Graduate Certificate in Urban Education (URBN ED GRC)
22 Credits
GRADUATE CERTIFICATE IN URBAN EDUCATION • 22 CREDITS • URBN ED GRC
The Certificate in Urban Education is an alternate route to the teacher certification program. This program awards candidates with a Certificate in Urban Education and an Interim Teaching Certificate in subject areas corresponding to passage of specific Michigan Teacher Test for Certification content area competency exams. This alternate route to the teacher certification program allows individuals to teach in Michigan schools while fulfilling credential requirements. Candidates are paired with a master teacher within their assigned school. College of Urban Education faculty members provide candidates weekly feedback through assessments evaluating teacher practice. Current teachers can add endorsements to their existing teaching certificate by passing the Michigan Teacher Test for Certification in desired content areas and completion of the Graduate Certificate in Urban Education Program. Credit from the certificate program can be transferred and utilized toward completion of the Master of Urban Education Degree.
Admission Checklist: • A completed bachelor’s degree from a regionally accredited institution or approved international institution with a required overall grade point average (GPA) of 3.00 or better (on a 4.00 scale).* • An official copy of the Score Report indicating passing scores for the MTTC Subject Area Exam. • A Criminal History Authorization form and Fingerprinting done at a GRPS Authorized Fingerprinting Location (see your admission representative for details). • A completed Certificate in Urban Education Packet including a curriculum vitae, statement of purpose, and two (2) letters of recommendation on required forms. • Participate in an interview with the College of Urban Education (CUE) Admission Committee – to be scheduled by Davenport upon submission of the completed application.
*Participants have a cohort grade point average of at least 3.0 on a 4.0 scale or the equivalent on another scale, as determined by the Michigan Superintendent of Public Instruction, upon earning the degree required under MCL 380.1531i(2)(b). If a cohort member has earned more than 1 degree, the highest grade point average earned by the cohort member must be used in calculating the cohort grade point average under this subparagraph.
This course explores research on effective teaching practices with emphasis on direct instruction. Additional topics of study include assessment of learning and use of technology in instruction. Candidates will also explore ethical requirements for educators and themes of diversity in the teaching profession. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
Prerequisite(s): Admission to the Master of Urban Education program
This course will introduce candidates to the historical, sociological, and political factors both locally and writ large that have led to today’s urban schools. A particular emphasis will be placed on equity as so far as it pertains to attendance, school funding, pedagogy, assessment, standardized testing, classroom management and family involvement. This module helps fulfill credit hours requirements in the area of Diverse Learners.
Prerequisite(s): Acceptance to the Urban Education Program. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
This course will examine the importance of community viability as a part of school success. The course teaches how and why it is important to see families and communities as vital to educating the “whole child.” We will examine how to leverage the unique assets in urban communities that can help educate the whole child. This course helps fulfill credit hours requirements in the area of Family and Community Relationships. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
Prerequisite(s): UEDU610, UEDU630, UEDU656 and the successful completion of the first 3 credits of the Core Methods class
In this course, candidates will examine psychological theories and practices that enhance task performance particularly among youth in urban settings. The course teaches candidates effective strategies to combat task performance subversion, which describes the phenomenon in which capable individuals are hindered when a social-psychological threat is presented at the time of performance. This course also covers techniques in positive psychology literature, which can be used to help urban youth maximize achievement through identifying and embracing their own personal and academic strengths. Educational Psychology in Urban Environments helps fulfill credit hours requirements in the area of Child Development or Child Psychology. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
Prerequisite(s): UEDU610
In this course, candidates learn how to create and maintain a positive learning environment in their classrooms. Additional topics for study include cultural dimensions of classroom management, motivating student achievement, fostering cooperation among students, reinforcing appropriate behavior, and ethics and law governing teacher-student relations. Candidates will be exposed to a variety of classroom management styles and strategies. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
Prerequisite(s): UEDU610, UEDU630, UEDU656 and the successful completion of the first 3 credits of the Core Methods class
This course is a supervised, field-based experience in a special education setting. Candidates must demonstrate proficiency in applying effective teaching practices and classroom management strategies while evaluating special education research based theories. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
Prerequisite(s): UEDU600 and UEDU610
This course provides an advanced understanding, design, and implementation of differentiated instruction across content areas for a range of student ability levels found in urban settings. It examines classroom instructional management strategies that will positively impact lesson delivery and student learning in diverse classrooms and in classrooms with high levels of poverty. This course helps fulfill credit hours requirements in the area of Instructional Strategies. Applicable Course Fees can be found at https://my.davenport.edu/financial-aid/how-much-does-du-cost/tuition-and-fees.
Prerequisite(s): UEDU682, UEDU715, UEDU730, UEDU742 and the successful completion of the second 3 credits of the Core Methods class
Candidates in the College of Urban Education are required to have clinical practicum experiences throughout the program. Candidates’ professional competencies are measured through on-site faculty observations using instruments that assess teaching practice. These instruments describe the observed performance by determining mastery of specific items within rubrics for each performance area. The observations provide candidates knowledge regarding areas of teaching that need to be developed, based on ratings in performance areas. Additionally, the observations provide the framework to guide conversations about methodologies and strategies teachers can use to develop and grow. This course is a required practicum every Fall and Winter semester for the Certificate in Urban Education until all the requirements have been satisfied to be recommended for the State of Michigan Standard Teaching Certificate and for the Master of Urban Education until completion of the program. Applicable Course Fe
This course presents an in-depth study in the teaching of literacy for improving reading skills in all students. The course will present characteristics and factors contributing to struggling readers and provide teachers with strategies to remediate Pre-referral guidelines of federal and state laws will be discussed, including RTI, scientifically research-based and evidence-based instruction, and on-going progress monitor of student performance. An emphasis on instructional tools, guidelines for instruction, organizational and teaching strategies, remedial methods and techniques for the child with a disability in preschool through secondary education will be introduced in this course. Instructional activities will be aimed at promoting the subject literacy of their students. Teachers will gain insights into methods of effective communication and interaction with students, utilization of technology for laboratory research and reference, and methods of evaluating student achievement. Pro