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NHTI's Teacher Education Conversion Program - General Special Education (with certification) program provides you the opportunity to become licensed to teach if you have already earned your bachelor's degree but do not hold a teaching license. 

Do you have questions? Contact Cynthia Lucero, program coordinator, at clucero@ccsnh.edu or 603-271-6484 x4246. The department chair for this program is Diana Menard, who can be reached at dmenard@ccsnh.edu or 603-271-6484 x4281.

Consider assessment in two simple realms: for learning and of learning. The focus of this course is assessment for learning; otherwise on developing an assessment model where teachers and students envision and use assessments as an intricate part of the learning experience; not simply as tools to grade or evaluate, but as instruments to provide and receive feedback, and measure milestone accomplishments, on vital knowledge and skills directly linked to a CTE student’s chosen pathways.

This course addresses two general themes around assessment. The first is to develop a coherent vision around selecting, establishing and adjusting assessments that clearly link to learning goals. This vision establishes a platform for students, through participation in assessments, to develop a body of evidence whereby they can quantify their knowledge, skills and abilities. The second major theme is using assessment data effectively. This includes, for example, teachers providing explicit and actionable performance feedback for students (and their stakeholders). In this environment, teachers empower students to better reflect on their performance and in doing so, to know exactly where they “are” so they know where they need to focus their energies to meet learning targets. In addition, assessment data is also leveraged to help teachers plan and adjust (including on-the-fly) instructional decisions to better serve students' learning needs.

Ultimately a student's body of evidence -their performance on all types of valid assessments -is used by the teachers and student to determine whether a student has exceeded, met or not-yet met learning targets along their chosen pathway. This body of evidence takes on many forms, but as a whole represents a quantifiable level of learning. The following modules will provide a framework to design an assessment system that works for CTE.

The focus of this course is student learning and effective instruction. Throughout this course, the concepts of Universal Design for Learning, expert teachers and expert learners, research, theories, mindsets, and best practices in instructional approaches that increase student learning and achievement are examined. The goal of this course is to develop an understanding of how learners grow and develop and to design appropriately challenging, meaningful, and impactful learning experiences for all of the learners in the classroom.

An introductory course in psychology that focuses on the fundamental facts and principles of psychology within the broader context of contemporary personal and social concerns. Topics may include the historical development of the discipline, scientific methodology, human development, motivational theory, consciousness, sensation and perception, learning, thinking, memory, emotions, biological basis of behavior, personality theory, psychopathology, sexuality, and measurements and statistics. It features the study of mindfulness and incorporates mindfulness meditation as an optional instructional method while exploring aspects of emotional intelligence as they relate to psychology. (Students who have received credit for PSYC 105MC cannot also receive credit for PSYC 105C.)

As a pathway to paraeducator certification, paraeducators may complete a portfolio demonstrating the knowledge and skills competencies in the areas of math, reading, and writing, and the ability to assist in math, reading, and writing instruction. This course guides students in the preparation and completion of the required portfolio evidence through participation in a series of seminars and completing evidence to be presented in a final portfolio.

Analyzes the social construction of difference with a focus on gender and examines conditions and institutions involved with dynamics of power and privilege in contemporary society in the U.S. Oppression, social justice, diversity, culture, and problems of system inequality are studied with attention given to identity, discrimination, and social change. Students will become familiar with social group layers that interact with gender, including class, dis/ability, age, appearance, weight, religion, race, and ethnicity. Development of critical thinking skills related to such categories of difference will be studied with an eye both to the larger culture and to individual’s personal lives.

Reviews introductory algebra concepts such as solving systems of linear equations and factoring and covers intermediate algebra topics including compound and absolute value inequalities; systems of linear inequalities; quadratic and higher order functions and equations; graphing; composition and transformations of functions; rational, radical, exponential, and logarithmic functions and equations; and applications of each topic. A TI 84 graphing calculator is required.

An introduction to the field of dentistry and dental hygiene. Other topics include study strategies, basic dental terminology, introduction to evidence-based research writing, tooth designation systems, and basic office procedures.