Our Company - About ECAP

Read about ECAP Field Advisors and our former interns in the field to understand why our classroom support is the best in Texas.

Teacher Advisors

Many ECAP interns have gone on to greatness. Former interns who have become stars in the classroom and school districts. Here are the success stories we know about.

Former Interns

Okay, now we're just bragging. See what the people we work with every day think about our training and support.

Testimonials - Comments

In addition, all of the consultants in our core staff have been in the classroom and are certified to teach.

Our Core Staff

 

We also demonstrate an extensive education in pedagogy and teaching strategy. Our professional staff come from the classroom and school administration. They've been in your shoes and know what lies ahead as you prepare for your own classroom.

Reputation

ECAP´s legacy is well known throughout the state. We always encourage applicants to call their preferred district and ask about our program.

  • Highly respected by school districts statewide.
  • High placement percentages due to close alliances with area school districts.
  • Seasoned, well respected trainers, advisors and program staff.

ECAP blazed the trail for privately owned alternative teacher certification programs in Texas, allowing new teachers to enter the profession without the traditional bureaucracy.

The Education Career Alternatives Program (ECAP) has been training new teachers and guiding them through the teacher certification process since 2001. Our director, Sharon Fikes, created ECAP after 11 years as the director of Alternative Certification at the Education Service Center, Region XI.

At ESC Region XI, Sharon opened one of the first state-based alternative certification programs in Texas. Although ECAP has the distinction of being the first privately owned teacher certification program in Texas the experience and success of our director is truly our greatest asset.

As a result, we have a teacher training program that is highly preferred by the school districts we serve and a depth of knowledge of the teacher certification process that is not available anywhere but ECAP.

At our company, actions speak louder then words.


 
Feel free to call us to determine your fastest route to meeting NCLB requirements. We´ll help you minimize the red tape. Can't find your test review in our online store? Here are more resources to help you prepare for your TExES exam. 3 questions to ask before signing with any program... 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Education jobs in Texas becoming a certifed teacher in texas is the best for everyone summers off and winter and spring for vacations never freek out maybe you can teach everone has a place to education deduct your training cost from your starting salary locations like Houston, San Antonio, Austin, El Paso, Texas, Dallas, Fort Worth, North Richland Hills, Hurst, Richland Hills, Be a teacher in Texas.or teacher in texas certificate of teaching other teacher jobs in texas work as teacher in texas teach texas schools teach school Train to be a teacher over the summer training dates July 5 - July 22 Summer Academy TBA Content Training TBA Content Training TBA PPR Review (register in advance) Elementary / ESL Connections Lesson Planning Development of the Young Child Reading in the ESL Classroom Reading in Elementary Teaching to Your Strengths Poverty in Schools Elementary Math Elementary / ESL Content Training Bilingual Connections Lesson Planning Development of the Young Child TEKS / questions Techniques Reading in the Bilingual Classroom Teaching to Your Strengths Parent Conferencing Poverty in Schools Elementary Math Bilingual Content Training curriculum Special Education Connections Introduction to Special Education Lesson Planning (by grade level) Reading in Special Education Behavior Management Understanding ARD/ IEP Teaching to Your Strengths Content Training for Special Education (by area) Secondary Connections Lesson Planning Teaching in Urban Schools Teaching for Critical Thinking Special Education Issues TEKS for Secondary Poverty in Schools Reading in the Content Parent Conferencing Teaching to Your Strengths Adolescent Development The Authority in Alternative Certification for Texas Teachers Complete Application Attend Training Obtain Placement Begin Student Teaching Steps to becoming a certified teacher in Texas... The Education Career Alternatives Program (ECAP) has been training new teachers and guiding them through the teacher certification process since 2001. Our director, Sharon Fikes, created ECAP after 11 years as the director of Alternative Certification at the Education Service Center, Region XI. At ESC, Region XI Sharon opened one of the first state-based alternative certification programs in Texas. Although ECAP has the distinction of being the first privately owned teacher certification program in Texas the experience and success of our Director is truly our greatest asset. As a result, we have a teacher training program that is highly preferred by the school districts we serve and a depth of knowledge of the teacher certification process that is not available anywhere but ECAP. Our Leadership Already a certified teacher in texas master's degree regionally accredited, state-approved undergraduate and graduate education programs. online degree programs, professional development, and resources for teachers in the state of texas. Teaching certificate Program, Become a Certified Teacher in One Semester Student Teach! http://www.hoschinc.com Hosch Microsoft certified systems engineers print your application and mail it along with your transcripts and application fee submit application ... teacher training program The Authority in Alternative Certification for Texas Teachers Under the No Child Left Behind law, a candidate must be defined as highly qualified in order to be eligible to student teach. To meet this requirement a candidate must satisfy one of the following : 24 hours of college level coursework in the specified area (subject) of certification (12 hours must be at the Junior or Senior level) or Pass the State TExES content exam in the specified area What does highly qualified mean? To Qualify for Testing and Student Teaching you must hold a Bachelorís degree. student teacher training ... Education Career Alternatives Program, Ltd 6331 Blvd 26, suite 225 North Richland Hills, Texas 76180 Telephone 817-284-7731 Fax 817-284-3396 The Authority in Alternative Certification for Texas Teachers Note subject and area specific training - not expert trainers who have a background in education training that prepares you before you enter the classroom expert advisors with a We believe that training and support should be the foundation of any certification program. 2011 training dates Elementary / ESL Connections Lesson Planning Development of the Young Child Reading in the ESL Classroom Reading in Elementary Teaching to Your Strengths Poverty in Schools Elementary Math Elementary / ESL Content Training Bilingual Connections Lesson Planning Development of the Young Child TEKS / questions Techniques Reading in the Bilingual Classroom Teaching to Your Strengths Parent Conferencing Poverty in Schools Elementary Math Bilingual Content Training curriculum Special Education Connections Introduction to Special Education Lesson Planning (by grade level) Reading in Special Education Behavior Management Understanding ARD/ IEP Teaching to Your Strengths Content Training for Special Education (by area) Secondary Connections Lesson Planning Teaching in Urban Schools Teaching for Critical Thinking Special Education Issues TEKS for Secondary Poverty in Schools Reading in the Content Parent Conferencing Teaching to Your Strengths Adolescent Development obtain placement ... Education Career Alternatives Program, Ltd 6331 Blvd 26, suite 225 North Richland Hills, Texas 76180 The Authority in Alternative Certification for Texas Teachers ECAP will attempt to place you in the district of your choice for Student Teaching. Final approval for Student Teacher placement is coordinated by Campus and District Administrators. Application Fee: 50.00 Summer Academy Fee: 465.00 Placement Fee: 100.00 Student Teaching Fee: 3200.00 Fees for required state tests are paid to Educational Testing Service Note: Student Teachers are not paid. Student Teachers qualify for credit hours towards a Masterís Degree in Education through Louisiana College. Placement for Student Teaching Fees Perks begin Student Teaching ... Week 1: Observe Weeks 3-4: Observe and participate in classroom activities, work with small groups. Weeks 5-6: Observe, teach 2 lessons, team teach 1 lesson, evaluate student progress, submit lesson plans. Weeks 7-8: Observe, teach 5 lessons, submit lesson plans, work with other teachers and parents. Weeks 9-14: Assume responsibility for all lessons. Week 15: Continue responsibility for all lessons, phase out clinical teacher support. Week 16: Observe closing school activities, apply for Standard certificate Our Mission The mission of ECAP is to partner with independent school districts and approved private schools to identify, train, and support classroom teachers who exhibit character traits of integrity, abundance mentality, and maturity so that the school children of Texas receive an exemplary education. Our Values Excellence: We are committed to excellence by continuously improving the quality of the training provided. This is done through a commitment to competent staff and instructional personnel, effective leadership, and responsible stewardship of resources. Integrity: In building partnerships with school districts and universities, we are committed to and accountable for conducting our professional and personal lives with integrity. Our goal is to build relationships founded on loyalty and trustworthiness. Respect: We are committed to respecting the dignity of all persons and to foster an educational culture characterized by accountability for requirements, dates, places and deadlines. Our expectation is that ECAP staff, training consultants and teacher-interns will enjoy mutual respect. Texas Administrative Code TITLE 19 EDUCATION PART 7 STATE BOARD FOR EDUCATOR CERTIFICATION CHAPTER 247 EDUCATORS' CODE OF ETHICS RULE ß247.2 Code of Ethics and Standard Practices for Texas Educators Enforceable Standards. (1) Professional Ethical Conduct, Practices and Performance. (A) Standard 1.1. The educator shall not intentionally, knowingly, or recklessly engage in deceptive practices regarding official policies of the school district, educational institution, educator preparation program, the Texas Education Agency, or the State Board for Educator Certification (SBEC) and its certification process. (B) Standard 1.2. The educator shall not knowingly misappropriate, divert, or use monies, personnel, property, or equipment committed to his or her charge for personal gain or advantage. (C) Standard 1.3. The educator shall not submit fraudulent requests for reimbursement, expenses, or pay. (D) Standard 1.4. The educator shall not use institutional or professional privileges for personal or partisan advantage. (E) Standard 1.5. The educator shall neither accept nor offer gratuities, gifts, or favors that impair professional judgment or to obtain special advantage. This standard shall not restrict the acceptance of gifts or tokens offered and accepted openly from students, parents of students, or other persons or organizations in recognition or appreciation of service. (F) Standard 1.6. The educator shall not falsify records, or direct or coerce others to do so. (G) Standard 1.7. The educator shall comply with state regulations, written local school board policies, and other state and federal laws. (H) Standard 1.8. The educator shall apply for, accept, offer, or assign a position or a responsibility on the basis of professional qualifications. (I) Standard 1.9. The educator shall not make threats of violence against school district employees, school board members, students, or parents of students. (J) Standard 1.10. The educator shall be of good moral character and be worthy to instruct or supervise the youth of this state. (K) Standard 1.11. The educator shall not intentionally or knowingly misrepresent his or her employment history, criminal history, and/or disciplinary record when applying for subsequent employment. (L) Standard 1.12. The educator shall refrain from the illegal use or distribution of controlled substances and/or abuse of prescription drugs and toxic inhalants. (M) Standard 1.13. The educator shall not consume alcoholic beverages on school property or during school activities when students are present. (2) Ethical Conduct Toward Professional Colleagues. (A) Standard 2.1. The educator shall not reveal confidential health or personnel information concerning colleagues unless disclosure serves lawful professional purposes or is required by law. (B) Standard 2.2. The educator shall not harm others by knowingly making false statements about a colleague or the school system. (C) Standard 2.3. The educator shall adhere to written local school board policies and state and federal laws regarding the hiring, evaluation, and dismissal of personnel. (D) Standard 2.4. The educator shall not interfere with a colleague's exercise of political, professional, or citizenship rights and responsibilities. (E) Standard 2.5. The educator shall not discriminate against or coerce a colleague on the basis of race, color, religion, national origin, age, gender, disability, family status, or sexual orientation. (F) Standard 2.6. The educator shall not use coercive means or promise of special treatment in order to influence professional decisions or colleagues. (G) Standard 2.7. The educator shall not retaliate against any individual who has filed a complaint with the SBEC or who provides information for a disciplinary investigation or proceeding under this chapter. GENERAL EXPECTATIONS 4 Texas Administrative Code (3) Ethical Conduct Toward Students. (A) Standard 3.1. The educator shall not reveal confidential information concerning students unless disclosure serves lawful professional purposes or is required by law. (B) Standard 3.2. The educator shall not intentionally, knowingly, or recklessly treat a student or minor in a manner that adversely affects or endangers the learning, physical health, mental health, or safety of the student or minor. (C) Standard 3.3. The educator shall not intentionally, knowingly, or recklessly misrepresent facts regarding a student. (D) Standard 3.4. The educator shall not exclude a student from participation in a program, deny benefits to a student, or grant an advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual orientation. (E) Standard 3.5. The educator shall not intentionally, knowingly, or recklessly engage in physical mistreatment, neglect, or abuse of a student or minor. (F) Standard 3.6. The educator shall not solicit or engage in sexual conduct or a romantic relationship with a student or minor. (G) Standard 3.7. The educator shall not furnish alcohol or illegal/unauthorized drugs to any person under 21 years of age unless the educator is a parent or guardian of that child or knowingly allow any person under 21 years of age unless the educator is a parent or guardian of that child to consume alcohol or illegal/unauthorized drugs in the presence of the educator. (H) Standard 3.8. The educator shall maintain appropriate professional educator-student relationships and boundaries based on a reasonably prudent educator standard. (I) Standard 3.9. The educator shall refrain from inappropriate communication with a student or minor, including, but not limited to, electronic communication such as cell phone, text messaging, email, instant messaging, blogging, or other social network communication. Factors that may be considered in assessing whether the communication is inappropriate include, but are not limited to: (i) the nature, purpose, timing, and amount of the communication; (ii) the subject matter of the communication; (iii) whether the communication was made openly or the educator attempted to conceal the communication; (iv) whether the communication could be reasonably interpreted as soliciting sexual contact or a romantic relationship; (v) whether the communication was sexually explicit; and (vi) whether the communication involved discussion(s) of the physical or sexual attractiveness or the sexual history, activities, preferences, or fantasies of either the educator or the student. Source Note: The provisions of this ß247.2 adopted to be effective March 1, 1998, 23 TexReg 1022; amended to be effective August 22, 2002, 27 TexReg 7530; amended to be effective December 26, 2010, 35 TexReg 11242 GENERAL EXPECTATIONS As a teacher, you should hold your students to high standards. You will require that they read your directions, follow your procedures and become self-motivated learners as they make their way through your course of instruction. ECAP holds the same expectation of our interns. We have endeavored over the years to improve our information delivery systems so that our interns have access to important information when they need it. In turn, interns are expected to show due diligence in becoming familiar with the process. Actively investigate all of the steps and requirements and learn how to navigate to the information you require. Interns should always feel free to contact our office when they have questions, but we will expect them to have some familiarization with the process when they do so. It is the internís responsibility to study and understand the following ECAP publications and online resources: Note that the Intern Personal Information Page and Moodle Online Courses and Assignments will be adjusted periodically as the intern progresses toward certification. It is therefore required that each intern monitor these online resources on a regular basis while participating in any ECAP certification program. and complete requirements for Standard Certification. Information about the program will be disseminated in the following ways: the ECAP office. A change of address and change of name can be updated on the IPIP. It is also the responsibility of the intern to notify the ECAP office of change of teaching status (i.e. resigned, transferred, etc.). Failure to comply makes adequate communication difficult and failure to notify ECAP of a change in teaching status may result in fee forfeiture under certain conditions. Each intern is also required to read and respond to (when appropriate) all email, telephone and course-based communications from ECAP in a timely manner. Americans with Disabilities Act: It is the intent of ECAP, Ltd. to comply with the ďAmericans with Disabilities ActĒ and all other applicable statutes. ECAP, Ltd. participants should make ECAP, Ltd. aware of impairments or disabilities by filing a formal request for accommodations. Participants should not assume that ECAP is aware of disabilities or impairments without prior notification. Such notification should be addressed to the ECAP, Ltd. Executive Director. In some instances documentation of needs may be required in order for proper assessment and arrangement of accommodations to be made. Notification to ECAP, Ltd. should be made as early as possible after acceptance into the program. Pre-Academy Courses COURSE DESCRIPTIONS PROB101 - Field Based Experience The first assignment after acceptance to ECAP is Pre-Observations. The intern must complete 30 hours of in-school observation of fully certified teachers. Prerequisites: Must hold an acceptance letter to ECAP and register for Summer Academy ACAD101 - Child Psychology The purpose of this course is to provide a broad overview of the psychological development of children. Major topics include friends and play, moral reasoning and stages, understanding development and teacher behavior. PPR Standard I, II, III ACAD102 - Parent Conferencing This course addresses procedures for conducting an effective parent conference. Prerequisites: Acceptance and Registration for Summer Academy. Major topics addressed with focus on parent conferences are purpose, communication, documentation, and rights and responsibilities. TAC 228.30 Parent conference/Communication ACAD103 - Basics of Teaching Reading The text materials in this course were developed by the Center for the Improvement of Early Reading Achievement (CIERA) and were funded by the National Institute for Literacy (NIFL) through the Educational Research and Development Centers Program, PR/Award Number R305R70004, as administered by the Office of Educational Research and Improvement (OERI), U.S. Department of Education. However, the comments or conclusions do not necessarily represent the positions or policies of NIFL, OERI, or the U.S. Department of Education, and you should not assume endorsement by the Federal Government or by ECAP. The findings described in this document were drawn from the report of the National Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction-Reports of the Subgroups. ACAD132 - Adolescent Psychology ACAD131 - TEKS/TAKS/STAAR for Secondary TEKS or Texas Essential Knowledge and Skills is the state mandated curriculum. Each grade level and every state approved course has a set of TEKS. The TEKS for each course gives exactly what knowledge or information is required for students to know. In addition, the TEKS gives very specific requirements as to the level of understanding for students. The course objective is to become aware of the TEKS / TAKS / STAAR; and the level of difficulty as shown by discussion and activities. The purpose of this course is to provide a broad overview of the psychological development of adolescents. Major topics include teen concerns, moral development, thinking processes, morality and values, teacher behaviors, trust and commitment issues and promoting success. Eng. Lang Art/Read I ACAD133 - Special Ed Issues for Regular Ed The purpose of this course is to prepare the regular ed teacher to deal with typical Special Education issues that all teachers must address. Topics include IDEA Law, accommodations and modifications, ARDs and IEPs and Special Ed terminology. Generalist EC-6 Art III Generalist EC-6 P.E. V, VI ACAD141 - Pre-Study Intro to Special Education This course provides a broad outline of the types of disabilities and the types of support provided to students receiving special education services. ACAD142 - Pre-Study ARD/IEP This course provides a broad overview of the legally required services for students in special education. Parent Conferencing/Communication, Pedagogy, Diff. Instruction ACAD143 - Special Ed Terms This course is a study of the vocabulary and technical terminology used in the Special Education workplace. Academy Courses COURSE DESCRIPTIONS ACAD201 - Connections Live This foundational course uses brain based research to address best methods for teachers in information dissemination, modification of the learning environment, fostering higher level thinking, classroom management and lesson preparation. Art I, IV, V Eng. Lang Art/Read I, IV, V, VI, VII, X, XI, XII Math II, III, VII, VIII, IX Science III Soc. Studies III, VIII, X P.E. I, III, VI, X Health I TAC 228.30 Child Dev., Motivation, Learning Theories, TEKS, Curriculum Dev./ Lesson Plan, Special Populations, Sp. Ed., Pedagogy, Diff. Inst., Class Mgmt All Interns ACAD202 - Legal Issues This lecture centers around common legal issues that are important to every teacher. Case studies are used to identify common legal pitfalls and research appropriate alternatives when dealing with legally sensitive issues while teaching. PPR Standard IV All Interns ACAD203 - Surviving the First Year This lecture provides best practices for the first year teacher including advice for professional appraisals and things not to do both in and out of the classroom. ACAD204 - Poverty This training event introduces interns to the types of poverty, social issues and cultural issues affecting today's classrooms. The intern is prepared with techniques for effective discipline, motivation and values training. Eng. Lang Arts/Read IV Math I Academy Courses COURSE DESCRIPTIONS ACAD205 - Teach to Their Strengths Taking a cue from Liesveld and Miller's acclaimed book, Teach With Your Strengths, this course addresses differentiated learning styles and delivery systems as well as motivational techniques. Eng. Lang Art/Read I, II, III, IV, XI, XII Math III, IV, V, VI, VII, VIII Soc. Studies VIII, IX Sp. Ed. II, IV, V, IX, X TAC 228.30 Motivation, Learning Theories, Gifted and Talented, Diff. Inst. ACAD211 / 221- Math for Elementary and Bilingual Math strategies for Elementary teachers Elementary and Bilingual interns ACAD212 Reading for Bilingual This course provides interns with knowledge and tools required to assess and develop language skills in second language learners. ACAD222 - Lesson Planning for Elementary and Bilingual This course takes our foundations courses to the next level - the lesson sequence. Interns practice creating appropriate lesson plans or units for elementary classrooms using research based techniques. COURSE DESCRIPTIONS Academy Courses ACAD223 - Reading for Elementary This course provides interns with knowledge and tools required to assess and develop reading skills in elementary aged learners. EC-6 Eng. Lang Arts/Read I-XII ACAD231 - Teaming and Communication (Secondary) Interns are provided with evaluative and practical strategies for grouping and team building within their classroom. Secondary interns ACAD232 - Parent Conferencing for Secondary This course provides training in effectively communicating with parents before, during and after a parent conference event. It also provides interns with supportive documentary tools and advice for efficiency in communicating with 100+ parents during a school year. Secondary interns ACAD233 - Teaching in Urban Schools (Secondary) Instructional practices specific to urban schools Secondary interns ACAD234 - Teaching for Critical Thinking (Secondary) This lecture teaches the intern to identify and assess appropriate levels of thinking that occur in the classroom. It also provides the tools necessary to effectively increase higher level thinking within the academic environment. ACAD235 - Reading in the Content (Secondary) Also called Reading Across the Content, this course describes the expectation and techniques used in teaching reading and communication skills within their major content area. ACAD241 - Introduction to Special Education This course sets a foundation for Special Ed teachers, dealing with a range of issues from required paperwork to appropriate instructional techniques based on specific disabilities. ACAD242 - Reading for Special Education This course provides interns with knowledge and tools required to assess and develop language skills in Special Education students. Special Ed interns ACAD243 - Lesson Planning for Special Education This course takes our foundations courses to the next level - the lesson sequence. Interns practice creating appropriate lesson plans or units for Special Education classrooms using research based techniques. COURSE DESCRIPTIONS Academy Courses Behavioral issues are common within the Special Ed environment. This course gives the intern access to appropriate practices and techniques in. Parent Conference, Classroom Mgmt Special Ed interns Following up on the online ARD/IEP requirement, this course further highlights the importance of proper documentation in the Special Education environment. Specifically, the requirements surrounding the two most common evaluative and prescriptive tools, ARDs and IEPs, are addressed. Internship Courses COURSE DESCRIPTIONS INTN301 - Advisor Assessments INTN310 - INTN313 - Lesson Planning This course set requires new teachers to submit lesson plans that are aligned to an accepted lesson model. Teachers will then deliver the submitted lessons in their own classroom and finally, turn in an evaluative reflection piece. This course has 4 sections: Elements, Guided Observation, Implementation and Mastery. INTN330 - PPR Face to Face Review This course is used to register for the required ECAP Face to Face PPR review (training event). There are 2 possible dates, so register early to get a good one. Once you attend the training, your credit for this assignment will be posted as a grade for this course. INTN342 - INTN344 - Web 2Point0 This course set satisfies ECAP's technology training requirement. Its components are: Legal Issues in Technology, Blogging for K-12 Teachers and Online Applications. CONT160 - Pedagogical Studies This course explores the basic Pedagogical practices expected from new teachers and is a pre-requite for taking the PPR EC-12 exam. Three performance self-evaluations are required of each intern, one upon each formal evaluation by the ECAP advisor. These assignments will be submitted through this online course module. This Ďtraining firstí approach effectively positions the teacher/intern for a successful first year of teaching. It also allows the best possible schedule for a new teacher during that very busy first year on the job. Each phase of the program comes with its own set of standards and requirements which are described in this . In order to receive a Standard Certificate, the requirements for each of these phases must be met along with additional testing and financial requirements. The process of earning a Standard Teaching Certificate is complex. It is important, not only to educate yourself in the requirements, but to be aware of all the important due dates and deadlines along the way. See Communication and Information Dissemination in the General Expectations section of this catalog for details. PATHS TO CERTIFICATION: INTERNSHIP OPTION Phase I Meet preliminary requirements for acceptance: -Successful Interview -Meet qualification requirements and NCLB íhighly qualifiedí requirements through content specific testing, transcripts that indicate proficiency, or both Phase II Register for and attend pre-teaching training : -Pre-Academy online training Complete the salaried internship: -Find a qualified teaching position -Complete internship, internship period training and testing -Receive a positive recommendation from Field Advisor and Principal -Apply for a Standard certificate Interns will generally progress through their requirements in the following manner: Training Purpose: The ECAP training sequence satisfies two important purposes. First, the timing of ECAPís training is based on a long history of adaptation with a focus in maximizing the teacherís success in the classroom. Second, ECAPís training content surpasses state training requirements for teacher certification. The state requires a 300 hour training regimen that addresses specific curriculum. ECAP ensures that you receive this. This state requirement demands that interns place a high priority on attendance and completion of all prescribed training as they earn their Standard certification. The training sequence is listed here. See course description for details. Pre Academy: Pre-Observation Pre-Academy Online courses ECAP Academy: For more information about ECAP Academy see page 22 (Academy Procedures). Bilingual Connections Legal Issues Surviving the First Year Teaching to Your Strengths Poverty Lesson Planning Elementary Math Development of the Young Child Poverty in Schools Parent Conferencing TEKS / questions Techniques Reading in the Bilingual Classroom Elementary / ESL Connections Legal Issues Surviving the First Year Teaching to Your Strengths Poverty Lesson Planning Elementary Math Development of the Young Child Poverty in Schools Reading in Elementary Reading in the ESL Classroom Secondary Connections Legal Issues Surviving the First Year Teaching to Your Strengths Poverty Lesson Planning Teaching for Critical Thinking TEKS for Secondary Reading in the Content Teaching in Urban Schools Special Education Issues Poverty in Schools Parent Conferencing Adolescent Development Special Education Connections Legal Issues Surviving the First Year Poverty Lesson Planning (by grade level) Introduction to Special Education Reading in Special Education Understanding ARD/ IEP ECAP Internship Coursework: Advisor Assessments The Lesson Planning Series Web 2.0 Series Pedagogical Studies PPR Face to Face Review Policy for Job Interviews: ECAP wants to support your job search. Therefore, we will excuse time required for you to attend any scheduled job interview for a qualified teaching position. Your site administrator will have verification forms for you to take to the interview. These forms must be completed to receive credit for attendance. Unscheduled/ Unforeseen Emergencies: Unscheduled emergencies (i.e. car trouble, sickness) will be handled by the site administrator on a case by case basis. More than two unscheduled emergencies resulting in absences during the course of ECAP Academy will likely require that the intern return to the missed training during the following year. This is not an attempt to distribute false consequences. Each intern must receive specific curriculum before being certified. This policy is required due to our stateís legal alternative certification requirements. Each intern will be given a copy of the book Teach with Your Strengths. Inside this book you will find instructions for an online Strengths Assessment. Complete the assessment and bring your printed Strengths Assessment to the training titled Teach to Your Strengths. Your site administrator will explain this during ECAP Academy. Miscellaneous Information Respect for trainers and cohorts Cell phones should be turned off (not on vibrate) unless an emergency situation requires that your phone be turned on. If this is the case, you should still use the silent setting on your cell phone. If you must have a telephone conversation, keep it short. An ECAP site administrator may check on you to make sure everything is okay. Do not be offended by this. We are simply trying to help, should you have an emergency. Campus rules No smoking, drinking or drug use is allowed on any school campus. This includes the parking lot area. If you are found using any of these substances, you will be excused from ECAP. While in the school building, only water and packaged lunches are allowed. Please do not bring soft drinks or open food into the building unless authorized by your site administrator. If you have a related medical condition that requires exception, make sure you inform your site administrator. Your attire should be school appropriate. There will be students on campus. Shorts are allowed but length requirements at each campus may be enforced. Typically, the building will be cold for part of the day and warm as the day progresses. Please prepare for this. Your campus will likely be holding a session of summer school. Please limit your conversations and other distractions while in the hallways to accommodate a positive learning environment. Training In addition to the training , testing and financial requirements, each intern must: -Secure a contract as a Teacher of Record with a TEA accredited public, private or charter school -Teach the equivalent of one school year (180 days) -Score proficient on the Professional Development and Appraisal System (PDAS) or the alternative district teacher appraisal instrument. -Consistently provide a supportive physical, emotional and academic environment for children -Provide a professional presence in the classroom and on campus that exemplifies a good employee common pitfalls to the certification process. Believe it or not, classroom performance is not the most common undoing of our interns. The problem most commonly encountered is the internís relationship with campus personnel and administration. You should have a healthy, respectful and professional attitude toward all campus personnel. Be careful to remember that you are the newbie in the eyes of the other teachers and donít disrespect the methods, nor refuse the advice of your more experienced co-workers (no matter how late to school! Before a Standard Certificate can be issued, the intern must pass all appropriate content and pedagogy exams. In most cases, these exams come from a family of tests called TExES exams. ECAP advises that interns pass their content specific TExES exams as early in the process as possible. These tests are available to degreed individuals through PACT (Pre-Admission Content Testing) at the www.texes.ets.org website. The most common required testing requirements are displayed in the table below. This table should be used only as a guide to inform you of your probable testing requirements. Please consult with your schoolís certification officer or with ECAP to determine your official requirements. Area of Certification Required Tests Bilingual semester in the program. Each phase of the program comes with its own set of standards and requirements which are described in this . In order to receive a Standard Certificate, the requirements for each of these phases must be met along with additional testing and financial requirements. The process of earning a Standard Teaching Certificate is complex. It is important, not only to educate yourself in the requirements, but to be aware of all the important due dates and deadlines along the way. See Communication and Information Dissemination in the General Expectations section of this catalog for details. PATHS TO CERTIFICATION: STUDENT TEACHING OPTION -Complete Internship, internship period training and testing -Receive a positive recommendation from Field Advisor and Mentor teacher -Apply for a Standard certificate Student Teachers will generally progress through their requirements in the following manner: Student Teaching Option: Course Requirements Training Purpose: The ECAP training sequence satisfies two important purposes. First, the timing of ECAPís training is based on a long history of adaptation with a focus in maximizing the teacherís success in the classroom. Second, ECAPís training content surpasses state training requirements for teacher certification. The state requires a 300 hour training regimen that addresses specific curriculum. ECAP ensures that you receive this. This state requirement demands that interns place a high priority on attendance and completion of all prescribed training as they earn their Standard certification. The training sequence is listed here. See course description for details. Pre Academy: Pre-Observation Pre-Academy Online courses ECAP Academy: For more information about ECAP Academy see page 30 (Academy Procedures). Bilingual Teaching to Your Strengths Poverty Lesson Planning Elementary Math Development of the Young Child Poverty in Schools Student Teaching Option: Course Requirements team teaching for a third lesson. Observe other teachers. Evaluate student progress. Do self reflection paper. Submit lesson plans. 1st formative assessment by cooperating teacher. 7-8 Continue observations and assume responsibility for two additional lessons. Submit lesson plans and evaluate student progress. Work with other teachers and Work with other teachers and parents as applicable. Take PPR. 2nd formative assessment by cooperating teacher. 13 Begin phase out of the clinical 14 Observe closing school activities. Standard certificate. Scooperating teacher. Student Teaching Option: Financial Requirements Student Teaching