TEAC Accreditation

Quality Matters Logo

Career Switcher Program - Course Sequence (Online & On-Campus)

Required During First Semester

  • EDUC 500 Online Orientation - 0 credits
  • EFND 500 Orientation/Professional Concerns - 0 credits
  • UNIV LIB Information, Research, and Resources - 0 credits

Level I (Coursework + Classroom Practicum Experiences)

  • EFND 530 Foundations in Education for Transitioning Professionals – 3 credits [This course is only available as an online course]
  • EFND 531 Exploring the Curriculum (+5 hour practicum) - 3 credits
  • EFND 532 Classroom Management for Transitioning Teachers (+5 hour practicum) - 3 credits
  • EFND 533 Teaching Students Effectively (+5 hour practicum) - 3 credits
  • EFND 534 Assessment & Evaluation Techniques (+5 hour practicum) – 3 credits
  • EFND 535 Child & Adolescent Growth & Development for Transitioning Teachers (+5 hour practicum) - 3 credits [This course is only available as an online course]

Level II: (Seminars + 1 year full-time contracted teaching)

  • GSAS 546 CS Classroom Management Strategies - 0 credit
  • GSAS 547 CS Diversity I - 0 credit
  • GSAS 548 CS Reading in the Content Area - 0 credit
  • GSAS 549 CS Mentorship A - 0 credit
  • GSAS 551 CS Diversity II - 0 credit    
  • GSAS 552 CS Best Practices - 0 credit
  • GSAS 553 CS Mentorship B - 0 credit
  • GSAS 554 CS Advanced Classroom Management - 0 credit

Total: 18 credits

Upon successful completion of Level I, students apply for the one-year Career Switcher Provisional License through the Virginia Department of Education prior to entering Level II of the program. After one year of successful full-time contracted teaching experience, students are eligible to be considered for the 5-year renewable Professional License. This consideration has to be approved by the contracted school division.

Gainful Employment

For more information about our non-degree Career Switcher certificate graduation rates, the median debt of students who completed the program, and other important information, please click here. [June 28, 2011]


Career Switcher Program - Course Descriptions
(Online & On-Campus )

EDUC 500 Online Orientation (0) Required during the first semester of enrollment in some programs; acclimates students to Blackboard, the platform off which online classes are launched.

EFND 500 Orientation/Professional Concerns (0) Required during the first semester of
enrollment. It includes a program overview and various guidelines and procedures.

EFND 530 Foundations in Education for Transitioning Professionals (3) Understand the historical, philosophical, and sociological foundations underlying the role, development and organization of public education in the United States.  Attention will be given to the legal status of teachers and students, including federal and state laws e.g. SOLs; child abuse regulations. The concept of school as an organization /culture and contemporary issues in education are included.  School / family communications and ways of involving families in student learning are explored.

EFND 531 Exploring the Curriculum (3) Understand the presuppositions of worldviews and then examine content for evidence of different worldviews. Integrate character principles into the school environment and curriculum. Examine curriculum content and its relationship to cognitive development as a tool for designing instruction to promote higher-level thinking.

EFND 532  Classroom Management for Transitioning Teachers (3) Develop an understanding and application of classroom and behavior management techniques. Effective intervention strategies will be presented and practiced.  Diverse approaches to classroom management will be presented based on upon behavioral, cognitive, affective, social and ecological theory and practice.  Teacher / student relationships are examined together with classroom community building.

EFND 533  Teaching Students Effectively (3) Focus on classification and sequencing learning outcomes. Review the principles of learning, the application of skills in discipline-specific methodology, communication processes, selection and use of resources, including media and technology.  Examine the relationships among assessment, instruction, and monitoring student progress.

EFND 534 Assessment & Evaluation Techniques (3) Using the principles of educational measurement, construct and interpret valid assessments using a variety of formats in order to measure student attainment of essential skills in a standards-based environment. Develop the ability to analyze assessment data to make decisions about how to improve instruction and evaluate and improve student performance. Emphasis will be placed on the design of “alternative” and traditional assessment instruments.

EFND 535 Child & Adolescent Growth & Development for Transitioning Teachers (3)  A study of the physical, cognitive, cultural, social/emotional, spiritual, and psychological development of children and adolescents with an emphasis on knowing and understanding theories of human development, and incorporating children’s individual differences to guide learning experiences. 

GSAS 546 CS Classroom Management (.0) Provides fundamental philosophy, strategies, and specific techniques to help develop effective middle/high school teachers with sound pedagogical approaches to classroom discipline and student engagement. Attention is given to practical application and addressing the needs of the first-year teacher.

GSAS 547 CS Diversity I (.0) Blends an understanding of the diverse needs of students within the regular middle/high school classroom including those with special needs and English language learners. Characteristics of these populations will be studied as well as best practice for instructional strategies.

GSAS 548 CS Reading in the Content Area (.0) A study of theories and methods for integrating literacy instruction in content areas for secondary and middle grade levels. Reading assessments and literacy strategies that are designed to increase vocabulary learning and comprehension of expository text are introduced and practiced.

GSAS 549 CS Mentorship A (.0) The Mentorship is a key component of the Career Switcher's successful transition to teaching. During the whole of the first year of teaching (Level II) each Switcher is assigned a personal university mentor who is the official representative of the School of Education at Regent University. The mentor observes the Career Switcher by making periodic visits, observing the candidate in a variety of teaching situations, conferring with the candidate and other school personnel, and reviewing lesson plans prepared by the candidate. The mentor assists the Career Switcher by having the candidate self-evaluate during post-teaching conferences, providing suggestions for improvement, and reviewing the Career Switcher candidate's weekly journal entries. The mentor acts as a resource by providing information on teaching resources and teaching procedures, contacting other university personnel to assist in any situation, if needed, being available to advise, counsel and assist the Career Switcher throughout Level II, and participating, if possible, in the scheduled Level II seminars.

GSAS 551 CS Diversity II (.0) Provides participants with a working knowledge of issues surrounding diversity in the middle/high school classroom. Topics include race, gender, ethnicity, exceptionalities, socioeconomic conditions, language, religions, and how these impact learning in the classroom. Attention will be given to selecting appropriate materials to develop a relevant curriculum and strategies to create a comfortable learning environment for all children.

GSAS 552 CS Best Practices (Methods for Secondary Teachers) (.0) Examines the content in the middle/high school curriculum standards and explores strategies to make connections among content areas and best practices for instruction. Methods are presented for various content specific disciplines using a common core and to meet the needs of diverse learners.

GSAS 553 CS Mentorship B (.0) The Mentorship is a key component of the Career Switcher's successful transition to teaching. During the whole of the first year of teaching (Level II) each Switcher is assigned a personal university mentor who is the official representative of the School of Education at Regent University. The mentor observes the Career Switcher by making periodic visits, observing the candidate in a variety of teaching situations, conferring with the candidate and other school personnel, and reviewing lesson plans prepared by the candidate. The mentor assists the Career Switcher by having the candidate self-evaluate during post-teaching conferences, providing suggestions for improvement, and reviewing the Career Switcher candidate's weekly journal entries. The mentor acts as a resource by providing information on teaching resources and teaching procedures, contacting other university personnel to assist in any situation, if needed, being available to advise, counsel and assist the Career Switcher throughout Level II, and participating, if possible, in the scheduled Level II seminars.

GSAS 554 CS Advanced Classroom Management Strategies (.0) Advanced philosophy, strategies, and specific techniques to help further develop effective middle/high school teachers with sound pedagogical approaches to classroom discipline and student engagement. Attention is given to practical application and incorporates case studies drawn from the Career Switchers' first semester of teaching.

UNIV LIB Information Research & Resources (0) Teaches basic competencies in the use of computer and related information technology research and resources, including use of the library. Enroll in the course in the first semester. Required for graduation. Pass/No Pass.

NOTE: Upon successful completion of Level I, students apply for the one-year Eligibility License through Regent University and the Virginia Department of Education prior to entering Level II of the program. After one year of full-time contracted teaching experience, students may be eligible to be considered for the five-year renewable Professional License. This decision must be approved by the contracted school division.

Students may continue their studies by applying for a master's degree.

^TOP