Should I take EDCI 5515 or EDCI 5959 credits?

EDCI 5515 credits should be taken if you want to use the National Board Certification toward your Master's degree in Curriculum & Instruction. EDCI 5959 credits are for continuing education only and will NOT be accepted on your Program of Study for the Master's degree in C&I. 

Will there be classes offered to help me proceed through the National Board Certification process?

Yes, a series of seminars and workshops are offered through the Wyoming National Board Certification Initiative each semester. Information about these seminars and workshops is posted and updated on the Wyoming NBC website. Graduate level Curriculum and Instruction credit is available for these seminars (courses listed as EDCI 5515). These courses are designed to support teachers as they grow as professionals and simultaneously proceed through the Board Certification process and the UW Master’s program.  

Where will the classes be offered?

The classes are offered around the state of Wyoming to allow participation across the state. Dates and locations for upcoming seminars and workshops can be found on the Wyoming NBC website. Participants enroll in the courses through UW Outreach Credit Programs (toll free phone number: 1-800-448-7801). Up to 9 total credit hours of the seminars can be taken by enrolled graduate students. Up to 9 total seminar/workshop credit hours may be applied as electives in the Curriculum and Instruction Master’s program.  

Who will teach these classes?

The seminars are taught by Barbara Maguire, a Nationally Board Certified teacher and expert in the NBC process.

How many times can I take the NBC class?

Graduate students/National Board Candidates can enroll in the seminars as many times as necessary/desired. For those seeking graduate degrees, up to 9 credits can be applied to the Curriculum and Instruction Master’s degree program as elective hours dependent upon the student’s committee approval.

What about tuition?

Students will pay regular graduate tuition for the seminar classes. View the current UW fee schedule. 

Will I need to complete a Thesis or Plan B paper to finish my C&I degree? No, the NBC Portfolios will be accepted in Lieu of a Plan B Paper for teachers pursuing NBC Certification and a UW Master’s degree simultaneously. This acceptance is dependent upon committee approval (not acceptance by the National Board). An agreement to utilize this procedure and maintain portfolio confidentiality has been reached between UW and the NBPTS (National Board for Professional Teaching Standards). The NBC portfolio must be submitted and defended (in a meeting with the student’s graduate committee) prior to initial submission to the NBPTS.  The committee’s portfolio copies will be destroyed after the defense.

Note: The Rubric for Assessment of the presentation  is provided below.

If I am already a National Board Certified teacher, can I apply my NBC work retroactively to a graduate degree?

No, the program is designed for those working on National Board Certification and a C&I Master’s degree simultaneously.

How do I apply for a UW Curriculum and Instruction Graduate Program?

 The graduate application and other information can be found here.

What if I have Additional Questions?

 If you have additional questions, please contact the UW Department of Curriculum and Instruction (curriculum@uwyo.edu; 307-766-6371).

Assessment Checklist for National Board Certification (NBC)

Portfolio & Presentation 

Committee members will evaluate the following areas and will determine if the student/NBC candidate accomplished each of these aims/activities at a level sufficient to warrant the substitution of the NBC portfolio and presentation for the Plan B requirement. S/U (Satisfactory/Unsatisfactory) will be assigned  for each area, and an overall evaluation of “S” must be achieved for portfolio to serve in lieu of the Plan B paper.  

______ Overall evaluation of the portfolio and presentation as suitable substitutes for Plan B

paper/project and defense

Presentation of NBC Portfolio to Master’s Committee:

______Student provides a brief overview of National Board Certification process and portfolio

______Student describes process of working on the portfolio (including connections to C&I courses

taken, time commitment, assessments and data analysis, and reflections)

______ Student presents at least one explicit connection between the portfolio documentation and

his/her C&I Master’s Degree coursework (e.g. assessment strategy learned in literacy specific

course was used to evaluate student work included in NBC portfolio), and explains ways processes informed each other

_____ Student describes challenges, pleasures, difficulties associated with the NBC process

_____Student summarizes learning derived from portfolio process and completion

 More information on National Board Certification:

Visit our Course Schedule page to view projected MA core and emphasis course offerings

When Israel Perez first set his eyes on a drone at just 10 years old, he was hooked. Something about the technology behind making something small fly at high speeds across the sky, controlled remotely, piqued his interest.

This particular interest of his comes with few opportunities to learn the craft. But, in seemingly a stroke of luck, Perez was given his shot to learn the trade of drones through a hybrid learning program between Valor Academy Arizona and West-MEC. This immersive program allowed Perez to maintain his general education and earn his drone certification at the same time.

“I was like, ‘Wow, maybe I should take a chance on this,’ and man, I do not regret it at all,” Perez said. “When I tell you that I enjoyed it, (it) is because I really did enjoy it. The instructor, he was very informative. If a student wasn’t on board with the Topic being discussed, he would make sure to incorporate all of us, just to get that student going.”

Through this program, Perez earned his official drone certification at the age of 16. Now a senior at Valor, he gets the opportunity to pursue his childhood passion as an industry professional.

The hybrid program is something Perez feels strongly about, as his experience has inspired him to encourage others to follow along his path.

“Being able to graduate with a license like that, it makes you feel good,” he said. “I know college was another pathway I could have gone through, but it would have taken me four or five years to gain some of that experience that I could have gotten at West-MEC.”

The model of hybrid learning Valor and West-MEC gave to Perez followed a regimen split nearly in half of generic education classes and specialty classes. So, for him, the first half of the day was regular classes, like math, science and English. But once he had completed those, it was on to other subjects like soldering; flight; and real-world applications for drones like photography, videography, package delivery, search and rescue, and filming sports games.

“I didn’t have a firm pathway up to, you know, as to what my career was going to be,” Perez said. “And so, I’m just so glad that Valor introduced West-MEC to the school. I’d probably be getting out of high school and trying to figure out what I want to do with my life. I’m just so glad that they introduced it to us.”

The model of independent study through the hybrid program is something Valor and West-MEC offer and encourage to all of their students. They feel this opportunity gives students the chance to work on their own time, giving them more chances to pursue extracurricular activities, sports and explore their passions.

“We really pride ourselves on our hybrid model here at Valor and the doors it opens for students,” said Daniel Mahlandt, principal at Valor Academy of Arizona. “Giving students like Israel the opportunity to pursue the things they have an interest in and see those dreams come to life in terms of a career or life goal is incredibly rewarding for both me and my staff.” 

Perez — now entering his senior year and already having his official license — is doing work for the school with his personal drone, as he is shooting video for the school to use. He one day hopes to be either be a drone pilot for a delivery service or a drone technician, but he is thankful for the opportunity to achieve his dream at an early age, setting him up for the future he has desired.

“I’m going to be sad in one sense, because my time at Valor, I enjoyed it to the fullest,” he said. “The teachers were amazing. Of course, I want to say thank you to (Mahlandt) and the vice principal. Because without them introducing West-MEC but also giving me the chance to pursue my career, I don’t know where I’d be at this point in my life.”

• In addition to HSRB approval, for departments that use CITI as part of the training in ethics and responsible conduct of research, it is necessary to take the Responsible Conduct of Research tutorial and certification through CITI, whether your work with humans is exempt or not.
  • See the Hope College CITI website for more information about how to take or add CITI courses to your CITI account.
  • You'll get a notice to take the ethics refresher CITI tests near your three-year expiration date.
  • New researchers take the basic Social/Behavioral/Educational Research course. If your research is biomedically related, take the Biomedical course. Everyone should take the Responsible Conduct of Research course. Continuing researchers take the refresher courses.
• Some Hope staff have already taken their ethics training through the Cancer Institute (CI), which the HSRB deems as equivalent to CITI's training. Your training is good for three years. Submit proof of training (from CITI or the CI) along with your application to the HSRB. If we already have your certificate on file, note the date you completed your training on your HSRB application. When you take your refresher course in three years, please take the CITI course unless doing so violates other regulations that you are under.
• Teachers who want their students to only read certain parts of the CITI tutorial can have their students click on the relevant tutorials below to see the material. Being "certified" means that a person has clicked on the CITI link, registered with Hope College, and successfully completed all tutorials and tests related to his/her discipline. Then CITI will notify Hope College and the person completing the test that the test taker is "certified."

Why CITI?

Read the rationalization for the CITI tutorials and tests and to read more about exemptions. Taking the CITI tutorials is Hope College's active attempt to prevent any unanticipated problems/violations that have to be reported to the federal government and could shut down your research and/or could threaten all research at Hope College.

Read more about rationalization for the CITI tutorials 

HSRB Proposals and CITI

For information on registering and completing CITI courses, see the Hope College CITI Certification website.

When you enter a proposal in the HSRB system, you will need to type in your date of completion. If you have collaborators, their names and CITI completion dates are to be entered too. Faculty are responsible for training their student researchers with CITI training and keeping a paper copy of their own and their students’ CITI completion certificates.

Board Certified Behavior Analyst (BCBA) and Registered Behavior Technician (RBT) are two distinct credentials within the field of Applied Behavior Analysis (ABA) therapy, a category of therapy that employs positive reinforcement practices to treat individuals with behavioral and developmental issues, such as autism, ADHD, traumatic brain injury, and dementia. RBTs and BCBAs often work together, and both roles offer opportunities for a rewarding career making a difference in the lives of those needing treatment. However, there are key differences between the two professions in terms of level of education, certification requirements, and job responsibilities. When thinking about a career as a RBT vs BCBA, understanding the differences will help you select the pathway that’s right for you.

What is a Board Certified Behavior Analyst (BCBA)?

BCBAs are behavior therapists with a graduate-level certification, who assess individuals’ behavioral issues and then develop treatment strategies for improving targeted behaviors. Using positive reinforcement tools, the goal of their work is to teach individuals academic and/or behavioral skills to acquire as much independence in their personal and professional lives. BCBAs work with individuals of all ages and practice across a range of settings, but education and healthcare are the most common industries for the profession. Because of their level of training and certification, BCBAs are qualified to supervise the work of Registered Behavior Technicians (RBTs).

What is a Registered Behavior Technician (RBT)?

An RBT is a paraprofessional within the field of ABA therapy who has received the training and demonstrated competency to become certified to support the work of a board certified behavior analyst (BCBA). Under the supervision of a BCBA, RBTs provide important ABA services, helping to implement behavioral interventions and other teaching strategies to help individuals struggling with behavioral challenges. The RBT is an entry-level role in the field of ABA, and while many RBTs continue their education and work toward their BCBA certification, others may choose to remain at the paraprofessional level.

What's the Difference Between RBTs and BCBAs?

The main difference between RBTs and BCBAs is that BCBAs are trained and certified to practice independently, while RBTs are trained and certified to only provide ABA services designed by and under the supervision of BCBAs. An RBT is an entry-level position in the field of ABA and does not require as much education and training, while a BCBA requires an advanced degree and a higher level of training and certification.

Job Responsibilities

RBTs help implement behavioral treatment strategies but are not responsible for assessing individuals’ behaviors, designing treatment plans or providing supervision. RBTs support BCBAs by implementing learning goals and behavior support plans and assisting with data collection. They may also be responsible for providing notes on observations of individuals’ experiences and progress.

BCBAs are responsible for a broader scope of tasks. Depending on the setting, BCBAs may be responsible for conducting intake interviews and screenings and functional behavior and skills assessments and designing, training and monitoring data collection systems and behavioral and skills interventions. BCBAs also are responsible for communicating progress or changes in treatment strategies with the appropriate stakeholders. BCBAs work with parents, administrators and other professional disciplines to develop goals and behavior support plans. In school settings, BCBAs may not only provide services for individual students but also to the school through school-wide positive behavior support programs.

Education and Training Requirements

Aspiring RBTs must hold a high school diploma (or equivalent), be able to demonstrate basic math and literacy skills, and pass a background check. Eligible individuals must also complete a 40-hour RBT training program and acquire and demonstrate competencies, which must be overseen by a BCBA or a qualified Board Certified Assistant Behavior Analyst (BCaBA). The 40-hour RBT training program provides instruction on basic ABA assessment and measurement techniques, programming for skill acquisition, behavior reduction procedures, proper documentation, and ethical standards and requirements. Upon completion of the RBT training program, individuals must pass a RBT Competency Assessment demonstrating their skills in the field.

BCBA candidates must hold a master’s degree and complete 315 hours of coursework in ABA. Graduate degree programs, like Drexel’s MS in Applied Behavior Analysis and Applied Behavior Analysis certificate, that are ABAI-verified provide the coursework necessary to the take the Board Certified Behavior Analyst® examination. Aspiring BCBAs must also complete 1,500-2,000 hours of fieldwork supervised by a qualified BCBA.

Certification and Licensure

To become certified, RBTs and BCBAs must pass qualifying examinations. The 90-minute RBT certification test covers the same content areas included in the 40-hour training program, and upon passing the exam, individuals will be listed in the RBT registry and can begin applying to jobs using the RBT title. RBT certification must be renewed every year, and the renewal process includes documentation of supervision, adherence to the RBT code of ethics, and completion of a renewal competency assessment. The four-hour BCBA certification test covers the content areas of behavior-analytic skills and client-centered responsibilities, and after successful completion of the exam, individuals are considered board certified and can apply for positions using the BCBA title. BCBA certification must be renewed every two years, and the renewal process includes continuing education requirements and adherence to the BCBA code of ethics.

Certified RBTs do not need to obtain a state license in order to practice, and BCBA licensing requirements vary from state to state. Some states do not require a license, some states require BCBA certification for licensure. Individuals should visit the APBA Licensure and Other Regulation of ABA Practitioners page to learn about the requirements of their state. Currently, Pennsylvania’s licensing law for the practice of ABA therapy does not require BCBA certification, and individuals must apply for the Behavior Specialist license through the State Board of Medicine. Requirements for Pennsylvania’s Behavior Specialist license include a master’s degree, background checks, and documentation of 1,000 hours of supervised clinical experience, among other criteria.

Skills

When working with individuals with behavioral and development issues, successful RBTs and BCBAs exhibit qualities that lead to compassionate and holistic care. Both RBTs and BCBAs must display empathy, so that patients feel understood and respected, and adaptability because patients’ needs, personalities, and treatment strategies are unique and can evolve over time. RBTs and BCBAs must also create calm environments and exhibit patience, as treatment strategies are implemented over the long term and progress can take time.

In addition to these critical qualities, BCBAs must possess additional skills, including analytical and data collection skills to identify behavioral patterns, design research-based and individualized treatment strategies, and track progress over time. Successful BCBAs have advanced communication skills to work effectively with patients and to explain diagnoses and treatment strategies with patients’ partners, families, and other stakeholders. When working with children, BCBAs must also be skilled in parent education, minimizing any confusion about causes for behavioral issues, diagnoses, treatment plans, and expectations for progress.

Salary and Job Outlook

The average salary for an RBT in the U.S. is $36,218, or $17.76 per hour, according to Payscale. The average salary for a BCBA in the U.S. is $68,554, also according to Payscale. For both RBTs and BCBAs, salaries may vary based on location and years of experience. In the field of ABA therapy as a whole, individuals can build a career in many settings and industries, so there is an equally wide range of earnings potential.

The demand for trained and certified RBTs and BCBAs has increased dramatically in accurate years and continues to grow year over year. According to the Bureau of Labor Statistics, employment for positions similar to RBTs is expected to grow 9% between 2021 and 2031, especially as the U.S.’s aging population faces cognitive issues related to Alzheimer’s disease and dementia. The demand for BCBAs has increased 5,852% between 2010-2021, with the greatest increase in California, Massachusetts, Texas, Florida, and Illinois.

Pursuing a Career in Applied Behavior Analysis

RBTs and BCBAs are both essential roles in the field of ABA therapy, and both professions are experiencing exponential growth. As you consider the career path that’s right for you, it’s important to select the academic program or programs that will best prepare you for the specific responsibilities you will perform. Some RBTs work to become BCBAs while gaining important professional experience at the same time. Gathering the right credentials means earning a bachelor’s degree and then selecting a graduate program, like Drexel’s Master of Science (MS) in Applied Behavior Analysis (ABA).

Drexel’s MS program equips students with the skills and knowledge they need for a successful career in the ABA profession and provides the required courses for taking the Behavior Analyst Certification Board (BACB) exam. For those with a master’s degree but not in ABA, Drexel offers a certificate in Applied Behavior Analysis that provides the ABAI-verified coursework necessary for taking the BACB exam.

Interested in a career as a BCBA? Take the first step by applying or requesting more information about our ABA programs.

Idaho is eight to 12 months away from launching a new certification model aimed at alleviating the teacher shortage, especially in rural or Native American communities.

“We’re hopeful that that’s going to come pretty quickly. But that’s me being really optimistic,” said Jenn Thompson, the State Board of Education chief policy and government affairs officer.

Like apprentice plumbers and electricians who receive hands-on training and financial support, Idaho’s teacher apprenticeship model is a non-traditional path to certification that removes barriers preventing candidates from becoming educators.

The model creates an affordable pathway for candidates who possess the skill and aptitude but lack a bachelor’s degree, because they receive a salary while obtaining training, experience and preparation for licensure.

Lack of financial resources and living in remote locations are the two main barriers. Many potential candidates can’t stop working to enroll in one of the state’s teacher preparation programs because they have to earn a living; others live in rural areas and cannot attend college because of the required driving distance.

“This isn’t going to be the silver bullet that solves everything, but we hope that it becomes another really useful tool for filling positions,” said Thompson.

This new concept relies on local decisions. If a principal or other administrator identifies someone in their schools who displays a commitment and interest in serving students, that individual could be encouraged to use this pathway to certification.

Kathleen Shoup, an educator effectiveness program manager, said, “There is a sense of urgency to fill teacher positions due to the teacher shortage. And the teacher shortage areas for Idaho can be identified through the federal teacher shortage areas.”

According to a U.S. Department of Education report, last year Idaho had teacher shortages in the following instructional areas:

• Chinese and German
• English as a second language
• Science for gifted and talented
• Health science
• Music education
• Library/media specialist
• Special education for exceptional children
• Special education for visual impairment
• Special education for early childhood
• And director of special education

The salary for teacher apprentices is “at the discretion of the school district or charter school based on a locally set amount,” according to State Board documents. The program could take up to three years to complete but depending on an individual’s education level or experience, that timeframe could be shorter.

They will work under the supervision of a highly qualified mentor.  And “we hope to provide a stipend for those mentor teachers,” said Mike Keckler, chief communications officer.

Superintendents decide who the best apprenticeship candidates are

The superintendents of local education agencies (LEAs) or charter schools choose whether to participate and who will be offered contracts. Both state and federal funding will be made available to help with course materials, textbooks, professional development, required classes and other costs, Shoup explained.

“The key here is that it’s an employer-driven program,” Thompson said. “The LEA has to want to hire this person. It’s the LEA saying I have a candidate that I think is perfect.”

Apprenticeship candidates do not need a bachelor’s degree. Superintendents might consider someone looking to make a career change or a paraprofessional, but “it could be someone who works in any capacity in the school,” Thompson said. 

The selection criteria has not been decided, Shoup said. “That is part of the standards that we have to include for the US Department of Labor.” Eventually, Idaho’s program will apply to be a registered member of that federal agency. There are currently 21 states registered.

Successful teacher apprentices can obtain full certification

“I do want to emphasize that the competencies are important,” Thompson said.

Once they’re developed, those are the competencies — or teacher certification standards — that have to be evaluated by the superintendent, but “that is also why we want to make sure we have those additional assurances in place that they did pass the content assessment test.”

“That would help keep us all confident that the quality is high,” she said.

The Department of Labor requires 2,000 hours a year of on-the-job learning and 144 hours of related technical instruction. “And so if you multiply that by someone that potentially would have a three-year program, that’s 6000 hours of on the job learning” and then 432 hours of technical training, Shoup added.

“It’s a full-time job,” Keckler said.

Unlike the traditional route of obtaining a four-year degree and then completing supervised part-time teaching in your last semester, “this sort of flips the script on that, so you’re in the school and in the classroom full time, and on the side you’re getting the training you need to complete those competencies,” Thompson said.

“The hope is that at the end you’ve got the same training and experience — you’re just getting it in a flipped model,” she said.

“It’s a different pathway to certification, but they would ultimately receive a teacher certification,” Shoup said. “Non-traditional teaching programs lead to three-year interim certificates but the apprenticeship program will provide a standard five-year certificate.”

Idaho has four non-traditional certification options listed on the Board of Education website: American Board, College of Southern Idaho, Lewis-Clark State College and Teach for America.

The State Board of Education is sponsoring the program but will collaborate with other agencies — like the Idaho Department of Labor and U.S. Department of Labor — and higher education institutions. An advisory committee meeting was held in July and another one is planned for September. There are approximately 26 representatives serving on this committee.