The University of Arizona Global Campus Catalog
The Post Baccalaureate Teaching Certificate program is currently open only to employees of the University of Arizona Global Campus, and Florida residents. It is not eligible for Title IV, VA or Tuition Assistance funding. Applicants seeking admission to any Post Baccalaureate program are required to meet the following requirements prior to enrollment:
- Have a Bachelor's or graduate-level degree from an approved accredited college or university with a grade point average (GPA) of 3.0 or higher on a 4.0 scale in the content courses applicable to the certificate being sought.
- Submit the Statement of Eligibility (SOE) from the Florida Department of Education (FLDOE).
- Provide a two- to three-page professionally formatted letter of intent which explains why they aspire to enter the teaching profession and which includes their philosophy of education.
- Demonstrate a “good fit” disposition toward the teaching profession by earning a passing score on the Candidate Disposition Self-Assessment, which measures the following:
- Professional and Ethical Conduct
- Communication and Collaboration
- Individual and Cultural Sensitivity
- Work Habits and Emotional Management
- Self-Reflection and Professional Development
- Effective Learning Environment
- Submit to and pass a Criminal Background Check.
- Candidates who have criminal history will meet with the certificate analyst to determine whether they have committed a disqualifying offense.
- Candidates may be referred to the Office of Professional Practices for a more detailed review and determination.
- Sign an agreement that expresses the understanding of the guidelines and demands for the required field experience hours.
- Have the ability to study in English indicated by one of the following:
- Achieved a recognized high school diploma or equivalent in which the primary language of instruction was English; o Received a GED that was taken in English;
- A minimum of 30 credits have been earned from approved accredited colleges/universities in the United States or equivalent in which the primary language of instruction was English; or
- Test of English as a Foreign Language (TOEFL) or International English Language Testing System (IELTS) examination taken within the past two (2) years. For the TOEFL, a minimum score of 550 paper-based or 79 Internet-based is required. For the IELTS, a minimum score of 6.5 is required. Official scores must be submitted for full admission.
- Have access to a computer with an Internet connection for the Web-based programs and meet the minimum technology and minimum computer skills, abilities, features, system configurations, hardware, and software outlined in the Catalog.
The University of Arizona Global Campus reserves the right to deny admission or re-admission to any applicant. The University of Arizona Global Campus does not admit students based on “ability-to-benefit” test. The University of Arizona Global Campus recognizes the importance of protecting student privacy and reserves the right to request documentation to establish or verify any student’s identity at any time, for administrative or compliance purposes. Students are expected to provide such documentation, and failure to do so may be considered a violation of the Student Community Standards. The University may deny or rescind admission to any student for failure to authenticate his or her identity.
Additional requirements for students seeking admission based on credentials earned outside of the United States are outlined in the University of Arizona Global Campus Academic Catalog at https://www.uagc.edu/catalog
Evaluation of Admission Requirements for Post Baccalaureate Students
Admission Requirements for Post Baccalaureate students will be evaluated by a faculty committee and recommendations will be made to the Program Lead of the Post-Baccalaureate Teaching Certificate programs in the Department of Education and Liberal Arts (DEL) using the following criteria:
- A verified and eligible SOE from the FLDOE
- Official transcripts from the candidates’ previous coursework will be evaluated and GPA checked to ensure that the cumulative 3.0 and completion of a baccalaureate or advanced degree from a regionally accredited institution requirement is met.
- Writing samples will be analyzed to ensure grammar, syntax, and content comprehension are consistent with those comparable to a successful undergraduate student.
- Results from disposition assessments will be analyzed according to a rubric to ensure the candidates’ attitudes are consistent to those necessary for educators in diverse, inclusive classrooms.
- The quality of the references provided to highlight the candidates’ viability to become future educators.
- Successful submission of other required paperwork (tuberculosis skin test, code of conduct, Florida Teaching Certification Examination (FTCE) General Knowledge Test).
The Program Lead of the Post-Baccalaureate Teaching Certificate programs will review faculty committee recommendations, then provide recommendations for program admission to candidates to the Dean of the College of Arts and Sciences, who will make the final admissions approvals.
The academic calendar for the University of Arizona Global Campus Certificate programs is continuous (also known as non-term), rather than defined by semester dates. Typically, students take one course at a time and move to the next course in the program sequence without a break. Opportunities to enroll in certificates and to begin a course sequence are available frequently throughout the calendar year. There is an annual two-week Winter Break when courses are not scheduled. The Winter Break for 2021-2022 occurs from December 21, 2021 to January 3, 2022.
Attendance Policy for Certificate Courses
Students taking online courses are expected to attend each week of the course. Attendance is defined as participating in an academic activity within the online classroom which includes posting in a graded discussion forum, submitting a written assignment or journal entry, or submitting a quiz or exam. Postings not related to graded discussion forums or written assignments or journal entries not related to the actual assignment may be reviewed and disqualified for attendance purposes. Attendance on the basis of submitting a quiz or exam is determined by submission status at the conclusion of the calendar day (11:59 pm Mountain Time Zone). Please note that submitting written assignments, quizzes or exams via a third-party system may not count towards attendance.
Each instructional week begins on a Tuesday and concludes on the following Monday. A student is recorded either absent or present each day based on participation in an academic activity. All recorded time stamps for assignment submissions, discussion board posts, and attendance records will reflect Mountain Time Zone.
Students who do not attend at least once in any seven consecutive day period will be issued an attendance warning. Students who do not attend at least once in any 14 consecutive day period* will be dropped from the course and administratively withdrawn from the University retroactive to the last date of recorded attendance. Students who attend on the first day following 14 consecutive days of non-attendance will not be dropped from their course or administratively withdrawn.
Students who participate in an academic activity in a course prior to its official start date will not be dropped from their course during Week 1 for non-attendance as long as they subsequently attend at least once during Week 1 of the course.
Please refer to drop policies for grade implications when not meeting attendance requirements. Students not meeting attendance requirements will be dropped from the course and administratively withdrawn from the University retroactive to the last date of recorded attendance. A student’s last date of attendance following successful completion of a course is the end date of that course. The University may schedule periods of non-enrollment during which no courses are scheduled. When this occurs, such as during the annual winter break, the non-enrollment period may extend the 14 day limit to include the break. No approved Academic Leave can exceed 45 days including University scheduled periods of non-enrollment.
Note: New students who do not meet attendance requirements for the first week of their first course or do not complete their first course, will be administratively withdrawn from the University and must work with their Enrollment Services Advisor to reschedule their enrollment in the program.
Additional Attendance Policy Requirements for Post Baccalaureate Courses
Students in Post Baccalaureate courses are required to complete the synchronous components of the Student Teaching Seminar courses. Exceptions must be approved through the Department Chair of Education and Liberal Arts.
In addition to meeting attendance requirements, students attending are expected to participate in their courses by actively engaging in weekly discussion forums with substantial posts and completing the required assignments for each week. A list of all assignments can be found within the course calendar in each online class and also by week in the weekly instructional units.
Failure to meet academic participation requirements may negatively impact an assignment and/or course grade. All recorded time stamps for assignment submissions, discussion board posts, and attendance records will reflect Mountain Time Zone.
Students who anticipate being absent for an entire week of a course should contact the instructor in advance and make arrangements to complete the required assignments. While students cannot be tardy in an asynchronous learning environment, nor can they cut class in a traditional sense, acceptance of late or make-up work is at the discretion of the instructor and does not waive attendance requirements.
Students who plan to take a break in attendance of greater than 14 days but no more than 30 days from their last date of attendance, who provide a written confirmation of their intent to return, will not be administratively withdrawn, provided they return as scheduled.
Written confirmations must be provided via the Academic Leave Request form in the Student Portal, and should be submitted within 14 days of the last date of attendance. Academic Leave Requests allow students to postpone the start date of their next scheduled course and maintain an active status with the University. To gain access to the Academic Leave Request form, students must speak with an Academic Advisor. New students must complete their first course in order to be eligible for an Academic Leave.
Students who do not return on their scheduled return date or do not attend within the first seven days of the course they are scheduled for when returning from an approved Academic Leave will be administratively withdrawn. Please note that administrative withdrawal may occur at any point in a student’s enrollment when 14 consecutive days of non-attendance occur, whether within an active course or between the last date of attendance in a prior course and the first date of attendance in a subsequent course. Students who attend on the first day following 14 consecutive days of non-attendance will not be dropped from their course or administratively withdrawn.
Exceptions to submitting an Academic Leave Request through the Student Portal may be made in instances where extreme extenuating circumstances exist for students unable to access the Student Portal. Students must contact an Academic Advisor for assistance with this exception.
The University can make exceptions in which a 45 day break in attendance may be granted on a case-by-case basis.
This Post Baccalaureate Teaching Certificate program in the Department of Education & Liberal Arts within the College of Arts and Sciences collaboratively leverages strengths from, K-12 educators, and faculty expertise to provide students a rigorous and relevant curriculum, which is aligned to Florida Exceptional Accomplished Practices (FEAP) and Assessments (TPA), as well as the Florida Teacher Certification Examinations (FTCE). A main goal of this program is to get students access to live classroom experiences that help translate and bridge course theory into practice. A secondary goal of this program is to highlight alignment of Florida Department of Education (FLDOE) assessments, and Council for the Accreditation of Educator Preparation (CAEP) standards into the course discussion to engage students in the type of intellectual conversations that will enable them to hit the ground running and be productive and contributing educators in the field.
The Program Standards and Program Learning Outcomes (PLOs) are aligned with the Council for Accreditation for Educator Preparation (CAEP) and the Florida Department of Education (FLDOE). They align with the Conceptual Framework and Strategic Plan and exemplify the rigor expected of the University of Arizona Global Campus high quality degree programs. The graduates of the Post Baccalaureate Teaching Certificate will be able to:
- Explain the role of culture in student achievement, and the meaning of culturally sensitive pedagogy as it relates to awareness of school socialization issues as a community and as a part of the larger community. Bloom’s Level 5 (InTASC 2) (CAEP 1);
- Demonstrate ability to teach integrated literacy skills across curriculum. Bloom’s Level 3 (InTASC 4, 5, 7) (CAEP 1);
- Relate knowledge in content areas including concepts, procedures, and processes, and tools of inquiry to instruction. Bloom’s Level 6 (InTASC 4) (CAEP 1);
- Prepare to deliver skillful instruction, including the pedagogical knowledge skills and dispositions necessary for professional decision making. Bloom’s Level 5 (InTASC 5, 7) (CAEP 2);
- Develop evaluation systems that employ a variety of assessment tools and technological tools. Bloom’s Level 5 (InTASC ) (CAEP 5);
- Incorporate effective communication in a professional manner, orally, written and through digital means with peers, teachers, students, and professors using standard English and grammar. Bloom’s Level 5 (InTASC 10) (CAEP 3);
- Design positive and motivating learning environments that encourage development of critical thinking, problem solving, academic, and social performance skills. Bloom’s Level 5 (InTASC 3) (CAEP 2, 3);
- Synthesize theories of teaching and learning development to provide appropriate instructional opportunities targeted to differentiated student learning. Bloom’s Level 5 (InTASC 8) (CAEP 1,2);
- Model effective interpersonal skills with: students, family members, peers, and the larger community. Bloom’s Level 4 (InTASC 9, 10) (CAEP 2,3);
- Model awareness of and sensitivity to all learners and the diverse needs of every child. Bloom’s Level 4 (InTASC 2) (CAEP 2,3); and
- Model professional behavior, ethics, skills and dispositions including being a reflective practitioner and awareness of individual and cultural diversity. Bloom’s Level 5 (InTASC 9, 10) (CAEP 2,3,4).
Special Terms and Conditions: Students who successfully complete all Post Baccalaureate Teaching Certificate program requirements and are US citizens can earn Florida Professional Teacher Certification in one of forty-two subject areas (valid for five (5) years, and a Florida Reading Endorsement Certificate (Competency Two (2)). The Department of Education Studies (DES) team in the University of Arizona Global Campus Department of Education & Liberal Arts can work with students to complete and submit all necessary forms to the Florida Bureau of Educator Certification. The Florida Department of Education’s process is to notify program completers to submit fingerprints for background clearance. Following clearance, the Florida Department of Education’s process is to award program completers the Florida Professional Teacher Certification in the subject area for which it was earned and send a hard copy of that certificate to the program completers as proof that professional teaching credentials have been obtained.
Reciprocity: Transferring a Florida teacher certification to a student’s home state: Program completers must research reciprocity requirements according to the NASDTEC interstate agreements. The Department of Education Studies (DES) will support in this process. DES will assist in providing any information on the necessary paperwork required by the receiving jurisdiction to assist program completers in obtaining reciprocity to their home state. Program completers must know that certificate completion alone will not lead to immediate teacher licensure. Ultimately, it is the responsibility of the program completer to complete the reciprocity licensure process.
Program Specific Requirements Core Requirements (12 Credits)
- EPP 511 English Language Learners in the Classroom (3 credits)
- EPP 520 Effective Classroom Management (3 credits)
- EPP 530 Serving Exceptional Learners (3 credits)
- EPP 531 Assessing Learners (3 credits)
Certificate-Level Requirements (12-15 Credits)
Elementary Education (15 credits)
- EPP 540 Elementary Social Science Methods (3 credits)
- EPP 541 Elementary STEM Methods I (3 credits)
- EPP 543 Elementary Integrated Reading Methods (3 credits)
- EPP 551 Student Teaching and Seminar I (3 credits)
- EPP 552 Student Teaching and Seminar II (3 credits)
Secondary Education (12 credits)
- Choice of one of these three classes (3 credits):
- EPP 561 Secondary English Methods (3 credits)
- EPP 562 Secondary History-Social Science Methods (3 credits)
- EPP 564 Secondary STEM Methods (3 credits)
- EPP 563 Secondary Integrated Reading Methods (3 credits)
- EPP 571 Student Teaching and Seminar I (3 credits)
- EPP 572 Student Teaching and Seminar II (3 credits)
Post Baccalaureate Teaching Certificate Graduation Requirements
To be eligible for the Post Baccalaureate Teaching Certificate, students must:
- Complete all required coursework (27 credits for Post Baccalaureate Teaching Certificate - Elementary Education or 24 credits for the Post Baccalaureate Teaching Certificate - Secondary Education).
- Pass the Subject Area Examination, General Knowledge Test and Professional Education Test.
- Complete all Student Teaching requirements.
- A minimum cumulative grade point average of 3.00 in all coursework attempted at the University.
The program of study will be noted on the transcript as a Post Baccalaureate Teaching Certificate – Elementary Education or as a Post Baccalaureate Teaching Certificate – Secondary Education.
Note: The date of conferral recorded on the student’s transcript and certificate will reflect the date the student completes all academic degree requirements. However, release of certificates, and verifications for program completion awarded are contingent upon submission of the Petition to Graduate form, payment of the graduation fee, and payment of any outstanding balances with the University.