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Teachers College Policy Library
Non-Credit Offerings Policy
URL: http://www.tc.columbia.edu/policylibrary/Non-Credit Offerings Policy
Non-Credit Offerings Policy
Responsible Office: Provost
Effective date: 09.01.17
Statement of Purpose
To establish administrative procedures for the development and administration of non-credit offerings.
Non-Credit Offerings Defined
Non-credit offerings may be stand-alone courses or instructional programs that do not require extensive assessment or examinations and do not offer academic credit. The term “program,” in this policy, refers to a series of non-credit courses that may lead to a culminating non-credit certificate of attendance. Non-credit courses are offerings (usually a 2-day course, workshop or conference) or a non-credit course which is also offered simultaneously as a for-credit course during the term.
Non-credit offerings come in two main types, described as follows:
• Non-credit only offerings: These courses and programs are not offered for graduate credit. However, depending on the program, participants may be eligible to receive continuing education units (CEUs, P-Credit, etc.). Some non-credit offerings may be approved for the Continuing Teacher and Leader Education (CTLE) hours for New York State (NYS) classroom teachers and education leaders required for renewal of NYS certificates. TC may provide official documentation of participation in non-credit programs or courses.
• Offerings with both credit and non-credit options: A number of continuing education offerings at the College allow for participation on either a non-credit and for-credit basis. For-credit participation means that graduate-level credits are awarded upon completion of all credit requirements for the course. CEUs are not graduate-level credits.
Participation in non-credit offerings will not yield credit toward any for-credit degree or for-credit certificate program at Teachers College unless the offering specifically states that non-credit offerings may be converted upon formal admission to Teachers College and has been approved by the Academic Program Subcommittee – Faculty Executive Committee (FEC/APS). Participation in non-credit offerings does not guarantee admission to a degree or graduate-credit program.
Proposal Review Process and Approval
Proposal for a non-credit program at Teachers College must be sponsored or initiated by a member of the faculty and receive approvals in the following order:
Office of Continuing Professional Studies or Office of Digital Learning (if the program is offered on-line or hybrid) on behalf of the Provost’s Office
Faculty Executive Committee-Academic Program Subcommittee (FEC/APS)
The Non-Credit Program – Request for Approval form is available in the myTC Portal under the Faculty channel. Sponsors of non-credit programs are expected to provide the following information as part of the proposal:
1. Program Description
a. Evidence of viability
b. Brief overview of the program, including competition and pricing
c. Mission and goals, learning objectives and outcomes
d.Students to be served (the market for the program – who should attend)
e. External requirements met. Specifically, proposals for programs that lead to continuing education units (CEUs) must specify how requirements for CEUs are met (as outlined below). If CEUs are offered they must meet requirements set by the International Association for Continuing Education and Training (IACET). Non-credit programs that include courses that may qualify for CTLE hours for NYS teacher and education leadership certificate holders must specify how the courses meet CTLE requirements (as outlined below)
f. Expectations for non-credit certificate of attendance if applicable
2. Core Courses
a. If the program will use existing non-credit courses, the proposal should list those course
b. If the program will include new non-credit courses, the program proposal should include a separate Non-Credit Course – Request for Approval form for each new non-credit course
3. Relation to Existing Programs
a. Overlap or duplication with other programs within the College
b. Other program advisors consulted whose students might be affected
c. Other programs in the City or region with which the College might be in competition for applicants
4. Staffing Needs
5. Student Implications
a. Expected timeline for student completion
b. Expected attendance (i.e., number of hours to complete courses in program and entire program
c. Expected size of program and limits on enrollment (if applicable)
6. Evaluation Plan: Proposed plan for evaluating whether the continuing education offering meets its mission and objectives
7. Budget and Resources
a. Projected budget (attach): Include proposed student charges for participation
b. Funding sources: From TC and/or from grants and other external sources
c. Equipment needed (e.g., computers, electronic devices)
d. Additional library resources required
e. Physical space requirements
f.Additional resources or expertise needed from outside of the College
g. Additional expenses
Proposals for non-credit-only programs must be submitted to the Office of Continuing Professional Studies or the Office of Digital Learning no less than 90 days (during the autumn and spring terms) before the proposed program will begin for approval of the offering and including any continuing education units and budget. Since FEC/APS does not meet during the summer term, new program proposals are due February 1 for the next academic year and October 1 for Summer Term.
Programs That Offer Both Credit and Non-Credit Options
Faculty who seek to sponsor continuing education programs with both credit and non-credit options should follow the standard proposal procedure for new for-credit academic programs. Sponsors should indicate in the proposal packet that the proposed program will allow for non-credit participation and include an in-depth description of the different academic expectations for non-credit and for-credit students. The proposal form is available in myTC under the Faculty channel. These proposals require full review by FEC/APS and approval from the New York State Education Department.
Stand-Alone Non-Credit Courses
Non-credit courses should have the sponsorship of a member of the TC faculty. These course proposals will go through the same approval steps as non-credit programs: program-level review, department-level review, review by the Office of Continuing Professional Studies or the Office of Digital Learning on behalf of the Provost and FEC/APS review. Sponsors of such courses can find the proposal form under the Faculty channel in myTC. Non-credit only courses may be offered up to two times before obtaining FEC/APS approval. Once a non-credit course has been offered twice it may not be offered again until FEC/APS approval has been obtained.
Credit Courses with Non-Credit Participation
Faculty proposing new courses with both credit and non-credit options should use the standard For-Credit Course – Request for Approval form, available in myTC under the Faculty channel. The proposals should clearly differentiate the academic expectations for non-credit and for-credit students. These course proposals will undergo the standard review process as set by the FEC/APS. Faculty who propose a non-credit option to an existing for-credit course should follow the procedure for stand-alone non-credit courses.
State Authorization for Non-Credit Offerings
Offerings that meet or include educational activities in a state other than New York may require authorization in that specific state. Before planning a course that meets or includes educational activities in a state other than New York, please check with the Executive Director for Academic Affairs Compliance to determine if additional state authorization is needed.
Course Instructors for Non-Credit Courses
Typically, the instructor of record for non-credit courses will be a current member of the faculty. Programs or departments that wish to hire outside instructors must follow the same protocol used for credit courses. In addition to completing standard hiring paperwork with Human Resources, outside instructors must present a current CV and must have written support from the faculty of the program that sponsors the non-credit offering. In addition, non-credit instructors must have at least a master’s degree. Please refer to the Professorial and Instructional Staff Appointment Handbook for further information. Under NYSED regulations, instructors for non-credit courses that will qualify for CTLE hours must be faculty from a teaching program offered by a higher education institution or who are specially qualified authorities in activities that are directed at developing and enhancing a teacher’s performance.
Non-Credit Course and Program Administration
The Office of Continuing Professional Studies or the Office of Digital Learning is responsible for program and course review and approval. Academic departments are responsible for providing and delivering content and for the overall administration of the non-credit offering.
Continuing Education Units (CEUs)
Certain non-credit offerings lead to the award of Continuing Education Units (CEUs). Teachers College has been accredited as an Authorized Provider by the International Association for Continuing Education and Training (IACET). Teachers College follows IACET standards for CEUs.
The CEU serves as a unit of measure of an individual's satisfactory completion of an approved non-credit course. One CEU equals ten contact hours of attendance and participation in organized continuing education and/or training experiences under responsible, qualified direction and instruction. Satisfactory completion for awarding of CEUs is based on attendance and a mastery of skills and knowledge defined by the course's learning objectives. Satisfactory completion of the course is defined by the program coordinator(s) and/or instructor(s). Also see section below on grading. If a program coordinator decides after the non-credit program or course has been approved that CEUs are necessary, the program proposal may be revised and re-submitted. However, CEU approval will not be given on a retroactive basis once the program/course has started.
Teachers College only awards CEUs upon completion of approved non-credit offerings. These offerings must meet the following criteria for CEUs to be awarded:
• The program must be an organized learning experience to meet the educational needs of the individuals or group.
• The program must have qualified instruction and direction to ensure that educational objectives are met.
• Knowledgeable people must be involved in the planning, conducting, and coordinating of the learning activities.
• A record of the units awarded must have value for participants.
• The proposal must include a schedule of the program showing topics and speakers.
• The coordinator/instructor must monitor attendance systematically.
The Continuing Education Unit – How to Calculate CEUs
One (1) CEU Continuing Education Unit (CEU) equals ten (10) clock hours (60 minutes each) of learner interaction with the content of the learning activity, which includes classroom, self-paced instruction, pre/post assignments, and/or homework in support of a learning outcome. For purposes of the CEU, that interaction is two-way; that is, the instructor must monitor the learner’s progress and/or provide some form of feedback to the learner. This definition applies for face-to-face interaction as well as distance learning programs. The CEU may not be awarded for learning activities in which individuals are engaged in unplanned, unsupervised, or non-sponsored learning.
Counting Hours toward CEU
When calculating the number of CEUs for a course, first find the total number of minutes that the course meets. Divide that number by 60 to arrive at the number of clock hours. Then, divide the total clock hours by 10 to obtain the number of CEUs. Finally, round the result down to the nearest whole number. The Office of Continuing Professional Studies or Digital Learning will serve as the final decision maker on the calculation of CEUs and the applicability of activities toward CEUs.
Activities to Include when Calculating the CEU
The following learning activities are examples of types of activities to include when calculating clock hours for CEUs:
• Class/Meetings. Classroom or meeting session time led by instructor and/or discussion leader.
• Self-Paced Learning Events. Activities in which a learner is engaged in a planned program of learning, the learner’s progress is monitored, and the learner receives feedback. Examples include independent study, computer-assisted instruction, interactive video, and planned projects.
Self-paced instruction is defined as any kind of instruction that moves forward based on learner response. The content itself can be curriculum, training, tutorials, or any other subject that does not require the immediate response of an instructor. Self-paced instruction is constructed in such a way that the learner proceeds from one topic or segment to the next at his/her own speed.
Independent study or Directed study is defined as an educational activity undertaken by an individual with little to no supervision.
Typically a student and professor or teacher agree upon a topic for the student to research with guidance from the instructor for an agreed upon amount of clock hours. Independent studies provide a way for well-motivated students to pursue a topic of interest that does not necessarily fit into a traditional academic curriculum.
It is the responsibility of faculty to monitor self-paced learning events, including self-paced instruction, independent study, and directed study.
• Assessment. Learner assessment (assessment of the student by the faculty member) and program evaluations (assessment of the faculty member by the student). The learner must have the opportunity for program feedback using tools such as program evaluation forms.
• Outside Assignments. Field trips, projects, and assignments that are an integral part of a course or program may count towards clock hours; however, a standard number of hours should be assigned using the averaging method discussed in Self-Paced Programs below.
• Laboratory Assignments. Laboratory assignments can be an integral part of a planned program and are generally more structured than field experiences. If the conditions for learning are consistent and the amount of time for assignments fairly even for all learners, the instructor may choose to count each clock hour of lab time toward CEUs.
• Field Experiences. Field experiences provide learners with opportunities to gain practical and realistic experiences that cannot be acquired in a classroom setting. Such activities may or may not be highly structured, may vary in duration from one learner and location to another, and may not be readily calculated into clock hours. Instructors often view field experiences in terms of tasks to be accomplished rather than the amount of time involved. Because of the unstructured nature of many field experiences, instructors may choose to use some form of checklist to record the accomplishment of certain specified tasks. If the instructor desires to count the field experience hours, the instructor should first determine whether the field experience meets the IACET Standard. If so, a standard number of clock hours could be determined by calculating the average time spent by several learners in different field experiences as discussed in the section below on Self-Paced Programs.
Activities That Do Not Count for CEUs
Clock hours spent on the following activities will not lead to the award of CEUs:
• Entertainment and Recreation. CEUs may not be awarded for attendance at cultural performances, entertainment, or recreational activities unless they are an integral part of a planned course that meets the IACET Standard.
• Individual Scholarship. CEUs may not be awarded for independent writings such as articles, books, research reports, or presentation of papers outside a planned, directly supervised continuing education experience that fulfills IACET criteria.
• Mass Media Programs. Programs delivered through the mass media (e.g., television, radio, newspaper, internet) do not qualify for CEUs, unless these presentations are an integral part of a planned course that meets the IACET Standard.
• Some Meetings, Conventions, Exhibitions. Meetings, conventions, and exhibitions that are conducted primarily for information sharing purposes generally do not qualify for the CEU. If planned learning activities within such events meet the IACET Standard, they are eligible for CEUs.
• Travel. Travel or participation in a travel study program does not qualify for CEUs, unless the educational component of a travel study program meets the IACET Standard. Travel time does not count toward CEUs.
• Unsupervised Study. Individual, self-directed study or other forms of independent learning experience that are not an integral part of the planned non-credit offering do not qualify for CEUs.
• Work Experience. On-the-job training and other work experiences do not qualify for CEUs unless the work experience is structured as part of a planned and supervised continuing education experience that meets the IACET Standard. CEUs are not to be awarded for life or previous work experiences.
In courses or programs where participants learn and progress at their own pace, the instructor should establish a standard number of clock hours based on an average number of hours required of several representative learners to complete the program. CEUs will be calculated based on that average using the IACET standard described above. An instructor desiring to introduce a new self-paced course might select a representative sample of the intended audience—the larger the audience the better—to complete the course. For example: Course A is an individually-paced home study program with a post-test. Interaction with the instructor is online or through mail or phone. To arrive at an average time for completion of the program, five individuals are selected to complete a pilot program. Each participant in the pilot program represents the typical learner who will attend the learning event, and each participant records the actual amount of time spent completing the program.
• Student #1 16 hours
• Student #2 10 hours
• Student #3 8.5 hours
• Student #4 12 hours
• Student #5 14.5 hours
• Total student hours: 61 hours
• 61 hours divided by 5 students = 12.2 hours
The decimal “.2" is rounded off to 12 hours and becomes the standard for course A. Therefore, 1 CEU is awarded to those who satisfactorily complete the course. Satisfactory completion might be based on the satisfactory completion of all assignments, as determined by the instructor.
The instructor is responsible for monitoring learning events for any changes and for reporting changes to the Office of Continuing Professional Studies or Digital Learning, who will then recalculate CEUs as appropriate. Reassessment should take place in the event of a significant change to course content, method of delivery, equipment/software, or demographic audience. The calculation of CEUs should be consistent and accurate to ensure that learners receive the appropriate number of CEUs.
Continuing Teacher and Leader Education (CTLE) for New York State
Teachers College is an approved sponsor with New York State Education Department (NYSED) to offer Continuing and Leader Education (CTLE) activities for teachers and education leaders for certificate renewal requirements in NYS. CTLE activities must be designated in one of the three areas developed by NYSED: Pedagogy, Content and English Language Learning.
As stated in NYSED regulations:
CTLE activities must be offered in appropriate subject areas which:
- will expand educators’ content knowledge and the knowledge and skills necessary to provide rigorous, developmentally appropriate instructional strategies and assesses student progress;
- is research-based and provides educators with opportunities to analyze, apply, and engage in research;
- is designed to ensure that educators:
(1) have the knowledge, skill, and opportunity to collaborate to improve instruction and student achievement in a respectful and trusting environment;
(2) have the knowledge and skill to meet the diverse needs of all students;
(3) have the knowledge and skill to create safe, secure, supportive, and equitable learning environments for all students;
(4) have the knowledge, skills, and opportunity to engage and collaborate with parents, families, and other community members as active partners in children’s education;
- uses disaggregated student data and other evidence of student learning to determine professional development learning needs and priorities, to monitor student progress, and to help sustain continuous professional growth;
- promotes technological literacy and facilitates the effective use of all appropriate technology; and
- evaluates using multiple sources of information to assess its effectiveness in improving professional practice and student learning.
For CLTE activities that are designed to meet the language acquisition requirements as stated in NYSED regulations, those activities must cover language acquisition aligned with the core content area of instruction taught, including a focus on best practices for co-teaching strategies, and integrating language and content instruction for English language learners. Suggested activities include:
- Best practices for Bilingual Education (Dual Language and Transitional programs)
- Best practices for English as a New Language (ENL)
- Academic language and English Language Learners (ELLs)/Multilingual Learners (MLLs)
- Co-teaching strategies, structures and supports
- Effective literacy strategies for ELLs/MLLs
- Scaffolds that support ELLs/MLLs in mastering core content
- Home Language and literacy development
- Aligning instructional resources to meet the needs of ELLs/MLLs
- Lesson Planning using the Targets of Measurement (TOMs), Performance Level Descriptors (PLDs), and the Bilingual Common Core Progressions
Identification, Placement, Assessment
- Identification procedures for ELLs/MLLs
- Response to Intervention (RtI) for ELLs/MLLs
- Identification and placement procedures for ELLs/MLLs
- Assigning credits and reviewing international transcripts
- Appropriate assessment procedures/approaches to ELL/MLL assessment
- Language Learning vs. Disability
IEPs, Instruction, Students with Disabilities
- Integrating language and content instruction for ELLs/MLLs
- Meeting the needs of subpopulations of ELLs/MLLs (e.g., Students with Interrupted/Inconsistent Formal Education, ELLs/Students with Disabilities, Newcomers, Developing ELLs, Long Term ELLs, Former ELLs)
- Bridges training for Low Literacy SIFE
- Bilingual Common Core Progressions
- Best practices for working with ELLs/MLLs with an IEP
- Gifted and Talented ELLs/MLLs
Home, Family, Community, Culture and Social
- Home language and literacy development in Bilingual Education programs
- Strengthening home/school communication
- Cultural responsiveness or cultural competency training for teachers and administrators
- Best practices on how to support and sustain ELLs’/MLLs’ social and emotional development needs, including creating a safe and supportive environment that is conducive to learning
- Supporting and strengthening family and community engagement
- Cultivating a multilingual school environment
- Using the home language to accelerate English Language Development
There must be a method of assessing the learning of participants. As stated in NYSED regulations, the assessment methods: (1) are appropriate to the CTLE activity objectives and educational methods; and (2) measure the extent to which the objectives were accomplished. These methods may include, but are not limited to, post-tests, questionnaires, and participants' evaluations. CTLE activity monitors may also be effective components of a method of assessing learning.
Please use the attached CTLE Application and Directions.
All planning for non-credit workshops, courses, conferences, programs, and other supplementary educational activities must include a budget as part of the proposal process. The budget must include all anticipated program expenses, including but not limited to speaker fees and expenses, salaries, fringe, catering, additional public safety, course materials, equipment, and administrative overhead. The Office of Continuing Professional Studies or Digital Learning will approve the final budget for all managed non-credit events. Unless there are extenuating circumstances, non-credit offerings must have revenue that is at least two times the expenses to be offered again.
Non-credit-only offerings: Registration charges for courses and programs that are offered only on a non-credit basis will be determined by benchmarking with similar offerings at other higher education institutions and also based on anticipated program expenses.
Offerings with both credit and non-credit options: Charges for non-credit registration in courses and programs that are offered for both credit and non-credit will be 60% of the prevailing for-credit tuition plus any special course fees, if applicable.
Costs for administrative expenses, including documentation of attendance and issuance of certificates, will be included in non-credit program and course charges.
Speaker Remuneration and Initiating Salary Payments
Speaker fees, honoraria, stipends, and salaries must be determined in advance of the program and approved by the Office of Continuing Professional Studies or the Office of Digital Learning. Fees, honoraria, stipends, and salaries will be paid in accordance with Teachers College policies and procedures, including faculty compensation, Human Resources, Purchasing, Travel and Expense and, where applicable, policies about paying international individuals as stated in the Hiring and Paying Foreign Nationals policy which can be found in the TC Policy Library.
All purchases and travel expenses from non-credit program accounts must follow Teachers College policies and procedures. No individual has the authority to enter into a contract for the purchase of goods or services or to otherwise obligate the College unless authorized by Teachers College (Please refer to the Procurement Policy which can be found in the TC Policy Library). All equipment purchased with College funds remains the property of Teachers College and must be kept and maintained in the non-credit instructor’s home department.
Registration and payment will take place through the College’s official registration system which will tie directly into Banner, the College’s enterprise system. For information on official registration procedures, please contact the Office of Continuing Professional Studies or Digital Learning.
Students may not switch from credit to non-credit or from non-credit to credit after a course has begun.
Unless otherwise stated, students must complete registration for a non-credit offering no later than one week before the scheduled start date of the offering.
The Office or Continuing Professional Studies or Digital Learning at Teachers College will provide a full (100%) reduction of charges if the Office receives a written request to withdraw at least 30 days prior to the first scheduled session. Given the demand for programs and the work entailed in their preparation, if the cancellation is received within 30 days or fewer before the program starts, only 50% of the total charges will be credited. Students who wish to withdraw on or after the start date of a program or course will not receive any reduction of charges. Students who fail to attend and do not cancel prior to the event will be liable for full charges for the event.
Grading and Attendance
Students in most non-credit courses will receive grades of either satisfactory (S) or unsatisfactory (U). However, some non-credit courses or programs may be graded using traditional letter grades, as defined in the current academic catalog.
Instructors of non-credit offerings must take attendance for each meeting session and submit grading information in accordance with the Registrar’s Office procedures. For courses that offer CEUs, instructors may only issue grades of S or passing letter grades to students who have attended at least the minimum number of clock hours required for the CEUs assigned to those courses and have completed all course requirements. For courses that qualify as CTLE activities for NYS, attendance is required for all sessions. For courses that do not offer CEUs, instructors may only issue grades of S or passing letter grades to students who satisfactorily complete all course requirements.
Proof of Completion of Non-Credit Offerings
Students may make written request to the Registrar’s Office for a non-credit transcript. Unpaid financial obligations to the College will result in the withholding of the non-credit transcript and/or certificate.
Access to TC Services
For students of non-credit programs that last for two weeks or longer, Teachers College will make the following services available:
2. TC Library access (electronic access only, no access to check out materials)
3. TC E-mail
4. ID Card
Responsibilities of Non-Credit Students
Non-credit students are subject to Teachers College policies, including the Student Conduct Code (Student Conduct Code: Academic Integrity and General Misconduct), the policy on Protection from Harassment (Protection From Harassment), and the Columbia University Gender Misconduct Policy (http://www.columbia.edu/cu/studentconduct/documents/GBMPolicyandProceduresforStudents.pdf).
Non-credit students with disabilities are entitled to the same protections under the Americans with Disabilities Act and other relevant laws as for-credit students. For information about registering with the Office of Access and Services for Individuals with Disabilities, please visit the Office’s web site, www.tc.edu/OASID.
Continuing Teacher and Leader Education (CTLE)
Application and Directions
Teachers College, as an accredited New York State institution of higher education, is an approved sponsor with New York State Education Department (NYSED) to offer CTLE activities for teachers and education leaders for certificate renewal requirements in New York State. Approval of Teachers College as a sponsor is for a 5 year term. Activities that may count for CTLE credit must be formal courses of learning including, but not limited to, university and college credit and non-credit courses. CTLE activities must be designated in at least one of the three areas developed by NYSED: Pedagogy, Content and English Language Learning.
The regulation states “Acceptable CTLE must be conducted through activities designed to improve the teacher or leader’s pedagogical and/or leadership skills, targeted at improving student performance, and including, but not limited to, formal CTLE activities. Such activities shall promote the professionalization of teaching and educational leadership, as applicable, and be closely aligned to district goals for student performance.”
This application and directions is designed to ensure that Teachers College is meeting the CTLE Sponsor requirements as stated in CTLE Sponsor Approval under Subpart 80-6 of the Regulations of the Commissioner of Education and is for non-credit offerings only.
All non-credit offerings at Teachers College must be approved by the Office of Continuing Professional Studies or Digital Learning to be called a CTLE offering. The Non-Credit Offerings policy in the College’s Policy Library explains the NYSED regulations regarding CTLE activities. Specifically, it 1) defines the overall required educational purpose of the activities, 2) lists suggested activities that are designed to meet the language acquisition requirements and 3) states the assessment requirements. Sponsors must maintain records for at least 8 years from the date of completion of a CTLE activity.
Application for CTLE Activity
Please provide a syllabus that includes, at a minimum, the following:
- date and location (Teachers College, online, or off-campus, not room number) of the CTLE activity
- name and curriculum vitae of the instructor/presenter
- the academic department holds the responsibility to maintain and use written criteria and procedures to select instructors, including job descriptions, intended to assure that every instructor is qualified by training and/or experience to teach the CTLE activity assigned to them and maintain and use written procedures to evaluate instructor’s performance. Both attendees’ written evaluations and assessments by CTLE activity monitors may be part of the evaluation of the instructors’ performance.
- objectives and learning methods of the CTLE activity
- area of activity (select Pedagogy, Content, English Language Learning)
- outline of the CTLE activity
- assessment methods used (describe how the activity will be evaluated i.e., survey, etc.)
- number of activity hours of the CTLE activity
- 1 CTLE activity hour is a minimum of 60 minutes of instruction/education
- any evaluation of the need for the CTLE activity
The College’s CIS department is currently working on a non-credit registration system that may electronically keep the required records by NYSED outlined here and provide a mechanism for attendees to register and print out their own certificates of completion. In the meantime, we will be doing this manually. These directions provide the steps for receiving approval, keeping the required records and providing the required certificate. Only full-time faculty at Teachers College may apply to offer a CTLE activity and must certify that he/she will follow the procedures below.
The Professorial or Instructional staff member (the instructor) at Teachers College:
- submits an Application for CTLE Activity (above) to the Office of Continuing Professional Studies or Digital Learning and receives written approval (email)
- at least 1 week after the activity is completed, the instructor sends the following (either on paper or electronically) to the Office of Continuing Professional Studies or Digital Learning for 8 years of recordkeeping:
- activity evaluations
- any promotional materials
- list of certified professionals in attendance, including each attendee’s first name, last name, last 4 digits of their Social Security number and their date of birth
- “grade” (attended/pass/satisfactory) for each attendee
- copy of all of the certificates provided to the attendees (see below)
Note – on any promotional materials you should state: Any attendee who is taking this course for CTLE credit for NY State must enter their name exactly as it appears on the TEACH website in accordance with NYSED requirements.
Note – on any registration materials you should state: Any attendee who is taking this course for CTLE credit for NY State must supply the last 4 digits of the Social Security number and Date of Birth in accordance with NYSED requirements.
Provide a “Completion of Approved Continuing Teacher and Leader Education (CTLE) Hour(s) Certificate.” A template is attached and you may access a copy of the NYSED certificate template from NYSED website: http://www.highered.nysed.gov/tcert/pdf/ctle-certificate-completion-form.pdf. You may design your own but is must contain, as defined in the regulation, the following:
- approved sponsor’s name (Teachers College)
- name of the participant as it appears on the TEACH website
- last 4 digits of the participant’s Social Security number
- participant’s date of birth
- date and location (Teachers College, online, or off-campus, not room number) of the CTLE activity
- CTLE activity title
- educational area (e.g., pedagogy, content, English language learning)
- number of CTLE hours
- approved sponsor identification number (we will provide once the activity is approved)
- sponsor’s contact email address and phone number
- If you’re a large activity and you have a main contact, please use this person’s name and contact information. If you are not a large activity, please use the contact information provided by the Office of Continuing Professional Studies or Distance Learning.
- name and signature of the authorized certifying officer (this should be the instructor of the activity)
- the following statement “Teachers College is recognized by the NYS Education Department’s Office of Teaching Initiatives as an approved sponsor of CTLE for Professional Classroom Teachers, School Leaders and Level III Teaching Assistants.”
The University of the State of New York
THE STATE EDUCATION DEPARTMENT
Office of Teaching Initiatives
89 Washington Avenue Albany
New York 12234
Completion of Approved Continuing Teacher and Leader Education (CTLE) Hour(s) Certificate
All CTLE must be completed with Approved Sponsors and be reported using this form in addition to any electronic reporting requirements.
Instructions for the Trainee:
Please complete Section I and retain your copies for eight years. It is not necessary to send a copy of this form to the Office of Teaching Initiatives unless it is requested in the event of an audit or for use in obtaining an Initial Reissuance. A separate form must be completed for each training.
Instructions for the Approved CTLE Sponsor:
Please complete Sections II and III. These sections must be completed by the Approved CTLE Sponsor authorized individual. Sponsors must verify that the trainee completed the activity, the title, date(s) and number of hours awarded. Records must be retained for a period of eight years. You may use an alternative form or format, however that alternative must capture the same information that is requested on this form.
Date of Birth:
Last 4 Digits of the Social Security Number:
Name of Venue:
CTLE Activity Title:
(Indicate title/subject/grade level, etc.)
Select One or More Areas of Activity: Pedagogy Content English Language Learning
CTLE Date(s): from: / / to / /_ Number of hours awarded
(mm) (dd) (yyyy) (mm) (dd) (yyyy)
I certify that the individual listed in Section I completed the CTLE cited above pursuant to Subpart 80-6 of the
Regulations of the Commissioner of Education.
Approved Sponsor Name:
Print Name of Authorized Certifying Officer :
Signature of Authorized Certifying Officer:
Approved Provider Identification Number: Date:
Email: Phone #:
Teachers College is recognized by the NYS Education Department's Office of Teaching Initiatives as an approved=
sponsor of CTLE for Professional Classroom Teachers, School Leaders and Level III Teaching Assistants.