The background checks need to be done during the last semester of coursework or before you turn in your initial license to become a teacher. The background check cards are located in Crabaugh Suite 204 or at the Arkansas Department of Education.
The University has an interest for providing additional opportunities for individuals to become highly qualified teachers in Arkansas. The Master of Arts in Teaching is a program of study to prepare candidates for teacher licensure in Arkansas. For additional information please contact our MAT advisor, Dr. Lynn Walsh.
The application for teacher licensure can be located on their web site here:
However, students will attend a meeting at the end of their internship where our certification officer will hand out the application.
Students will be asked to attend a meeting typically three weeks into classes the semester before they are scheduled to be interns. During this meeting our Teacher Education Student Services Director, will hand out internship applications and go over very important information. This meeting is mandatory and students who do not attend will be unable to receive an internship application unless arrangements have been made with the Teacher Education Student Services Office. This meeting is announced on OneTech several weeks in advance.
Students will be assigned a portfolio reviewer during the first few weeks of their internship. Each student will be assigned a reviewer and will receive an e-mail with information on how to contact their reviewer.
The cohort model is a collaborative effort with public school professionals to address issues surrounding placement, supervision, and the professional development of interns.The cohort addresses the university's increasing need for CPS mentors to supervise increasing numbers of teacher candidates.
  • There are fewer campus-based faculty members available for supervision of the growing numbers of interns, especially at greater distances from campus.
  • There is difficulty finding qualified personnel for hire as adjunct faculty semester after semester in all locations requesting placement.
  • The use of a cohort CPS eliminates travel of adjunct faculty assigned multiple interns at multiple locations and concentrates time with a mentor on simultaneous professional development.
  • Completion of the Formative Observation and Intervention Evaluations by the cohort CPS increases validity and reliability of supervisory training Pathwise trained; knowledgeable of unit conceptual framework, policies, and procedures; aware and supportive of induction process.