor 4. Artifacts that demonstrate each of the PPR Standards and Technology Applications Educator

Standards. 5. Reflections that indicate why the linked artifact demonstrates proficiency in the particular standard. 6. Evidence of Technology Proficiency 7. Scanned copies of the Clinical Teacher Evaluation Report and the Clinical Teaching Final Evaluation

The completed portfolio is submitted to the assigned University Supervisor toward the conclusion of the clinical teaching experience (date to be specified by the Supervisor) and evaluated. Parts of the portfolio are also shared in EDUC 4400 Clinical Teaching Seminar and scored by the instructor of the course.

RETENTION IN THE EPP

The following conditions are necessary for undergraduate retention in the program: 1. All degree plan requirements and a 2.75 cumulative grade point average must be maintained through

graduation for undergraduate students. 2. Students must earn a “B” or better in EDUC 4301/4311 to take additional courses in the professional

education course sequence or to count it as a prerequisite for other courses. 3. The attitudinal qualities that qualified the student for admission to the program must be maintained. 4. If an Education student fails to demonstrate an acceptable level of performance on one or more

professional educator standards during any class or field experience, a form is filed in the Education Office (a PMID: Progress Monitoring and Intervention Documentation). If two such forms occur, a conference is held in which difficulties are identified and means for improvement are explored.

5. Sometimes, specific interventions will be required. A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. Professional standards include knowledge, skills, and dispositions.


COMPLETING THE STATE CERTIFICATION EXAMS

To receive state certification, prospective teachers must successfully complete the required state certification exams for both content and pedagogy. Bilingual certification also requires passage of the Bilingual Target Language Proficiency Test (BTLPT). High school certification in Spanish requires successful completion of the Languages Other than English (LOTE) Spanish test.

Degree plans are designed to support students’ learning of content aligned with state content certification tests through the Liberal Arts Core Curriculum and content courses provided by various colleges in the university. Additionally, courses in pedagogy provide students with preparation in the application of content to teaching in EC-12 schools.

HBU teacher education students explore the components assessed on their applicable certification exams throughout their coursework. Intensive review for these exams is provided in EDUC 4100. During this course, students review the structure and components of the exams and complete HBU-administered practice exams. The CPPE webpage (http://www.hbu.edu/cppe) contains links to the Exam Request/Retake Request form and calendar for Practice Exams as well as resources for initial exam study and required remediation activities for re-testers.

To obtain approval to take a state exam, students must demonstrate readiness and submit a completed Exam Request form:

1. Review study resources as found on the CPPE> TExES Preparation Materials link. 2. Print and complete the Exam Request form found on the CPPE website. 3. Contact your EDUC 4100 instructor or your Advisor to request a signature. 4. After obtaining the instructor/Advisor signature, submit the form to office or mailbox (3rd floor Hinton)

of the Director of the Center for the Preparation of Professional Educators. 5. After receiving approval, register and pay the registration fee for the HBU Practice Exam at least a full 48

hours before the Practice Exam is scheduled. Dates and registration fees for the Practice Exams are located at http://www.hbu.edu/testing (select “Education Practice State Exams”).

6. Students must score 80% or better on each Practice Exam and receive signature approval from their Advisor and the CPPE Director to be approved to take applicable state exams.

• Students scoring 80% or above on a Practice Exam will be approved by Houston Baptist University to take the applicable state certification exam. Upon approval, the Director for the HBU Testing Center will email instructions to register for the state exam.

• Students who score between 70% and 79% on a Practice Exam are required to attend a review session and/or complete online modules to demonstrate proficiency before state exam approval may be given.

• Students who score below 70% on a Practice Exam are required to complete an approved HBU remediation activity, and to submit the Exam Request/Retake Request form found on the CPPE website.

7. Approval of the Advisor and CPPE Director are also required to schedule a retake of a Practice Exam. Repeat steps 2 through 6 above to request an exam retake.


http://www.hbu.edu/testing


8. Students are responsible for registering for the appropriate TExES certification exam on the ETS website, http://cms.texes-ets.org/texes/registration-information/

• Read all of the information on the website carefully. • The state certification exam rules are strictly enforced. • Create an account with TEA and ETS. Directions for creating these accounts are available on the

CPPE webpage. • After creating an account with TEA and ETS, schedule and pay fees for the appropriate TExES

certification exam through ETS. • Most exams are computer administered tests (CAT). However, some are only available as paper-

based. Be sure to check to see which type of exam your certification area requires as paper-based exams are given infrequently and have strict registration due dates. Look at this early in the process of preparing for the exam.

• After successful completion of a TExES certification exam, email the exam Score Report to the CPPE Director.

ESL SUPPLEMENTAL CERTIFICATION

Students may wish to add the English as a Second Language (ESL) supplemental certification. If the state content exam has been passed, you are eligible to add this certification through testing. According to Texas Code, the holder of the English as a Second Language supplemental certificate may teach in an English as a Second Language program at the same grade levels and in the same content area(s) of the holder's base certificate. Procedure:

1. Contact your Advisor for an approval appointment. 2. Be prepared to show evidence of readiness for the Supplemental ESL exam at the approval

appointment. 3. Complete steps outlined in the Completing the State Certification Exams section.

http://cms.texes-ets.org/texes/registration-information/


ALTERNATIVE CERTIFICATION PROGRAM (ACP)

The following ACP programs for Texas state teacher certification are offered:

PROGRAM PHASES - ACP The HBU Alternative Certification Program (ACP) is a post-baccalaureate, non-degree seeking option for attaining initial teacher certification in Texas. The program provides the opportunity for a student with a Bachelor’s degree and who meets all requirements for admission to the HBU ACP to be employed as a full-time teacher in an area school district while completing the required coursework for the ACP Program. As desired, ACP students who have completed 21 hours of required ACP coursework may apply those hours toward the requirements for a Master’s degree in Curriculum and Instruction offered by HBU. The Master’s degree requires a minimum of 36 hours. Candidates admitted to the ACP program become eligible for teacher employment on an Intern certificate once they have:

a) Completed at least three (3) courses on the certification plan b) Participated in a minimum of 30 hours of field-based experience


Core Subjects EC-6 Core Subjects EC-6 with Bilingual


English Language Arts and Reading Mathematics Science Social Studies




Art Music Physical Education (PE) Spanish Special Education




English Language Arts and Reading History Life Science (Biology)

Mathematics Speech Communications


c) Passed their applicable TExES content exam(s) and pedagogy (PPR) exams d) Submitted proof of a contract employment as a full-time teacher of record (in the approved area of

certification) at a Texas accredited school district, charter school, or private school. An ACP student becomes eligible for Texas Standard Certificate approval by the HBU Certification Officer after the student:

a) Completes all required certification plan coursework b) Passes the approved TExES content and PPR exams c) Applies for an Intern certificate(s) to coincide with the Internship d) Successfully completes an Internship year e) Completes all TEA requirements, including application for the Standard certificate

Students who have completed 21 hours of required ACP coursework may apply those hours toward the requirements for a Master’s degree in Curriculum and Instruction offered by HBU. The Master’s degree requires a minimum of 36 hours. EPP ACCEPTANCE PROCESS - ACP Students must be formally accepted into the Graduate School and EPP before registering for Education courses. Admittance into EPP allows students to register for professional education classes: courses with the EDBI, EDEC, EDUC, EDRE, EDSP, and INDC rubrics. ACP applications are submitted electronically by applying for admission to the HBU Graduate School. Applications should be submitted based on the Application Deadlines posted on the Graduate School website. As applicable, EPP admission generally occurs within the same or next semester (Fall, Spring, or Summer). While applications are being reviewing by the HBU Graduate Admissions Office, transcripts are reviewed to determine for which certification area(s) the applicant qualifies based on Texas Education Agency requirements. Upon acceptance into the HBU Graduate School, ACP candidates are invited to a registration event, where they complete an EPP interview. If the interview is successful, a letter of acceptance is be provided at that time.

To submit an application for ACP admission:

• Complete the online forms for Graduate Admission and select the ACP option. • Submit official transcripts from the university where your undergraduate degree was obtained. All non-

U.S. transcripts must be evaluated by Span Tran or Global Evaluators to be accepted. A minimum GPA of 2.75 is required for all prospective teachers.

• After all application materials are submitted, meet with the ACP Director and the Director of Graduate Programs in the College of Education and Behavioral Sciences for an admission interview. The interview is also a requirement of the state of Texas for anyone seeking initial certification.

• Once admission to HBU is confirmed, an applicant will receive a letter from Graduate Admissions. • Attend a registration event to meet with the ACP Director to have a certification plan written. At that

time, you will be advised which courses to take the next semester, and will receive registration


information and assistance to register. Before the following semester, contact your Advisor, the ACP Director, during priority registration periods or before each new semester for registration advising.

Requirements for ACP admittance into the EPP include:

1. Hold a Bachelor’s degree from an accredited university. 2. Verification of Speech Competency:

a. Earn a “C” or better in an oral communication course, or submit a Verification of Speech Competency Form signed by an HBU professor.

b. International students are required to submit a TOEFL examination with a score of 26 or better in speaking section (all parts attempted).

3. Completion of a successful admission interview to determine the following: a. A genuine desire to enter and follow a career in teaching; b. A personal and social orientation which shows promise of contributing to success in the

teaching profession; c. A physical and mental fitness which indicates potential classroom leadership; d. Demonstrate attitudinal dispositions and communication style that are deemed necessary to

become a successful teacher; 4. Demonstrate competency in chosen teaching field by meeting the following requirements course

requirements: a. Certifications in Core Subjects EC-6 and Special Education EC-12 must have a minimum of 3

hours undergraduate coursework in each of the following areas: English, Mathematics, Science, and Social Studies.

b. Certifications in Grades 4-8, 7-12, and EC-12 are required to have 12 hours in the content area of the certification field. If the content area is Mathematics or Science, then 15 hours are required.

c. Certification in Spanish EC-12 requires successful completion of a Spanish language proficiency assessment that includes listening, speaking, reading and writing. Students who do not meet minimums standards on this assessment must successfully complete prescribed coursework and/or other prescribed learning experiences in each area where the minimum was not achieved.

d. If coursework is missing, students may be advised to take leveling courses or be advised to take a Pre-Admission Content Test (PACT) from the Texas Education Agency to be admitted to EPP.

5. Provisional admittance is sometimes possible, and requires that students complete 6 to 9 semester hours prescribed coursework during their first semester with a GPA of 3.0 or higher, and satisfactory dispositions in order to obtain full EPP admission to continue taking classes.


PROGRESSION THROUGH THE EPP – ACP EPP EXPECTATIONS - ACP Prior to the Internship. The ACP program is designed to enable students to provide students holding an earned Bachelor’s degree to attain initial teacher certification in Texas. Upon admission into the EPP, the student embarks on Phase One. Students complete a minimum of six (6) education courses at a reduced rate (compared to M.Ed. course rates). Students also study for and take the TExES state exams. The state content exam must be passed before the ACP student may begin the Internship. Upon passing the state content exam, the ACP student should notify the Director of the Center for the Preparation of Professional Educators for next steps. Once the student has completed the 18 hours of required course work, the student may apply those hours toward the requirements of an HBU Master’s Degree in Curriculum & Instruction.in which they have the option of Clinical Teaching (instead of an Internship). Clinical teaching allows the student to work interactively with an experienced EC-12 teacher(s) without working full-time as a teacher at the same time.

Last Two Semesters in the EPP. During Phase Two of the ACP program, students complete two (2) semesters of Internship while employed full-time as a Texas teacher. Internship teachers apply for an Intern certificate on the TEA website (https://tealprod.tea.state.tx.us/) prior to the start of the Internship. After the completion of the Internship and after passing all required TExES exams associated with their degree plan, the student applies for Standard certification on the TEA website. Students should email the CPPE Director to notify her that they have applied for certification.

THE INTERNSHIP

Once you have secured a teaching position with a school district, charter school, or accredited private school, there are several things needed before the Intern certificate can be approved.

1. Notify the CPPE Director and ACP Director about your acceptance of the teaching position. 2. Return the completed Internship Information form provided by the CPPE Director. 3. Email name and email address of Human Resources representative processing your hire. 4. Email or drop off a copy of the signed teacher contract. 5. Register for EDUC 5101 Internship I for the first semester, and when appropriate, register for EDUC

5201 for the second semester. Registration may be completed after a CRN is provided by the COEBS Office, which usually occurs one month before the beginning of the Internship semester.

6. Apply and pay for the Intern certificate on the TEA website (https://tealprod.tea.state.tx.us).

The year-long Internship consists of two courses – a one-hour course during your first semester, and a two-hour course that focuses on preparation for the Pedagogy and Professional Responsibilities during the second semester. Each course has a textbook designed to assist during the first-year of teaching. You will be assigned a University Supervisor who will contact you and arrange for times to come observe and then conference with you afterwards. See the ACP Internship Handbook for responsibilities of the HBU intern and HBU supervisor.




Once you have completed these steps, HBU will approve you for an Intern certificate. The certificate expires one year after issue, and may be renewed up to two (2) times to allow for employment while completing certificate requirements. Renewal is contingent upon meeting EPP retention standards, and continued eligibility for state certification. ACP CERTIFICATION PLANS – INITIAL CERTIFICATION Each certification plan prepares students to teach particular grade levels and subjects in a manner consistent with national- and state-level standards for educator preparation: Elementary Education (EC-6). This certification permits one to teach all subjects in general education classrooms from Early Childhood through Grade 6. Undergraduate students seeking this certification complete the Elementary Education (EC-6) major. The coursework requirements for this major can be accessed through

this link: Elementary Education (EC-6) Requirements PDF Elementary Education (EC-6) with Bilingual. This certification permits one to teach all subjects in bilingual classrooms from Early Childhood through Grade 6. Undergraduate students seeking this certification complete the Elementary Education (EC-6) with Bilingual Certification major. Students learn to help children develop first and second language proficiency and to teach content material in a bilingual (English and Spanish) context. In order to begin this program, students must already be proficient in Spanish. They must demonstrate competency in reading, writing, speaking and listening in Spanish. The coursework requirements for this major can be accessed through this link:

Elementary Education (EC-6) with Bilingual Certification Elementary Education (EC-6) with All-Level (EC-12) Special Education. This certification permits one to teach all subjects in a traditional (“regular”) education classroom from Early Childhood through Grade 6 as well as special education (Life Skills, Resource, PPCD, etc.) at those levels. It also permits one to teach Life Skills in middle school and high school as well as special education for any subject one is certified to teach at those levels. To simultaneously acquire EC-6 and All-Level Special Education certification, students complete the Elementary Education (EC-6) and All-Level Special Education major. The coursework requirements for this major can be accessed through this link:




http://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-And-Instruction-with-EC-6-Cert.pdf










https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-And-Instruction-math-sci-ss-in-4-8.pdf











History (7-12) Teacher Certification Requirements PDF • Life Science with Grade 7-12 Certification



Physical Science (7-12) Teacher Certification Requirements PDF All-Level Certification (EC-12). This leads to Early Childhood through Grade 12 teacher certification in a chosen teaching field. In the undergraduate program, it requires completion of one of the teaching field majors listed below. Each of these majors includes content area and professional education coursework. The coursework requirements for each program can be accessed through the link listed under the program title.


All-Level Art Teacher Certification Requirements PDF • Music with EC-12 Certification

All-Level Music Teacher Certification Requirements PDF

• Physical Education/Kinesiology with EC-12 Certification

Physical Education All-Level Teacher Certification Requirements PDF • Spanish with EC-12 Certification


https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-And-Instruction-Eng-L-A-and-Reading-4-8.pdf


https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-And-Instruction-with-7-12-cert.pdf







https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-And-Instruction-art-spanish-music-or-pe.pdf





1. English as a Second Language (ESL). This is available as a supplemental certification area that may be added to any teaching certificate. The coursework for this area of expertise is EDBI 5304 Methods of Teaching English as a Second Language and EDBI 5305 Second Language Acquisition. Students may take these two courses then sit for the ESL supplemental exam.

2. Special Education EC-12. This is available as a supplemental certification area that may be added to any certificate. In the graduate program, Special Education EC-12 Certification may be obtained simultaneously with the EC-6 certification by completing the Elementary Education (EC-6) with All-Level Special Education major. Other students may prepare to add supplemental special education certification to their certificates by completing EDSP 5302, 5311, 5319, 5335. Many of these are already included in their degree requirements. The special education supplemental certification applies only to the level(s) and subject(s) one is already certified to teach.

REQUIRED FIELD EXPERIENCE HOURS DURING ACP COURSEWORK


Elementary (EC-6)

Additional hours if adding Special Education

or Bilingual

EDUC 6302 Elementary School Curriculum and Instruction 30

TOTAL 30

Secondary EDUC 6312 Secondary School Curriculum and Instruction 30 EDUC 5320 Teaching Methodology for Secondary Teachers 25

TOTAL 55

All-Level EDUC 6302 Elementary School Curriculum and Instruction 30 EDUC 5320 Teaching Methodology for Secondary Teachers 25

TOTAL 55

FIELD EXPERIENCE

ACP students enrolled at HBU progress through two stages of field experience. The first phase occurs during the time that the future teacher takes the foundation courses of Elementary or Secondary Curriculum and Instruction. During this phase, the student is assigned a mentor teacher in a classroom and observes interactions between pupils and teachers. The HBU student participates in designated teacher-aide, tutorial and instructional roles; which may include teaching lessons to small groups or the whole class; under the supervision of a mentor



teacher. This phase consists of a minimum of 30 hours of interaction and observation. Those planning to teach secondary grade levels or all-level (EC-12) will complete an additional 25 hours of field experience during Teaching Methodology for Secondary Teachers, which will also include teaching whole-class lessons. The second stage of field experience is the ACP Internship courses EDUC 5101 and EDUC 5201. Each course lasts one (1) semester and takes place after a student has completed the 30 hours of field experience, taken a minimum of two (2) graduate ACP courses, passed the required TExES content exam(s) for the approved certification area, and secured a job through their own efforts at a school district, charter school, or accredited private school. In order to enhance the experiential opportunities of its students, the University has entered into cooperative relationships with independent school districts, and Texas-accredited charter and private schools. Because of these relationships, Houston Baptist University students are permitted to complete the 30 hours of required observations in the schools of the participating school systems. The Internship may be at a school where the student developed a relationship during these field experience hours and is later hired. HBU also has on-campus job fairs to assist the ACP student to secure a job. The ACP Internship is an entry point into the teaching profession; it is a full-time teaching position complete with salary and benefits. The University recommends that the ACP Internship begin after all six (6) required ACP courses are complete so that the Intern is equipped with the necessary knowledge and skills to be an effective teacher. Completion of a minimum of two (2) ACP courses is required to begin the Internship. The Intern is placed under the supervision of a certified Field Supervisor assigned by HBU. ONLINE PORTFOLIO - ACP ACP students preparing for initial certification create an online professional portfolio. This portfolio includes artifacts from courses throughout the program demonstrating Texas Educator Standards. It also includes lesson plans and teaching evaluations from their clinical teaching experience as well as artifacts from their previous coursework that demonstrate their ability to facilitate good teaching and learning. Students may also want to put together a hard copy portfolio for interviewing purposes, but only the E-Portfolio is required. The Online Portfolio components includes the following items:

4. Professional Resume 5. Revised Educational Philosophy 6. Evidence of Successful Teaching and Planning





The completed portfolio is submitted to the assigned University Supervisor toward the conclusion of the clinical teaching experience (date to be specified by the Supervisor) and evaluated.


ACP PROGRAM OVERVIEW

EPP Acceptance* * Must be formally accepted into EPP before registering for Education courses 1. Submit an application via the Graduate Admissions office 2. The Graduate Admissions Office verifies applicant qualifications:

• Eligible content areas for which teacher certification may be sought • 2.75 cumulative GPA or higher • Demonstrate proficiency in written English, reading, mathematics, and computer



Phase One: Early Teacher Candidate 1. Complete Education courses as defined on the certification plan, including participating in

a minimum of 30 hours of field-based experience 2. Enroll in additional courses as approved by your Advisor 3. As desired, consult with the Advisor about requirements to move from the ACP to the

M.Ed. in Curriculum and Instruction with Certification program 4. Prepare for and take the HBU Practice Exam for the content and PPR exams


5. After the TExES content exam is passed, email the Score Report to the CPPE Director so that a letter of employability may be provided

6. Seek employment as a contract teacher by applying on the websites of school districts, and/or approved, accredited charter and private schools. The attendance of job fairs is highly encouraged (* NOTE: Two ACP courses and the TExES content exam must be completed before a student is eligible to seek employment as a teacher)

7. Upon the offer of employment as a contract teacher in the approved certification content area, email the CPPE Director for next steps

8. Apply on the TEA website for the Intern certificate 9. Register for the Internship I course for the first semester of the internship. Consult your

Advisor if financial aid is needed

Phase Two: Internship 1. As applicable, pass the PPR exam prior to the end of the Internship 2. Register for the Internship II course for the second semester of the internship. Consult

your Advisor if financial aid is needed 3. If all certification requirements have been met, apply on the TEA website for a Standard

certificate. The Standard certificate may be approved one (1) business after the last day of the teacher duty schedule

4. If all certification requirements are not expected to be met by the end of the internship, notify the Advisor and CPPE Director for next steps



The following conditions are necessary for retention in the program: 1. A 3.0 cumulative grade point average must be maintained through your ACP studies. 2. Students must earn a “C” or better in EDUC 6302/6312 to take additional courses in the professional

education course sequence or to count it as a prerequisite for other courses. 3. The attitudinal qualities that qualified the student for admission to the program must be maintained. 4. If an education student fails to demonstrate an acceptable level of performance on one or more


5. Sometimes specific interventions will be required. A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. Professional standards include knowledge, skills, and dispositions.


To receive state certification, prospective teachers must successfully complete the required state certification exams for both content and pedagogy. Bilingual certification also requires passage of the Bilingual Target Language Proficiency Test (BTLPT). High school certification in Spanish requires successful completion of the Languages Other than English (LOTE) Spanish test.

Degree plans are designed to support students’ learning of content aligned with state content certification tests through the Liberal Arts Core Curriculum and content courses provided by various colleges in the university. Additionally, courses in pedagogy provide students with preparation in the application of content to teaching in EC-12 schools.

HBU teacher education students explore the components assessed on their applicable certification exams throughout their coursework. ACP students are highly encouraged to begin self-study for the state certification exams upon admission to the EPP. The CPPE webpage (http://www.hbu.edu/cppe) contains links to the Exam Request/Retake Request form and calendar for Practice Exams, as well as resources for initial exam study and required remediation activities for re-testers.


1. Review study resources as found on the CPPE> TExES Preparation Materials link. 2. Print and complete the Exam Request form found on the CPPE website. 3. Contact your EDUC 4100 instructor or your Advisor to request a signature. 4. After obtaining the instructor/Advisor signature, submit the form to office or mailbox (3rd floor Hinton)

of the Director of the Center for the Preparation of Professional Educators.



5. After receiving approval, register and pay the registration fee for the HBU Practice Exam at least a full 48 hours before the Practice Exam is scheduled. Dates and registration fees for the Practice Exams are located at http://www.hbu.edu/testing (select “Education Practice State Exams”).


• Students scoring 80% or above on a Practice Exam will be approved by Houston Baptist University to take the applicable state certification exam. Upon approval, the Director for the HBU Testing Center will send an email with instructions to register for the state exam.




8. Students are responsible for registering for the appropriate TExES certification exam on the ETS website, http://cms.texes-ets.org/texes/registration-information.






ESL SUPPLEMENTAL CERTIFICATION

Students may wish to add the English as a Second Language (ESL) supplemental certification. If the state content exam has been passed, or if you are a current Intern holding an Intern certificate, you are eligible to add this certification through testing. According to Texas Code, the holder of the English as a Second Language supplemental certificate may teach in an English as a Second Language program at the same grade levels and in the same content area(s) of the holder's base certificate.






Procedure: 1. Contact the ACP Director for an approval appointment. 2. Be prepared to show evidence of readiness for the Supplemental ESL exam at the approval

appointment. 3. Complete steps outlined in the Completing the State Certification Exams section.

GRADUATE PROGRAMS

The following Master’s degree programs for Texas state teacher certification are offered:


Core Subjects EC-6 with ESL Core Subjects EC-6 with ESL and Bilingual Core Subjects EC-6 with Special Education

EC-12


Art Music Physical Education (PE) Spanish


English Language Arts and Reading Mathematics Science Social Studies




English, Language Arts and Reading History Life Science (Biology)

Mathematics Physical Science (Chemistry and Physics) Speech Communications

PROFESSIONAL CERTIFICATION

Bilingual Education Educational Diagnostician Instructional Technology Principal Reading Specialist School Counselor Superintendent


EPP GRADUATE DEGREE PROGRAM – CONTINUING STUDY Students may enroll in the M.Ed. in Curriculum and Instruction to gain increased expertise in the areas of curriculum and instruction without an additional certification or specialization. The Master of Education in Curriculum and Instruction is a thirty-six (36) hour program that provides expertise related to curriculum content and instructional methodology. In this program, certified teachers can increase their knowledge and skills without pursuing a certification or specialization, or they can add a supplemental certification. This degree can also be earned while adding an optional certification in English as a Second Language (ESL) or Special Education. This program is also available online. This graduate degree offers students additional expertise in the area of education while also allowing them to take a variety of courses across many areas in education. Throughout the program, students develop knowledge and skills through working with children and teachers. Because the College of Education maintains close ties with area schools and school districts, students benefit from the practical experiences and the professional opportunities available.

M.Ed. Curriculum and Instruction Requirements PDF These students are not admitted to EPP unless they opt to change degree plans, which requires them to fulfill all admission requirements for the M.Ed. program of interest, including audit for acceptance into EPP by the CPPE Director prior to change of degree plan. GRADUATE PROGRAM PHASES

The Master of Education program at HBU is designed to prepare students for teaching careers in public and private schools in Texas, to extend the classroom teaching skills of teachers, and to develop leaders in school administration and special services necessary to the successful operation of schools in Texas. Program phases vary by area of study. After successful admission to EPP, students enroll in required coursework that includes hands-on field experience in EC-12 schools. In the EPP, graduate students continue their field experience in EC-12 schools as they learn both content and pedagogy. They review for and take their certification exams. Initial certification graduate students participate in a full-time clinical teaching experience working under the supervision of an under the supervision of an experienced teacher or teachers in an EC-12 school. Students are strongly encouraged to complete state certification testing before clinical teaching. Students seeking initial teacher certification may opt for a one-year on-the-job internship in lieu of clinical teaching after meeting additional criteria. Consistent with more rigorous expectations for the academic performance of graduate-level students, each degree plan includes a core set of graduate courses that provide students with a foundation in research literature and the skills necessary to contribute to not only future classroom practice but how students’ primary research is contextualized within a larger research base. Additionally, students must satisfactorily pass a comprehensive exam to proceed in the program and graduate.

https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-and-Instruction.pdf


Coursework is offered face-to-face, hybrid, and online. For graduate students seeking a 100% online experience, HBU is proud to offer a M.Ed. in Educational Administration and M.Ed. in Curriculum and Instruction with Specialization in Instructional Technology as 100% online programs. Additionally, we offer M.Ed. in Curriculum and Instruction (without certification) as a 100% online program as well. The courses offered in the M.Ed. online program offer the same high quality instruction as in our face-to-face classes. However, online courses provide flexibility for those students seeking a graduate degree but have schedules which limit their ability to take courses on the HBU campus. Graduate students in these two online programs can complete the entire program without coming to the HBU campus.

EPP ACCEPTANCE PROCESS - GRADUATE

Students must be formally accepted into the Graduate School and EPP before registering for Education courses. Admittance into EPP allows students to register for professional education classes: courses with the EDBI, EDEC, EDUC, EDRE, EDSP, and INDC rubrics. Graduate-level applications are submitted electronically by applying for admission to the HBU Graduate School. Applications should be submitted based on the Application Deadlines posted on the Graduate School website. As applicable, EPP admission generally occurs within the same or next semester (Fall, Spring, or Summer). While applications are being reviewing by the HBU Graduate Admissions Office, transcripts are reviewed to determine for which certification area(s) the applicant qualifies based on Texas Education Agency requirements. Upon acceptance into the HBU Graduate School, graduate-level candidates are invited to a registration event, where they complete an EPP interview. If the interview is successful, a letter of acceptance is be provided at that time.

To submit an application for Graduate School admission:

• Complete the online forms for Graduate Admission and select the Master of Education option. • Submit official transcripts from the university where your undergraduate degree was obtained. All non-

U.S. transcripts must be evaluated by Span Tran or Global Evaluators to be accepted. A minimum GPA of 2.75 is required for all prospective teachers.

• After all application materials are submitted, meet with the Director of Graduate Programs in the College of Education and Behavioral Sciences (COEBS) for an admission interview. The interview is also a requirement of the state of Texas for anyone seeking initial certification.

• Once admission to HBU is confirmed, an applicant will receive a letter from Graduate Admissions. • Attend a registration event to meet with the COEBS Director of Graduate Programs to have a

certification plan written. At that time, you will be advised which courses to take the next semester, and will receive registration information and assistance to register. Before the following semester, contact your Advisor during priority registration periods or before each new semester for registration advising.

To be admitted to the EPP, the applicant must:


1. Hold a bachelor’s degree from an accredited university. 2. Demonstrate Speech Competency

a. Earn a “C” or better in an oral communication course, or submit a Verification of Speech Competency Form signed by an HBU professor.

b. International students are required to submit a TOEFL examination with a score of 26 or better in speaking section.

3. Complete a successful admission interview to determine the following: a. A genuine desire to enter and follow a career in teaching; b. A personal and social orientation which shows promise of contributing to success in the

teaching profession; c. A physical and mental fitness which indicates potential classroom leadership; d. Demonstrate attitudinal dispositions and communication style that are deemed necessary to

become a successful teacher; e. Demonstrate competency in the chosen teaching field by meeting Texas teacher candidate

course requirements. f. If coursework is missing, students may be advised to take leveling courses or be advised to take a

Pre-Admission Content Test (PACT) from the Texas Education Agency to be admitted to EPP. 4. Complete a degree plan* with your Advisor and submit to the CPPE Director. The CPPE Director will

submit to the Dean for final approval. * NOTE: Any subsequent change of degree plan must follow this same protocol.

Provisional admittance is sometimes possible and requires that students complete six to nine semester hours prescribed coursework during their first semester with a GPA of 3.0 or higher and satisfactory dispositions in order to obtain full program admission into EPP and continue taking classes.

PROGRESSION THROUGH EPP – GRADUATE LEVEL

REQUIRED PRE-PROGRAM COURSEWORK

Teacher candidates must demonstrate competency in the chosen teaching field by meeting the following requirements undergraduate (UG) course requirements:

PRE-ADMISSION COURSEWORK REQUIREMENTS CERTIFICATION AREA English Mathematics Science Social Studies Other Requirements* Art EC-12 12 UG hours in content Bilingual EC-6** 3 UG hours 3 UG hours 3 UG hours 3 UG hours Spanish language

proficiency assessment Core Subjects EC-6 3 UG hours 3 UG hours 3 UG hours 3 UG hours English Language Arts and Reading 4-8

12 UG hours


English Language Arts and Reading 7-12

12 UG hours

History 7-12 12 UG hours Life Science 7-12 12 UG hours Mathematics 4-8 15 UG hours Mathematics 7-12 15 UG hours Music EC-12 12 UG hours in content Physical Education EC-12 12 UG hours in content Science 4-8 15 UG hours Science 7-12 15 UG hours Social Studies 4-8 12 UG hours Social Studies 7-12 12 UG hours Spanish EC-12** 12 UG hours in content;

Spanish language proficiency assessment

Special Education EC-12 3 UG hours 3 UG hours 3 UG hours 3 UG hours Speech Communications 7-12

12 UG hours in content

* NOTE: If coursework is missing, students may be advised to take leveling courses or be advised to take a Pre-

Admission Content Test (PACT) from the Texas Education Agency to be admitted to the EPP. ** NOTE: Bilingual EC-6 and EC-12 Spanish candidates who do not meet minimums standards on this

assessment must successfully complete prescribed coursework and/or other prescribed learning experiences in each area where the minimum was not achieved.

THE INTERNSHIP OPTION

Master’s level EPP students seeking initial teacher certification have the option of completing a single-semester of Clinical Teaching or working full-time as a Texas teacher while completing an Internship. If you choose to complete an Internship, you will be responsible for seeking a full-time teaching position in the area of the approved certification program. Once you have secured a teaching position with a school district, charter school, or accredited private school, there are several things needed before the Intern certificate can be approved.

1. Notify the CPPE Director and Advisor about your acceptance of the teaching position. 2. Return the completed Internship Information form provided by the CPPE Director. 3. Email name and email address of Human Resources representative processing your hire. 4. Email or drop off a copy of the signed teacher contract. 5. Register for EDUC 5101 Internship I for the first semester, and when appropriate, register for EDUC

5201 for the second semester. Registration may be completed after a CRN is provided by the COEBS Office, which usually occurs one month before the beginning of the Internship semester.

6. Apply and pay for the Intern Certificate on the TEA website (https://tealprod.tea.state.tx.us).

http://www.tiny.cc/ecos


The year-long Internship consists of two courses -- a one-hour course during your first semester, and a two-hour course that focuses on preparation for the Pedagogy and Professional Responsibilities during the second semester. Each course has a textbook designed to assist during the first-year of teaching. You will be assigned a University Supervisor who will contact you and arrange for times to come observe and then conference with you afterwards. See the ACP Internship Handbook for responsibilities of the HBU intern and HBU supervisor. Once you have completed these steps, HBU will approve you for an Intern certificate. The certificate expires one year after issue, and may be renewed up to two (2) times to allow for employment while completing certificate requirements. Renewal is contingent upon meeting EPP retention standards, and continued eligibility for state certification.

THE CLINICAL TEACHING OPTION

A. Requirements Clinical teaching is among the final requirements in the EPP. It must be done during one of the last two semesters prior to graduation. In addition to working in an assigned classroom or classrooms all semester from Monday through Friday for the entire school day, it requires attendance at EDUC 5000 Student Teaching Seminar on Tuesday evenings each week.

B. Admission Admission to clinical teaching is not automatic upon completion of required courses. It is contingent upon application and acceptance based on having met the following criteria:

1. Admission to the EPP and satisfaction of all requirements for retention in the EPP. 2. A completed Application for Clinical Teaching form on file in the CPPE Office by the posted deadline

(two full semesters before the start of clinical teaching). These can be accessed through this link: http://www.hbu.edu/cppe

3. A degree plan and application to graduate on file in the Registrar’s office 4. Completion of at least 21 semester hours with

a. A cumulative GPA of 3.00 or higher; b. At least 21 semester hours in the teaching field with no grade lower than “C” and a

teaching field GPA of 3.00 or higher; 5. Fitness for teaching as judged by performance in the classroom and in field experiences. 6. If seeking Bilingual Education or Spanish certification, a passing score on the appropriate language

proficiency assessment is required. 7. In order to clinical teach, students must have cleared a criminal background check. Criminal history

clearance is also required for state certification. In accordance with Article 6252-13c, Texas Civil Statues, the Commissioner of Education may suspend or revoke a teaching certificate or refuse to issue a teaching certificate for a person who has been convicted of a felony or misdemeanor for a crime which directly relates to the duties and responsibilities of the teaching profession. All



applicants for Texas certification will be screened for a record of felony or misdemeanor conviction through the Texas Department of Public Safety (DPS) and Home Land Security.

C. Expectations In the final phase of the ACP program, students complete a semester of full-time clinical teaching in which they work interactively with an experienced EC-12 teacher(s). The experience begins with attendance of the Clinical Teacher Orientation, where students learn expectations, and meet with their assigned University Supervisor to plan campus interactions. Students gradually assume more and more teaching responsibilities until they are teaching full-time. The only other course that should be taken during this semester is the Clinical Teaching Seminar which meets on Tuesday evenings each week. In the seminar class, clinical teachers share successes and struggles, explore strategies for optimal instruction and classroom management, prepare resumes, practice interview skills, present their online portfolios, and learn how to apply for state certification. Clinical teachers apply for certification on the TEA website (https://tealprod.tea.state.tx.us/) during their last month of clinical teaching and after passing all required TExES exams associated with their degree plan. Information is available on the CPPE webpage. Students should email the CPPE Director to notify her that they have applied for certification. Graduation from HBU does not guarantee TEA certification, therefore students must carefully ensure that all TEA requirements for certification are fully met.

EPP GRADUATE DEGREE PROGRAMS – INITIAL CERTIFICATION Each degree program prepares students to teach particular grade levels and subjects in a manner consistent with national- and state-level standards for educator preparation: Elementary Education (EC-6). This certification permits one to teach all subjects in general education classrooms from Early Childhood through Grade 6. Undergraduate students seeking this certification complete the Elementary Education (EC-6) major. The coursework requirements for this major can be accessed through

this link: Elementary Education (EC-6) Requirements PDF Elementary Education (EC-6) with Bilingual. This certification permits one to teach all subjects in bilingual classrooms from Early Childhood through Grade 6. Undergraduate students seeking this certification complete the Elementary Education (EC-6) with Bilingual Certification major. Students learn to help children develop first and second language proficiency and to teach content material in a bilingual (English and Spanish) context. In order to begin this program, students must already be proficient in Spanish. They must demonstrate competency in reading, writing, speaking and listening in Spanish. The coursework requirements for this major can be accessed through this link:

Elementary Education (EC-6) with Bilingual Certification Elementary Education (EC-6) with All-Level (EC-12) Special Education. This certification permits one to teach all subjects in a traditional (“regular”) education classroom from Early Childhood through Grade 6 as well as special education (Life Skills, Resource, PPCD, etc.) at those levels. It also permits one to teach Life Skills in










middle school and high school as well as special education for any subject one is certified to teach at those levels. To simultaneously acquire EC-6 and All-Level Special Education certification, students complete the Elementary Education (EC-6) and All-Level Special Education major. The coursework requirements for this major can be accessed through this link:











History (7-12) Teacher Certification Requirements PDF • Life Science with Grade 7-12 Certification



Physical Science (7-12) Teacher Certification Requirements PDF







https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Curriculum-And-Instruction-Eng-L-A-and-Reading-4-8.pdf











All-Level Certification (EC-12). This leads to Early Childhood through Grade 12 teacher certification in a chosen teaching field. In the undergraduate program, it requires completion of one of the teaching field majors listed below. Each of these majors includes content area and professional education coursework. The coursework requirements for each program can be accessed through the link listed under the program title.


All-Level Art Teacher Certification Requirements PDF • Music with EC-12 Certification

All-Level Music Teacher Certification Requirements PDF • Physical Education/Kinesiology with EC-12 Certification

Physical Education All-Level Teacher Certification Requirements PDF • Spanish with EC-12 Certification


1. English as a Second Language (ESL). This is available as a supplemental certification area that may be added to any teaching certificate. The coursework for this area of expertise is EDBI 5304 Methods of Teaching English as a Second Language and EDBI 5305 Second Language Acquisition. Students may take these two courses then sit for the ESL supplemental exam.

2. Special Education EC-12. This is available as a supplemental certification area that may be added to any certificate. In the graduate program, Special Education EC-12 Certification may be obtained simultaneously with the EC-6 certification by completing the Elementary Education (EC-6) with All-Level Special Education major. Other students may prepare to add supplemental special education certification to their certificates by completing EDSP 5302, 5311, 5319, 5335. Many of these are already included in their degree requirements. The special education supplemental certification applies only to the level(s) and subject(s) one is already certified to teach.






GRADUATE FIELD EXPERIENCE – INITIAL CERTIFICATION Students enrolled at HBU progress through two stages of field experience. The first phase occurs during the time that the future teacher takes the foundation courses of Elementary or Secondary Curriculum and Instruction. During this phase, the student is assigned a mentor teacher in a classroom and observes interactions between pupils and teachers. The HBU student participates in designated teacher-aide, tutorial and instructional roles; which may include teaching lessons to small groups or the whole class; under the supervision of a mentor teacher. This phase consists of a minimum of 30 hours of in-classroom interaction and observation. Those planning to teach secondary grade levels or all-level will complete an additional 25 hours of field experience during Teaching Methodology for Secondary Teachers, which will also include teaching whole class lessons. Graduate students may select Clinical Teaching or an Internship for their final field experience in the EPP. During Clinical Teaching, graduate students are in a classroom all day for at least one (1) semester, and are responsible for planning and teaching for a minimum of ten full days. Alternatively, graduate students may enroll in Internship courses, EDUC 5101 and EDUC 5201. Each course lasts one (1) semester and takes place during the last two semesters prior to graduation, and is contingent on the student securing a job through his/her own efforts at a school district, or Texas-accredited charter or private school. The Internship is an entry point into the teaching profession; it is a full-time teaching position complete with salary and benefits. Field experience requirements* prior to Clinical Teaching/Internship are described in detail in each course syllabi and summarized in the following table: * NOTE: No course credit can be earned for field experience courses if all of the hours are not completed.

REQUIRED FIELD EXPERIENCE HOURS PRIOR TO GRADUATE-LEVEL CLINICAL TEACHING


Elementary (EC-6)

Additional hours if adding Special Education

or Bilingual

EDUC 6302 Elementary School Curriculum and Instruction 30

TOTAL 30

Secondary EDUC 6312 Secondary School Curriculum and Instruction 30 EDUC 5320 Teaching Methodology for Secondary Teachers 25

TOTAL 55

All-Level EDUC 6302 Elementary School Curriculum and Instruction 30 EDUC 5320 Teaching Methodology for Secondary Teachers 25

TOTAL 55


ONLINE PORTFOLIO – INITIAL CERTIFICATION Graduate students preparing for initial certification create an online professional portfolio. This portfolio includes artifacts from courses throughout the program demonstrating Texas Educator Standards. It also includes lesson plans and teaching evaluations from their clinical teaching experience as well as artifacts from their previous coursework that demonstrate their ability to facilitate good teaching and learning. Students may also want to put together a hard copy portfolio for interviewing purposes, but only the E-Portfolio is required. The Online Portfolio components includes the following items:

1. Professional resume 2. Revised Educational Philosophy 3. Evidence of Successful Teaching and Planning




The completed portfolio is submitted to the assigned University Supervisor toward the conclusion of the clinical teaching experience (date to be specified by the Supervisor) and evaluated.


The following conditions are necessary for retention in the program: 1. A 3.0 cumulative grade point average must be maintained through your graduate studies. 2. Students must earn a “C” or better in EDUC 6302/6312 to take additional courses in the professional

education course sequence or to count it as a prerequisite for other courses. 3. The attitudinal qualities that qualified the student for admission to the program must be maintained. 4. If an education student fails to demonstrate an acceptable level of performance on one or more


5. Sometimes specific interventions will be required. A third form will result in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. Professional standards include knowledge, skills, and dispositions.


M.ED. WITH TEACHER CERTIFICATION PROGRAM OVERVIEW

EPP Acceptance* * Must be formally accepted into EPP before registering for Education courses 1. Submit an application via the Graduate Admissions office 2. The Graduate Admissions Office verifies applicant qualifications:

• Eligible content areas for which teacher certification may be sought • 2.75 cumulative GPA or higher • Demonstrate proficiency in written English, reading, mathematics, and computer



Phase One: Early Teacher Candidate 1. Complete Education courses as defined on the degree plan, including participating in a

minimum of 30 hours of field-based experience 2. Enroll in additional courses as approved by your Advisor 3. Prepare for and take the HBU Practice Exam for the content and PPR exams


4. After the TExES content exam is passed, email the Score Report to the CPPE Director so that a letter of employability may be provided

5. If clinical teaching is desired, apply for Clinical Teaching one (1) year prior to its occurrence

a) Register for Clinical Teaching and the Clinical Teaching Seminar b) Attend the Clinical Teacher Orientation one day

6. If an internship is desired, seek employment as a contract teacher by applying on the websites of school districts, and/or approved, accredited charter and private schools. The attendance of job fairs is highly encouraged (* NOTE: Three courses and the TExES content exam must be completed for eligibility to seek employment as a teacher)

a) Upon the offer of employment as a contract teacher in the approved certification content area, email the CPPE Director for next steps

b) Apply on the TEA website for the Intern certificate c) Register for the Internship course for each semester. Consult your Advisor if financial

aid is needed

Phase Two: Clinical Teaching or Internship 1. As applicable, pass the PPR exam prior to the end of clinical teaching or the Internship 2. If all certification requirements have been met, apply on the TEA website for a Standard

certificate. The Standard certificate may be approved one (1) business after the last day of the teacher duty schedule

3. If all certification requirements are not expected to be met by the end of the internship, notify the Advisor and CPPE Director for next steps


CERTIFICATIONS AFTER INITIAL CERTIFICATION AND/OR A MASTER’S DEGREE IS EARNED If students already have a Master's degree in education, but would like to earn an additional certification, they may be eligible for a deficiency plan. This plan requires between 18 and 27 hours in the field and will be created individually for each student based on previous coursework. In order to be approved for the state certification exams, the student must be able to demonstrate 2-3 years of teaching experience in an accredited school and pass the appropriate practice exam. Approval for this exam will be given by the student's academic Advisor in coordination with the CPPE Director. When the student has scored 80% or above on the practice exam, they are eligible to take the TExES exam. Students must request their service records be sent to HBU's CPPE office before the certification can be granted. Possible deficiency plans are as follows:

• Reading Specialist Certification • Master Technology Teacher Certification • Educational Diagnostician Certification • Principal Certification • Counselor Certification • Bilingual Supplemental Certification • Superintendent Certification (for those enrolled in the Doctoral program only)

PROFESSIONAL CERTIFICATION PROGRAMS Each degree program prepares students to for a professional role in a manner consistent with national- and state-level standards for educator preparation. Degree plans have been designed to extend the classroom teaching skills of teachers and to develop leaders in school administration and special services necessary to the successful operation of schools in Texas. M.Ed. in Bilingual Education. This degree program is designed for already certified teachers who wish to enhance their knowledge and skills in the bilingual classroom. It also permits students who possess valid Texas teacher certification in an area other than bilingual education to add a supplemental bilingual certification. To gain admission to the Bilingual Education program, the prospective student must achieve the prerequisite scores on proficiency tests in English and in Spanish. [Upon approval of the Advisor, students who already possess Texas Bilingual Education Teacher Certification may, through presentation of appropriate undergraduate equivalent courses, substitute other graduate courses for required courses in the Bilingual Master’s degree

program.] The coursework requirements for this degree can be accessed through this link: Bilingual Education Requirements PDF

M.Ed. in Curriculum and Instruction with a Specialization in Instructional Technology. Students may obtain the Specialization in Instructional Technology by completing the requirements for the Master’s degree in Curriculum and Instruction with a Specialization in Instructional Technology or by completing the twenty-



https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Bilingual-Education.pdf



seven (27) hours of instructional technology coursework included in the degree if they already possess a graduate degree. This does not lead to initial certification, and students do not have to be certified teachers to complete this degree program, but if seeking the additional Master Technology Teacher certification offered by the state, they must have completed 3 years of teaching as a certified teacher. The coursework requirements for this degree can be accessed through this link:

Instructional Technology Requirements PDF

M.Ed. in Counselor Education. The School counselor today is a vital member of the educational team on each campus. They help students in the areas of academic achievement, psychological and social development, and College/career development. For a person to be certified as a School counselor, the Texas Education Agency (TEA) requires that the student have two (2) years of successful teaching in an accredited School (as a certified teacher), earn a Master’s degree, be recommended by an accredited program, and successfully complete the required state certification exam. Admission to the program requires the student to be a certified teacher or demonstrate progress towards certification. The requirements for this major include a 350-clock hour practicum which must be satisfactorily completed in an accredited, university-approved school. Students who are teaching full time may require more than one semester to complete the 350 hours of internship. Students who do not complete all 350 hours in EDSP 6191, may register for additional semesters of Counseling Practicum with permission of the Dean of the College of Education and Behavioral Sciences. The coursework requirements for

this degree can be accessed through this link: Counselor Education Requirements PDF

M.Ed. in Educational Administration. The Educational Administration program prepares graduate students for positions as principals or assistant principals in elementary, middle or high schools and for such district-wide administrative positions as program directorships and supervisor or coordinator positions. To earn the Texas Standard Principal Certificate, the student must complete the thirty-seven (37) semester hours detailed through the following link, earn the Master’s degree, have a valid Texas teaching certificate, have completed two (2) years of successful teaching in an accredited School, and successfully complete the certification examination required by the Texas Education Agency (TEA). The coursework requirements for this degree can be accessed through this

link: Educational Administration Requirements PDF M.Ed. in Educational Diagnostician. The Educational Diagnostician program prepares students for professional certification by the state. Educational Diagnosticians administer individual standardized test batteries to determine eligibility of students for areas of exceptionality. Prior to admission to the Educational Diagnostician certification, an individual must hold: a baccalaureate degree from an accredited institution of higher education that at the time of attendance was accredited or otherwise approved by an accrediting organization recognized by the Texas Higher Education Coordinating Board and a valid classroom teaching certificate. To earn professional certification as an Educational Diagnostician, the student must successfully complete the forty-two (42) graduate hours listed at the following link and earn the Master’s degree. The coursework requirements for this degree can

be accessed through this link: Educational Diagnostician Requirements PDF







https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Counselor-Education.pdf



https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Educational-Admin.pdf



https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Educational-Diagnostician.pdf






M.Ed. in Reading Specialist. The campus reading specialist serves as a resource to students, parents andteachers. They will learn leadership and communication skills as well as methods for improving the readingability of students with a variety of different needs. To earn the Texas Professional Certificate as a ReadingSpecialist, a student must have a valid Texas teaching certificate, three years of successful teaching experience inan accredited elementary or secondary school, and a passing score on the appropriate state certification

examination. The coursework requirements for this degree can be accessed through this link: Reading Specialist Requirements PDF

TIME-SENSITIVE REQUIREMENTS

The following guidelines apply to all professional-level certification programs: • Candidates must complete the degree and program within five (5) years.• Candidates may complete up to 12 credit hours before a Degree Plan must be filed.• Candidates must complete at least 18 credit hours or more to apply for candidacy.• After completing 24 credit hours, candidates may apply for comprehensive examinations and

graduation.

DOCUMENT REQUIREMENTS FOR PROFESSIONAL CERTIFICATION Service Records. A service record is a Texas-recognized document from a school district, charter school or private school that reflects years of service in an educator position, days worked, etc. Service records must be provided from school districts for certifications such as Superintendent, Principal, School Counselor, Educational Diagnostician, Instructional Technology Specialist, and Reading Specialist. Service records must be provided to CPPE Director directly from the school district, charter school, and/or private school via email ([email protected]) or postal delivery. Faxes cannot be accepted.

Verification Letter for Counselor Practicum. School districts require a letter of verification before a School Counselor candidate may begin the Practicum. Please ensure Service Records have been sent to the CPPE Director before requesting the letter. Email a request for the letter of verification to the CPPE Director with the name of the school district and beginning semester of the Practicum.

THE INTERN CERTIFICATE AND THE INTERNSHIP In some cases, an Internship/Practicum is required when pursuing a professional certification. Confirm requirements with your Advisor.

If an Intern certificate is needed to secure a professional position: 1. Notify the CPPE Director and Advisor about your acceptance of the professional position.2. Return the completed Internship Information form provided by the CPPE Director.3. Email name and email address of Human Resources representative processing your hire.4. Email or drop off a copy of the signed teacher contract.



https://www.hbu.edu/publications/catalog-degree-requirements/COLLEGE-OF-EDUCATION-AND-BEHAVIORAL-SCIENCES/EDUCATION-GRADUATE-DEGREES/MED-Reading-Specialist-Cert.pdf




5. Register for EDUC 5101 Internship I for the first semester, and when appropriate, register for EDUC 5201 for the second semester. Registration may be completed after a CRN is provided by the COEBS Office, which usually occurs one month before the beginning of the internship semester.

6. Apply and pay for the Intern Certificate on the TEA website (https://tealprod.tea.state.tx.us).

The year-long Internship consists of two courses -- a one-hour course during your first semester, and a two-hour course that focuses on preparation for the Pedagogy and Professional Responsibilities during the second semester. Each course has a textbook designed to assist during the first-year of teaching. You will be assigned a University Supervisor who will contact you and arrange for times to come observe and then conference with you afterwards. See the ACP Internship Handbook for responsibilities of the HBU intern and HBU supervisor. Once you have completed these steps, HBU will approve you for an Intern certificate. The certificate expires one year after issue, and may be renewed up to two (2) times to allow for employment while completing certificate requirements. Renewal is contingent upon meeting EPP retention standards, and continued eligibility for state certification. ONLINE PORTFOLIO

Graduate students preparing for additional/professional certification create an online professional portfolio in their ETEC 5306 course which will be used to document internships in the Educational Diagnostician, Technology Specialist, and the Educational Administration programs.


To receive state certification, candidates must successfully complete the required state certification exam(s). Master’s degree students are highly encouraged to begin self-study for the state certification exams upon admission to the EPP. The CPPE webpage (http://www.hbu.edu/cppe) contains links to the Exam Request/Retake Request form and calendar for Practice Exams, as well as resources for initial exam study and required remediation activities for re-testers.


1. Review study resources as found on the CPPE>HBU TExES Exam Study Resources link. 2. Print and complete the Exam Request form found on the CPPE website. 3. Contact your EDUC 4100 instructor or your Advisor to request a signature. 4. After obtaining the instructor/Advisor signature, submit the form to office or mailbox (3rd floor Hinton)

of the Director of the Center for the Preparation of Professional Educators. 5. After receiving approval, register and pay the registration fee for the HBU Practice Exam at least a full 48

hours before the Practice Exam is scheduled. Dates and registration fees for the Practice Exams are located at http://www.hbu.edu/testing (select “Education Practice State Exams”).

http://www.tiny.cc/ecos





• Students scoring 80% or above on a Practice Exam will be approved by Houston Baptist University to take the applicable state certification exam. Upon approval, the Director for the HBU Testing Center will send an email with instructions to register for the state exam.




8. Students are responsible for registering for the appropriate TExES certification exam on the ETS website, http://cms.texes-ets.org/texes/registration-information.






GRADUATION REQUIREMENTS FOR MASTERS OF EDUCATION

Requirements for graduation include: • Transfer no more than six (6) semester hours from another institution • No grade below “C” • Overall GPA of 3.00 or above • Application to the Registrar for graduation two (2) semesters before the expected graduation date • Admission to Candidacy • Successful completion of the Written Comprehensive Examination • Completion of the Degree Plan • Recommendation from the School of Education



INSTRUCTIONAL TECHNOLOGY

Technology integration is a hallmark of the EPP. Undergraduate students demonstrate basic computer proficiency before filing a degree plan and take an instructional technology course during their first semester in the program. In that course, ETEC 4306, they learn to integrate the use of technology into learning and begin their online portfolio that includes documentation of technology integration skills and experience. Similarly, graduate students enroll in ETEC 5306. Both undergraduate and graduate students use and expand the technology capabilities developed in ETEC 4306/5306 throughout their EPP experience. The M.Ed. in Curriculum and Instruction with a Specialization in Instructional Technology provides students with the tools and experience they need to use technology as a tool for teaching and learning. Students do not have to be technology experts to enter this program. Each course will provide the scaffolding to each student so that they are successful integrators and users of technology. Students in this program will progress through 21 hours of technology related coursework. Each of the courses requires the student to create technology rich lessons and units of instruction that can be applied directly to their classroom. They will be challenged to become school leaders in the area of technology integration and curriculum innovation. Each student will create an electronic portfolio that will follow them throughout their 36-hour program which will include artifacts and projects from their coursework such as: stop motion animation, web 2.0 tools, digital storytelling, podcasting, website building, and blogging. Graduates from this program often move on to be instructional leaders on their campuses or in their school districts, but they are also equipped to be 21st Century Teachers. For those with 3 years of teaching as a certified teacher at an accredited school, there is the additional possibility of earning the Master Technology Teacher certification.

SCHOOL COUNSELOR TO LPC OPTION

Students who complete the School Counselor program are eligible to apply to take additional courses and practicum to meet the Texas State Board’s academic criteria for the Licensed Professional Counselor credential. Students in the EPSY program may apply to take additional courses to meet criteria for the LPC after they have completed a minimum of 18 hours in the EPSY program. Students may apply a maximum of two times. The following criteria must be met before applying:

• Candidates will have at least a 3.25 cumulative GPA in at least 18 graduate hours of EPSY coursework. • Candidates will have adequate dispositions from EPSY courses on file. • Candidates must have two letters of recommendation from professors who teach EPSY coursework. One

of the letters of recommendation must be from a full-time professor.

The fall deadline for submitting material in time for a November interview (to begin the following spring) is September 15th. The spring deadline for submitting material in time for an April interview (to begin the following summer or fall) is February 1st. Candidates are recommended for acceptance based upon an interview after review of application materials.


STATE CERTIFICATION

Initial and Additional/Professional state certification is issued by the State of Texas, not the University. Therefore, state certification is not automatically conferred upon graduation or completion of coursework. In order for students to receive state teacher certification, they must:

• Successfully complete all program requirements, including a professional portfolio (if required) • Successfully complete appropriate examination(s) required by the state of Texas for the certification

of teachers in both pedagogy and content teaching field(s) • Not have any holds on their accounts • Graduate or complete ACP program • Apply for certification online at the TEA website: http://www.tea.state.tx.us, and meet all state

requirements for certification • Be formally recommended for certification by HBU

ADVISING, BENCHMARKING AND SUPPORT

ADVISING

Advising is an integral part the HBU experience. Students have an assigned academic Advisor who shepherds them through their experience at HBU. Advisors are professional mentors to the students. Each semester before priority registration, students schedule an advising appointment with their Advisors. Advisors are available to meet with students during their posted office hours and at other times by appointment. Students meet with their Advisors to “map out” all the coursework they will need to complete their degrees. Students also meet with their Advisors as needed to reflect on their progress in the program.

UNDERGRADUATE BENCHMARKING

As students progress through the program, faculty and EC-12 mentoring teachers continually assess their performance and progress using a variety of means (tests, projects, structured assessments of actual classroom teaching, etc.). Each field experience includes a structured assessment of the candidate’s performance by a PK-12 classroom mentor teacher. As illustrated in the following diagram, at four different places, formal benchmarking assesses preservice teachers’ readiness to progress to the next stage in the program.

http://www.tea.state.tx.us/


The Design of the EPP Undergraduate Assessment System

The following table summarizes the assessment evidence used as well as the support vehicles available during the program. Because of the small size of our program and classes, much support is provided through individual conferences with professors, supervisors and mentor teachers. The exact support process is determined individually for each student.


Benchmarks: HBU Assessments and Support – Undergraduate

Benchmarks Assessment Evidence1 Available Support Vehicles

BENCHMARK 1: Admission to the EPP

• Signed Ethics form, FERPA, and EPP application

• Demonstration of written communication skills in an essay on professional goals; a philosophy of education; and completion of ENGL 1320 and 1330 with “C” or higher

• Completion of at least 45 semester hours of coursework with a cumulative GPA of 2.75 or higher

• Acceptable THEA scores: writing ≥ 220; math ≥ 235 and reading ≥ 260; after 12/21/2016: writing ≥ 220; math ≥ 230 and reading ≥ 230

• Completion of EDUC 2320 Learning and Development (with 15 hrs. of field experience) and EDUC 2330 Foundations of American Educational Thought with “C” or higher

• Completion of COMM 1323 (or its equivalent) with “C” or higher. (Signed oral proficiency form not accepted after 12/23/2016)

• Successful completion of all defined university proficiencies in reading, writing, mathematics, and computer literacy

• Satisfactory scores on Dispositions Assessment by EDUC 2320 instructor

• During a personal interview, demonstration of effective oral communication skills, a sincere desire to teach and an understanding of the challenges and opportunities of teaching

• Successful audit by CPPE Director prior to acceptance and registration for 1st semester of EPP courses

• Signed degree plan completed with CPPE Director (requires successful completion of all defined university proficiencies in reading, writing, mathematics, and computer literacy)

• Acknowledgement of acceptance

• Tutoring through the HBU Academic Success Center for reading, writing and math

• Individual conferences with faculty Advisors (each HBU student has a faculty Advisor who shepherds them through their degree and helps point them towards additional resources when appropriate)

• Advising and resources of the HBU Career and Calling Department


BENCHMARK 2: Completion of Phase One

Phase One: • Satisfactory scores on Dispositions Assessment by

EDUC 4302 instructor • A grade of “B” or better in EDUC 4301/4311.

Curriculum and Instruction which requires demonstration of knowledge and skills through tests, projects, lesson planning and actually working with students in a EC-12 classrooms for 30 hours

• Successful completion of completion of EDSP 4302 Survey of Exceptional Children which includes instruction about education of students with Dyslexia

• Successful completion of EDUC 4306 Instructional

• Individual conferences with university professor and field experience mentor teachers

• Individual conferences with faculty advisers

BENCHMARK 3: Completion of Phase Two

Phase Two: • Completion of required teaching field and professional

development coursework with a 2.75 or higher GPA on each area and an overall GPA of 2.75 or higher

• Evidence of successful teaching/work with EC-12 students in 30 or more hours of field experience

• Completion of EDUC 4100 TExES State Certification Exam Practice Seminar

• A score of 80% or higher on representative TExES tests (PPR and content areas) or intervention/additional review if scores are slightly lower

• Approval to clinical teach

• Satisfactory scores on Disposition Assessment by EDUC 4100 instructor



• Review sessions conducted by the EDUC 4100 instructor and/or Testing Center

• Online practice materials and practice tests

BENCHMARK 4: Completion of Phase 3 (Clinical Teaching)

Phase Three: • A grade of “C” or better in student teaching which

includes a professional portfolio which includes (but is not limited to) a resume, sample lesson plans, samples of assessments created for students and feedback given to students, evidence of technology proficiency, and evidence of successful classroom teaching through structured assessments by University Supervisors and mentor teachers

• Satisfactory scores on Dispositions Assessment by EDUC 4400 instructor

• Satisfactory scores on Dispositions Assessment by University Supervisor

• Individual conferences with University Supervisor, EC-16 cooperating mentor teacher and Director of the Center for the Preparation of Professional Educators (CPPE)



ACP AND GRADUATE-LEVEL BENCHMARKING

As students progress through the EPP, faculty and EC-12 mentoring professionals continually assess their performance and progress using a variety of means (tests, projects, structured assessments of actual performance in schools, etc.). Each field experience includes a structured assessment of the candidate’s performance by an EC-12 professional. As illustrated in the following diagram, at four different places, formal benchmarking assesses HBU students’ readiness to progress to the next stage in the program.

The Design of the ACP and Graduate-Level Assessment System


The following table summarizes the assessment evidence used as well as the support vehicles available during the program. Because of the small size of our program and classes, much support is provided through individual conferences with professors, supervisors and mentor teachers. The exact support process is determined individually for each student.

Benchmarks: HBU Assessments and Support – ACP and Graduate-Level

Benchmarks Assessment Evidence1 Available Support Vehicles

Phase One BENCHMARK 1: Admission to the EPP

• Demonstration of written communication skills in an essay on professional goals and a philosophy of education

• Undergraduate degree with GPA of 2.5 or higher

• During a personal interview, demonstration of effective oral communication skills, a sincere desire to teach and an understanding of the challenges and opportunities of teaching

• Signed Ethics form, FERPA, and EPP application

• Successful audit by CPPE Director prior to acceptance and registration for 1st semester classes

• Signed degree plan completed with Academic Advisor and submitted to CPPE Director

• Acknowledgement of acceptance to EPP after a positive CPPE Director audit

• Tutoring through the HBU Academic Success Center for reading, writing and math

• Individual conferences with faculty Advisors (each HBU student has a faculty Advisor who shepherds them through their degree and helps point them towards additional resources when appropriate)

• Advising and resources of the HBU Career and Calling Department

Phase Two BENCHMARK 2: Successful Completion of Initial Coursework and Field Experiences (where applicable)

• For Initial Certification students only: - EDUC 6302/6312 transcript - 30 hours of field experience documented - Instruction of education of students with

Dyslexia (EDSP 5302) - Documentation of 110 hours

• Completion of 18 hours with 3.0 GPA



Phase Three BENCHMARK 3: Approval for Clinical Teaching/ Internship/ Practicum

• All Certification students:

- Approval/completion of 6 hours of test preparation outside of a class TExES test preparation course.

- Documentation of certification

- Scoring 80% or higher on representative tests (PPR and content area) and/or personalized intervention

- Apply for clinical teaching/internship/practicum

• M.Ed. students:

- Apply to candidacy (all students)

- Apply to take comprehensive exams

- Apply for graduation



• Review sessions conducted by Testing Center

• Online practice materials and practice tests


Completion BENCHMARK 4: Completion of Clinical Teaching/ Internship/ Practicum

• Documented hours for practicum/professional internship

• Observation documents from clinical teaching/internship/practicum/professional internship

• Individual conferences with University Supervisor, EC-16 cooperating mentor teacher and Center for the Preparation of Professional Educators (CPPE) Director

• Individual conferences with advisers

SUPPORT VIA PROGRESS MONITORING AND INTERVENTION (PMID) To support undergraduate, ACP, and graduate students in their development, students’ progress is carefully monitored throughout each phase of the program. If a student fails to demonstrate an acceptable level of performance on one or more dispositions during any class or field experience, a report is filed in the School of Education Office (a PMID: Progress Monitoring and Intervention Documentation). If two reports occur, a conference is held in which difficulties are identified and means for improvement are explored. Sometimes specific interventions will be required. A third report results in a committee hearing to review difficulties and means for improvement and to determine conditions for continuance in the program. The following Progress Monitoring and Intervention Documentation (PMID) reporting form is used. DEGREE PLAN FILING AND AUDITS

All degree plans and degree plan changes are processed in the Center for the Preparation of Professional Educators (CPPE) and submitted to the Dean for final approval before being filed with the Registrar. Once a degree plan has been filed, a student or faculty member can access a degree audit through HBU’s online system, HuskyNet. This will indicate course requirements that have and have not been met. A formal degree audit is also completed by the Registrar’s office when students file for graduation three semesters before their projected graduation date. Students then receive an email confirming exactly which courses they still need to complete in order to graduate.

ADDITIONAL SUPPORT SERVICES

Many additional support services are available for all HBU students including the Academic Success Center, Counseling Services, the health clinic, and computer labs.

The Academic Success Center. The Academic Success Center, located on third floor of the Hinton Center, provides tutoring, writing coaching and workshops on academic success related topics like preparing for exams.

The Counseling Center. The Counseling Center, located in Lake House 102A, is open Monday-Thursday 1:00 pm-4:00 pm. Appointments can be made immediately by calling 713-335-6461. When calling in, students should express that they are interested in counseling at HBU. Appointments are highly preferred though limited walk-ins are possible if a counselor is available at that given time (call first). Lake House 102 will have a phone in the waiting room for scheduling purposes.

The Health Clinic The Health Clinic, located in The Lake House, Room 102C, provides services on a first come, first serve basis during posted hours during the fall and spring semesters. It is not open during finals, holidays,


and semester breaks. There is a minimum fee for services provided. This is not a crisis center. .In case of a crisis or emergency: contact Campus Police: 281-649-3911, Call 911 or Go to the nearest emergency room

Moody Library. The HBU library, open Monday-Thursday, 7:30 a.m. to 11:00 p.m.., Friday, 7:30 a.m. to 5:00 p.m. Saturday, 12:00 noon to 6:00 p.m. and Sunday, 2 p.m. to 8 p.m. during the spring and fall semesters, offers resources and research assistance to students. Circulation Desk: 281-649-3304 Reference Desk: 281-649-3180

Additional Resources. HBU provides additional resources to students. These are described at http://www.hbu.edu/Students-Alumni/Student-Resources/Student-Handbook.aspx

POLICIES AND PROCEDURES

UNIVERSITY POLICIES

HBU has specific expectations for classroom behavior in all classes. These are described in the University Classroom Policies posted on the Blackboard site for every class. Students are expected read and follow these policies. In addition, COEBS includes a Syllabus Acknowledgement page in each syllabi. After reading the university policies and the syllabus, students are expected to submit this signed form to their professors during the first week of classes.

CREDIT-HOUR DEFINITION

Houston Baptist University defines a credit hour as follows:

1. At least fifteen (15) contact hours, as well as, a minimum of thirty (30) hours of student homework is required for each semester credit hour.

2. Laboratory courses, with little outside work, require a minimum of forty-five (45) contact hours. If moderate outside work is required, thirty (30) contact hours are required.

3. Art courses follow the recommendations for awarding credit as recommended by The National Association of Schools of Art and Design (NASAD) and the Texas Association of Schools of Art (TASA). In lecture courses, like art history, normally one semester hour of credit represents one 50-minute session each week of the term. For our studio classes, normally a ratio of one semester hour of credit equals two hours of contact time and one hour of outside work per week. For example, a three semester credit hour course would require six faculty contact hours per week. Note: Faculty contact must be sufficient to ensure the development of knowledge and skills required by each course. Normally, faculty contact is greater at the foundation or introductory level than at the advanced studio level.

4. Music courses follow the recommendations for awarding credit as required by The National Association of Schools of Music (NASM). Normally, a semester hour of credit represents at least three hours of work each week for a period of fifteen or sixteen weeks. In lecture classes, such as music history, normally one semester hour of credit is given for one 50-minute session plus two hours of

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preparation each week of the term. For ensembles, like laboratory classes, normally one semester hour of credit is given for two to four 50-minute rehearsal sessions per week, depending on the ensemble. For applied lessons, normally one semester hour of credit is given for each three hours of practice, plus the necessary individual 30-minute lesson per week with the instructor. For example, a two semester credit hour applied lesson would meet for two 30- minute lessons per week.

5. MFA Art courses follow the recommendations for awarding credit as recommended by The National Association of Schools of Art and Design (NASAD) and the Texas Association of Schools of Art (TASA). In lecture courses, like art history, normally one semester hour of credit represents one hour of credit equals two hours of contact time and one hour of outside work per week. For example, a three-semester credit hour course would require six faculty contact hours per week. Note: Faculty contact must be sufficient to ensure the development of knowledge and skills required by each course. Normally, faculty contact is greater at the foundation or introductory level than at the advanced studio level of MFA terminal studio level. To specify the MFA program consists of a combination of classroom hours and studio hours. Each semester students take two courses in a classroom setting such as a graduate art history, graduate seminar course or advanced academic course, each counting for three hours of credit. Additionally, the MFA studio course load consists of three studio faculty members or more that meet with each MFA student in a graduate committee critique- format two times a semester in their on campus studio. These graduate committee critiques along with mid semester and final critique meetings totals eleven studio visits each semester. Additionally each MFA student must spend at least 27 hours a week working in his or her studio. Generally speaking the HBU MFA studio program exceeds the minimum aforementioned undergraduate TASA contact requirements.

6. Internships, clinical, and field experiences require a minimum of forty-five (45) clock hours for each semester credit hour.

7. For online, hybrid, and other nontraditional modes of delivery, semester credit hours are assigned based on learning outcomes that are equivalent to those in a traditional course setting, forty-five (45) hours of work by a typical student for each semester hour of credit.

ATTENDANCE – CLASSROOM-BASED

Regular attendance in class is important for student success, and it is university policy that students must attend class. Absences are recorded beginning from the first class session after the student has enrolled in the course. Any student who does not attend at least 75% of the scheduled class sessions will receive a grade of “F” for the course, regardless of his performance on other assessments such as tests, quizzes, papers, or projects. Professors may apply additional attendance policies as appropriate to individual courses. Likewise, the college or school may also apply additional attendance requirements as necessary. In either case, all applicable attendance policies will be stipulated in the course syllabus.

ATTENDANCE – ONLINE COURSES

In the online classroom environment, attendance is documented through classroom participation and follows the same policy set forth by HBU. Professors may apply additional attendance policies as appropriate to individual courses. In 100% online classes, there are no face-to-face meetings. Class weeks begin each Monday.


Professors should record attendance based on classroom participation at least once per week using the Blackboard attendance module. For attendance purposes, classroom participation is on-time submission of course activities (e.g., posting to a discussion forum, submitting a quiz or assignment, etc.). The fact that the student has logged into the online course is not sufficient evidence of participation for attendance purposes. See Census (12th-day Roll) and Last Date of Attendance topics for additional policy.

ABSENCE AND TARDY POLICIES

Please see the catalog currently in use for the University’s policy on classroom absences caused in the course of student representation of the University, such as athletics, chorale, and mock trial activities.

DROPPING A CLASS

Once a student registers for a class, the student will receive a grade for the class unless the drop process is completed through the Registrar's Office. You must officially withdraw from a class if you intend to drop it. This includes students who may have never actually attended class or who may never have completed payment of tuition and fees.

ACADEMIC ACCOMMODATIONS

Houston Baptist University complies with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 regarding students with disabilities. Any student who needs learning accommodations should inform the professor immediately at the beginning of the semester that he/she will be requesting accommodations. In order to request and establish academic accommodations, the student should contact the Coordinator for Learning Disability Services at [email protected] to schedule an appointment to discuss and request academic accommodation services. Academic Accommodations must be applied for and written each semester. If academic accommodations are approved, a Letter of Accommodations will then be sent to the professor(s). Please refer to the website, www.hbu.edu/504 for all accommodation policies and procedures. FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT (FERPA) In compliance with the Family Educational Rights and Privacy Act (FERPA), HBU cannot release personally identifiable information to any person other than the student, unless written permission is given for the University to do so. Students may give permission for their educational records to be released to designated parties by completing the “FERPA Authorization to Release Education Records” in the Registrar’s Office. In general, no personally identifiable information from a student’s education records will be disclosed without written consent from the student. This includes, but is not limited to, grade reports, academic schedule information, and transcripts. Two exceptions may, however, be made: (1) directory information may be released unless the student requests that it be withheld, as explained in the section below; (2) records may be disclosed to parents of students who depend upon them as defined by Internal Revenue Code 1986, Section 152. HBU has designated the following student information as public or “directory information:” name; local and permanent addresses; telephone numbers; e-mail addresses; date and place of birth; classification; major field(s) of study; classification; dates of attendance; degrees, honors, and awards received; most recent educational institution

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attended; participation in officially recognized sports and activities; weight and height of athletic team members; and photographs. At its discretion, the institution may disclose such information for any purpose. Any new or currently enrolled student who does not want his/her directory information disclosed should notify the HBU Registrar in writing by using the FERPA Request to Withhold/Release Directory Information form. Such notification must be received by the end of the first full week of classes for any term to ensure that the student’s directory information is not released except to officials with legitimate educational purposes as authorized by FERPA. The request to withhold directory information will remain in effect as long as the student continues to be enrolled or until the student files a written request with the HBU Registrar to discontinue the withholding. To continue nondisclosure of directory information after a student ceases to be enrolled, a written request for continuance must be filed with the HBU Registrar during the student’s last term of attendance. HBU assumes that failure on the part of any student to specifically request the withholding of categories of “directory information” indicates individual approval for disclosure.

ACADEMIC INTEGRITY POLICY

Academic integrity is valued at HBU and is at the very heart of the nature of the University as a Christian Liberal Arts Institution. It is the responsibility of all students, faculty, and staff to demonstrate academic integrity. The Academic Integrity policy is designed to promote "the development of moral character, the enrichment of spiritual lives, and the perpetuation of growth in Christian ideals" (HBU Preamble). Upholding academic integrity provides experience that develops students to act with integrity in all areas of their lives. It is not considered “grace” to allow students to bend rules or act unethically without consequence; to do so violates faculty and staff’s obligation to “train the mind, develop the moral character, and enrich the spiritual lives” (HBU Preamble) of students. However, the University is committed to responding in a redemptive manner, seeking to balance compassion with accountability. Students can expect to be treated with Christian love as they deal with alleged academic integrity matters. In practice, academic integrity means holding oneself to the highest ethical standard in all academic pursuits – doing all individual work alone, relying on one’s own knowledge during assessments, engaging truthfully with others, following all university policies and procedures, and encouraging this behavior in fellow students and throughout the HBU community. Academic Dishonesty Defined Academic integrity is violated when academic dishonesty or misconduct has occurred. As a Christian university, HBU views any act of academic dishonesty as a violation of the University’s fundamental principles. Academic dishonesty occurs when a student:

1. Submits the work or record of someone else as his/her own; 2. Copies another’s quiz or exam answers, laboratory work, or written assignments (e.g., homework); 3. Willfully cooperates with or seeks aid from another student during an academic assessment; 4. Has special information for use in an evaluation activity that is not available to other students in the

same activity;


5. Accesses unauthorized materials during an exam (e.g., cell phone, textbook, prohibited calculators) 6. Copies, uses, buys, sells, or otherwise shares any part of an academic assessment (e.g., an exam); 7. Works together with other students on assignments that are clearly intended to be individual in

nature; 8. Prepares assignments (e.g., papers) for another student to turn in as his/her own work; 9. Submits work as his/her own when it is not (i.e., plagiarism). This includes quoting or paraphrasing

another’s work or ideas without citing and referencing appropriately; 10. Submits work for one class that has largely been prepared for and submitted for a grade in another

class; 11. Falsifies or fabricates data or information; 12. Falsifies or fabricates fieldwork documentation (e.g., internship hours).

Other forms of academic misconduct include:

1. Destroying, concealing, stealing, or otherwise abusing resource materials (e.g., library books); 2. Computer misuse, including illegal use or destruction of computer software or hardware,

downloading, emailing, or otherwise accessing unauthorized material (e.g., pornographic content, gambling programs), accessing any computer through a login that belongs to someone else, or otherwise engaging in inappropriate or illegal activity (e.g., hacking, tampering with network, harassment) including the aforementioned using HBU wi-fi;

3. Unauthorized copying or distribution of copyrighted materials; 4. Engaging in research activities with human subjects without the approval of the Research and

Development Committee; 5. Classroom misconduct, i.e., any conduct which is disrespectful, harassing, aggressive, or otherwise

substantially disrupts the progress of the class in the judgment of the faculty member. The faculty member is responsible for notifying students in every class at the beginning of each term about the Academic Integrity Policy by including the policy in every course syllabus. Students are responsible for knowing and following the policy in all cases. The faculty member or academic administrative officer is responsible for establishing clearly whether academic dishonesty or misconduct has occurred. The process is to be redemptive in nature. As directed by the faculty member, the student could correct and resubmit the assignment in question or receive a failing grade for the assignment in question. At the sole discretion of the faculty member, the student may be directed to resubmit the assignment in question or the student may receive a failing grade for the assignment in question. However, failing the course specifically as a result of the alleged violation is not an option (although when the grade for the assignment is calculated with grades for all assignments in the course, the result could be failing the course). In all cases, the faculty member shall report the incident to the dean of the college. The student may appeal the action by following the process outlined in the Academic Grievance Policy and Process. Once an investigation into an alleged violation of academic integrity has begun, the student may not receive a grade of “W” for the course in which the alleged violation occurred. The student should be aware that


suspension from the University or other administrative action may be taken in cases of academic dishonesty or misconduct, including but not limited to a pattern of academic dishonesty or misconduct. A decision to suspend a student is made by the Office of the Provost. Inclusion in the HBU Catalog is considered sufficient notice to all students of University policy and procedures regarding this matter.

ACADEMIC GRIEVANCE PROCESS

A student may file an academic grievance if he or she believes a grade was awarded improperly or for any academic grievance matter. The formal process is described below and must be followed by all parties in order to resolve a dispute.

1. The student should make an appointment with the faculty member in question to discuss the matter in person. The student is advised, but not required, to apprise his or her Advisor of the matter. It is appropriate to try to resolve differences amicably and in person if at all possible. This is especially true at a Christian institution. If the student is concerned that a private meeting with the faculty member will create antagonism, the student may skip to Step 2. However, the student must make this concern known in writing to the chair of the department in which the course is located explaining why he or she believes this to be the case.

2. If the student continues to dispute the grade after the face-to-face meeting, the student may bring the matter to the chair of the department. This step requires the student to make a written appeal to the chair and provide a copy to the faculty member and academic Advisor. The chair will review the student’s concern and consult with the faculty member, either individually or with both present. The chair will respond to the student and the faculty member in writing of the chair’s recommendation and notify the dean.

3. If the student is unsatisfied with the chair’s recommendation, the student may submit a written request to the dean of the college in which the department resides. The dean will review the written appeal and consult with the chair, the faculty member, the Advisor and the student. This will occur either individually or in a group as the dean deems appropriate. The student may request a Standards Committee be formed by the dean. The purpose of the Committee is to bring clarity to all sides, allowing for a thoughtful and informed response from the disputants and to assure integrity in the assigning of grades to students by faculty. However, the Committee has no authority to force the change of a grade. The membership of the committee is composed of all parties heretofore mentioned with the dean serving as chair of the Committee. The dean will also select at least one faculty member from the college and one faculty member from another college to serve on the Committee. The student making the complaint should be the only student involved and no legal representation or any other parties are permitted. After hearing both sides and deliberating the Committee will render a judgment as to what it advises should be done. The hearing and the rendering is the end of the process. No appeals to change a grade are to be made to the Provost or the President.

4. If the student believes that the process or the way in which they were treated was unfair, the student may submit a written appeal to the Provost. The Provost will make a judgment whether or not to accept the


appeal (the President is not to be contacted in these matters). If the Provost agrees to hear the matter, only two allegations will be considered: 1) that the process itself is unfair; 2) that the student was not treated fairly in the process. The burden will be on the student to demonstrate with facts and evidence that the process or the treatment was unfair. Depending on the Provost’s findings, the matter may be returned to the Standards Committee for further review.

5. A student is permitted to ask the University Ombudsman to serve as an Advisor throughout this process; however, the student must make this known to all parties involved in the academic grievance process. At no time should any HBU employee advise a student anonymously or write an appeal document. If a student questions any grade as recorded in the Registrar’s Office, the student has a period of one (1) year beginning with the end of the term in which the grade was awarded, or six (6) months after the degree is conferred (whichever comes sooner), to challenge the accuracy of the grade.

PLAGIARISM SOFTWARE

Note that the University utilizes "Turn-It-In" and other programs to investigate possible plagiarism activities. Turn-It-In is now integrated within Blackboard and a class ID and a password is no longer needed. All major papers for this course will be submitted to the plagiarism prevention software, Turn-It-In through their blackboard course on or before a paper’s due date. No paper will be graded without meeting this requirement beforehand. A separate handout will be provided to give detailed instructions on this process. In accordance with FERPA, and to best protect the students’ privacy, no personal identification (e.g., name, social security number, H number) should be uploaded with the text of student papers. Student names for submission are ignored and not added to the database submissions. This information is used only to assist the faculty member with grading papers for the appropriate student.

CHILDREN IN CLASSROOMS

In almost all instances, children are not allowed in the classroom nor are they allowed to be on campus unattended. Class sessions are for enrolled students only unless other arrangements are approved by the instructor in advance. For safety reasons, children are prohibited from all laboratories.

CLASSROOM BEHAVIOR EXPECTATIONS

The classroom environment is to be conducive to learning and is under the authority of the instructor. In order to assure that all students have the opportunity to gain from the time spent in class, students are expected to demonstrate civil behavior in the classroom and show appropriate respect for the instructor and other students. Inappropriate behavior toward the instructor, in or out of the classroom, may result in a directive to the offending student to leave the classroom or the course entirely. Classroom behaviors that disturb the teaching-learning experiences include the following behaviors: activated cellular phone or other device, demands for special treatment, frequent episodes of leaving and then returning to the class, excessive tardiness, leaving class early, making offensive remarks or disrespectful comments or gestures to the instructor or other students, missing deadlines, prolonged chattering, sleeping, arriving late to class, dominating discussions, shuffling backpacks or notebooks, disruption of group work, and overt inattentiveness. It is at the discretion of the instructor as to whether laptops will be allowed for use in the classroom.


ONLINE COURSE BEHAVIOR EXPECTATIONS

Netiquette is a shortened term for “Internet etiquette,” and just like other etiquette, it is a form of social behaviors specific to the online community considered to be normal and acceptable. Communicating your thoughts through the web is different than talking to someone face to face. Because the reader cannot see your facial expressions, body language, or hear your tone of voice, text is open to miscommunication and misunderstanding. Humor and sarcasm, for example, are not always easy to understand when reading a discussion online.

• Be friendly, positive, and self-reflective. Think and reread before you post! Make sure what you’ve written is clear and easy to understand.

• Use a descriptive subject line in forum posts if this is part of your class. • Avoiding writing in all capital letters. IT LOOKS LIKE YOU ARE SHOUTING. • It is required that you use your HBU email for correspondence. Any emails sent from Blackboard are

sent to your HBU email account directly. • Use effective communication. What you write represents you, so use appropriate language. • Be respectful of the opinions of others. If you are offended by someone’s posting, contact your

instructor. • Do not post personal information. • Don’t plagiarize online content. If you get your content from somewhere else, cite it appropriately. • Don’t abuse your online forum by posting spam (or emailing chain letters).

HBU NAVIGATE

To ensure that every student takes full advantage of the educational and learning opportunities, HBU has implemented HBU Navigate, a program that gives students and instructors the resources they need to track student progress. Your professor may issue you a kudos such as “Strong Class Participation” or “Outstanding Academic Performance” and may also issue a flag in HBU Navigate if he or she believes you are struggling in their course. You should meet with you Advisor and professor to discuss new strategies for successful completion of the course, and follow any recommendations you receive in the flag email.

EMAIL POLICY

All University and class email communication will be sent to your HBU email account. You are responsible for checking this frequently. If you choose, you may reroute your HBU email to another email address. Your emails should be in a professional format with correct spelling, capitalization, and grammar.

INCOMPLETE COURSE REQUEST

Only the Dean of the College of Education may grant a course Incomplete and only to students who have a documented major emergency in the last few days of a semester. Students with excessive absences, which will result in failing the course, will not be allowed to take the final exam and will be ineligible to receive an Incomplete.


ACADEMIC CALENDAR

Review the Academic Calendar here.

LATE WORK AND TESTING POLICY

Late work will be penalized. You should not miss any exams. If you are sick, you need to notify the professor in advance. The professor reserves the right to administer a different exam, deduct points for taking the exam late, and/or schedule the makeup for a later date. Missing an exam without giving prior notice will result in a zero for that test, with no makeup.

STUDENT EVALUATION OF INSTRUCTORS

Students will complete faculty appraisal forms as regularly administered by the University.

COMMENCEMENT

Commencement ceremonies are scheduled annually in August, December, and May. Degree recipients are encouraged to participate. Due to the limitations of the Dunham Theater, which holds 1200 persons, students will be limited in the number of their guests who can attend the ceremonies.

GRADES

The following grading scale is used for undergraduate-level education coursework: 92-100=A; 84-91=B; 76-83=C; 70-75=D; Below 70 and below=F. The following grading scale is used for graduate-level education coursework: 93 -100=A; 90-92=A-; 87-89=B+; 83-86=B; 80-82=B-; 77-79=C+; 73-76=C; 72 and below=F. If a student questions any grade as recorded in the Registrar’s Office, the student has a period of one (1) year beginning with the end of the term in which the grade was awarded, or six (6) months after the degree is conferred (whichever comes sooner), to challenge the accuracy of the grade.

LIBRARY AND INFORMATION RESOURCES

The mission of HBU’s Moody Library is to provide information resources, services, and physical spaces that support the educational and research mission of Houston Baptist University, encourage learning, and promote spiritual and intellectual growth. The library provides access to learning resources to support the degrees offered in the College of Education and Behavioral Sciences. Students can access these resources via the library’s home page and the HBU portal for students. The library provides access to over 320,000 titles, one-third of which are digital records. Of particular interest to our student population, the library has more than 75,000 E-journals from more than 85 databases and more than 130,000 E-books from Ebsco, ebrary, and several other vendors comprising 43 percent of our collection. E-book records and E-journals can also be found in the library’s catalog. Database exploration and our subject-oriented LibGuides are available to off-campus students via the library’s proxy server using EZProxy. Links to the LibGuides that support your specific area of study can be found in the Blackboard or Moodle platform used by your instructor. The library currently provides access to about 85 online databases and journal indexes. As a

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member of the TexShare consortium, partially funded by the State of Texas, the library subscribes to about 40 databases at a reduced cost. Librarians are available to provide instructions for reference needs by telephone, email, and HBU Answers. In addition, the library provides orientations for off-site education courses. The library also provides EasyBib, a citation manager. To enhance faculty and student access to important information, Moody Library has an active Interlibrary Loan (ILL) service and is a member of several cooperative library groups. The Interlibrary Loan librarian uses the Online Computer Library Center (OCLC) Interlibrary Loan system and strives to fill each request as quickly as possible for all students and faculty. Many of the materials that are lent and borrowed are transported by a special courier who provides faster service than the United States Postal Service. Requests can be made via the Library’s Interlibrary Loan service page or via several of HBU’s databases. Amigos is HBU’s regional OCLC provider. Moody Library participates in the Amigos Resource Sharing agreement, which allows the University to share (borrow and lend) items with 435 institutions, most of them academic, across eleven states. This outstanding resource is free of charge to HBU constituents. Moody Library is a member of the TexShare program, which is provided via the State Library of Texas. It is a taxpayer-subsidized cooperative program for libraries in Texas. With a minimal contribution to the program, the library receives access to more than 40 databases, has the opportunity to issue a reciprocal borrowing card to campus users, and can subscribe to the courier service at a reduced price. HBU has a separate reciprocal borrowing agreement with Rice University's Fondren Library, which does not participate in the TexShare card program. The TexShare card program will be a great benefit for online students residing in the State of Texas, because it will allow them to find a nearby library whenever they need access to physical resources. Reference librarians are available at the reference desk 70 hours a week to assist library users beginning their library research and help them improve their use of library resources. In addition, HBU Answers and email are monitored regularly for patron questions. Online students or those with limited access to the library may call the reference desk, email [email protected], or use HBU Answers at any time. The library receives a variety of reference questions or questions in general about other HBU services, and HBU Answers allows students to search for answers at any time. Responses are emailed to students and are scrubbed of personal information before being entered into the database and made available to everyone. In addition, the librarians provide instructions to specific classes and assist faculty with assignment preparation upon request. Librarians review feedback and usage data regularly to evaluate database and orientation effectiveness.

TRANSFER/OFF-CAMPUS COURSES

Students contemplating concurrent or transient enrollment at any other college MUST secure prior approval in writing from the University Registrar at HBU, and the Dean of the College, in order for credits to be accepted in transfer. Students should seek counsel first from their Advisor. Only alpha grade credit with a grade of "C" or better from regionally accredited institutions will be considered for transfer credit. For Graduate students, no more than 6 semester hours total will be accepted for transfer credit. After completion of approved work elsewhere, an official transcript showing the approved work must be sent directly from the awarding institution

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to HBU Registrar’s Office. Failure to comply with this requirement may result in the denial of credit. The student risks the loss of credit by failure to adhere to these policies.

If a graduate student is required to take UG coursework for leveling in certain fields this, can be done without prior approval from the University Registrar. Be sure the course you are taking meets the requirements set forth by your Advisor. The transcript must be sent to the director of the program as soon as the course(s) are complete.

WITHDRAWAL FROM THE UNIVERSITY Students unable to stay enrolled for all registered courses for a particular semester must officially withdraw from the University. The student will not be able to drop all registrations via HuskyNet. The student will need to complete a Student Request for Official Withdrawal form (may be found on the HBU Registrar webpage) and submit it with the required signature(s) to the Office of the Registrar. Subsequent registration or readmission must be in accordance with the University’s regulations in effect at that time.

WITHDRAWAL FROM A CERTIFICATION PROGRAM Students who move from a certification program to a degree-only program may be removed from state eligibility for educator certification. Students who complete no EPP coursework for two full semesters (Fall and Spring) may be dropped from eligibility for educator certification. To resume certification program coursework, the student must complete readmission processes for the University and Educator Preparation Program.

EDUCATION PROCEDURES

HBU provides equal access to all University educational programs to every qualified student. However, if any student requires special personal services or equipment, the student will be responsible for the expenses thereof.

GRADUATE COMPREHENSIVE EXAMINATION Each course in the graduate school program is designed to assist the student in the preparation the required comprehensive examination taken after 24 semester hours in the program. The rigor of the comprehensive assessment demands the student evaluate, analyze, and synthesize all learning experiences. Fulfilling course goals, objectives, knowledge, and skills involved in learning experiences prepares the graduate student to be successful. This culminating assessment demonstrates the graduate student’s capability to think globally regarding educational theory and practice as they become educational leaders in their chosen field of study.

It is the student’s responsibility to keep up with all textbooks and curriculum within the 24+ hours of coursework so that they can prepare themselves adequately. It is advisable that all students download their syllabus from BlackBoard each semester in order to use the course objectives to guide their study for these exams.

To apply to take the Master's Comprehensive Exam, you must be formally granted Candidacy status. This is a formal application process that students should complete once you have completed 18 or more hours of coursework (and maintained a GPA of 3.0 or above). To be eligible to take the Comprehensive Exam a candidate must have completed a minimum of 24 hours of coursework which applies toward your degree and completed at least two of the core M.Ed. courses. You should contact the Graduate School of Education (call 281-649-3094 or

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email [email protected]) for instructions on submitting the Comprehensive Exam Application and the Application for Candidacy Status for eligibility to take the Comprehensive Exam. These forms are available in the School of Education and must be returned to the Assistant to the Dean for Graduate Education. The Exam itself consists of five essay questions from any of the courses completed. Students will have taken at least 8 courses (24 hours), so 5 of the courses will be selected to be tested. Each student should have two questions from the Master’s Core courses (EDUC 6315, 6320 or 6304) and then three questions from their other area of concentration. Students will answer one essay question from each of the 5 courses. The exam is a 5 hour exam, so students have about an hour per question. During the morning session, each student will get 3 questions to answer in the first three hours. This is followed by a lunch break, with two final questions during their last two hour testing session. The test will be administered in a computer lab, so all responses will be typed. Students must pass at least 4 out of 5 questions. If a student does not pass at least 4 questions, they are given another testing opportunity for the sections/classes that were failed. Administered during the same semester in which the student takes the Comprehensive Exam, students retaking the Comprehensive Exam will respond to another question from each course that was scored as inadequate. If students are still unsuccessful, then they will need to retake the course. Those students enrolled in a fully Online Program will take comprehensive exams during a proctored session. This information will be sent to you upon application for comprehensive exams. The only difference in the exam for online students is the administration location and format (proctoring site). The online student is required to complete the HBU forms and process for taking an exam at another institution, and pay the offsite fee required for proctoring the exam at their site. While we know this is a rigorous process, it is also very beneficial. Students are asked to revisit coursework that may appear again on future certification exams. We find this process to beneficial to the students’ long term, and it helps them to prepare for their certification exams. If you have additional questions, please don't hesitate to contact your Advisor or the Administrative Assistant to the Dean, Graduate Education Programs, (281) 649-3094.

GRIEVANCES AND PROBLEMS The Grievance and Complaint Procedure for HBU EPP is available on the CPPE webpage: http://www.hbu.edu/cppe. This document references the Grievances and General Student Complaint Procedures in the student handbook currently in use and the Academic Grievance Policy in the catalog currently in use. The formal process is described therein and must be followed by all parties in order to resolve a dispute. No one—student or faculty member—is permitted to ignore the process, follow it out of order, or appeal to authorities such as the President or Provost.



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All student grievances and problems must be processed through the appropriate chair after the student has spoken with the faculty or staff involved – before the dean is involved (or copied on an email). The student should make an appointment with the faculty member in question to discuss the matter in person, and is advised to keep their Advisor apprised of the matter. It is appropriate to try to resolve differences amicably and in person is at all possible before seeking to raise the matter to a higher level of authority than the classroom instructor. If the student continues to dispute the grade after the face-to-face meeting, the student may bring the matter to the chair of the department in which the course is located. This step requires the student to make a written appeal to the chair. If the student is unsatisfied with the chair’s recommendation, the student may bring the matter to the dean of the college in which the department resides—again, in writing.


Progress Monitoring and Intervention Documentation (PMID)

REPORT OF DIFFICULTY

Student Name ___________________________________ H# ______________Date _____________

Course __________________________________________ Professor _________________________

REQUIRED: ATTACH SUPPORTING DOCUMENTATION

Descriptions of Strengths:

Description of Area(s) Needing Improvement:

Actions Already Taken to Address Area(s) Needing Improvement:

Suggestions for Further Action and Individual Responsible:

HBU Student Signature _____________________________________ Date ____________________

Professor Signature ________________________________________ Date ____________________


ANNUAL EVENTS

COEBS AWARDS CEREMONY

Each spring, COEBS holds a reception and awards presentation to honor student excellence. Based on rigorous criteria, awards are presented to outstanding graduate and undergraduate students, student teachers, ACP interns and leaders in the COEBS professional organizations.

ANNUAL TEACHING AND LEARNING SYMPOSIUM

This annual event is a part of HBU’s annual Celebration of Scholarship. On a Saturday morning each April, HBU students, alumni and area education professionals attend professional development sessions on researched-based teaching and learning strategies as well as other pertinent educational topics. Educators can receive continuing education hour for attending. Sessions are presented by HBU graduate students, faculty, alumni and other outstanding educational professionals.

STUDENT ORGANIZATIONS

THE ASSOCIATION OF STUDENT EDUCATORS (ASE)

ASE, a student chapter of the Association of Texas Professional Educators (ATPE), is a professional organization for HBU education students. It provides students with opportunities for networking, service and professional learning. At the monthly meetings, which are held the second and fourth Mondays from September through April, members eat, fellowship, plan service activities and explore a wide variety of topics such as stress management and teaching abroad opportunities. Service activities include tutoring at local schools, field trips for local elementary schools, decorating the technology room at University Place and helping with the COEBS Annual Teaching and Learning Symposium. In 2012-2013, ASE was recognized as the outstanding university ATPE chapter in the state of Texas.

BILINGUAL EDUCATION STUDENT ORGANIZATION (BESO)

BESO is open to all students across the university who have an interest in the purposes of the organization, which include:

• Promote bilingual education, • Enhance the study of the Spanish language and culture as they apply to bilingual education, • Provide the students the means by which they may acquaint themselves with the aforesaid through the

participation in activities which normally fall beyond the score of classroom endeavors, and • Promote professional awareness in future bilingual teachers through participation in the Texas

Association for Bilingual Education.


COUNCIL FOR EXCEPTIONAL CHILDREN (CEC)

Houston Baptist’s Council for Exceptional Children (CEC), an affiliate of the National Council for Exceptional Children, involves undergraduate and graduate students in networking, service and discussing hot topics related to working with students and families with exceptionalities. They meet the second Thursday evening of each month to discuss hot topics related to working with students and families with exceptionalities and upcoming events. These events involve student actively in community services that tailor to servicing students with exceptionalities and providing social change activities within the community. These include but are not limited to Special Olympics of Texas Bowling Tournaments, Winter Special Olympics of Texas, fund raising activities, CEC Annual Conferences, and providing food and clothing to families in need during the holidays.

KAPPA DELTA PI

Kappa Delta Pi is an International Honor Society in Education comprised of both undergraduate and graduate students who meet the GPA requirement of 3.5 or higher and are recommended for initiation by faculty. Initiation takes place in both the fall and spring semesters. As part of its Service initiative, this group regularly collects books and distributes them to different charitable organizations such as the Texas Prison System, Gracewood Home, missionary efforts in Uganda, Bridge City ISD etc., as a part of the Reading is Fundamental initiative.

college of education and behavioral sciences...the epp is collaboratively develop ed by professors...

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