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School of Teacher Education
Director: Alexander Sidorkin
Location: McKee 216
Telephone: 970.351.2908
Faculty:Frederick J. Bartelheim, Ed.D.; Linda J. Button, Ed.D.; Carolyn W. Edwards, Ed.D.; Gary Fertig, Ph.D.; Thomas A. Griggs, Ph.D.; Jennifer K. Geringer, Ph.D.; Jennifer Harding-DeKam; Jody Lawrence, Ph.D.; Fong-Yun Lee, Ph.D.; Valerie Middleton, Ph.D;Madeline Milian, Ed.D.; Irv Moskowitz, M.A.; Michael F. Opitz, Ph.D.; Fredrick L. Silverman, Ed.D.; Grace L. Sussman, Ed.D.; Susan A. Thompson, Ed.D.; Dana Walker, Ph.D.; Barbara L. Whinery, Ph.D.
Cumbres prepares Hispanic/Latino students to teach with an English as a Second Language or bilingual education endorsement.
Early Childhood Licensure Program
The Early Childhood/Primary PTEP is designed to prepare students to teach children birth-8 years. The program includes opportunities to acquire and demonstrate knowledge of theory and practice necessary to plan, implement, and assess curriculum for individual children and groups, and prepares and generates the will in professionals to advocate for policies designed to improve conditions for all children, families, and the profession.
Students in the Early Childhood/Primary PTEP will acquire the knowledge, skills and dispositions to teach and perform effectively in the following areas:
For degree and program requirements, see:
Elementary Education: Professional Teacher Education Program
The mission of the Elementary PTEP is to help teacher candidates become emerging professionals who are able to perform proficiently in elementary school classrooms situated in increasingly complex, diverse, and technologically advanced communities. Four themes run through the program: Reflection, Integration, Collaboration, and Modeling.
These four themes are central to the initial licensure of UNC undergraduate students for teaching at the elementary school level. They are in the guiding tenets of the program, in the implementation of courses and other professional experiences, and in the outcomes faculty expect of undergraduates who earn initial licensure following their final student teaching assignment. The mission also includes helping candidates acquire a breadth and depth of knowledge of content related to the Colorado Model Content Standards and the curriculum of elementary schools, as well as the Performance-Based Standards for Colorado Teachers. NCATE Standards inform our vision beyond our Colorado boundaries.
For degree and program requirements, see:
Education M.A.T.
The Master of Arts in Teaching degree provides experienced practitioners with the knowledge, abilities, and dispositions needed to scaffold their own professional development toward a vision of accomplished practice. Candidates in this program analyze philosophical and contemporary practices and theories relating to knowledge acquisition as a means of enhancing student learning and the curriculum development process within school systems. Three abilities are emphasized throughout the program: critical reflection, systematic inquiry, and collaboration. Teacher participants use these abilities to plan and implement a series of learning and assessment projects for the purpose of improving students' learning and achievement. The M.A.T. program provides opportunities to develop in-depth understanding of content-specific pedagogy, the curriculum development process, teacher research, and portfolio approaches to teaching and learning. Teachers are encouraged to become school leaders as they gain confidence working with increasingly diverse groups of children, parents, and colleagues. The program has two emphases: in Elementary Education and Curriculum Studies.
For degree and program requirements, see:
Elementary Post Baccalaureate Licensure Program
The Post Baccalaureate Program is an initial licensure for graduate students who have a bachelor's degree in any area. Depending on a student's background, some liberal arts courses may need to be completed prior to completing the program. The program also satisfies half of the requirements for a master's degree in elementary education.
The Post Baccalaureate Program has two cohorts: one cohort is located on the Greeley campus; the other is located at Lowry Campus in Denver. The students complete their program in three concurrent semesters.
Students admitted to the program are expected to maintain accepted standards of professional behavior in all aspects of their work. Faculty will periodically review the suitability of candidates for continuation in the program.
For degree and program requirements, see:
Elementary Education, Post-Baccalaureate (Non-Degree)
Educational Studies Ed.D.
The Ed.D. in Educational Studies prepares candidates to understand the relationship among research, policy, and practice in education in order to contribute to reforming educational systems. Candidates complete an educational studies core, a multidisciplinary cognate, a research core, and a dissertation. The program prepares candidates to assume roles as university faculty members, educational leaders in school districts and state and federal agencies, district level curriculum specialists, and to assume leadership roles in non-profit and private sectors.
Graduate applicants for this degree must have evaluations by the School of Teacher Education, in addition to the Graduate School, in order to determine admissibility. Applicants must be licensed or eligible for the same to enter this program. Programs of study for degree candidates will be individualized to meet candidate's career goals. A minimum of 64 semester hours are required for the completion of this program. The extent of an individual's program will be dependent upon previous college work and professional experience.
For degree and program requirements, see:
English as a Second Language/Bilingual Teacher Education
For degree and program requirements, see:
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