Non-degree programs provide opportunities for graduate students to further their knowledge and training in specific areas of study outside the structure of a defined degree program. The College of Education offers a variety of non-degree opportunities for qualified students. This page contains a listing of all of the programs that offer certification. To learn more about the certification process please check here.
The Department of Educational Psychology and Special Education offers the following programs:
English to Speakers of Other Languages (ESOL)
The Department of Middle-Secondary Education and Instructional Technology of the College of Education and the Department of Applied Linguistic and English as a Second Language of the College of Arts and Sciences offer graduate courses in bilingual/English as a second language to give teachers additional training to work with non-English-speaking or limited-English-speaking students at the early childhood, middle childhood, and secondary school levels. For more information go to the Middle Secondary and Instructional Technology program page.
Health Occupations Education/Trade and Industrial Education
Georgia State University offers undergraduate courses to allow individuals from specific areas of industry, business, or health to become teachers at secondary schools based on occupational experience in the field and the minimum education level required for the field. Applicants to this program have qualified for the provisional (BT) teaching certificate and are required to complete an approved program for the professional renewable certificate. These programs lead to initial certification only. For more information go to the Middle Secondary and Instructional Technology program page.
Literacy Collaborative is a broad-based, long-term, professional development program that focuses on the successful literacy of every child. It provides a comprehensive literacy program for schools that have already made the commitment to Reading Recovery® as a primary safety net for at-risk children. Literacy Collaborative supports school change through an instructional framework, an ongoing professional development program, a process for documenting children's literacy growth over time, and a plan for promoting home-school partnership. Three levels of training are offered: Literacy Collaborative team planning, Literacy Collaborative coordinator training, and Literacy Collaborative teacher training. For more information go to the Early Childhood Education website.
The Department of Middle-Secondary Education and Instructional Technology and the Department of Early Childhood Education offer graduate courses in literacy to give classroom teachers additional training to meet the literacy needs of students at the early childhood, middle childhood, or secondary school level. Courses that apply to Georgia's Reading Endorsement for classroom teachers focus on understanding readers and the reading process, linking assessment and instruction, and using instructional strategies in specific content areas. For more information go to the Middle Secondary and Instructional Technology program page.
The program for training in Reading Recovery prepares students to observe, assess, and address reading problems in children in the first grade, using assessment, observation, and early intervention procedures and teaching methods developed by Dr. Marie Clay. Two levels of training are offered: teacher training and teacher leader training.Teacher Training prepares teachers to observe, assess, and select children for Reading Recovery Services; to teach children using Reading Recovery methods and procedures; to make informed instructional decisions using records and materials unique to the program; to accelerate the progress of Reading Recovery children to meet the average level of reading achievement in each child's classroom; and to communicate with other teachers, principals, parents, and their peers about the effectiveness of the program and its impact in the school and community.Teacher Leader Training prepares teachers to implement Reading Recovery in their home systems or regions; to recruit, select, and train teachers in Reading Recovery observation and teaching methods; to select children for service and assess their progress in the program; to supervise Reading Recovery teachers; to evaluate and oversee teaching decisions using record-keeping materials unique to the program; to conduct public and professional awareness sessions for school systems and communities; to conduct research on the effectiveness of the program; and to teach children using Reading Recovery skills, procedures, and methods. For more information go to the Reading Recovery page in Early Childhood Education .
For more information on Alternative Pathways click here.
For information on graduate admissions, please visit the College of Education Office of Academic Assistance Website