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Interdisciplinary Blocks
New Degree Plans
Evening Interdisciplinary Blocks
Application for Evening Blocks
Principal's Verification of Educational Aide Employment
Interdisciplinary Blocks
The problems of urban education over the last few years have been well documented. Many educators feel that one of the greatest sources of educational inequality is the disproportionate exposure of poor and minority students - those students who attend inner-city schools - to less trained and experienced teachers. The University of Houston-Downtown, Aldine Independent School District, Alief Independent School District, Cy Fair Independent School District, Fort Bend Independent School District, Galena Park Independent School District, Houston Independent School District, Spring Branch Independent School District, and Stafford Municipal School District have enthusiastically accepted the challenge of developing a proficiency-driven, field-based teacher training program specifically designed to help all students achieve academic success.
We welcome you into this new program and encourage you to accept the challenge as we work together in creating outstanding teachers for Houston's children. To gain the knowledge and experiences needed to be a teacher of urban students, each undergraduate and post baccalaureate student (Teacher Candidate) is required to successfully complete three interdisciplinary blocks, each with a 60 hour field-based mentor classroom component in Houston area public schools.
Interdisciplinary Block I (9 semester credit hours for elementary (EC-4), middle school (4-8), and bilingual certifications (EC-4; 4-8); 10 semester credit hours for secondary certification)
RESPONSIBILITIES OF THE TEACHER CANDIDATES
Each Teacher Candidate will:
- Provide documentation upon request of any medical requirements of the specific school district in which the teacher candidate is assigned (i.e. TB skin test). Student health service office will administer the TB skin test if a district requires it. It is recommend that teacher candidates have the test on Monday or Tuesday in order to return for the skin test reading on Thursday or Friday.
- Follow the professional dress code of the school/school district and adhere to good professional judgment and guidelines as stated in the UHD-Urban Education Academic and Professional Policy Handbook for Teacher Certification.
- Report to the assigned field- based school and/or Mentor Teacher’s classroom each school day at the assigned time. Teacher candidates are expected to sign in upon arrival and sign out at time of departure from the school.
- Follow the UHD holiday schedule while enrolled in the Interdisciplinary Blocks I and II and follow the assigned school district holiday schedule while enrolled in Interdisciplinary Block III. Any additional courses taken outside of Interdisciplinary Block III will adhere to the UHD holiday schedule.
- Attend all scheduled classes and field-based assignments. Attendance is expected and required. Telephone the Block Coordinator, Block Supervisor, and Mentor Teacher prior to a scheduled arrival time at a school or Mentor Teacher’s classroom should an emergency occur that prevents you from arriving or reporting at your designated time.
- Identify the roles and responsibilities of the Mentor Teacher.
- Practice a pleasant, but firm and consistent behavior management style when addressing student disciplinary matters; adapt to existing rules and procedures of any field-based school.
- Observe and take notes on the MentorTeacher’s teaching style and techniques. Pay particular attention to the Texas Teacher Certification Competencies. Meet regularly with the Mentor Teacher and the Block Supervisor to discuss your progress.
- Collect objective data (assignments, test scores) to evaluate teaching results.
Professional Development and Ethics
- Gain knowledge and insight into the ways a Teacher Candidate fits into a total school environment.
- Establish good relationships with the school community including administrators, teachers, teacher aides, and other support staff.
- Demonstrate tactful and professional behavior with all students, their parents/guardians, teachers and/or other school personnel, in or outside of the school/classroom.
- Study, as permitted, available student information in cumulative records, and keep student information confidential.
- Attend all required teacher candidate sessions, activities and/or diagnostic experiences as required by the university, or as stated in the UHD-Urban Education Academic and Professional Policy Handbook for Teacher Certification.
- Exhibit respect and collegiality working with peers and fellow Teacher Candidates during all university program related activities, including class session interactions and assignments, field work activities, and service work.
- Participate in school, community, and university activities.
- Read and become familiar with policies and procedures in the Academic and Professional Policy for Teacher Certification (APPTC) Handbook and sign required forms from the APPTC.
Meeting the University's Expectations
- Meet with the University Block Coordinator and/or appropriate Block Faculty to address any questions, problems or concerns.
- Invite the University Block Coordinator and/or Block Supervisor to observe particularly unique lessons which have been prepared.
- Prepare and distribute in advance copies of lesson plan(s), handouts, and/or other resources that will be used during a planned lesson.
SUGGESTED TEACHER CANDIDATE TASKS
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Observe Mentor Teacher in light of specific instruction from site-based Block Faculty.
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Become familiar with school and classroom routines, emergency procedures, personnel.
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Shadow Mentor Teacher on duty, in cafeteria, at ARD and LP meetings (when permissible), staff development sessions, faculty meetings, etc.
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Collect anecdotal records on individual child.
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Read to individuals and small groups of learners.
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Tutor individual students/learners.
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Design simple lesson plans according to the UHD format.
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Use technology to create instructional materials.
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Grade simple objective tests.
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Create a bulletin board of learning.
All suggested Teacher Candidate tasks for Interdisciplinary Block I, plus:
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Instruct small groups of learners; instruct large groups under Mentor Teacher’s supervision.
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Design and teach complex lesson plans using UHD lesson plan format and evaluate in terms of learner achievement.
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Design simple unit of study and provide copy to Mentor Teacher. Design simple tests and evaluation instruments.
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Use technology to instruct individual and small groups of learners.
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Evaluate simple subjective evaluation measures.
All suggested Teacher Candidate tasks for Interdisciplinary Blocks I and II, plus:
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Team teach with Mentor Teacher.
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Assume full instructional responsibility for two-week period.
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Become familiar with school, neighborhoods and community.
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Develop strategies for working with parents including parent conferences.
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Assume responsibility for assigned duties; as allowed, attend ARD and LPAC meetings, staff development sessions,faculty meetings, etc.
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Design extended unit of study and prepare and teach lesson plans and evaluate in terms of learner achievement.
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Average and record student grades.
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Use technology to deliver instruction to large groups, extend learner use of technology.
The professional development sequence is taught in three consecutive blocks of courses.
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Simultaneous enrollment in all courses within an interdisciplinary block is required. No course within the block can be taken independently.
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No courses within Block I or Block II can be waived.
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No transfer credit is allowed for any course within an interdisciplinary block.
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Teacher Candidates must have successfully completed all prerequisites for enrollment in an interdisciplinary block.
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Admission to an interdisciplinary block requires Department Chair approval.
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Department requests Teacher Candidates in the bilingual program take the TOPT/BTLP exam prior to admission to the blocks.
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Teacher Candidates must hold and maintain a cumulative 2.5 GPA to enroll in Block I, Block II, or Block III.
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Secondary and 4-8 Specialists Teacher Candidates must hold and maintain a cumulative 2.5 GPA in their area of specialization in order to enroll in Block I, Block II, or Block III.
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Teacher Candidates will serve a successful internship in a Mentor Teacher’s classroom in an elementary, middle school, or secondary school two days (a minimum of six hours) per week in addition to attending university classes.
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Many school districts require a criminal history background check for Teacher Candidates, volunteers and others who enter the school on a routine basis. If required by the district, a Teacher Candidate must agree to a criminal history background check prior to observing in a Mentor Teacher’s classroom. Soon all public school employees will be required to have a criminal history background check, involving fingerprinting prior to employment.
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A few school districts require a TB test for Teacher Candidates, and employees. If required by the district, a Teacher Candidate must agree to a TB test prior to observing in a Mentor Teacher’s classroom.
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Mentor Teacher’s class placement is at the discretion of the Block Coordinator.
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Block III includes 6 SCH (2 classes) in Student Teaching.
Supervising Teacher class placement is at the discretion of the Director of Field Experience.
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In order to request a student teaching exemption, a Teacher Candidate may either have valid teaching experience or be on Teachers Aide Exemption.
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must have a Bachelor’s degree (or equivalent) from an accredited institution of higher education
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must have completed one full year of teaching as the teacher of record on an Emergency Permit
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must have taught at the grade level and in the subject area for which certification is sought
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must have successfully completed Block I and Block II with recommendations to continue to Block III
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Teacher Candidates exempt from the 6 SCH of Student Teaching on emergency permit may be observed in their classroom to satisfy the field-based requirement.
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Teacher Candidates who are exempted from 6 SCH of Student Teaching must enroll in SOSE 4304 and be within 0-9 SCH of completing his/her deficiency plan.
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must be on Aide Exemption during the semester they seek exemption from student teaching
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must take (or have taken) 6 hours (2 courses) to substitute for student teaching
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must have successfully completed Blocks I & II
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must have SOSE 4304
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must be within 9 hours of completion of degree
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Blocks are offered in the Summer Semester for the following Teacher Candidates only:
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Post baccalaureates who are employed as the teacher of record on an Emergency Permit
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Undergraduates who are employed as Certified Teacher’s Aides and are on exemption during that summer
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Additional enrollment consideration will be given to Teacher Candidates who have been employed as a long-term substitute, provided they:
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have taught the grade level and subject area for which they are seeking certification
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have taught a minimum of 175 consecutive days within the last three years.
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have received the approval of the Department Chair.
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Enrollment in a Summer Block I or Summer Block II does not automatically waive the 6 SCH of Student Teaching in Block III, nor guarantee Summer Block III enrollment.
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ELEMENTARY
(EC-4, 4-8)
BILINGUAL (EC-4,
4-8)
SECONDARY INTERDISCIPLINARY BLOCKS
Block III Application
Block III Frequently Asked Questions
Student Teacher Handbook
Have questions or need information?
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UHD Admissions: 713-221-8522
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UHD Financial Aid and Scholarships: 713-221-8041
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Last updated or reviewed on 6/3/09
