NHTI's Career and Technical Education Alternative certificate program offers you the knowledge and skills required by the N.H. Department of Education standards for career and technical educator certification. The program allows you to use credits toward an Associate of Science in Education and/or a bachelor’s degree. You may have:
- A high school diploma or equivalent and significant experience and would like to earn a credential to teach and college credits toward an associate or bachelor’s degree
- Some college courses or an associate degree and significant experience and would like to earn a credential to teach or college credits toward an associate or bachelor’s degree
- A bachelor’s degree and significant experience and would like to earn a credential to teach
This program is financial aid-eligible.
Apply for this program today on our Admissions page with step-by-step instructions and enrollment pathways build just for you!
Prospective career and technical educators will possess significant life/work experience or academic preparation in a career and technical content area. Career and technical center directors and school districts retain the authority to review the eligibility of all prospective career and technical educators and define any or all of the certificate component courses to be required for credentialing, on an individual basis. These individuals will then be referred to NHTI for course registration and completion.
This program has been developed using the N.H. competencies required for Ed 610.02 Professional Education and Ed 507.02 Teachers of Career and Technical Education.
Program Learning Outcomes
Upon completion of the program of study the NHTI education student will:
- Demonstrate knowledge in the area of learner development by demonstrating an understanding of how learners develop, recognizing that patterns of learning and development vary, and demonstrate the ability to facilitate developmentally appropriate and challenging learning experiences based on the unique needs of each learner.
- In the area of learning differences, demonstrate an understanding of individual differences and diverse cultures and communities and demonstrate the ability to create inclusive learning environments that allow each learner to reach his or her full potential and the ability to employ universal design principles and assistive technology.
- In the area of the learning environments, demonstrate the ability to work with learners to create and
access learning environments that support self-directed individual and collaborative learning and demonstrate the use of learning environments not limited to the classroom but extended into the larger community and virtual experiences.
- In the area of content knowledge, demonstrate an understanding of the central concepts, tools of inquiry, and structure of his or her discipline(s) through demonstration of the creation of learning experiences that make the discipline(s) accessible and meaningful for learners and demonstrate innovative applications using differing perspectives to engage learners in critical and creative thinking and collaborative problem-solving related to authentic local and global issues.
- In the area of learning facilitation, use multiple methods of assessment to engage learners in their own growth, document learner progress, provide learner feedback, and inform the educator’s ongoing planning and instructional practices.
- Plan for learning facilitation, as demonstrated by being an active member of a learning community, to draw upon knowledge of content area standards, cross-disciplinary skills, learners, the community, and pedagogy to plan learning experiences that support every learner in meeting rigorous learning goals.
- Demonstrate learning facilitation strategies, as demonstrated by an understanding and use of a variety of strategies and tools to encourage learners to develop deep understanding of content areas and their connections to other disciplines and an ability to build skills in accessing, applying, and communicating information.
- In the area of professional responsibility, demonstrate being a reflective practitioner and using evidence to continually evaluate his or her practice, particularly the effects of choices and actions on students, families, and other professionals in the learning community, the ability to adapt practice to meet the needs of each learner, and the ability to collaborate, as a member of the larger learning community with learners, families, colleagues, other professionals, and community members to leverage resources that contribute to student growth and development, learning, and well-being.