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GUIDELINESFOR THE REDESIGN OFPOST-BACCALAUREATE EDUCATIONPROGRAMSDeveloped by:Louisiana Board of Regents,Board of Elementary and Secondary Education, &The Professional Development Leadership Advisory CouncilMarch 10, 2003
TABLE OF CONTENTSSECTION 1: GENERAL INFORMATIONI.II.III.IV.Overview of the Review Process and the Document Categories for Post-Baccalaureate Programs Format for Submission Timelines for Review Process 2346SECTION 2: INSTITUTIONAL SECTIONI.II.III.IV.V.Institutional Section – Cover Page Table of Contents .Overview of the Institution Ongoing Professional Development for Teachers and EducationalLeaders (Category IV) .Institutional Level Evaluation of Post-Baccalaureate Programs 77788SECTION 3: PROGRAM SECTION – ADVANCED MASTER’SDEGREE FOR TEACHERSIntroduction Components of Program Section 911I.II.III.IV.V.VI.VII.11111112131415Program Section – Cover Page Table of Contents Charts Program Description .Course Descriptions Description of Field Sites and Performance Activities Assessment System and Program Evaluation SECTION 4: PROGRAM SECTION – ADVANCED ENDORSEMENTS,MASTER’S DEGREES, & ALTERNATIVE PATHS FOR EDUCATIONALLEADERSIntroduction Components of Program Section ram Section – Cover Page Table of Contents Charts Program Description Course Descriptions Description of Field Sites and Performance Activities Assessment System and Program Evaluation Alternative Path – Educational Leader Guidelines for the Redesign of Post-Baccalaureate Education ProgramsMarch 10, 2003
SECTION 1: GENERAL INFORMATIONI.OVERVIEW OF THE REVIEW PROCESS AND THE DOCUMENTAll universities are required by the Board of Regents (BoR) and Board of Elementary andSecondary Education (BESE) to redesign their post-baccalaureate programs to expand uponknowledge gained in redesigned undergraduate teacher preparation programs, address newrequirements for the No Child Left Behind Act and other federal legislation (e.g., Individualswith Disabilities Education Act), focus upon school improvement and student achievement, andaddress the recommendations of the Blue Ribbon Commission. Once programs have beenredesigned, national consultants will carefully evaluate all programs to ensure that they meetstandards for quality. The review process will support universities’ efforts to recruit strongteacher and educational leader candidates, prepare teachers and educational leaders who haveadvanced levels of knowledge and expertise, create a high level of professional competence inpost-baccalaureate level education, increase the availability of certified teachers and educationalleaders in Louisiana, and support the retention of all program completers as they move into newpositions. Across all activities, the evaluators will look for research-based practices that havestrong quantitative and qualitative support. The goal of the external evaluators will be to supportthe efforts of the Board of Regents (BoR), Board of Elementary and Secondary Education(BESE), and the universities to increase the availability of well-prepared and effective educatorsfor the PK-16 system of education that Louisiana is developing. These coordinated efforts areultimately designed to improve the achievement of students in all schools.The external evaluators will review redesigned post-baccalaureate program proposals, interviewuniversity/district teams, provide feedback to universities regarding their proposals, and makerecommendations to university system boards, BoR, and BESE relative to acceptance of theredesigned plans. The external evaluators ask that universities follow the structure contained inthis document when submitting redesigned plans to facilitate an efficient, consistent, and clearprocess. The structure is described in detail on the pages that follow.Proposals will consist of two primary sections: Institutional Section and Program Section(s).The Institutional Section deals with issues related to the institution’s role as a completeinstitution in the advanced preparation of teachers and educational leaders. The ProgramSection(s) describe programs that lead to additional certifications and/or advanced knowledge.Institutions are only required to submit Program Sections for the following: (1) (Advanced)Master’s Degrees for teachers which extend knowledge gained in undergraduate or alternatecertification programs; and (2) programs for educational leaders which include (Advanced)Master’s Degrees for educational leaders, alternative paths for educational leaders, andendorsements for teacher leaders. In addition, Master’s Degrees for Reading Specialists shouldbe submitted. Program Sections should not be submitted for Master’s Degrees that certify:Librarians; Guidance Counselors; and Special Education professionals. Master’s Degrees for theK-12 certification areas of music, art, dance, health/physical education, etc. should not besubmitted since the new K-12 certification structures for these areas have not yet been approvedby the Board of Elementary and Secondary Education.Guidelines for the Redesign of Post-Baccalaureate Education ProgramsMarch 10, 2003
II.CATEGORIES FOR POST-BACCALAUREATE PROGRAMSThere are four categories of post-baccalaureate programs that will help schools/districts possess agreater number of highly qualified teachers and educational leaders prepared to help childrenlearn. Institutions have already submitted redesigned programs for Category I. Institutions maychoose to submit redesigned programs for one or more types of programs in Category II andCategory III. Universities are encouraged to consider creating programs for Category IV.Universities are only required to submit Program Sections for non-shaded areas inCategory II and Category III.CATEGORY I. INITIAL CERTIFICATION FOR TEACHERSTypes of ProgramsNames of ProgramsDescriptionsA. Master’s DegreeProgram(Initial) Master’sDegree - AlternateCertification33-39 credit-hour Master’s Degree for individualswith a baccalaureate degree outside of education whowant to attain a Master’s Degree while taking initialcourses to become certified to teach.B. Non-DegreeProgramPractitioner TeacherProgram21-30 credit hour fast-track non-degree programs forindividuals with a baccalaureate degree outside ofeducation who want to teach within schools whilesimultaneously taking initial courses to becomecertified to teach.24-33 credit hour non-degree programs for individualswith a baccalaureate degree outside of education whodo not want to pursue a Master’s Degree or a fasttrack program to become certified to teach.NonMaster’s/CertificationOnly ProgramCATEGORY II. (ADVANCED) MASTER’S DEGREE FOR TEACHERSType of ProgramNames of ProgramsA. Master’s DegreeProgram(Advanced) Master’sDegree - EducationDescriptions1.2.3.(Advanced) Master’sDegree –Arts/Sciences/ OtherAdvanced graduate program for certified teacherswho want to attain a Master’s Degree to acquiredeeper knowledge to enhance their existing areaof certification.Advanced graduate program for certified teachersin grades 7-12 who want to attain a Master’sDegree and add 12 credit hours to a 19 credithour minor to become certified in an additionalcontent area.Advanced graduate program for certified teacherswho want to add an additional area ofcertification by taking courses to acquire thenecessary knowledge to pass the PRAXISexamination in an additional area of certification(e.g., Reading Specialist, English, etc.).Advanced graduate program in a specific content areafor certified teachers in grades 7-12 who want to attaina Master’s Degree to become certified in an additionalcontent area that was not their major or minor whenenrolled in a teacher preparation program.Guidelines for the Redesign of Post-Baccalaureate Education ProgramsMarch 10, 2003
I.CATEGORIES FOR POST-BACCALAUREATE PROGRAMS (CONT’D)CATEGORY III: ADVANCED ENDORSEMENTS, DEGREES, & ALTERNATIVEPATHS FOR EDUCATIONAL LEADERSTypes of ProgramsNames of ProgramsDescriptionsA. EndorsementProgramEndorsement - TeacherLeaderAdvanced graduate courses for teachers who aspire tobe educational leaders.B. Master’s DegreeProgram(Advanced) Master’sDegree - EducationalLeader – Level 1Advanced graduate program for teachers who want tobecome certified as an Educational Leader – Level 1while attaining their Master’s Degree.C. Non-DegreeProgram,Specialist, orDoctorateAlternative Path Educational Leader –Level 1Advanced graduate program for teachers with aMaster’s Degree who want to become certified as anEducational Leader – Level 1.CATEGORY IV. ONGOING PROFESSIONALDEVELOPMENT FOR TEACHERS AND EDUCATIONAL LEADERSType of ProgramNon-DegreePrograms and/orCoursesNames of ProgramsDescriptionsMinor Plus AdditionalCoursework for 31HoursGraduate or undergraduate courses that preparecertified teachers in grades 7-12 to address the state’sK-12 content standards and complete a total of 31credit hours to be certified in an additionalcertification area.Graduate or undergraduate courses that preparecertified teachers to address the state K-12 contentstandards and pass the PRAXIS examination tobecome certified in an additional certification area.Graduate level courses for certified teachers andeducational leaders who wish to take advanced levelcourses to extend their existing knowledge and meetstate requirements for 150 hours of on-goingprofessional development.PRAXIS PreparationAdvanced KnowledgeIII.FORMAT FOR SUBMISSIONA.General Stipulations1.All documents should be organized in the following order.a.Institutional Section(1)(2)(3)(4)(5)Cover PageTable of ContentsOverview of the InstitutionOn-going Professional Development for Teachers andEducational Leaders (Category 4)Institutional Level Evaluation of the Post-Bac. ProgramGuidelines for the Redesign of Post-Baccalaureate Education ProgramsMarch 10, 2003
III.FORMAT FOR SUBMISSION (CONT’D)A.General Stipulations (Cont’d)1.(Cont’d)b.Program Section(1)(2)(3)(4)(5)(6)(7)(8)B.Cover PageTable of ContentsChartsProgram DescriptionsCourse DescriptionsDescription of Field Sites and Performance ActivitiesAssessment System and Program EvaluationAlternative Path – Educational Leader (if applicable)2.All sections of the document must be single-spaced, 12-point type, doublespaced between paragraphs, one-inch margins, and duplicated on plain, 8½ " x 11" white paper.3.Copies must be fastened securely and in a manner that makes them easilystackable with other proposals. The use of such items as binder clips,plastic spiral binders, and printed covers is discouraged. Although everyeffort to ensure that documents are handled with care, Board of Regentsmay not be held liable for any reviewer misunderstandings that occur as aresult of pages that are missing and/or in incorrect order because ofimproper or inadequate fastening.4.All pages must be numbered.Submission of ProposalFive (5) copies of all documents being submitted for review, one of which hasoriginal signatures, should be submitted to:Teacher Education InitiativesRedesigned ProgramsBoard of RegentsP.O. Box 3677Baton Rouge, LA 70801-1389Documents must be in the Board of Regents Offices by 4:30 P.M, September 17,2003 or 4:30 P.M., February 18, 2004.Please contact Dr. Jeanne M. Burns at burnsj@gov.state.la.us if you havequestions.Guidelines for the Redesign of Post-Baccalaureate Education ProgramsMarch 10, 2003
IV.TIMELINES FOR REVIEW PROCESSTimelines for the review process are provided below:EVALUATION CYCLE 5: SUBMISSION OF PROGRAMSDatesSeptember 17, 2003October 8-10, 2003November 10, 2003December 2003 toFutureDecember 2003 toFutureJuly 1, 2004ActivitiesSubmission of:(1)Part A: Institutional Section.(2)Part B: Program Section(s) for all Category II and Category IIIPrograms.External evaluators’ interviews with university teams and systemrepresentative(s).Submission of external evaluators’ recommendations to university system boardspublic institutions, and private institutions.Approval of redesigned post-baccalaureate programs and/or rejoinders byuniversity system boards or private universities and submission of programrecommendations to Board of Regents.Review of program recommendations and rejoinders from system boards orprivate universities and final approval by Board of Regents and Board ofElementary and Secondary Education.Implementation of new redesigned Category II and Category III programs.EVALUATION CYCLE 6: SUBMISSION OF NEW PROGRAMS OR RESUBMISSIONOF PROGRAMS (IF NOT PREVIOUSLY APPROVED)DatesFebruary 18, 2004March 3-5, 2004April 6, 2004April 2004 to FutureApril 2004 to FutureJuly 1, 2004ActivitiesSubmission of:(1)Part A: Institutional Section.(2)Part B: Program Section(s) for all Category II and Category IIIPrograms.External evaluators’ interviews with university teams and systemrepresentative(s).Submission of external evaluators’ recommendations to university system boardspublic institutions, and private institutions.Approval of redesigned graduate education programs and/or rejoinders byuniversity system boards or private universities and submission of programrecommendations to Board of Regents.Review of program recommendations and rejoinders from system boards orprivate universities and final approval by Board of Regents and Board ofElementary and Secondary Education.Implementation of new redesigned Category II and Category III programs.Guidelines for the Redesign of Post-Baccalaureate Education ProgramsMarch 10, 2003
SECTION 2: INSTITUTIONAL SECTIONThe following should be addressed when preparing the Institutional Section.I.INSTITUTIONAL SECTION – COVER PAGE (See Appendix A)II.TABLE OF CONTENTSIII.OVERVIEW OF THE INSTITUTIONA.Post-Baccalaureate Education Program Mission Statement (1 Page Limit)Clearly state the mission of the redesigned post-baccalaureate education programas an integrated and integral part of the institution. It should reflect a commonmission for all colleges (e.g., College of Education, College of Arts/Sciences,College of Business, etc.) within the institution that share responsibility in theadvanced preparation of educators. It should address outcomes the institutionseeks to produce, be aligned with the state reform mandates, and address theinstitution’s role in addressing local, state, and national needs. (NOTE: Thismission statement should be aligned with NCATE 2000 conceptual frameworkexpectations.)B.Identification of ProgramsPrepare a chart that identifies all Categories I: Initial certification programsalready approved and all Category II and Category III advanced programs thatwill be submitted for review by the external evaluators. Although your institutionwill not be required to submit a Program Section for the (Advanced) Master’sDegree in a content area offered by the College of Arts/Science/Humanities,please list it if it will be an option for candidates at your institution. (Note: Thischart may be expanded for NCATE 2000.)Categories & Types of Degrees/ProgramsCategory I: Initial CertificationCategory II: (Advanced) MasterDegree for TeachersCategory III: (Advanced)Endorsement, Master Degree, andAlternate Path for EducationalLeaders(Initial) Master’s Degree – Alternate CertificationPractitioner Teacher ProgramNon-Master’s/Certification-Only Program(Advanced) Master’s Degree – Education(Advanced) Master’s Degree - Content Area –Arts/SciencesEndorsement – Teacher Leader(Advanced) Master’s Degree – Educational Leader(Advanced) Alternate Path – Educational LeaderNumber ofCredit Hours36263336366361-36Guidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 7
III.OVERVIEW OF THE INSTITUTION (CONT’D)C.Structure of the Redesigned Post-Baccalaureate Education Program (1 PageLimit) (Note: This section can be expanded for the Overview of the Institutionfor NCATE 2000.)Provide a brief narrative describing the general design and organizational contextof the redesigned post-baccalaureate education programs. If specific programsoperate as independent units (e.g., the Master of Education – Reading Specialist isdelivered by one college and the Master of Education - Secondary Education isdelivered in another college), the proposal should clearly state this and separateProgram Sections should be submitted.IV.ONGOING PROFESSIONAL DEVELOPMENT FOR TEACHERSEDUCATIONAL LEADERS – CATEGORY IV (1 Page Limit)ANDProvide a description of formal institutes, programs, etc. that your institution may offer toprovide certified teachers and certified educational leaders with opportunities to expandtheir existing knowledge or areas of certification without pursuing additional graduatedegrees. This information will assist the external evaluators in understanding if othernon-degree graduate students seeking advanced knowledge will also be enrolled ingraduate level courses.VI.INSTITUTIONAL LEVELPROGRAMS (2 Page Limit)EVALUATIONOFPOST-BACCALAUREATEDescribe the institution’s plan for evaluation of the post-baccalaureate educationprogram. The external evaluators are particularly interested in seeing evaluation plans forthe areas listed below. (Note: This information can be expanded for Standard 2:Assessment System and Unit Evaluation for NCATE 2000.)A.The redesigned post-baccalaureate education program’s success in achieving itsmission.B.The redesigned post-baccalaureate education program’s success in recruitingcandidates.C.The redesigned post-baccalaureate education program’s success in providingfinancial and administrative support for the post-baccalaureate programs.D.The redesigned post-baccalaureate education program’s success in assessing thecontinuing progress of graduates and their impact on PK-12 students. (Note: ThePanel is particularly interested in how the institution will use the information toinform practices and make institutional improvements.)Guidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 8
SECTION 3: PROGRAM SECTION –(ADVANCED) MASTER’S DEGREE FOR TEACHERSINTRODUCTIONThe primary focus of the external evaluators will be upon whether redesigned Master’s Degreesare truly advanced programs that expand the knowledge of teachers beyond initial teacherpreparation (e.g., undergraduate or alternate certification). As Redesign Teams meet to designadvanced graduate programs, it will be important for the teams to examine National Council forAccreditation of Teacher Education (NCATE) expectations, National Board for ProfessionalTeaching Standards, national reports pertaining to advanced graduate programs, state K-12content standards, new state certification requirements based upon No Child Left Behind federallegislation, and other federal legislation (e.g., Individuals with Disabilities Education Act).National Council for Accreditation of Teacher EducationThe National Council for Accreditation of Teacher Education (NCATE) expects all experiencedteachers enrolled in (Advanced) Master’s Degree Programs to be provided opportunities to buildupon and extend knowledge gained in initial preparation programs. NCATE expects thesecandidates to possess the ability to apply research/research methods and focus upon theimprovement of their own teaching and the improvement of student learning.AASCU and Blue Ribbon CommissionDuring April 2001, the American Association of State Colleges and Universities (AASCU)identified nine recommendations to be considered when developing graduate programs forteachers. The Blue Ribbon Commission on Teacher Quality adopted these recommendations andincorporated them into the Blue Ribbon Commission’s Year Two Report during May 2001. Thereport recommended that graduate programs: Focus, first and foremost, on improving the achievement of students that teachers teach;Be rigorous, academic, and student-centered;Provide increased knowledge of content and how to teach the content;Focus on the real dilemmas of classroom teachers; on their contexts, circumstances, andconcerns;Have a collaborative focus, encouraging the active participation of education faculty,other faculty at the university, and personnel from the public schools;Involve partnerships among key stakeholders such as school superintendents, teachersunions, college administrators, college and PK-12 faculty;Employ collaborative and team learning approaches;Schedule courses at times and places to ensure the greatest and most effectiveparticipation of working teachers; andGuidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 9
INTRODUCTION (CONT’D)AASCU and Blue Ribbon Commission (Cont’d) Use technology extensively to deliver course material in innovative ways, to redesign thecourses to maximize participation of working adults, and to prepare teachers for theproficient use of technology with their own students.It was also recommended that institutions: Study the appropriateness of creating a Master’s Degree that prepares individuals forNational Board for Professional Teaching Standards certification.A copy of the AASCU recommendations and document can be obtained at the following website: http://www.aascu.org.Additional Areas of Certification - No Child Left Behind Federal LegislationOn January 16, 2003, the Board of Elementary and Secondary Education passed a new policythat requires teachers to meet the following requirements to be “highly qualified” as defined bythe No Child Left Behind federal legislation: (1) possess a “major” in the area in which theyteach (for initial certification or if adding additional areas of certification beyond initialcertification) OR (2) pass a PRAXIS examination (if adding additional grades 7-12 content areasfor certification beyond initial certification) OR (3) obtain a masters degree in a content area. Asa result of this policy, institutions are encouraged to design programs that will enable candidatesto simultaneously obtain a Master’s Degree and an additional area of certification. Optionscould include the following:1.A Master’s Degree in Education that includes 12 graduate credit hours in a content areaas part of the total program for candidates who already possess 19 undergraduate hours ina grades 7-12 Secondary Teaching Area and want to possess a total of 31 credit hours fora “content major”.2.A Master’s Degree in Education that combines content and pedagogy and results in acandidate passing the PRAXIS to become certified to teach in a specific area.3.A Master’s Degree in a specific content area for candidates enrolled in the College ofArts/Sciences/Humanities.It is anticipated that institutions will also develop (Advanced) Master’s Degrees that allowcandidates to deepen their knowledge in the areas in which they are already certified to teach.It is also anticipated that institutions will develop opportunities for teachers to participate in nondegree programs that allow them to take appropriate courses to pass the PRAXIS or possess 31hours of course work without completing a Master’s Degree. However, institutions are NOTrequired to submit descriptions of those programs when submitting descriptions of their(Advanced) Master’s Degrees.Guidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 10
COMPONENTS OF PROGRAM SECTIONThe following should be included for an (Advanced) Master’s Degree for teachers:I.PROGRAM SECTION – COVER PAGE (See Appendix B)II.TABLE OF CONTENTSIII.CHARTS1.Course Sequence for Degree Plan/Program (Note: This information can beexpanded for Standard Candidate Skills, Knowledge, and Dispositions forNCATE 2000.)Use Appendix C to list the sequence of courses that will be recommended tocandidates to complete a major for their degrees/programs. Please prepare aseparate form for each major. All required courses should be listed. Ifcandidates are allowed to select electives, identify the number of elective hoursand areas in which candidates may select electives.Please place an asterisk beside each course that is required for candidatesparticipating in the Practitioner Teacher Program, Non-Master’s/CertificationOnly Program, or Master’s Program – Alternate Certification. It is expected thatat least two-third of all courses listed in Appendix C will be advanced levelcourses that were NOT taken by teachers in alternate certification programs.If developing a competency based curriculum, list the competency based activitiesand describe how candidates will be assigned credit hours.2.Progression of Site-based Experiences for Post-baccalaureate ProgramsUse Appendix E to identify performance activities within site-based settings thatcandidates will be expected to complete. Please prepare a separate form foreach major.List the courses in the order in which it will be recommended that the experiencesoccur. As an example, an experience could be: Analysis of the previous threeyears of student achievement data for a teacher’s classroom to identify subjectarea weaknesses. Clearly demonstrate that progression will occur as candidatesgain knowledge in their courses and use the knowledge in site-based settings. Theevaluators are particularly interested in seeing early and continuing workplaceexperiences integrated into the redesigned program.Guidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 11
COMPONENTS OF PROGRAM SECTION (CONT’D)IV.PROGRAM DESCRIPTIONThe program curriculum should directly address NCATE standards for advancedprograms and the expectations of the Blue Ribbon Commission. In addition, theprograms should address state content standards and certification requirements ifadditional areas of certification will be attained.A.Overview of Program Structure (1 Page Limit)Provide a brief overview of the total program. Provide sufficient information toenable the evaluators to understand who will be participating in the program andhow they will progress through the program.B.Redesign Team for Master’s Degree(s) for Teachers and Other Forms ofCollaboration (1 Page Limit)Discuss the process that was used to create the Redesign Team to develop the(Advanced) Master’s Degree for teachers Identify the diverse membership of theRedesign Team (e.g., College of Education, College of Arts/Science/Humanities,community leaders, district personnel, school personnel, parents, etc.) and theprocess that was used for members to provide input as the program wasredesigned. Identify other forms of collaboration that occurred as Redesign Teammembers gathered input and feedback about the program design from others.Discuss collaborative agreements that have been created to allow candidates toengage in problem-based learning experiences and be mentored by highlyeffective teachers within partner schools/districts. Discuss the process that will beused by universities and districts as collaboration occurs to improve theredesigned program once implemented.C.Recruitment and SelectionAddress each of the following areas to describe efforts to recruit and selectcandidates for the post-baccalaureate program. (Note: This information can beexpanded for Standard 2: Assessment System and Unit Evaluation for NCATE2000.)1.Recruitment (1 Page Limit)Please describe the collaborative process that will be used for universitiesand school districts to work together to recruit outstanding individuals forthe program. Explain how these recruitment efforts differ from previousrecruitment efforts.Guidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 12
COMPONENTS OF PROGRAM SECTION (CONT’D)IV.PROGRAM DESCRIPTION (CONT’D)C.Recruitment and Selection (Cont’d))2.Screening and Selection for Program (1 Page Limit)Please describe the process that will be used to screen and selectindividuals who will become candidates for the program. Identify thescreening tools and the criteria that will be used to place participants in theprogram. Indicate if candidates will self-select to participate or if aselection process will be used to admit only outstanding candidates to theprogram. Indicate if the candidates will be selected to participate asmembers of a cohort or if candidates will be allowed to enter the programat any point in an academic year. Please explain how these screening andselection efforts differ from previous efforts.D.Support of Program Completers (1 Page Limit)Describe efforts that will occur to support program completers once theycomplete their programs and apply new knowledge within their schools. Explainhow these support efforts differ from previous efforts to support graduates.(Note: This information is not required for NCATE 2000; however, inclusion ofthe information will further strengthen the NCATE 2000 report.)V.COURSE DESCRIPTIONSA.Catalog Description of Content Specific Courses (e.g., Mathematics, English,etc.)If candidates are required to take content specific courses outside of theCollege/Department/Division of Education, provide the course number, coursetitle, credit hours, and catalog description of each course.B.Narrative Description of CoursesFor all courses listed in Appendix C and all other courses that address advancedknowledge and skills for teachers, provide a brief one to one and one-half page(single-spaced) narrative description that includes the items listed on the nextpage.(Note: This should be written in a narrative format and not a syllabus format. Itshould be written so that it can be converted for future syllabi and expanded forStandard 2: Candidate Skills, Knowledge, and Dispositions for NCATE 2000.)Guidelines for Redesigned Post-Baccalaureate Program ProposalsMarch 10, 2003Page 13
COMPONENTS OF PROGR
Guidelines for the Redesign of Post-Baccalaureate Education Programs March 10, 2003 II. CATEGORIES FOR POST-BACCALAUREATE PROGRAMS There are four categories of post-baccalaureate programs that will help schools/districts possess a greater number of highly qualified teachers and educational leaders prepared to help children learn.
