Northeast State Community College has established a testing site for computer information technology students seeking to earn industry certifications.
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 (email@example.com; 307-766-6371).
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
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.”
Researchers working with human participants are required to become certified through the Collaborative Institutional Training Initiative (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
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.
Northeast State Community College has established a testing site for computer information technology students seeking to earn industry certifications.
Located on the second floor of the Technical Education Complex building of the College’s Blountville campus, the Pearson VUE center provides a testing site for computer science students seeking certifications from top-tier technology companies, according to a written statement.
Pearson VUE is a computer-based test proctor and delivery company used worldwide. The center welcomed its first students for exams at the Northeast State site in spring of 2023. The center houses exams used for information technology companies such as Cisco, CompTIA, and EC-Council among others.
“It is an excellent demonstration of skill as an IT job candidate has taken the time to learn the content to the level to be able to sit down and take that exam,” said Jim Holbrook, instructor and chair of the College’s Computer and Information Sciences department. “Certifications are vital for people in computer science as it is a testament to a skill.”
As a test center, Northeast State delivers certification exams that demonstrate a high level of knowledge by students earning certifications while completing their associate degrees. Proctors monitor students during testing via video as required by Pearson VUE site control.
The new testing center gives individuals access to take the coveted Cisco Certified Network Associate (CCNA) certification test among other Cisco certifications. The Northeast State networking curriculum for the associate degree includes CCNA 1, 2, and 3 classes, giving students a deep dive into Cisco networking.
The certifications specific to Northeast State computer science students also include the CompTIA Network+, A+, Linux+, and various cyber defense certifications. Northeast State offers a UNIX/Linux class that amplifies the students’ knowledge of both class operating systems. Holbrook said the department seeks to make all course content more robust to prepare students for passing the exams and demonstrating their knowledge.
“We are going a step beyond and teaching all of the content to each of those certifications in their respective classes,” he said. “It is going to make for more rigorous classes; however, the students will benefit from it as they will be exposed to that whole certification path.”
Holbrook said many of the certification exams, particularly the Cisco networking categories and various cyber security subjects, were challenging to say the least. Students needed to know a great deal of base knowledge and core knowledge prior to pursuing the certification exam. He noted Cisco exams required scores of 80 percent correct to pass the test with others even more rigorous.
Holbrook said that students earning subject-specific certifications, a technical certificate, and/ or an associate degree stand out among candidates when entering the workforce. He explained that many companies wanted to see students who have demonstrated a deep knowledge of information technology subject matter to meet the expectations of their workplace, and potential employees with certifications are the ones who stand above the others.
“I have lost jobs because I didn’t have specific certifications during the interview process,” said Holbrook. “I have gotten jobs by having specific certifications because it set me apart.”
Holbrook said he planned to expand certification test offerings in the coming months for students. Two popular certification avenues were Amazon web service certifications and a selection of Google certifications. Those exams are smaller, with knowledge bases broken up into more specific topics.
Northeast State offers associate degree pathways in the academic programs of Cyber Defense, Networking, Programming, and Systems Administration in addition to transfer-specific degrees. The department also features associate degrees in computer science and information systems through the Tennessee Transfer Pathway options for students pursuing a four-year degree.
Students majoring in computer information technology move into professional careers as cybersecurity technicians, system administrators, network technicians, or move on to four-year institutions to continue their education. Holbrook said the CompTIA and EC-Council curricula marked only the first of many new opportunities he plans to implement going forward.
“As our capabilities progress, we may bring in more certification content as they come online and become relevant to the field,” said Holbrook.
firstname.lastname@example.org | Twitter: @DMcGeeBHC
Drexel University School of Education
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.
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).
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.
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.
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.
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.
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.
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.
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.
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:
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.
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.
“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.
A state court in Tampa entered class certification in favor of students who paid millions of dollars in fees for services, facilities, resources, activities and events that the University of South Florida failed to provide during four academic semesters during the coronavirus pandemic.
Adam Moskowitz of the Moskowitz Law Firm in Miami represents the plaintiff class representative, doctoral student Valerie Marie Moore, against the defendant, the University of South Florida Board of Trustees. Moskowitz said the Hillsborough Circuit Court order was issued while a case involving a similar issue was pending before the Florida Supreme Court and after judges on nearly 15 other actions ruled differently.Florida Supreme Court in Tallahassee, FL. (Credit: Felix Mizioznikov/Shutterstock)