| Alternative Licensure Program... |
Alternative Licensure regulations were established by the New Mexico State Board of Education in July 2000 in order that interested and qualified persons who hold at least a baccalaureate degree and who wish to become certified teachers but have not completed a traditional educator preparation program may seek licensure through an approved Alternative Licensure Program (ALP). The ALP at Clovis Community College has programs for licensure in Elementary Education (K-8), Secondary Education (7-12), and Special Education (K-12). Courses for the program begin in the summer session and are completed at the end of the second summer session. The program meets New Mexico’s teacher competency requirements and complies with the National Council for the Accreditation of Teacher Education (NCATE) standards recognized by the U.S. Department of Education.
Pending final approval of the CCC ALP program, graduates of the Alternative Licensure Program are eligible to apply for a teaching license after passing all required portions of the New Mexico Teacher Assessment (NMTA). Graduates who are employed in the classroom are required to complete a one-to-three year mentorship program provided by the school district and approved by the New Mexico Public Education Department (PED). Licensure information can be obtained from the New Mexico Public Education Department Professional Licensure Unit at (505) 827-6581 or at www.sde.state.nm.us under Licensure Info.
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| Admissions Requirements... |
To qualify for the Alternative Licensure Program, an applicant must have a
- Bachelor’s degree including 30 credits that appertain to the licensure area sought:
Elementary licensure: licensure: the degree, including the credit hours, shall include completed course work in any combination of the subject areas of language arts, mathematics, science, social studies, history, fine or performing arts and foreign language;
Secondary licensure: the degree, including the credit hours, shall be in the license and/or endorsement area being sought; and,
Special education licensure: the degree, including the credit hours, shall include completed course work in any combination of the subject areas of language arts, mathematics, science, social studies, history, fine or performing arts and foreign language, or shall be related to special education (such as general elementary or secondary education, special education, psychology, child development, reading education); OR
- Master’s degree including 12 graduate credits that appertain to the licensure area sought, OR
- Doctorate in a field that appertains to the licensure area sought.
- Additional information on Alternative Licensure may be found at http:www.nmcpr.state.nm.us/nmac/
parts/title06/06.060.0003.htm.
To apply for the program, an individual must submit an application packet that includes:
- Clovis Community College Admissions Application
- Alternative Licensure Program Application
- Official transcripts
- Three letters of reference
- Letter of interest which includes:
- Reason for interest in program
- Intent of pursuing teaching career
- Description of work experience
- Involvement in previous professional development
- Relationship of prior experience to teaching profession
- Assurance that a criminal background check would show no reason for license denial
- Passing scores on the Basic Skills portion of the New Mexico Teacher Assessment (NMTA). Call (413) 256-2884 to register to take the test. A study guide for the Basic Skills exam can be obtained at www.nmta.nesinc.com.
Once the ALP receives a complete application packet, the applicant will be contacted for an interview.
Persons accepted into the ALP will select one of three licensure areas—Elementary, Secondary, or Special Education—and will complete the appropriate series of courses, beginning with the summer session.
Students must pass the appropriate New Mexico Content Knowledge Assessment tests by the end of the Fall Semester and the New Mexico Assessment of Teacher Competency (Elementary or Secondary Level) by the end of the second Summer Semester.
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| Alternative Licensure Process... |
An alternative licensure candidate may be permitted to assume functions of a teacher while pursuing requirements for the Alternative Licensure Program. While studies are in progress, a candidate may be issued a one-year internship license for teaching. The internship may be renewed if the student is making adequate progress toward full alternative licensure.
www.nmcpr.state.nm.us/nmac/parts/title06/06.060.0003.htm.
Graduates of the Alternative Licensure Program are eligible to apply for level one, three-year standard teaching licenses after passing all required portions of the New Mexico Teacher Assessment (NMTA). During their first three years in the classroom, level one licensed teachers are required by the State Public Education Department to complete a 1-3 year NMPED approved mentorship program provided by the school district. Upon successful completion of the mentorship program and other PED requirements, level one licensed teachers are eligible to apply for level two, nine-year professional teaching licenses. Licensure information can be obtained from the New Mexico Public Education Department Professional Licensure Unit at (505) 827-6581 or at www.sde.state.nm.us under “Licensure Info.”
To learn more about the Alternative Licensure Program, call Dr. Ruthie Hefner at (505) 769-4962, send an e-mail to ruthie.hefner@clovis.edu, or write to Dr. Ruthie Hefner, Division Chair, Social Behavioral Sciences/Education, Clovis Community College, 417 Schepps Boulevard, Clovis, NM 88101.
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| Program Framework for Alternative Licensure... |
Elementary
(K-8)
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Secondary
(7-12)
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Special Education
(K-12)
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Summer |
Summer |
Summer |
EDF 206 (3 credits)
The Corner-Stone
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EDF 206 (3 credits)
The Corner-Stone
|
EDF 206 (3 credits)
The Corner-Stone
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EDF 208 (3 credits)
Circle of Influence
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EDF 208 (3 credits)
Circle of Influence
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EDF 220 (3 credits)
Special Needs Learner
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Fall |
Fall |
Fall |
EDF 210 (3 credits)
The Brain Compatible Curriculum & Assessment
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EDF 210 (3 credits)
The Brain Compatible Curriculum & Assessment
|
EDF 210 (3 credits)
The Brain Compatible Curriculum & Assessment
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EDF 214 (3 credits)
The Engaging Classroom
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EDF 214 (3 credits)
The Engaging Classroom
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EDF 216 (3 credits)
Essential Foundations Of Reading
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Spring |
Spring |
Spring |
EDF 216 (3 credits)
Essential Foundations Of Reading
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EDF 221 (3 credits)
Learning by Design
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EDF 223 (3 credits)
The Capstone
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EDF 223 (3 credits)
The Capstone
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EDF 223 (3 credits)
The Capstone
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Summer |
Summer |
Summer |
EDF 218 (3 credits)
Reading and Writing Across the Curriculum
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EDF 218 (3 credits)
Reading and Writing Across the Curriculum
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EDF 219 (3 credits)
Building Bridges to Literacy
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21 credits |
18 credits |
21 credits |
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| Course Descriptions... |
EDF 206: The Cornerstone (3 credits)
This course provides the cornerstone experience for future educators as they seek to understand the social, political, philosophical, and economic contexts of schools. Students specifically explore the No Child Left Behind (NCLB) Act and its impact upon public education. An appreciation for action research, reflection, and lifelong learning is cultivated throughout the course to highlight the teacher’s roles as educational leader.
EDF 208: Circle of Influence (3 credits)
This course challenges teacher novices to analyze the complex components of the teaching and learning process. Teacher novices identify the vital role motivation plays in learning. Current brain research and its influence upon student learning are examined and applied as teacher novices equip themselves with brain compatible learning and teaching strategies that physically, emotionally, socially, and intellectually engage students in the learning process.
EDF 210: The Brain-Compatible Curriculum and Assessment (3 credits)
This course prepares teacher novices to design and analyze meaningful instruction and assessments that reflect individualized student needs, district and state standards and benchmarks, and state-mandated assessments. Special attention is given to preparing students for standards-based assessments that determine if students make Adequate Yearly Progress (AYP) as required by the No Child Left Behind (NCLB) Act. Teacher novices explore the diagnostic use of assessment data to inform their teaching practices and enhance student achievement. Novices also learn how to engage students in ongoing self-assessment and how to effectively use technology resources to increase and measure student progress.
EDF 214: The Engaging Classroom (3 credits)
This course equips teacher novices with effective classroom management techniques to ensure high student performance. Emphasis is placed on employing six vital standards to maximize student motivation and increase learning in a diverse classroom. Teacher novices review the social, emotional, physical, and cognitive development of youth from birth through adolescence and its implications for student learning. This review includes an overview of the causes, behaviors, and educational strategies pertinent to children with special needs.
EDF 216: Essential Foundations of Reading (3 credits)
This course prepares teacher novices to understand and implement the critical skills that underlie reading success. Novices will explore and understand issues, theory, and research on effective teaching models and methods. Participants will gain knowledge in identifying students’ literacy needs, designing integrated instruction to meet students’ needs, and will explore developmentally appropriate, brain-compatible, strategies and techniques to use in reading instruction. Formal and informal research-based assessments to measure reading proficiency will be discussed and applied.
EDF 218: Reading and Writing across the Curriculum (3 credits)
This course explores the interrelationship of reading and writing and prepares novice teachers to develop and implement an integrated, literature-based curriculum approach. Novice teachers will explore a variety of developmentally appropriate, brain-compatible reading and writing techniques, methods, and assessments that may be applied in the classroom, which emphasize the construction of meaning in texts, reading and study skills, and reading and writing across the curriculum. Participants will create active learning environments where students interact with texts to make meaning, construct knowledge, and use all modes of language to learn with texts.
EDF 219: Building Bridges to Literacy (3 credits)
This course cultivates teacher novices’ understanding of the essential concepts and procedures designed to assist special needs learners who are encountering significant challenges in developing literacy skills. Emphasis will be placed on matching ongoing assessment instruments with effective, research-based intervention strategies, documentation of results, and strategy revision.
EDF 220: Special Needs Learners (3 credits)
This course focuses on the characteristics and needs of individuals with learning disabilities and special needs. Novice teachers develop a thorough understanding of eligibilities and developmental stages including motor, language, social-emotional, sensory, and cognitive development to effectively design and implement educational programs. Special emphasis is placed on identifying least restrictive environments and creating brain-compatible learning experiences within those environments. Ten hours of observation are required as part of this course.
EDF 221: Learning by Design (3 credits)
This course prepares teacher novices to accurately complete the referral, evaluation, and placement process required by the Individual with Disabilities Education Act (IDEA) for special needs learners. Teacher novices will learn to assess individual student needs, plan for appropriate instruction, and measure the effectiveness of prescribed instructional interventions. Ten hours of observation are required.
EDF 223: The Capstone (3 credits)
This course provides teacher novices with the opportunity to apply their knowledge and understanding of education in the field. Participants will analyze, critique, and reflect upon their field experience through meaningful dialogue with the college instructor and fellow teacher novices in field experience settings. Guided discussions address classroom management, student learning, lesson planning, parent communication, and professional development. Novices will engage in applied classroom research, professional issues and ethics, and portfolio preparation to assess and improve the efficacy of their instructional practices.
For more information, please contact Lee Ellen Phipps at 575.769.4929 or 417 Schepps Blvd., Clovis, NM 88101. |
View a text version of the information on this page here.
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