ARTC programs are state-approved alternative routes to teacher licensure and certification. Alternative routes provide special pathways that can enable students to be hired as salaried, full-time public-school teachers even though they might not have an education degree or might not have satisfied all the academic and fieldwork requirements required for standard licenses and/or certification. These pathways are primarily designed to fill teaching positions commonly referred to by the state as “critical needs” areas, where there are often serious teacher shortages. Examples include mathematics and science teachers, teachers of English language learners, and teachers of students with exceptional needs.
WilmU is approved to offer ARTC Special Education programs that enable graduates from regionally accredited institutions of higher education to earn an advanced degree (master’s) and/or licensure/certification in one or more of the following areas: (1) teachers of preschool exceptional children, (2) teachers of K-12 students with disabilities, or (3) teachers of students with autism and/or severe disabilities.
Since ARTC program plans can be different for each individual student (depending on academic backgrounds and experience) and have a number of different components and options, those interested in the alternative pathway must schedule a meetingwith the ARTC Program Chair in order to determine eligibility and to decide if the program is a good “fit.”
Once admitted, candidates have several program options, including the M.Ed. in Special Education, specialized certification for already licensed teachers, and a pathway for current and future para-educators to obtain positions and credentials as full-time teachers.
Course Requirements
Paraeducator to Special Education Teacher (ARTC)
Passage of Praxis II content exam (as listed above) or 24 content area credits (as listed above) required for admission.
42 or 43 credits for core requirements, 12 or 13 credits of concentration requisites; Early Childhood, Elementary, or Secondary levels differ.
Total of 54-55 credits for degree program.
| MED 6102 | E-Folio | 0 |
| MSE 8001 | Teaching Exceptional Children Seminar I | 3 |
| MSE 7100 | Foundations of Special Education: Historical, Legal, and Theoretical Perspectives | 3 |
| MSE 7604 | Technology for Instruction | 3 |
| MSE 8002 | Teaching Exceptional Children Seminar II | 3 |
| MSE 7403 | Diagnosis/Assessment/IEP Development for Exceptionalities | 3 |
| MSE 7402 | Applied Behavior Analysis | 3 |
| MEE 7632 | Language and Literacy | 3 |
| OR | |
| MAS 7652 | Reading in Content Areas | 3 |
| MSE 8003 | Teaching Exceptional Children Seminar III | 3 |
| MSE 7901 | Diagnosis/Assessment of Reading Difficulties for Non-Reading/Literacy Majors | 3 |
| MSE 7405 | Curriculum in Special Education | 3 |
| MSE 8004 | Teaching Exceptional Children Seminar IV | 3 |
| MSE 8102 | Legislation and Implementation of Policy and Procedure | 3 |
| MED 6000 | Elementary Mathematics for Teachers | 3 |
| OR | |
| MAS 7801 | Practicum/Pedagogical Approaches to Teaching in the Middle and High School | 4 |
| MSE 8805 | Performance Assessment | 3 |
| MSE 8005 | Professional Growth Portfolio | 0 |
Program Content Requisites (Early Childhood)
| MSE 7502 | Educating Preschoolers with Special Needs | 3 |
| MSE 7603 | Assessment of Young Children | 3 |
| MSE 7605 | Differentiation of Instruction for Young Children | 3 |
| MSE 7607 | Emergent Literacy for Young Children | 3 |
| MSE 7407 | Teaming/Collaboration with Families & Communities | 3 |
Program Content Requisites (Elementary)
(12-13 credits of Prerequisites)
| MEE 7603 | Instructional Strategies in Elementary Education | 3 |
| MEE 7631 | Child Growth and Development | 3 |
| MEE 7633 | Integrated Methods to Teaching Elementary Language Arts/Reading | 3 |
| MEE 7637 | Integrated Methods for Teaching Elementary Mathematics | 3 |
Program Content Requisites (Secondary)
(12-13 credits of Prerequisites)
| MAS 7603 | Instructional Strategies in Secondary Education | 3 |
| MAS 7651 | Adolescent Growth and Development | 3 |
| MAS 7701 | Classroom Culture and Student Behavior | 3 |
| MED 6801 | Building a Responsive Classroom | 3 |
MSE 8005 Professional Growth Portfolio is a non credit bearing course that enables M.Ed. Special Education Alternative Route to Teacher Certification (ARTC) Teachers who have completed their degree requirements but still remain under the state ARTC classification, pending completion of their final Delaware Teacher Evaluation cycle, to receive support and coaching from WilmU ARTC program.
Admission and Eligibility
In addition to general admission requirements, admission to this program requires applicants to have a Grade Point Average (GPA) of at least 3.0 on a 4.0 scale or have a GPA in the top 50th percentile for coursework completed during the most recent two years of the applicant’s general education, whether secondary or post-secondary.
Admission to the Paraeducator to Teacher (ARTC) program requires the following:
- Complete and submit the Application for Admission, accompanied by a non-refundable application fee.
- Submit an official transcript or transcripts verifying completion of a bachelor's degree from a regionally accredited college or university. Transcripts and all application documents should be sent to the Wilmington University Office of Graduate Admissions. Admission to this degree program requires a grade point average (GPA) or 3.0 or higher for the most recent two years of post-secondary education.
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Candidates must provide proof of passage of the Praxis II content exam aligned with their desired content area or have completed 24 credits in the desired content area prior to eligibility for ARTC.
- Candidates seeking admissions into ARTC who have passed the Praxis II content exam aligned with their desired content area will receive an Eligibility Letter.
- Candidates seeking admission into ARTC who have earned 24 credits must adhere to these requirements:
- If the Content Area GPA calculated from the 24 credits is above a 3.0, then the candidate may meet the qualifying score on an ETS Praxis II content knowledge exam specified for early childhood teacher (birth to grade 2), content knowledge exam specified for elementary teacher (grades K-6) or the content knowledge exam specified for secondary teacher (grades 6-8 or 6–12).
- Candidates not earning above a 3.0 GPA calculated from the 24 content area credits must pass the ETS Praxis II content knowledge exam specified for early childhood teacher (birth to grade 2), content knowledge exam specified for elementary teacher (grade K-6) or content knowledge exam specified for secondary teacher (grades 6-8 or 6-12).
- Complete a program planning conference with the ARTC Program Chair. At this point eligible candidates will receive a Wilmington University Eligibility Letter. Candidates must have this letter to seek a teacher of record position in a Delaware public school.
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Once issued, the Eligibility Letter provides the candidate with the opportunity to seek employment as a full-time special education Teacher of Record (TOR) in the specified content area. Upon hire and at the discretion of the program chair, the candidate may receive an official Welcome Letter that will allow him/her to enroll into the ARTC program.
- International students must provide results from the Test of English as a Foreign Language (TOEFL) that meets the current minimum score requirements.
- Candidates should make sure to register for MED 6102 (E-Folio).
Applicants are also asked to provide official and complete score reports from the Praxis Core exam and/or test results from the SAT or ACT demonstrating mastery of general knowledge, including the ability to read, write and compute.
International students must provide results from the Test of English as a Foreign Language (TOEFL) that meet the current minimum score requirements.**
After completing all of the above requirements, register for MED 6102 (E-Folio).
Content and Performance Assessment Requirements
As a program requirement, candidates must pass or meet qualifying score on an ETS Praxis II content knowledge exam specified for early childhood teacher (birth to grade 2), content knowledge exam specified for elementary teacher (grades K-6) or the content knowledge exam specified for secondary teacher (grades 6-8 or 6–12).
As a program requirement, candidates must pass by achieving minimum scores set by the DE Professional Standards Board on ETS Praxis II #5354: Special Education Core Knowledge and Applications prior to completion.
Please note that state-mandated licensure/certification exams and minimum score requirements are subject to change by the Delaware Department of Education. Any changes mandated by the Department of Education will be implemented as required by state regulation.
Test takers should designate Wilmington University and the Delaware Department of Education as score recipients. This enables scores to be sent directly, confidentially, and electronically to the University and to the DE Department of Education.
NOTE: Wilmington University is obligated to modify educator preparation program requirements to comply with any regulatory mandates/changes of the Delaware Department of Education.
Performance Assessment
The College of Education and Liberal Arts at Wilmington University requires students pursuing teacher preparation degrees to take the Praxis Performance Assessment for Teachers (PPAT) in order to qualify for program completion and degree conferral. The performance assessment is not scored by any employees of the University. It is scored by Nationally Certified ETS Reviewers not associated with Wilmington University. Completing this assessment is a student teaching requirement. Candidates must check with their supervisors, program advisors or program chairs to obtain current and accurate information related to score expectations.
Program Competencies
The degree program is built around standards developed by the Council for Exceptional Children, in addition to the Delaware Professional Teaching Standards/InTASC Model Teaching Standards and reflects the College of Education and Liberal Arts Program Attributes and Conceptual Framework. Those standards can be accessed below:
CEC STANDARDS
INTASC STANDARDS
ATTRIBUTES AND FRAMEWORK
Outcomes Assessment
The assessment of content knowledge, pedagogy, learning theory, and performance competencies is accomplished through satisfactory attainment of specific course objectives; satisfactory performance on tests of general and content-related knowledge, performance assessments, successful completion of assignments linked to program competencies and graduation competencies; fieldwork evaluations from advisors and post-graduation surveys.
E-Folio
Teacher candidates must register for and activate MED 6102, E-Folio as the initial course in the program as this course will allow them to document various course requirements needed to satisfy individual program competencies.
Minimum Grades
The College of Education and Liberal Arts sets a required minimum grade of “C-” for all education core courses as well as courses needed to satisfy the content major, and an overall GPA of 3.0 is required for program completion.