Career Switcher Program - On-Campus Course Sequence
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)
- EFND 530 Foundations in Education for Transitioning Professionals – 3 credits (this is an online course)
- EMTP 502 Teaching, Thinking, & Learning (+5 hour practicum) - 3 credits
- EMTP 503 Character Development & Classroom Management (+5 hour practicum) - 3 credits
- EMTP 504 Effective Curriculum & Instruction (+5 hour practicum) - 3 credits
- EMTP 508 Assessment & Evaluation (+5 hour practicum) - 3 credits
- ETLC 541Child & Adolescent Growth & Development (+5 hour practicum) - 3 credits (this is 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 550 CS Technology in Education - 0 credit
- GSAS 551 CS Diversity II - 0 credit
- GSAS 552 CS Best Practices - 0 credit
- GSAS 553 CS Mentorship B - 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 full-time contracted teaching experience, students are eligible to be considered for the 5-year renewable Professional License. This decision must 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 - On-Campus Course Descriptions
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 /GSAS 530CS 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.
EMTP 502/GSAS 502 MT Teaching, Thinking & Learning (3) Understand the presuppositions of worldviews and then examine content for evidence of different worldviews. Reviews and utilizes teaching models to encourage higher-level thinking within the classroom. Examines curriculum content and its relationship to cognitive development as a tool for designing instruction to promote thinking. At the elementary level, developmentally appropriate instruction is emphasized as a means to promote thinking. At the secondary level, be instructed in how to analyze valid versus fallacious thinking.
EMTP 503 Character Development & Classroom Management (3) Integrate character principles into the school environment and curriculum. Discipline and character development are also shown to be one and the same process. Effective intervention strategies will be presented and practiced.
EMTP 504 Effective Curriculum & Instruction (3) Focuses on classification and sequencing learning outcomes. Emphasizes the teacher as a significant integral part of what we call curriculum along with selected procedures and roles of teachers in school-based curriculum design/redesign.
EMTP 508 Assessment & Evaluation (3) Using the principles of educational measurement, develop and evaluate tests typically used in educational settings. Develop valid and reliable tests to evaluate the full range (process and product) of student outcomes. Emphasis will be placed on the design of “alternative” and traditional assessment tools.
ETLC 541 Child & Adolescent Growth & Development (3) Covers 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 to incorporate children’s individual differences and guide learning experiences. Considers individual differences (socio-economic, racial, ethnic, religious, physical and mental) with the approximate timing and effects of age-related changes and at-risk factors such as attention deficit disorder, substance abuse, child abuse and family disruptions on normal development. Children are studied in the context of family, culture and community. Emphasizes the importance of partnership with families and communities in the teaching and learning process.
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 550 CS Technology in Education (.0) Provides an understanding of courseware management and instructional software tools currently being used in middle/high school classrooms. Particular attention is placed on courseware programs used in school districts and integrating technology in the curriculum.
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.
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.
