Urban Community Teacher Education Program

Lawrence Street Center, 701
Campus Box 106
P.O. Box 173364
Denver, CO 80217-3364
Telephone: 303-315-6300
Fax: 303-315-6311
E-mail: education@ucdenver.edu
Website: www.ucdenver.edu/education/ipte

Graduate Programs
Undergraduate Program
Admissions Requirements

Urban Community Teacher Education Licensure Program Overview

The Urban Community Teacher Education program is both an undergraduate and graduate level program for general education licensure. (Special education is currently only an option at the graduate level, but undergraduates who want to obtain a special education license are encouraged to consider pursuing their endorsement plus an MA in special education .) The expectations for performance are identical for both undergraduates and graduates because the expectations for newly licensed teachers in the state of Colorado are exactly the same. Undergraduates and graduates work side by side in coursework and internships. There are very slight differences including the course registration numbers (undergraduates register for 4000 level; graduate students register for 5000 level) and undergraduates take 1-2 licensure courses and one internship prior to admission in the program. The teacher education program fosters critically reflective inquiry about teaching and learning and the development of collaborative skills necessary to work effectively with other adults on schooling issues. The program strives to meet the needs of an increasingly diverse population of students, and to productively participate in and lead school renewal by applying democratic principles in educational settings.

Education Pathways

The graduate teacher education program at CU Denver is designed for individuals with a minimum of a bachelor’s degree who seek a master’s degree along with an initial Colorado provisional teacher’s license in the following areas:

Elementary Education (K–6) (43 semester hours)
Secondary Education (7–12) (36 semester hours)
- English
- mathematics
- science (general science, biology, earth science, physics, chemistry)
- social studies
- foreign language (Spanish, French)
Special Education Generalist (Ages 5–21) (59 semester hours)
Dual General Education/Special Education (64-67 semester hours)

Program Distinctions

Program Structure

The program admits teacher candidates in three cohort groups, one in the summer, one in fall and one in the spring. The initial professional teacher education program includes a full time 1 - 1.5 year licensure plan for regular education and a 1.5 year full time option for initial special education and dual special education. Part time 2-3 year options for regular education are planned for spring 2011. Students will be taking course work at the university and field-based work in one of CU Denver’s partner schools. By enrolling in several courses together, elementary and secondary teacher candidates consider how students develop as learners over the entire K–12 school span. This collaborative approach applies to students in the general and special education program as well. This ensures that all elementary and secondary classroom teachers are well-prepared to work with students with special needs and that all special educators have a solid foundation in general education in curriculum and instruction.

Professional Development Schools

While in the licensure portion of the program, teacher candidates work in a partner school one to four days per week, depending on the internship level with the sequence of the program plan. University courses are closely interrelated with the four internship experiences in which teacher candidates gradually assume responsibility for teaching. Elementary teacher candidates generally spend an entire academic year in a single partner elementary school, whereas secondary teacher candidates spend their four internships in one of the partner middle schools and one of the partner high schools. The partner schools are located in several Denver metropolitan districts with most serving large populations of low-income and/or minority students, as well as a sizeable number of students for whom English is a second language and students with special needs. Each partner school is supported by a site professor from the university one day per week and by a master teacher/mentor, called a site coordinator.

Assessment

In 2000, Senate Bill 154 required all Colorado teacher education institutions to become performance based. PBA stands for performance based assessment. PBAs are created that correspond to many of the teacher education courses and concurrent practice in the series of internships. In doing so, knowledge can be evaluated as a result of coursework and performance in schools simultaneously. As teacher candidates progress through the program, they will be introduced to Performance Based Assessments (PBAs) and will be guided and supported in both course work and internships. Students seeking dual licensure are responsible for four additional PBAs associated with their second endorsement in Special Education.

The PBAs are:

1. Literacy Instruction & Assessment (elementary and secondary versions)

2. Mathematics Instruction & Assessment (elementary)

3. Subject Matter Content (secondary)

4. Student Profile

5. Classroom Management

6. Student Academic Performance Sample (SAPS)

7. Internship Performance Rubric (used at the end of each internship)

Programs of Study

Due to the complex nature of state mandated influences of teacher preparation courses and consistently evaluting our program to meet student needs, please see current programs of study in the teacher education handbook .

Master’s Degree Options

The teacher education program design supports the concept of teacher education as an ongoing developmental process linking preservice, induction and ongoing professional growth experiences. Upon completion of the licensure portion of the program, beginning teachers continue working toward their master’s degree (an additional 18-35 semester hours) in the areas of special education, educational psychology, content in English or history in collaboration with the College of Liberal Arts and Sciences, or curriculum and instruction during their first or second year of teaching. This ensures that CU Denver’s new teachers are provided with continuing support from the university while in their first few years of teaching.

Undergraduate Teacher Licensure

Undergraduate Teacher Education Program

The undergraduate teacher education program at CU Denver is a joint effort between the College of Liberal Arts and Sciences and the School of Education & Human Development. Students earn a bachelor’s degree through the College of Liberal Arts and Sciences and a teaching license through the School of Education & Human Development.

This undergraduate program is dedicated to quality teacher education. To that end, our admission standards are rigorous and there are a number of program “gates” that teacher candidates go through to complete licensure.

CU Denver has selective admission standards for entering freshmen, including a 93 institutional index that includes students who are typically in the top third of their class or have a 3.4 GPA or score above a 23 on the ACT or 1100 on the SAT. Students transferring from community colleges must have a minimum of a 2.5 GPA.

Please note: The admission into the School of Education & Human Development teacher education program is a separate process from admission to the university. Summer deadlines are January 15* February 15; the fall deadline is March 15. Spring admission deadlines are August 15, September 15 and October 15.

Undergraduate Teacher Education Pathways

Undergraduate teacher candidates can earn a BA and a Colorado provisional teacher’s license in the following areas:

BA—Individually Structured Major Elementary Education Licensure
BA—English Literature Secondary English Licensure
BS—Mathematics Secondary Mathematics Licensure
BA—History Secondary Social Science Licensure
BA—Political Science Secondary Social Science Licensure
BA—Spanish Secondary Spanish Licensure
BA—French Secondary French Licensure

Program Distinctions

Program Structure

The School of Education & Human Development teacher education program admits teacher candidates in two cohort groups: one in the summer/fall and one in the spring. The initial professional teacher education program includes a 12- or 15-month licensure plan. Students will be taking course work at the university and field-based work in one of CU Denver’s partner schools. By enrolling in several courses together, elementary and secondary teacher candidates consider how students develop as learners over the entire K–12 school span. This collaborative approach applies to students in the general and special education program as well. This ensures that all elementary and secondary classroom teachers are well-prepared to work with students with special needs and that all special educators have a solid foundation in general education in curriculum and instruction.

Professional Development Schools

While in the licensure portion of the program, teacher candidates work in a partner school one to four days per week, depending on the internship. University courses are closely interrelated with the four internship experiences in which teacher candidates gradually assume responsibility for teaching. Elementary teacher candidates generally spend an entire academic year in a single partner elementary school, whereas secondary teacher candidates spend their four internships in one of the partner middle schools and one of the partner high schools. The partner schools are located in several Denver metropolitan districts with most serving large populations of low-income and/or minority students, as well as a sizeable number of students for whom English is a second language and students with special needs. Each partner school is supported by a site professor from the university one day per week and by a master teacher, called a site coordinator.

Assessment

In 2000, Senate Bill 154 required all Colorado teacher education institutions to become performance based. PBA stands for performance based assessment. PBAa are created that correspond to many of the teacher education courses and concurrent practice in the series of internships. In doing so, knowledge can be evaluated as a result of coursework and performance in schools simultaneously. As teacher candidates progress through the program, they will be introduced to Performance Based Assessments (PBAs) and will be guided and supported in both coursework and internships. Students seeking dual licensure are responsible for four additional PBAs associated with their second endorsement in Special Education.

The PBAs are:

1. Literacy Instruction & Assessment (elementary and secondary versions)

2. Mathematics Instruction & Assessment (elementary)

3. Subject Matter Content (secondary)

4. Student Profile

5. Classroom Management

6. Student Academic Performance Sample (SAPS)

7. Internship Performance Rubric (used at the end of each internship)

Passing the PLACE or PRAXIS II Content examination prior to the final internship is also required before a candidate is eligible for a provisional teaching license in Colorado.

Undergraduate Advising

Undergraduate teacher candidates will have a team of individuals who work with them throughout the completion of their bachelor’s degree and teacher licensure. The following are the members of the advising team:

College of Liberal Arts and Science (CLAS) Education Advisor

The CLAS advisor will assist you upon entry to the university though graduation.The CLAS advisor will monitor your progress through the core curriculum, pre-IPTE curriculum, eligibility requirements for the IPTE program and transfer credits. The CLAS advisor will also approve individually structured major-elementary education contracts for elementary education teacher candidates.

Faculty Advisor

A faculty advisor designated within the academic department works with undergraduate teacher education students pursuing secondary licensure regarding specific requirements within academic major (i.e., English, history, mathematics, Spanish, French, and political science). See the CLAS advisor for specific names and contact information.

School of Education and Human Development Advisor

An advisor in the School of Education and Human Development’s Student Services Center (Lawrence St. Center Bldg., 701; 303-315-6300) is able to help with questions about prerequisite completion, taking the PRAXIS II/PLACE exam and other general questions.

IPTE Undergraduate Academic Planning Sheets

Developed in collaboration with the academic departments and IPTE program faculty, advisors will work with the teacher candidates on an academic planning sheet. There is little flexibility in the program course requirements as these requirements meet and exceed the Colorado Department of Education’s teacher education professional and content standards.

IPTE Undergraduate Community College Articulation

UC Denver honors the community college articulation agreement to transfer the 60 designated semester hours from the community college to anyone admitted to the teacher licensure program. If the teacher candidate is a transfer student, he/she should work with his/her CLAS advisor early and often to ensure that all courses are transferred properly.

Programs of Study

Due to the complex nature of state mandated influences of teacher preparation courses and consistently evaluating this program for students, for the 2011-2012 term, please refer to the most current version of the teacher education program handbook for academic requirements for this program.

Requirements for Admission

The program rolling admissions each semester. Summer admission deadlines are January 15 & February 15; Fall admission deadline is February 15 and March 15. Spring admission deadlines are August 15 and September 15.

Urban Community Teacher Education Information Sessions

All prospective teacher candidates are strongly encouraged to attend an information session before applying to the program. Information sessions are held twice a month lasting approximately 60-90 minutes. Advisors will be available to provide prospective students transcript reviews and pre-admission advising. To more effectively facilitate this process, please bring copies of all transcripts with you. A calendar of upcoming information sessions can be viewed on the CU Denver website. Go to www.ucdenver.edu/education to reserve a space under the menu item “Information Sessions.”

Urban Community Teacher Education Program Requirements

Applicants to theurban community teacher education program must hold at least a bachelor’s degree with a minimum undergraduate cumulative GPA of 2.75 for admission.
Graduate candidates with a GPA less than 2.75 are required to take the GRE, with a combined score of 1000 on the verbal and quantitative sections; or the Miller Analogies Test, with an average score of 400–600, before consideration for admittance.
Verification of passing official scores for PLACE or PRAXIS II.
All elementary education candidates must have a liberal arts major or equivalent content courses that provide a broad background of knowledge. *
All secondary education candidates must have a major or major equivalent of at least 30 semester hours in their desired teaching field. *
Undergraduate candidates must have an individually structured elementary emphasis.
A complete application which can be obtained at scheduled information sessions, downloaded online, or at the Student Services Center

*This is determined through transcript evaluations at information sessions.