Teaching License Certificate
A customizable curriculum.
Choose four unique licensure areas and tailor your education to fit your career goals.
A community of learners.
Synchronous online classes foster engagement and collaboration among you and your peers.
A credential for advancement.
Our program successfully prepares you to sit for the Ohio Assessments for Educators (OAE).
An education credential tailored to you.
Enter the teaching profession and earn the credential you need to begin a meaningful career in education with the Post-Baccalaureate – Teaching License Certificate program from Notre Dame College.
The Post-Baccalaureate Teaching License Certificate online program is offered in a flexible format, giving you the opportunity to earn your teaching licensure in a way that is best for you. The synchronous nature of our courses means you will be able to build a community with your professors and peers. Engage, collaborate and network with other future education professionals.
Topics of Study
Designed for those who hold a baccalaureate degree and who wish to enter the teaching field, the Post-Baccalaureate Teaching License Certificate program truly offers you the opportunity to build a program of study that helps you reach your unique career goals. Certificate is available in the following areas of choice:
- Early Childhood (Pre-K–5)
- Middle Childhood (Grades 4–9)
- Language Arts
- Social Studies
- Adolescent/Young Adult (Grades 7–12)
- Integrated Language Arts
- Integrated Social Studies
- Integrated Math
- Life Science
- Life Science with Chemistry
- Mild/Moderate Intervention Specialist (K–12)
In addition to taking your required courses, you will also have the opportunity to complete student teaching, giving you the opportunity to gain hands-on experience in the field. At the end of the program, you will be prepared to sit for the Ohio Assessment for Educators (OAE) should you choose, or, if you are currently an instructor, pursue additional licensure.
Note: Some content courses for the Adolescent/Young Adult and Middle Childhood programs may need to be taken on-campus or outside of NDC. Talk to your Enrollment Counselor for details.
This Program Is Designed For:
- Individuals who hold a current baccalaureate degree
- Working educators who wish to earn an additional education licensure
- Those who wish to enter the field of teaching and earn their initial license
Why Notre Dame College
Located in South Euclid, Ohio, Notre Dame College is a small yet vibrant liberal arts Catholic college. We are committed to offering world-class learning both on campus and online with student success as our top priority. Our reputation for excellence is rooted in our variety of degree programs, expert instructors and continuous support of our students. Whether you learn on campus in Ohio or in one of our flexible online degree programs, you’ll experience the exceptional education Notre Dame College is known for.
Courses & Requirements
Your course of study will help you earn the credential you need to take the next step in your career. For our online Post-Baccalaureate Teaching License Certificate, the number of credit hours required depends on the licensure you wish to earn. They are as follows:
- Early Childhood Education (97.5 hours)
- Middle Childhood Education (83.5 hours)
- Adolescence to Young Adult Math (70.5 hours)
- Adolescence to Young Adult Language Arts (70.5 hours)
- Adolescence to Young Adult Social Studies (82.5 hours)
- Adolescence to Young Adult Life Science (82.5–85.5 hours)
- Adolescence to Young Adult Life Science and Chemistry (91.5–95.5 hours)
- Mild/Moderate Intervention Specialist (47.5 hours)
The Division of Professional Education programs also include field-based experiences. They are designed to meet the current Ohio Teacher Education and Licensure Standards. Candidates must have at least 100 hours of field experience before being admitted to their clinical internship student teaching placement.
Course Description Credits ED 202Introduction to the historical, sociological and philosophical foundations of education, including an understanding of the moral, social and political dimensions of classroom teaching and schools. The focus is on education as a profession. Designed to facilitate career exploration. 3 ED 203Field placement component for ED 202. Twenty hours of observation, one-on-one tutoring or other classroom-related activities on three separate visits to classrooms representing the ECE, MCE and AYA licensure areas. Must be taken concurrently with ED 202. 0.5 ED 204Study of development, learning and instructional theory and its practical application to effective teaching of diverse populations. Explores the psychological foundations of student variability, behavioral and cognitive learning theories, information processing, motivation theories, practices of grading and the evaluation of student learning. The findings of research and current best practices in the above areas are explored in relation to creating a positive classroom environment for learning. Prerequisite: PY 201 or equivalent. 3 ED 205Overview of the life span of students with special learning needs. Focus will be placed on the characteristics in mental, sensory, physical, communicative, social and emotional development that affect learning and adaptive behavior. Discussion of issues related to education, family life and federal and state legislation. Focus will be on the thirteen disabilities in law and how accommodations are made for those students. Prerequisite: PY 201 3 ED 206Approximately 10 hours of observation at an appropriate site, as determined by the instructor and/or Field Placement Director. This course provides time to organize and reflect upon the field experience in classrooms with students with learning differences. Must be taken concurrently with ED 205. 0.5 ED 221An understanding of the nature and the role of word recognition literacy. This course analyzes phonological awareness, phonemic awareness, phonics, structural analysis and morphemic units in decoding, spelling and their application in reading and writing. Knowing how to assess and intervene in word recognition through informal assessments is also investigated. This course should be the first reading course taken. Prerequisites: ED 202, 203, 204, 205, 206. 3 ED 265This initial course includes an overview of the history, philosophy and goals of teaching students in grades Pre-K–9. It emphasizes the study of developmentally appropriate curriculum organization, the need for integrating the curriculum and multiple strategies for evaluating and assessing student performance. Prerequisite: ED 202. 3 ED 291, 292, 293 1-3 ED 301An intermediate-level course in integrating technology into the classroom, which includes assistive technology that targets diverse and special needs students. Teacher candidates are exposed to basic technology operations for personal and professional use, address the social, ethical and human issues of living in a digital society and implement teaching methodology that promotes technology as a tool in the learning process. 3 ED 330This course is designed to develop collaborative skills and effective communication practices in working with families of children with disabilities. Specific strategies to more effectively develop collaboration with regular classroom teachers and other school and community personnel will be explored as well as opportunities to practice elements of successful and effective team relationships. The student will demonstrate a working knowledge of the Individual Education Plan team, including the consultative role of professionals in related services. Ten (10) hours of field experience are required. Prerequisite: It is recommended that ED 354 be taken before ED 330. 3 ED 332The course explains how to create a literate environment in the classroom for students by utilizing children’s literature to teach, remediate, extend and enjoy books. A wide range of reading levels and varied types of literature for small children, primary, intermediate, middle and high school will be explored and evaluated. Books will be evaluated for the characteristics of their genre and use in the classroom in Language Arts and Cross-Curricular settings. This course does not meet the literary inquiry requirement for the Core Curriculum. Reading strategies will be learned to successfully incorporate literature into the classroom. 3 ED 335This course is designed to explore the techniques used in the development of successful student reading of subject matter content. This course studies the components of word study, comprehension, writing, teaching for diverse learners (including students who have dyslexia), technology applications, assessment and collaborative techniques for teaching content area materials. Prerequisites: ED 202, 203, 204, 205, 206. 3 ED 341An examination of curriculum principles that impact planning instructional activities for students. Emphasis placed on the Backward Design concept. Prerequisites: Completion of ALL other education coursework and 90 percent of content work. Must be ready to student teach in the one or two semesters following the completion of this course. ED 341 precedes ED 342. 3 ED 342Effective teaching methodology that addresses the needs of today’s diverse classrooms is introduced. Prerequisites: Completion of all other education coursework and 95 percent of content work. Must be ready to student teach in the next semester following the completion of this course. Prerequisite: ED 341. 3 ED 343Field placement component for the ED 342 methods class required of education majors/minors, except MMIS majors (MMIS students take ED 354/ED 357). The planning, teaching and reflection of multiple 130 lessons taught at an off-site location. 1 ED 352Behavior management techniques and methods of positive behavior support are discussed as well as the theories used to develop basic standards of reinforcement for children with disabilities. Individual and classroom management plans are discussed, including methods of obtaining baseline data to document observable behavior and to initiate problem-solving methods to change inappropriate behavior. Twenty hours of field experience required. 3 ED 353The student will demonstrate a working knowledge of terminology associated with the assessment of individuals with disabilities, including formal and informal measures used to explore a student’s eligibility and referral for special education. Basic methods of referral, screening and placement will be analyzed. Twenty-five hours of field experience required. 3 ED 554This course teaches the skills of building individualized education programs (IEPS) based on assessment data, planning and monitoring instructional strategies, developing curriculum and supporting materials, creating lesson plans and preparing students for inclusion and/or transition programs or specialized environments. Formative evaluations are completed for non-licensed graduate candidates. Foundations in Mild/Moderate Disabilities (ED 510) is a prerequisite for this course. Twenty-five hours of field experience are required. 3 ED 355A study of assessment and intervention procedures for classroom diagnosis and remediation of reading. There is an emphasis on methods and materials for the correction of reading problems. Last course in ECE, MCE, MMIS reading core. Prerequisites: ED 221, ED 332 and ED 376 Should be taken with ED 380. 3 ED 357Field placement component for the ED 354 course. (MMIS students do not take ED 343; they take ED 354 instead). The planning, teaching and reflection of multiple lessons taught in classrooms or resource rooms to students on individual education plans. Completed under the direction of an Intervention Specialist or classroom teacher. Determined by the instructor and/or field placement director. Must be taken concurrently with ED 354. 1 ED 376A comprehensive approach to the development of reading with a focus on language development, oral communication skills and reading/writing through developmentally, individually and age-appropriate activities for young children. Emphasis on children’s progress in literacy development, appropriate teaching methodologies and the holistic approach to literature and content materials for young learners. Prerequisites: ED 202, 203, 204, 205, 206, 221. 3 ED 379This course focuses on the appreciation for and integration of art, music and physical movement activities into the classroom learning environment. Students will learn strategies and techniques to meet the needs of students with diverse needs and cultural backgrounds in the context of developmentally appropriate practice. This course has five hours of fieldwork embedded within the course. Prerequisites: ED 204, ED 265. 3 ED 380Field placement component for the reading core required for all licenses. Thirty hours of observation/activities at an appropriate site, as determined by the instructor and/or Field Placement Director. The study and the administration of multiple assessments from an informal reading inventory for primary, middle and high school students. Should be taken with ED 355. 1 ED 391, 392, 393, 394 1-3 ED 412Fifteen weeks of student teaching in a charter school in middle childhood classrooms (4-9) in one or both areas of concentration under the supervision of cooperating teachers and a college supervisor. Prerequisite: Departmental approval. All education coursework and content-area coursework must be completed prior to student teaching. Formal application made one semester prior to student teaching. 12 ED 480Fifteen weeks of student teaching in a charter school in the early childhood classroom (Pre-K–3) under the supervision of a cooperating teacher and a college supervisor. Prerequisite: Departmental approval. All education coursework and content-area coursework must be completed prior to student teaching. Formal application made one semester prior to student teaching. 12 ED 414Fifteen weeks of student teaching in an accredited school in the special education (MMIS) classroom in grades Pre-K–12 under the supervision of a cooperating teacher and a college supervisor. Prerequisite: Departmental approval. All education coursework and content-area coursework must be completed prior to student teaching. Formal application made one semester prior to student teaching. Candidates who are seeking BOTH MMIS and ECE licenses will complete the clinical internship in an MMIS or inclusion classroom in grades Pre-K–3. 12 ED 421Fifteen weeks of student teaching in a charter school in adolescent/young adult classrooms (7-12) under the supervision of a cooperating teacher and a college supervisor. Prerequisite: Departmental approval. All education coursework and content-area coursework must be completed prior to student 132 teaching. Note: Multi-age teaching can be done at either the early, middle or secondary levels. Formal application made one semester prior to student teaching. 12 ED 475An integrative seminar which focuses on an understanding of current issues affecting education and educational practices in the United States and the role of the professional educator in responding to these issues. Students are required to complete and submit an electronic portfolio prior to the completion of this course. Senior status required. Must be taken immediately before student teaching. 3 ED 412, 413, 414, 421Student teaching for TEEL® students. Formal application must be submitted one semester prior to student teaching. 6 ED 460In educational clinical settings, students will practice appropriate examination, evaluation and intervention of various educational application designed to serve and meet the needs of children identified and diagnosed with learning disabilities. This is a structured clinical experience requiring students demonstrating their ability to plan, facilitate and evaluate instructional activities. The student will spend up to five days in the classroom within an eight-week timeframe to fulfill a total of 60 hours in the field. All students enrolled in the class must have a current BCI/FBI report. Prerequisites: Successful completion of MMIS coursework. 6 ED 491, 492, 493, 494 1-3 ED 495A field-based experience that is tailored to meet the career goals of students who do not wish to work in Pre-K–12 classrooms. The internship is supervised by site coordinators and college supervisors and includes 6 credit hours that culminate in a capstone project. All education courses must be completed before taking the internship. 6
Students applying for the online Post-Baccalaureate Teaching License Certificate must meet the following requirements:
- Hold a bachelor’s degree from a regionally accredited university
How to Apply
Students applying for admission to the online Post-Baccalaureate Teaching License Certificate must submit the following materials:
- Complete online application
- Official transcripts from all previously attended institutions
- Complete an interview with the Admission Office or his/her designee. This interview includes a discussion of various initial licensure programs, schedule of classes and financial aid.
- A current Bureau of Criminal Investigation (BCI) check OR verification of current BCI check
Costs & Financial Aid
Notre Dame College Online features a high-quality education at a price you can afford. See how your past academic credentials can help you make the most of your college education.
Component Requirements Cost Per Credit Hour Total Tuition 47.5-95.5 credit hours $495 $23,513-$47,273
Discover federal financial aid, U.S. military benefits and other ways to make your education affordable.
Notre Dame College is a proud participant in the Yellow Ribbon Program. Learn more about how Notre Dame College Online seeks to help service members make the most of their education.
Outcomes & Resources
Learn more about potential careers available after you graduate. Some include:
- Early childhood educator
- Mild/moderate intervention specialist
- Middle school teacher in math, language arts, social studies or science
Discover more about your program of interest, learn about topics that might help you further your career and explore job options when you graduate.
Benefits of Learning Online
Learn more about how online learning can provide you with a flexible and convenient way to earn your degree and go further as a professional.View Benefits
Frequently Asked Questions
Online students are exceptionally self-motivated. They demonstrate determination, discipline and a willingness to fulfill their commitments. Be prepared to devote a significant amount of time each week to your classes. Engage in discussion, meet your deadlines and communicate with your advisor if you have questions or concerns. These habits will help you move successfully through our programs.
Yes! Notre Dame College Online recognizes the importance of an affordable education, and we strive to ensure your financial situation is not a boundary when it comes to your career success. Refer to our Financial Aid page to learn more about how to pay for your degree.
The Free Application for Free Student Aid determines your eligibility for financial aid programs, such as loans and grants. It helps identify the types of aid you may receive, such as federal and state grants, work study programs and low interest loans. We strongly recommend you fill out your FAFSA form each year to help identify which financial aid opportunities may be available to you.