Accelerated Teacher Certification Program (ATCP 1000-4000)

Instructor: Brian Walker

The course will explore terms, principles, theorist, methods, trends, legislation, and instructional strategies that apply to teaching EC-12 education

Instructor:   Brian Walker

[email protected]


Contact Information

Please contact me concerning any problems that you are experiencing in this course.  Our performance in my class is very important to me.  I am available to hear your concerns and just to discuss course topics. Feel free to email me at any time.  Please note the instructor response time is 24-48 hours. For further concerns not related to this course, please contact the ATCP Office at (713) 718-2856, M-F, 9:00 AM – 5:00 PM or email at [email protected]



Course Description:

The course will explore terms, principles, theorist, methods, trends, legislation, and instructional strategies that apply to teaching EC-12 education. 

Be an admitted participant of the Accelerated Teacher Certification Program

Course Goal
Have the educator candidates demonstrate competency and/or mastery of principles, methods and application of materials for teaching.



Course Learning Objectives:

The educator candidate will be able to:

  1. Relate the sequence of cognitive development to the acquisition of concepts.
  2. Develop strategies which promote higher order thinking and problem-solving skills in children.
  3. Utilize observation and assessment as a basis for planning experiences for the individual child.
  4. Create, evaluate, and/or select developmentally appropriate materials, equipment, and environments to support the attainment of concepts.
  5. Interpret educational statues, laws, and implement procedures and accommodations for all students.
  6. Focus on the teaching of Number Concepts in Grades 4-12.




Activities, and Suggested Resources

Week 1: 

TS Standard 3- Content Knowledge and Expertise. Teachers exhibit a comprehensive understanding of their content, discipline, and related pedagogy as demonstrated through the quality of the design and execution of lessons and their ability to match objectives and activities to relevant state standards.


(TS) Teacher Standards

(MS) Math Standards: I-VIII

(ESL) Standard: I-VII





Overview of Syllabus

Overview of textbook (week 1)

Overview of Classroom Procedures

Getting to Know You Icebreakers

Create an emerging teacher philosophy

Overview of Domain and Competencies

Brief highlight  introduction of Theorist focusing on human growth and development : Suggested list Indicates mandatory instruction

Presentation of theorists

Piaget, Vygotsky, Erickson, Skinner, Maslow, Bruner,  Montessori,  Slavin, Froebel (Kindergarten) , Webb, Kolb, Flemings,

E. Jenson,  Siemens

Read and discuss:

The Effective Teacher Article- KWL activity

Tour of library and or computer lab student resources (reservation required)

Overview of Domains and Competencies

Instructional Focus:  Overview of the Math Standards through National Council Teachers of Mathematics (NCTM)

          -Six Principals

1)    Equity

2)    Curriculum

3)    Teaching

4)    Learning

5)    Assessment

6)    21st Century Technology

          -Ten Math Standards (Math TEXES Teacher Standards are derived from these standards)

1)    Number and Operations

2)    Algebra

3)    Geometry

4)    Measurement

5)    Data Analysis and Probability

6)    Problem Solving

7)    Reasoning and Proof

8)    Communication

9)    Connections

10)  Representation

Texas Teacher Standards

1)    Instructional Planning and Delivery

2)    Knowledge of Students and Student Learning

3)    Content Knowledge and Expertise

4)    Learning Environment

5)    Data-Driven Practice

6)    Professional Practices and Responsibilities

Seven ESL Standards Overview


Week 2:

TS Standard 1 C- Teacher designs lessons to meet the needs of diverse learners, adapting methods when appropriate.


TS Standard 3 B- Teachers design and execute quality lessons that are consistent with the concepts of their specific, discipline, are aligned to state standards, and demonstrate their content expertise.


ESL: II ESL Instruction and Assessment



Introduction to lesson planning: Comparing plans




Madeline Hunter

Gradual Release Method (I do, We do, You do)

Five E

Understanding by Design

Gagne Nine Model

Introduction to Instructional Strategies


Frayer Model

Blooms Taxonomy


Reporting Categories for STAAR Mathematics – Texas

Math Standards: Process, Readiness and Supporting (Lead4ward video)

Rep. Cat. 1 Numerical Representation and Relationships

Rep. Cat. 2 Computation and Algebraic Relationships

Rep. Cat. 3 Geometry and Measurement

Rep. Cat. 4 Data Analysis and Personal Financial Literacy


Overview of Lead4ward: Video clips:  Learning videos of the TEKS study


Overview of unpacking a TEK


1. Basic set theory and logic: set operations, relations and functions, Venn diagrams, DeMorgan’s Laws, truth tables, equivalent statements, deductive reasoning, contradictions, tautologies; 2. Numeration systems: history, Hindu-Arabic numeration system, other place values systems, computations in different bases;

Week 3:

TS Standard 6- Professional Practices and Responsibilities.

Teachers consistently hold themselves to a high standard for individual development, purse leadership opportunities, collaborate with other educational professionals, communicate regularly with stakeholders, maintain professional relationships, comply with all campus and  school district policies, and conduct themselves ethically and with integrity

 MS: V-VI Mathematical Learning, Instruction, and Perspectives


T.E.A. Ethics Modules 1-4

Teaching Number Concepts Learning and Instruction

Learning Theories and Psychology in Mathematics Education (Chapter 3)

3. Integers: structure and basic properties, computational algorithms; 4. Modular arithmetic: operations, divisibility;

Week 4:

TS Standard 2 -Teachers understand the role of language and culture in learning and how to modify their practices to support language acquisition so that language is comprehensible.

MS: I & V- Number Concepts & Mathematical Processes


Teaching ESL in Texas

ESL-  Language concepts and acquisition

Diversity in Education

Connect social-emotional  learning

Affective learning behaviors


Teaching Number Concepts in Texas

Mathematics as a Process (Chapter 1)

Inquiry Approach and Constructivist Model

Inductive vs Deductive Model

T.E.A. Ethics conclusion

Student Activity

Mid-Term Exam (5 STAAR)

Week 5:

TS Standard 1 C- Teacher designs lessons to meet the needs of diverse learners, adapting methods when appropriate.


TS Standard 2 Teachers understand the role of language and culture in learning and how to modify their practices to support language acquisition so that language is comprehensible.


MS: V,VI,VII-Mathematical Processes, Perspectives, Learning and Instruction

-ESL Language Theories and Instruction

-ESL Domain II-Standard VI: Formal and Informal Assessment

-ESL Guidelines T.E.A. website (SOURCE)

-ESL Before the Classroom

-BICS and CALPS *(PowerPoint presentation)

SDAIE (Specifically Designed Academic Instruction in English)

Bilingual Education

Ethnic and Cultural Issues  Pg 356

English Language Learners in Mathematics Pg 359

 5. Basic number theory: prime and composite numbers, prime factorization, fundamental theorem of arithmetic, least common multiple and greatest common divisor; 6. Rational numbers: structure and properties, ratio and proportion;

Week 6:

**TS Standard 4- Learning Environment. Teachers interact with students in respectful ways at all times maintaining a physically and emotionally safe, supportive learning environment that is characterized by efficient and effective routines, clear expectations for student behavior, and organization that maximizes student learning.

MS: V,VI,VII-Mathematical Processes, Perspectives, Learning and Instruction

Learning Environments* (differentiated learning: whole, small, cooperative groups)

Literacy Instruction

Creating an Active Learning Environment

Factors That Impact Learning* (diverse populations, generation overview/ activity)

Learning Styles & Multiple Intelligence- Kinesthetic, Oral, Visual, Auditory

 Reasoning and Sense Making

Teaching Number Sense

Lesson Planning focus: TEKS and Essential Questions

7. Real numbers: structure and basic properties, arithmetic operations, rational and irrational numbers, decimal representation, number line representation; 8. Patterns and sequences: arithmetic sequences, geometric sequences, mathematical induction.

 Week 7:

 TS Standard 2 Teachers understand the role of language and culture in learning and how to modify their practices to support language acquisition so that language is comprehensible.

MS: V,VI,VII-Mathematical Processes, Perspectives, Learning and Instruction

Special Education overview

Understanding Multiculturalism





Instructional Methods:

As an instructor, I want my students to be successful.  I feel that it is my responsibility to provide you with knowledge concerning the field of education and modeling good teaching strategies that allow you to connect the information that you learn in this course to the real world of education.


As an educator candidate wanting to learn about the field of education, it is your responsibility to read the textbook, submit assignments on the due dates, study for the exams, participate in classroom activities, attend class, and enjoy yourself while experiencing the real world of education.


Student Assignments/Activities:

Assignments/Activities have been developed that will enhance your learning.  To better understand a topic, you will be given assignments on key information that you will need to remember for your success in your career as an educator.  Educator candidates will be required to successfully complete the following:




Theorist Presentation                            

Lesson Plans (2)                         

Final Exam                                 





Instructor Responsibilities:

As your Instructor, it is my responsibility to:

  • Provide the grading scale and detained grading formula, explaining how student grades are derived.
  • Facilitate an effective learning environment through class activities, discussions, lectures, etc.
  • Description of any special projects or assignments
  • Inform students of policies such as attendance, withdrawal process, tardiness, and make-up work.
  • Arrange to meet with individual students before/after class as required.




Student Responsibilities:

To be successful in this class, it is your responsibility to:

  • Attend class, and participate in class discussions and activities.
  • Read and comprehend the textbook (if applicable).
  • Complete the required assignments and exams.
  • Ask for help when there is question or concern.
  • Keep copies of all paperwork, including syllabus, handouts, and all assignments.



Grading Rules and Policies:

Your instructor will conduct quizzes, exams, and assessments that you can use to determine how successful you are at achieving the course learning outcomes (mastery of course content and skills) outlined in the syllabus.  If you find you are not mastering the material and skills, you are encouraged to reflect on how you study and prepare for each class.  Your instructor welcomes a dialogue on what you discover and may be able to assist you in finding resources on campus that will improve your performance.


Instructional Materials:

In order to be successful in class, you need the right tools, The following materials are needed for you to complete your course:




Teach like a Champion by Lemov, John Wiley & Sons, Inc., 1st Ed., ISBN 9780470550472

Teaching Secondary and Middle School Mathematics by Daniel J Brahier, Pearson, 4th Ed., ISBN-13:9780132698115



HCCS’s Homepage:

HCCS Policy Statements:

Access Student Services Policies on their Web site:


Access CE Policies on their Web Site:


Prep Manual: TExES Preparation Manual – can be downloaded from ETS


Important Websites:       

ETS Web site: 

Texas Education Agency Web site:

Teaching Resources site:

National Education Association Web site:

Texas Certification Exam Review for Teachers (T-CERT):


The ATCP Educator Candidate Handbook contains policies and procedures unique to the ATCP participants.  Educator Candidates should have reviewed the handbook as part of the orientation.  It is the candidate’s responsibility to be familiar with the handbook’s contents.  The handbook contains valuable information, answers, and resources, such as ATCP contacts, policy and procedures; student services (counseling, library resources, ability services, etc.), program requirements, and how to complete the internship and obtain certification.  Refer to the ATCP office for a copy of the handbook.


Classroom conduct:

All educator candidates are required to follow all HCC Policies & Procedures, the Student Code of Conduct, the Educators’ Code of Conduct, the Student Handbook, and the Educator Candidate Handbook.


Scholastic Dishonesty:

Students are responsible for conducting themselves with honor and integrity in fulfilling course requirements. Penalties and/or disciplinary proceedings may be initiated by College System officials against student accused of scholastic dishonesty. “Scholastic, dishonesty” includes, but is not limited to: cheating on a test, plagiarism, and collusion.  Possible punishments for academic dishonesty may include a grade of “0” or “F” on the particular assignment, failure in the course, and/or referral to the college Dean of Student Services for disciplinary action up to including expulsion.  Candidates have the right to appeal the decision.  See Student Handbook and Educator Candidate Handbook for further details.  All answers to the projects and discussion questions will be original, not copied from the internet or textbook.  If you are using a reference from the text, put it in quotes and limit it to one sentence.


Syllabus Modification:

I will make every effort to adhere to the requirements of this syllabus during the length of this class.  I reserve the right to make any necessary changes.


Student Services:

Students with disabilities who require reasonable accommodations for disabilities are encouraged to call 713.718-8420 to make necessary arrangements. The Faculty is only authorized to provide accommodations through the Disability Support Services Office.




Title IX of the Education Amendments of 1972 requires that institutions have policies and procedures that protect students’ rights with regard to sex/gender discrimination. Information regarding these rights are on the HCC website under Students-Anti-discrimination. Students who are pregnant and require accommodations should contact any of the ADA Counselors for assistance.


It is important that every student understands and conforms to respectful behavior while at HCC. Sexual misconduct is not condoned and will be addressed promptly. Know your rights and how to avoid these difficult situations.


Log in to: . Sign in using your HCC student email account, then go to the button at the top right that says Login and enter your student number.

Course Information

A syllabus hasn't been posted for this course yet.