Plan of Study – Professional CTE Certificate

Note: A Semester Hour (s.h.) is a unit of academic credit representing an hour of class (such as lecture class) or three hours of laboratory work each week for an academic semester. Most courses are two, three or four semester hours.

Professional CTE Certificate

RDG 5520 Reading Process, Assessment, and Instruction for Secondary Teachers (3 s.h.)

This course satisfies Michigan Department of Education requirement for Professional Certification. Course content emphasizes the importance of ongoing assessment to appropriately differentiate instruction for diverse students in any secondary classroom. Field experiences provide opportunities to administer assessments in the following areas: interest inventories; English language learning and language expression and processing; visual and auditory discrimination; phonemic awareness; phonics; fluency; spelling and writing; and vocabulary and comprehension. Students learn instructional strategies needed to effectively develop these critical literacy-related areas. Prerequisite: secondary teacher certification.

Recommended CTE Courses (If a candidate chooses to fulfill the planned course of study with semester-hour credit, courses from the following list, chosen in consultation with the Certification Officer, may be used to earn the Professional CTE Certificate: EDU 3300, EDU 4250, EDU 4400, EDU 4450

EDU 3300 The Exceptional Learner in the Classroom (3 s.h.)

Development of a working knowledge of the historical perspective of present special education programs, the effects of litigation, and the continuum of special education services. Identifying, evaluating, and differentiating instruction for students with special needs by way of a continuum of services in the least-restrictive environment. Response-to-intervention; positive behavior support; collaboration with school personnel and parents; community resources. Thirty-clock-hour field experience required.

EDU 4250 Literacy Education in the Secondary School (4 s.h.)

Introduction to key concepts related to supporting struggling readers in PreK-12 settings. The first concept introduces disciplinary literacy and its implications for all PK-12 teachers in supporting students’ reading comprehension across content areas, regardless of discipline. The second concept examines the phenomenon of dyslexia and evidence-based practices, including structured literacy and MTSS frameworks, to support foundational skill development and reading comprehension through targeted, data-informed instruction. Prerequisites: EDU 3120 and acceptance to the Teacher Education Program.

EDU 4400

EDU 4450 Foundations of Vocational Education (2 s.h.)

Principles of vocational education; understanding the learning process in the vocational education classroom, particularly as applied to work-based learning; working with individual differences (developmental, cultural, motivational) as students are guided to increasingly complex work-based learning. Prerequisites: EDU 3120, EDU 3300, and admission to the Teacher Education Program.

EDU 4800 Foundations of Education (3 s.h.)

The study of the scope and nature of education, primarily at the elementary and secondary levels, in the United States, as reflected in the historical, political, economic, sociological, and philosophical forces affecting the school and other social institutions, with emphasis on the origins and evolution of various current educational practices, policies, and issues. Prerequisites: EDU 2000 and 3120 and admission to the Teacher Education Program.