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Teacher Education Program (TEP)

Undergraduate students who are seeking initial Texas teacher certification through the Tarleton Teacher Education Program are guided through the program from the time they start their application until they complete all field experiences, testing, and are recommended for certification.

The Teacher Education Program is designed to be completed during the last two years of a student's bachelor's degree. The first education class, EDUC 3320 or 3321, can be taken once a student has at least 60 earned hours and is a junior. This semester is referred to as Block 1. Students must be admitted into the Teacher Ed Program before moving taking Block 2. The program concludes with a full-semester clinical teaching experience during Block 4. More information is found in the Teacher Education Program PowerPoint Presentations linked below, the Professional Development / Education Course Sequence or the TEP Flowchart.

Please refer to the Program Updates page for important information which may include admission requirement changes, curriculum changes, course prerequisite changes, policy updates and more. 

Teacher Education Program Presentations

Please view the following PowerPoint presentations to learn about the Teacher Education Program at Tarleton State University. Please use this handout as a reference during the presentations. Also, refer to the Teacher Education Program Handbook as a reference throughout your time in the program.

These following presentations are best viewed on a PC in slide show mode (press F5).

Please feel free to contact us at any time with questions you may have after viewing the presentations. 

Program Goals

The goals of the Tarleton Teacher Education Program are to develop teachers who:

  • possess appropriate knowledge and abilities in specific content areas or teaching fields;
  • communicate effectively with students, parents and other professionals;
  • apply the principles of instructional planning in the development of curriculum;
  • utilize effective teaching practices;
  • formally and informally evaluate student performance and use the results of such assessment in the instructional decision-making process;
  • promote critical thinking and participatory citizenship;
  • are skilled in the use of instructional technology;
  • are proficient in mathematical skills;
  • operate within the legal guidelines and uphold the ethics of the teaching field;
  • demonstrate concern for the general welfare of the student; and
  • are committed to continued professional growth and development.