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Professional Development Sequence

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, Humble Independent School District, Klein 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.

Bachelor of Arts in Interdisciplinary Studies

The Department of Urban Education is pleased to announce three revised certification degree programs – EC-6 Generalist, EC-6 Bilingual Generalist, and 4-8 Generalist. We are confident these new plans will provide our students with excellent preparation that meets the new Texas Education Agency requirements. Students should contact an Urban Education Advisor to learn more about these changes.

4-8 Generalist

EC-6 Bilingual Generalist

EC-6 Elementary Generalist

Secondary Teacher Preparation Program

Interested students should contact their current program or University College advisor and express their interest in the Secondary Teacher Preparation program. The advisor will provide you with a copy of the relevant degree plan. You can also contact the Urban Education advisor, Terrilyn Ratcliff at ratclifft@uhd.edu or the Department of Urban Education at 713-221-2759 to obtain more information.

Guide for Teacher Certification in Grades 7-12

Request Admission to 7-12 Teacher Certification

Bachelor of Science in Biological and Physical Sciences with Concentration in Teacher Certification

Bachelor of Arts in English Concentration in English Education

Bachelor of Arts in History with Concentration in Secondary Education

Bachelor of Arts in Mathematics with Concentration in Secondary Mathematics Teacher Certification

Professional Development

The University of Houston-Downtown Department of Urban Education is a state approved Center for Professional Development of Teachers (UHD-CPDT) for training new EC-6 Generalists, EC-6 Bilingual Generalists, 4-8 Generalists, and secondary teachers and for providing staff development for public schools.The UHD-CPDT is in partnership with Houston-area school districts to prepare future teachers who will enhance the academic success for at-risk children and adolescents in urban schools.

Professional Development 2013 Orientation (video)

Spring 2014 Schedule Guide for Professional Development 1

Spring 2014 Schedule Guide for Professional Development 2

Professional Development Handbook

PD 3 Application (Requires Microsoft Word)

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 Professional Development I and II and follow the assigned school district holiday schedule while enrolled in Professional Development III. Any additional courses taken outside of Professional Development III will adhere to the UHD holiday schedule.
  • Attend all scheduled classes and field-based assignments. Attendance is expected and required. Telephone your Field Experience Instructor 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 Mentor Teacher’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.
  • Observe and take notes on the Mentor Teacher’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.
  • 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 Field Experience Instructor and/or appropriate Faculty to address any questions, problems or concerns.
  • Invite the University Field Experience Instructor and/or Faculty 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

  • Observe Mentor Teacher in light of specific instruction from Field Experience Instructor.
  • Become familiar with school and classroom routines, emergency procedures, personnel.
  • Shadow Mentor Teacher on duty, in cafeteria, at ARD and LP meetings (when permissible), staff development sessions, faculty meetings, etc.
  • Collect anecdotal records on individual child.
  • Read to individuals and small groups of learners.
  • Tutor individual students/learners.
  • Design simple lesson plans according to the UHD format.
  • Use technology to create instructional materials.
  • Grade simple objective tests.
  • Create a bulletin board of learning.

Professional Development II

All suggested Teacher Candidate tasks for Professional Development I, plus:

  • Instruct small groups of learners; instruct large groups under Mentor Teacher’s supervision.
  • Design and teach complex lesson plans using UHD lesson plan format and evaluate in terms of learner achievement.
  • Design simple unit of study and provide copy to Mentor Teacher. Design simple tests and evaluation instruments.
  • Use technology to instruct individual and small groups of learners.
  • Evaluate simple subjective evaluation measures.

Professional Development II-Student Teaching

All suggested Teacher Candidate tasks for Professional Development I & II, plus:

  • Team-teach with Cooperating Teacher.
  • Assume full instructional responsibility for two-week period.
  • Become familiar with school, neighborhoods and community.
  • Develop strategies for working with parents including parent conferences.
  • Assume responsibility for assigned duties; as allowed, attend ARD and LPAC meetings, staff development sessions, faculty meetings, etc.
  • Design extended unit of study and prepare and teach lesson plans and evaluate in terms of learner achievement.
  • Average and record student grades.
  • Use technology to deliver instruction to large groups, extend learner use of technology.

Professional Development Sequence Policies

The professional development sequence is taught in three consecutive blocks of courses.

Teacher Candidates must enroll and complete three professional development semesters

  • Simultaneous enrollment in all courses within a professional development semester is required. No course within a professional development semester can be taken independently.
  • No courses within Professional Development I or Professional Development II can be waived.
  • No transfer credit is allowed for any course within an professional development semester.

Admission to the Professional Development Sequence

  • Teacher Candidates must have successfully completed all prerequisites for enrollment in a Professional Development semester.
  • Admission to any of the Professional Development semesters requires Department Chair approval.
  • Department requests Teacher Candidates in the bilingual program take the BTLPT exam prior to admission to Professional Development I.
  • Teacher Candidates must hold and maintain a cumulative 2.5 GPA to enroll in Professional Development I, II, or III.
  • 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 Professional Development I, II, or III.

Professional Development I and II are field-based

  • 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.
  • 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.
  • 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.
  • Mentor Teacher’s class placement is at the discretion of the Field Experience Instructor.

Professional Development III – Student Teaching

Professional Development III includes 9 SCH (3 classes) -- Student Teaching (2 classes/6 SCH) and SOSE 4303 (1 class/3 SCH). Cooperating Teacher class placement is at the discretion of theTeacher Education Coordinator.

Last updated or reviewed on 4/17/14

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