WHAT IS AN ALTERNATE ROUTE TO TEACHER CERTIFICATION (ARTC)?
ARTC programs are state-approved alternative routes to teacher licensure and certification. Alternative routes provide special pathways that can enable students to be hired as salaried, full-time public school teachers even though they might not have an education degree or might not have satisfied all the academic and fieldwork requirements required for standard licenses and/or certification. These pathways are primarily designed to fill teaching positions commonly referred to by the state as “critical needs” areas, where there are often serious teacher shortages. Examples include mathematics and science teachers, teachers of English language learners, and teachers of students with exceptional needs.
WilmU is approved to offer ARTC Special Education programs that enable graduates from regionally accredited institutions of higher education to earn an advanced degree (master’s) and/or licensure/certification in one or more of the following areas: (1) teachers of preschool exceptional children, (2) teachers of K-12 students with disabilities, or (3) teachers of students with autism and/or severe disabilities.
Since ARTC program plans can be different for each individual student (depending on academic backgrounds and experience) and have a number of different components and options, those interested in enrolling must talk with the ARTC Program Chair, the ARTC Coordinator, or a Graduate Advisor in order to determine eligibility and to decide if the program is a good “fit.”
Once admitted, candidates have several program options, including the M.Ed. in Special Education, specialized certification for already licensed teachers, and a pathway for current and future para-educators to obtain positions and credentials as full-time teachers.
Praxis Testing Requirements
Candidates must pass (by achieving minimum scores set by the DE Professional Standards Board) ETS Praxis II #5354: Core Knowledge and Applications and an ETS PRAXIS II content knowledge exam of one's choice and approved by the Professional Standards Board for licensure/certification as a secondary teacher (grades 7-9 or 7-12) or the content knowledge exam specified for elementary teachers (grades K-6) as a condition of exit from the program.
Please note that state-mandated licensure/certification exams and minimum score requirements are subject to change by the Delaware Department of Education. Any changes mandated by the Department of Education will be implemented as required by state regulation.
Test takers should designate Wilmington University and the Delaware Department of Education as score recipients. This enables scores to be sent directly, confidentially, and electronically to the University and to the DE Department of Education. Otherwise, candidates must provide original copies of all official score reports, including all sub-score reports to the Office of Graduate Admissions.
NOTE: Wilmington University is obligated to modify educator preparation program requirements to comply with any regulatory mandates/changes of the Delaware Department of Education.
The State of Delaware requires new teachers to achieve a passing score on a state-approved performance assessment in order to be fully licensed. The performance assessment may not be scored by any employees of the Educator Preparation Program or Unit. It is scored by Nationally Certified ETS Reviewers not associated with Wilmington University. The assessment used by Wilmington University to satisfy this requirement is the Praxis Performance Assessment for Teachers (PPAT).
Completing this assessment is a requirement for degree conferral.
The degree program is built around standards developed by the Council for Exceptional Children, in addition to the Delaware Professional Teaching Standards/InTASC Model Teaching Standards, and reflects the College of Education Program Attributes and Conceptual Framework. Those standards can be accessed below:
ATTRIBUTES AND FRAMEWORK
The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and post-graduation surveys.
Subject Area Requirements
At entry, candidates’ previous transcript(s) will be carefully reviewed to determine if they have completed at least 24 credits from a regionally-accredited college or university aligned to the content area in which they are seeking certification, or if the candidates have achieved passing scores on a state-approved content-readiness exam.
Teacher candidates must register for and activate MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy individual program competencies.
The College of Education sets a required minimum grade of “C-” for all education core courses as well as courses needed to satisfy the content major, and an overall GPA of 3.0 is required for program completion.
MED 6102 E-Folio
MSE 8001 Seminar I
MSE 7100 Foundations of Special Education: Historical, Legal, and Theoretical Perspectives
MSE 7604 Technology for Instruction
MSE 8002 Seminar II
MSE 7403 Diagnosis/Assessment/IEP Development for Exceptionalities
MSE 7402 Advanced Behavioral Techniques
MEE 7632 Language and Literacy
MAS 7652 Reading in Content Areas
MSE 8003 Seminar III
MSE 7901 Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors
MSE 7405 Curriculum in Special Education
MSE 8004 Seminar IV
MSE 8102 Legislation and Implementation of Policy and Procedure
MED 6000 Elementary Mathematics for Teachers
MAS 7801 Practicum/Pedagogical Approaches to Teaching in the Middle and High School
MSE 8805 Performance Assessment
MSE 8005 Professional Growth Portfolio
This information applies to students who enter this degree program during the 2019-2020 Academic Year. If you entered this degree program before the Fall 2019 semester, please refer to the academic catalog for the year you began your degree program.