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College of Professional Studies
The online Post-baccalaureate Teacher Licensure (PBTL) programs at the University of New Hampshire are especially for certified teachers. This online program is tailored for certified teachers aiming to expand their credentials to include General Special Education. (See Availability in Your State for full details.) It focuses on inclusive instructional strategies, legal and ethical considerations, and individualized education planning. The flexible, distance-based format allows educators to continue working full-time while completing licensure requirements. Post-Baccalaureate Teacher Licensure (PBTL) programs are designed for students who have completed a bachelor’s degree and are seeking New Hampshire Teaching Licensure.
In some cases, such as with this program, we also offer additional licenses for already licensed teachers. The online PBTL programs offer teacher licenses with concentrations in the critical shortage area for teachers.
*Number of courses and course credit hours may vary, please reach out to your academic advisor for exact requirements.
This Post-Baccalaureate Program prepares already licensed teachers for an additional New Hampshire Department of Education teacher licensure in General Special Education. The program aligns with the NH Department of Education’s standards for teacher credentialing and qualifies individuals to provide special education services to children in public schools.
This Post-Baccalaureate program is a flexible program. The key components of the program include mentorship of teacher candidates by highly skilled professionals in the field, hands-on experiences in educational settings, and the opportunity to build teaching capacity over time.
This Post-Baccalaureate Program is for candidates interested in pursuing General Special Education Teacher (Age 5-22) licensure. The Post-Baccalaureate Teacher Certification program is designed for 21st Century Educators, providing an in-depth focus on the critical issues that are transforming the landscape of education - innovation, critical thinking, problem solving and collaboration.
This degree plan is a sample and does not reflect the impact of transfer credit or current course offerings. UNH CPS Online students should develop individual academic plans with their academic advisor during their first semester at UNH.
| First Year | ||
|---|---|---|
| Fall | Credits | |
| EDC 800 | Introduction to Clinical Experience Nonclinical; Complete CHRC Process | 1 |
| EDC 801 | Special Education Law | 4 |
| EDC 803 | The Dynamic Role of the Special Educator | 4 |
| EDC 816 | Students with Disabilities | 4 |
| Credits | 13 | |
| Spring | ||
| EDC 817 | Positive Behavior Guidance and Student Engagement Clinical A | 4 |
| EDC 818 | Transition Planning and Developing IEPs | 2 |
| EDC 820 | Instructional Methods, Strategies and Technologies to Meet the Needs of All Students | 4 |
| EDC 821 | Assessment of Students with Disabilities | 4 |
| Credits | 14 | |
| Second Year | ||
| Fall | ||
| EDC 823 | Teaching Language Arts and Literacy Clinical A | 6 |
| EDC 885 | Culminating Teaching Experience and Seminar | 4 |
| Credits | 10 | |
| Total Credits | 37 | |
Note: Only 1 Clinical A course allowed per term
Minimum GPA requirement of 3.0
| Code | Title | Credits |
|---|---|---|
| Required Courses 1 | ||
| Introductory Level Education Courses | ||
| EDC 800 | Introduction to Clinical Experience | 1 |
| EDC 801 | Special Education Law | 4 |
| EDC 803 | The Dynamic Role of the Special Educator | 4 |
| EDC 816 | Students with Disabilities | 4 |
| EDC 817 | Positive Behavior Guidance and Student Engagement | 4 |
| Intermediate Level Education Courses | ||
| EDC 818 | Transition Planning and Developing IEPs | 2 |
| EDC 820 | Instructional Methods, Strategies and Technologies to Meet the Needs of All Students | 4 |
| EDC 821 | Assessment of Students with Disabilities | 4 |
| Advanced Level Education Courses | ||
| EDC 823 | Teaching Language Arts and Literacy | 6 |
| EDC 885 | Culminating Teaching Experience and Seminar | 4 |
| Total Credits | 37 | |
A minimum grade of B- is required in all Major coursework.
The following requirements must be completed in order to be recommended to the state for teacher licensure.
Licensure Exams: Pearson Special Education and Pearson Foundations of Reading exams required. Students must attempt to pass these exams prior to taking the Culminating Teaching Experience & Seminar. Passing exam scores are required for state licensure.
Program Learning Outcomes
Students will:Location/Delivery: College of Professional Studies [Online Program]
This program is designed to prepare graduates for professional licensure/certification as follows:
General Special Education Teacher
The University of New Hampshire has determined this program meets the educational requirements for licensure/certification in:1
Maine, Massachusetts, New Hampshire, Vermont
Additional information and related resources are available on the Office of the Registrar's website.
State specific post-education requirements are subject to change. Students are responsible for confirming these requirements in their state of residence and intended practice.
The UNH College of Professional Studies is regionally accredited by the New England Commission of Higher Education (NECHE).
Below you’ll find the current accreditation status of our teacher education programs.
EARLY CHILDHOOD EDUCATION
EARLY CHILDHOOD SPECIAL EDUCATION
ELEMENTARY EDUCATION (K-6) (K-8)
GENERAL SPECIAL EDUCATION
MATHEMATICS, MIDDLE LEVEL
MATHEMATICS, UPPER LEVEL
READING AND WRITING SPECIALIST
READING AND WRITING TEACHER
Applications for admission are accepted on a rolling basis, with the opportunity to begin studies during the Fall, Spring, or Summer terms.
Learn more about our requirements to begin the admission process and gain full admission status.
The State of NH requires all teachers to pass the Praxis Core Academic Skills for Educators, unless they have scored in the 50th percentile or above in the SAT after 2005, GRE, or ACT tests (NH DOE will review scores and issue a waiver). Candidates who have not taken the Praxis Core Academic Skills for Educators will be expected to submit passing scores, NH DOE Waiver, or current NH DOE Teaching Certification by completion of EDC 800, Introduction to Field Clinical and Program Requirements. Information, practice tests, practice guides and registration for the test is available at: www.ets.org/praxis. Additional study options are available on our resource page.
In addition to passing the Praxis Core exam, for certain teacher certifications, teacher candidates may be required to pass a Praxis II exam and/or the Pearson Foundations of Reading assessment. Specific exam requirements are found on the School of Education Testing requirements page.
One of the most unique and valuable traits of our PBTL programs is the clinical-based component.
Candidates need to be working or volunteering* in an approved school or program during most of their tenure in the program.
Those seeking initial teacher licensure work as paraeducators, classroom aides, assistants, or Alternative 4 teachers within public or private schools and programs in New Hampshire, Massachusetts, Maine, or Vermont.
*Minimum volunteering requirement: 15 hours per week.
Candidates for initial licensure are required to document a minimum of 360 supervised teaching hours for one license and a minimum of 440 supervised hours for two licenses.
Experiences in inclusive classrooms working with students in the grades or age ranges of your license are a requirement of the program. For licensure programs that cover a broader range of grades or age ranges, candidates must spend a minimum of 10 hours working with each population.
In this clinical-based program, candidates work with three mentors throughout their plan of study:
The Clinical Placement Faculty will observe the teacher candidate for the methods courses listed in the provided chart.
Each of these courses has an additional clinical mentoring fee of $75 per credit to cover the on-going supervision and support of the clinical-based experience. Candidates will be required to teach lessons and be observed by the Clinical Placement Faculty.
Please check the Catalog for a full listing of PBTL Methods Courses that require a clinical-based mentor.
Read more about our Online Flexibility.
There are several ways to plan your course and earn a dual license. Ask us about our credit-efficient options for earning two licenses. It typically only takes about 2-5 courses to make this goal a reality! In addition, up to 24 credits will transfer into our M.S. in Instruction and Leadership.
An advisor trained in our teacher licensure programs will contact you to learn more about your academic and career goals.
We’ll also share our course schedule so you can read more about the College’s programs, students, and faculty.
Our programs leading to teacher licensure are available to new students in New Hampshire, Maine, Massachusetts, and Vermont. Select your state to view full details.
All programs leading to teacher licensure are available in New Hampshire.
Maine teacher candidates must complete clinical work in placements located in York, Cumberland or Oxford county.
Sources:
Maine Department of Education, Certification Requirements by Position, https://www.maine.gov/doe/cert/requirements. Accessed 12/9/19.
Teacher candidate must have a clinical placement in the Essex or Middlesex counties.
Sources:
Massachusetts Department of Elementary and Secondary Education, Teacher Fields and Grade Levels. Teacher Specialist Fields and Grade Levels. Accessed 12/9/19.
Teacher candidates must have a clinical placement in the Windham or Windsor counties.
All programs leading to teacher licensure are available in Vermont.