Total Credit Hours: 60 credit hours
Purpose: The Associate of Arts in Teaching (A.A.T.) degree is designed for students preparing to transfer to a four-year institution to obtain a baccalaureate degree and earn Maryland state teacher certification. The program incorporates foundation coursework in teacher education, content coursework in a selected certification area and a field-based experience at the appropriate level of teacher certification.
This is a recommended program of study for students planning to pursue a bachelor’s degree with the goal of teaching Spanish at the secondary level.
Program Website: http://www.aacc.edu/programs-and-courses/credit-and-degree-seekers/education/
Range of Occupations
Occupations can be explored further through the virtual Careers Center.
The A.A.T. degrees parallel the Maryland State Department of Education grade bands:
||Early Childhood Education
||Secondary Academic Areas
Criminal Background Check
Participation in the required fieldwork experience is contingent upon satisfactory completion of the criminal background check. For complete details, see the Teacher Education and Childcare Institute section of this catalog.
To earn the degree and be eligible for seamless transfer within Maryland, students must complete all required coursework and the following additional requirements:
- Students must submit official qualifying scores as established by the State Superintendent of Schools on pre-professional basic skills tests (e.g., SAT, ACT, PRAXIS/CORE) approved by the State Board of Education. For more information visit www.aacc.edu/teach/praxis.cfm.
- Students must complete fieldwork requirements as indicated by the Teacher Education and Child Care Institute.
- Students must earn a C or better in all coursework required for the degree and obtain a cumulative grade point average of 2.75 or better.
Students may be required to meet additional admittance requirements at the chosen transfer institution.
Planning Tool: Two-Year Sequence of Courses
AACC faculty developed the following sequence of courses to encourage greater success in each student’s program of study. This sequence incorporates all of the student’s requirements for this degree and provides the student with essential notes to guide their success. It is recommended that students view and save this as they plan courses for this degree.
Arts and Humanities: 6 credits
Computer Technology, Interdisciplinary Studies or Mathematics: 3-4 credits
Health/Fitness/Wellness: 3 credits
Social and Behavioral Sciences: 6 credits
Program Requirements: 27-28 credits
Elective: 3-4 credits
Computer Competency Requirement
Program requirements EDU 211 and EDU 214 meet this requirement.
Program requirement EDU 214 meets this requirement.
Upon successful completion of this program, students will be able to:
- Perform a range of interpersonal and presentational writing tasks in a manner largely comprehensible to natives or near-natives not used to the writing of non-natives, even if the text contains errors.
- Speak Spanish at a level comprehensible to a native or near-native speaker who is not used to dealing with non-native speakers despite errors and pauses.
- Understand and interpret a range of authentic and pedagogically prepared texts for which they have been prepared through pre-reading activities.
- Understand and interpret native or near-native speakers of Spanish in uncomplicated and controlled contexts for which they have been prepared through pre-listening activities.
- Demonstrate a basic knowledge of culture and cultural values as these relate to Spanish-speaking societies, and should be able to appreciate and convey cultural differences as these might manifest themselves within Spanish-speaking societies.
- Identify the social, physical, emotional, and cognitive stages of development through adolescence.
- Describe the major approaches to (theories of) human learning.
- Explain approaches to learning/teaching.
- Describe the impact of culture, privilege, and oppression, as they influence personal growth and development.
- Relate culture, privilege and oppression to their impact on schooling, student performance and success.
- Identify factors that may contribute to behaviors/conditions resulting in at-risk students.
- Describe the important role of family in human development and the variety of ways individuals can organize to fulfill these roles.
- Define basic theories of motivation.
- Define what curriculum is and identify the social, cultural, historical, political, and philosophical influences that effect the development and change of curriculum.
- Describe the construction of curriculum as responsive to developmental, cultural, and social needs of children.
- Compare different approaches to and methods of teaching.
- Recognize that there are different approaches to teaching and that materials and objectives are specific to the approach selected.
- Know, locate and critique types of educational research.
- Recognize valid sources of educational information.
- Describe the roles of secondary school teachers.
- Distinguish between the roles of middle school and high school teachers.
- Reflect on the approaches to learning/teaching.
- Relate principles and practices of group dynamics to educational practices.
- Demonstrate knowledge of exceptionalities and individual differences and understand how culture and experience affect these.
- Specify how issues such as justice, social equality, concentrations of power, class differences, race and ethnic relations, language and literacy, or family and community organization relate to teaching and schools.
- Identify contemporary education issues.
- Relate issues to their historical, social, cultural, philosophical, education antecedents or analyze the historical, social, cultural, philosophical, and educational antecedents in relation to contemporary issues.
- Engage successfully in critical thinking and problem solving in a variety of content areas.
- Recognize instructional practices that enhance, or impede critical thinking, problem solving, and performance skills.
- Engage in small group learning environments in a variety of content areas in the first sixty hours of coursework.
- Describe a variety of patterns of secondary school organization.
- Identify the various ways that teachers collaborate with others.
- Explain the history of education.
- Develop a philosophy of education and relate this to purposes of education.
- Describe schools as organizations.
- Identify the important role of family in learning and recognize teachers’ vital role in creating a partnership with families.
- Identify fundamental/basic rudiments of school law.
- Know, understand, and define for the ethical standards of the teaching profession.
- Explain the value of life-long learning.
- Begin a “developmental portfolio” that includes reflections on their developing schema of the teaching profession.
This program aligns with all the college’s core competencies. For a full list of Core Competencies, click here.