The Department of Education offers an Alternative Teacher Certification program to those individuals who are seeking Texas State Certification, but have already earned a baccalaureate or higher degree in the following areas:
The University of Dallas is currently accepting applications for the Alternative Teacher Certification Program. Classes will be offered On Campus for the Spring Semester; online courses will not be offered at this time.
Please contact the Education Department if you have any questions.
| Course | Description |
| EDU 5377 - Human Growth and Development | Exploration of physical, mental, social, and moral growth across the lifespan. Students examine significant theories of development with emphasis on the work of Piaget, Erikson, Kohlberg, and Vygotsky. Students discuss and question significant topics of development that reflect on the issue of "nature vs. nurture." A research project requires students to examine areas of human growth and development in light of developmental theories. |
| EDU 5344 - Literacy Instruction, Assessment, and Practice | This course addresses the major components of literacy programs from early childhood through 8th grade. The theoretical foundations of literacy are discussed as well as the interrelated components of literacy across all developmental stages of oral and written language. Current, research-based literacy development knowledge and strategies are explored, along with appropriate literacy assessment methods, commensurate with state requirements for students and teachers. Candidates will investigate essential literacy components of oral language, phonological awareness, phonics, the alphabetic principle, word analysis, fluency, vocabulary comprehension, and written language. Ten hours of observation required. |
| EDU 5343 - Elementary Principles of Teaching, Learning, and Assessment | An overview of elementary education, addressing classroom management, teaching methodology, curriculum planning, and educational evaluation as they have evolved and relate to both the classroom teacher and the student. Special populations and appropriate differentiation strategies are explored. An examination of assessment through reflective practice offers insight into the selection, construction, and implementation of assessments. This course explores what it means to assess in the context of teaching. Five hours of observation required. |
|
PHI 5326 - Philosophy of Education |
Consideration of themes such as the nature of the student and of the teacher, goals of education, curriculum and methodology, the nature and division of knowledge, education and the common good. Inquiry is cast in the light of fundamental considerations of the nature of the human person, of mind, of being, and of the good chiefly through the study of classic texts of the Western philosophical tradition (e.g., Plato's Republic and Rousseau's Emile). Attention given to contemporary issues in education is in light of these prior inquiries. |
| EDU 6350 - Instructional Strategies Across the Curriculum | This course will explore effective curriculum integration and instructional strategies across social studies content areas. The course also explores the scope of literature for children and young adults and the principles necessary for a successful and fruitful literature program. The course intends to create a love for fine writing and a sensitivity to and appreciation for the relationships among art, music, drama, and literature in a multicultural setting. Five hours of observation required. |
| EDU 6327 - Elementary Math and Science Teaching and Practice | This course develops candidate's pedagogical content knowledge appropriate for elementary school math and science instruction. Attention is directed to developmentally appropriate practices for teaching math and science. Candidates will explore inquiry methods in both math and science, including utilization of a laboratory approach and concrete manipulatives. Ten hours of observation required. |
| EDU 5379 & 5380 - Internship in Education | The capstone courses in teacher education (grades EC-6). Students actively teach all day in an accredited elementary school, supervised by a certified mentor teacher and a university supervisor. Concurrent participation in seminar course required. Two semesters of the Internship in Education EC-6 are required. |
| Course | Description |
| EDU 5377 - Human Growth and Development | Exploration of the physical, mental, social, and moral growth across the lifespan. Students examine significant theories of development with emphasis on the work of Piaget, Erikson, Kohlberg, and Vygotsky. Students discuss and question significant topics of development that reflect on the issue of "nature vs. nurture." A research project requires students to examine areas of human growth and development in light of developmental theories. |
| EDU 5346 - Best Practices for Secondary Curriculum and Instruction | Students connect learning from observations in secondary school classrooms with instruction that involves active participation, readings, and presentations about pedagogical theory, research, and best practice. Topics include the qualities of effective teachers, standards and lesson planning, classroom management, differentiated instruction, special populations, instructional strategies, activities, resources, and technology integration. 30 hours of classroom observation required (via video and/or in person). |
|
EDU 5352 - Educational Evaluation |
An examination of assessment through reflective practice offers insight into the selection, construction, and implementation of assessments. Offers preservice and in-service teachers an environment in which to explore what it means to assess in the context of teaching. |
|
EDU 5323 - Reading in Secondary Schools |
This course extends the student's knowledge and skill in order to provide literacy instruction that improves learning in secondary school content areas. Students explore relevant research and theory and engage in teaching and applying proven principles and strategies related to literacy instruction in secondary school content areas. Topics include standards, reading and writing as processes, linguistics, text structures, fluency, comprehension, dyslexia, vocabulary, and assessments. |
|
PHI 5326 - Philosophy of Education |
Consideration of themes such as the nature of the student and of the teacher, goals of education, curriculum and methodology, the nature and division of knowledge, education and the common good. Inquiry is cast in the light of fundamental considerations of the nature of the human person, of mind, of being, and of the good chiefly through the study of classic texts of the Western philosophical tradition (e.g., Plato's Republic and Rousseau's Emile). Attention given to contemporary issues in education is in light of these prior inquiries. |
|
EDU 5351 - History of American Education |
Students acquire knowledge and keener insights into the present and future promises and perils of America's schools while exploring the historical events and factors that have shaped this quintessential, evolving American enterprise from the 18th to the 21st centuries. Through reading primary and secondary sources and class activities, students learn the historical philosophical, political, social, and economic forces that have influenced education in America. |
| EDU 5379 & 53780 - Internship in Education | The capstone courses in teacher education (grades EC-6). Students actively teach all day in an accredited elementary school, supervised by a certified mentor teacher and a university supervisor. Concurrent participation in seminar course required. Two semesters of the Internship in Education EC-6 are required. |
To apply our Educator Preparation Program for teacher certification, please use the online registration below or contact the Certification Officer for the required application packet.
*Please note that your application will not be complete until all paperwork is submitted to the Department of Education Certification Officer including official transcripts and content test scores.
If you're interested in earning your undergraduate or graduate degree in addition to teacher certification, apply to your program of interest through the University of Dallas Admissions Office. Then, contact the certification officer to discuss entrance to teacher certification.
The following information must be submitted when applying for entrance to the Alternative Certification Program:
1) A completed online application for admittance to the Braniff Graduate School and University of Dallas Educator Preparation Program.
2) Statement of Purpose (a personal statement addressing why you want to be a teacher)
3) Writing sample
4) Two letters of recommendation (The Education Department uses a recommendation form. Please contact the Education Department to obtain.)
5) All official college transcripts sent directly to the Braniff Graduate Office and the Certification Officer in the Department of Education from each college or university attended by the applicant (even if no credit or degree was earned). Applicants must have at least a 2.75 GPA, verifiable by their transcripts. Candidates require a Bachelor’s Degree with a minimum overall GPA of 2.75 and 2.75 in teaching field courses. (For Core Subjects EC-6 courses in English, Math, Science, Social Studies (History/Politics/Economics) and Fine Arts (Art/ Music/Theatre Arts, Health & Physical Education) are used to calculate the grade point average in the teaching field courses.
6) Candidates must have earned a minimum of 12 hours in core subjects: English, Math, Science, Social Studies (History/Politics/Economics), and Fine Arts (Art, Music, Theatre Arts, Health, or Physical Education) or complete a total of 24 hours in teaching field, 18 hours of which are upper division coursework.
7) Pass the Pre-Admission Content Test (PACT) through a Texas Education Agency (TEA) approved testing vendor. Please refer to Texas Education Agency's website on the Admission content Test (PACT).
International Student Applicants: A foreign credential evaluator that has been recognized by the State of Texas must evaluate all foreign transcripts. In addition, all student applicants whose native language is not English or who did not complete an undergraduate degree in the United States must submit a score report from the TOEFL. The minimum score, effective October 22, 2017, in Speaking of 24, in Listening of 22, in Reading of 22, and in Writing of 22 (within 2 years from date of testing) is also a requirement for issuance of a probationary certificate and for a standard certificate. All scores must not be older than two years.
Enrolling in the educator preparation program is the first step in your preparation to be a licensed teacher. Ultimately, your suitability for certification as teacher will be evaluated by a state licensing agency, which in Texas will be the Texas Education Agency. In Texas, as in many states, you may be ineligible for certification due to a criminal or deferred adjudication for a felony or a misdemeanor offense. A copy of the current Texas Guidelines to consider the eligibility for teacher certification for individuals with criminal history is enclosed for your review. If your record includes a criminal or deferred adjudication for a felony or misdemeanor offense, and you plan to seek licensure in Texas, you may request a criminal history evaluation letter from the Texas Education Agency to evaluate your potential ineligibility for certification due to a past conviction or deferred adjudication. Information related to the process for requesting a preliminary evaluation of certification eligibility in Texas is also enclosed to assist you. Please consider these materials carefully and, if appropriate or if you are unsure, please take steps to review your potential ineligibility for certification before continuing the program and incurring the related tuition and fees.
To complete the application you will need:
Once you have gathered these documents, you’re ready to being the application form below.
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+ Read MoreThe University of Dallas has announced a new director of civil rights, Luciana Milano. Milano, who has a Bachelor of Arts in government from Harvard College and a J.D. from Southern Methodist University’s Dedman School of Law, began her new role on Oct. 12.
+ Read More“This is the first time we’ve had a scholarship in honor of a great Catholic intellectual — and now, within the last year, saint,” said President Thomas S. Hibbs, Ph.D., BA ’82 MA ’83, by way of introducing the St. John Henry Newman Scholarship in Philosophy recently endowed by alumnus Matthew Hejduk, MA '98 PhD '06, and his wife, Julia Hejduk, Ph.D. Julia was a colleague of Hibbs during his time at Baylor University, where she teaches in the Classics Department.
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