Teach for America GSU Collaborative Programs

The GSU/TFA collaborative programs are housed in one of three departments within the College of Education & Human Development. Information for each department is listed below.

Continuous Enrollment Requirements

TFA Corps members must adhere to the GSU continuous enrollment requirements for any program listed below. As a part of the university’s continuous enrollment policy, all graduate students active in a degree program must maintain enrollment totaling 6 hours (or more) over all consecutive three semester periods (including summers). In other words, the total enrollment of the current term plus the two terms preceding it must add to 6 hours or more at all times. In order to graduate, students must be registered in the program of study during the semester they finish degree requirements.

Content Area Teachers

Content area programs are housed in the Department of Middle & Secondary Education and in Modern & Classical Languages.

The Middle & Secondary Education department houses the GSU-TFA collaborative programs designed for TFA Corps members teaching content area subjects of English, math, science and social studies in middle and secondary schools (Grades 6-12) and the English as a Second Language program (P-12 ESOL). Certification programs in MSE are embedded in the master's programs in the Arts of Teaching degrees (MAT). These programs are also known by the acronym TEEMS.

The Department of Modern & Classical Languages houses masters degree programs in Spanish and French, which can include initial certification as a P-12 foreign language teacher.

Learn more about MSE's programs

MSE's GSU/TFA collaborative programs include courses that can be taken at the TFA Corps members' own pace, and an education sequence which must be taken as a cohort. Programs of study with the specific course sequences can be found on the program specific pages at the links below including requirements, descriptions and links to the catalog.

Learn about the program of study for the Teacher Certification Program for P-12 Foreign Language Education.

Questions about MSE programs?

By email: Caroline C. Sullivan
By phone: 404-413-8404
In person: 6th floor, College of Education & Human Development, 30 Pryor Street, Atlanta

More Information for MSE New Graduate Students

ESC offers both non-degree certification and master's degrees in special education fields. Depending on the special education setting in which TFA Corps members are assigned to teach, the following initial certification programs will be available:

Behavior-Learning Disabilities

TFA Corps members who are working with learners who have behavior-learning disabilities may complete initial certification as a non-degree student or may enroll in the M.A.T. in Special Education: General Curriculum (Behavior/Learning Disabilities) and complete initial certification requirements as a prerequisite to the master's degree coursework.

The initial certification coursework includes a total of 33 credit hours, with 27 credit hours taken at GSU and 6 hours of credit being granted for TFA institute/experiences. This coursework leads to certification in the area of Special Education General Curriculum Consultative (P-12) and to a Reading Endorsement. TFA corps members can choose to enroll in two courses per semester.

The M.A.T. in Special Education: General Curriculum (Behavior/Learning Disabilities) provides students with the depth of knowledge and breadth of skill in educating students with mild disabilities required of a “master teacher.” The M.A.T. program is an advanced program that emphasizes research-based strategies, effective pedagogy, and data-based decision making. Students are provided advanced instruction on how to select appropriate curricula, employ effective methods of instruction, make assessment based decisions, and utilize effective classroom and student management procedures. Additionally, students are prepared to work collaboratively and exhibit the highest standards of professionalism while maximizing pupil learning and development.

Get program information

Behavior/Learning Disabilities 

Early Childhood Special Education Programs

The GSU/TFA collaborative programs in the area of Early Childhood Special Education-General Curriculum leads to certification to teach all core subjects for children from preschool through 5th grade with and without disabilities included in the general curriculum. TFA corps members can choose to enroll as non-degree students and complete only the initial certification requirements or as M.A.T. Special Education: Early Childhood Special Education candidates and complete certification requirements prior to the master's degree.

The certification coursework includes a total of 48 credit hours, with 42 credit hours taken at GSU and 6 hours of credit being granted for TFA institute/experiences. The program of study leading to initial certification in Early Childhood/Special Education and includes a reading endorsement.

Learn more about our Special Education programs 

Learn about our certificate programs 

LiveText

Educator preparation programs at Georgia State University use a web-based tool called "Livetext" for assessment of student progress.

LiveText instructions for ESC students 

 

Questions for ESC?

TFA Corps members with program specific information related to ESC GSU/TFA collaborative programs should contact Sanquinette Vaughn, Administrative Coordinator.

By email: svaughn@gsu.edu
By phone: 404-413-8318
In person: 8th Floor, College of Education & Human Development Building, 30 Pryor Street

…This experience has been extremely valuable for me by communicating with my fellow teaching colleagues on different teaching strategies that I have incorporated in my own classroom. Through the sharing of valuable information and resources, I have strengthened my understanding of the teaching field as well as incorporated new teaching strategies that have increased my students’ content knowledge. This experience has been extremely valuable for me by communicating with my fellow teaching colleagues on different teaching strategies that I have incorporated in my own classroom. Through the sharing of valuable information and resources, I have strengthened my understanding of the teaching field as well as incorporated new teaching strategies that have increased my students’ content knowledge. –Joanna Greer, Early Childhood and Elementary Education

…I appreciate the collaboration between Georgia State University and Teach For America and feel that with the underlying theme of social justice and educational equity, my work for each organization has been complimented instead of complicated. –Ashley Borman, Early Childhood and Elementary Education

…Teach for America had already prepped me by exposing us to the classroom as practice and providing on-the-job training, but it hadn't been until I enrolled in the program here that my level of understanding had begun to heighten. –Deidre Diaz, Early Childhood and Elementary Education

…In all, looking back I can see just how this process has helped to shape me into a better educator who is not just teaching standards and material, but how to be yourself, how to be appreciated and how to become a learner for a lifetime. I’m thankful to have undergone such a process that inspired me to grow and helped me share with other educators the very things that have helped me along the way. I do feel I am a better educator as a result of this process and feel very strongly that it should be encouraged for all teachers to experience at some point in order to really get down to the essentials of what it means to see a child for who he or she really is and how to translate that into a learning experience that will provide the kids with rich and valuable instruction in school and life. –Amber Jones, Early Childhood and Elementary Education

…The various courses that I have had the privilege of taking at Georgia State have been directly applicable to my classroom experience. The introductory child development and culture, community, and schools courses aided me in my attempt to make sense of not only what was happening in my classroom, but in my school, and in the community which my school exists as a part of. I was introduced to several child development theorists and had the opportunity to dialogue about developmentally appropriate pedagogy with those who have made an understanding of this material their life’s work. I have benefited greatly from the opportunity to engage with professors who share my concern for cultural awareness among the minority students that we teach. Even more, I have been greatly appreciative of the program’s insistence on acknowledging the challenges of educating students in urban environments. More specifically, the areas of significant growth for me can be broken into three primary categories, understanding of my students as people, understanding of the content I teach, and understanding of my work as an educator. –Edward Williams, Early Childhood and Elementary Education

...I teach students in a self-contained Moderate Intellectual Disabilities class at North Atlanta High School. Since the fall, I have taken classes in the Multiple/Severe Disabilities program at GSU. The head of the Multiple/Severe disabilities program at GSU, Dr. Paul Alberto, has a large grant from the department of education to develop a literacy program for students with severe disabilities. As part of my certification program, I have taken several classes with him and learned the basics of his program. The most useful component has been sightword instruction.

I started using PowerPoint to supplement the students' literacy instruction. I searched for images that corresponded to the particular vocabulary words (mostly survival signs), and recorded my voice into the PowerPoint. Then I trained my students how to click an icon to hear the recorded sound and advance the PowerPoint. I shared this information with Dr. Alberto, and he asked me to bring in my PowerPoint and give him a demonstration. After giving him a brief demonstration and showing a video I had recorded of my students using the computers, he asked me to meet with his doctoral students who run his literacy grant.

I am now in the process of putting together 54 slides that take a student through the first sets of sights words in their literacy program. Once completed, we will run a small pilot study with the students in my class to make sure they can attend to the material and navigate the interface. If all goes well, this PowerPoint interface will be implemented on a larger scale and included in their research study.

Bottom line: My students and I will receive resources and services due to our participation in this grant. The doctoral student running the grant is already in the process of purchasing items I will need to implement this program (microphone, flash drive), and it was clearly expressed that additional software or materials that will facilitate my work can be made available.

I am thrilled that my tinkering with PowerPoint has led to this opportunity for my students. And I look forward to demonstrating just how much my students can learn when they have access to engaging materials. –Michael Slack, Educational Psychology & Special Education