Mission

TEACH commits to work as a partner with local education agencies in preparing high-performing, culturally sensitive, and creative problem solvers for Texas classrooms.  Producing teachers who are driven by passion, committed to making a positive impact, and willing to serve as advocates for the voiceless, TEACH meets the challenges and opportunities of teaching diverse children.   Delivering an interdisciplinary program framed by the needs of children with diversities will reduce the teacher shortages in bilingual, ESL, and special education, mathematics, and science classes.

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What Components Should an Alternative Certification Program Include?

●Component 1: Preparing teacher candidates to successfully pass the TExES exams. Preparation should include at least 60 hours of tutoring & provide practice exams. ●Component 2: Ongoing Supervisor Support which includes a Supervisor who observes teacher teaching at least 4 times per semester. ●Component 3: Ongoing Pedagogical Training throughout Internship including courses &/or workshops.  ●Component 4: Selecting process which identifies quality teachers for the Texas classroom.

TEACH Delivers All Four Components Plus Four Additional Components!

●Component 5: Teaching tools necessary to produce high-performing students. Students who perform on or above average on the district/state assessment tools. ●Component 6: Teaching tools which support high-level thinking in Texas Classrooms. ●Component 7: Supporting courses which enrich teacher's pedagogical knowledge & skills. ●Component 8: Testing pedagogical skills through a laboratory setting--a virtual classroom.

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Who Are Our Students?

TEACH students are                                             

●Driven by a passion to serve children, schools, families, and communities.   

●Committed to making a positive imprint on the lives of others.                   

●Strong enough to motivate others to shed their past fears and discover their future talents giving them voice. voice.                                                            

●Willing to serve as an advocate in eliminating educational inequalities.        

●Brokers for life-long learning.

TEACH students by los números are                                                    ●female, 74.3%   ●minority, 21.5% minority                                                                                         ●83.4% speak another language in addition to English. English                 ●92.1% hold a 3 or 3+ GPA on a Bachelors, Masters, or PHD. PHD           ●100% hold robust technological skills when they exit the Program.

What/Who Others Say We Are!

Things here are absolutely wonderful!  My doctoral classes are amazing as are the TEACH courses and I find parallels between them everyday which makes my work so much more enjoyable.  Amber, Intern, Hays CISD

I just completed my 14 weeks of student teaching at Casey Elementary School. Last Friday, April 28, was my last day. It was both exciting and sad as I said goodbye to the children. The children painted a big clay pot, their fingerprints and names on it with, "Thank you for helping us grow".  Mrs. Walker's (cooperating teacher-mentor) last words that day will always be a source of encouragement. As she said in front of the children, quote" You have the heart to teach and that is the most important element in this profession.  Yes, a degree, books, training are needed to guide us, but if you don't have the heart to teach children, it will be very difficult to survive each day." And you have the heart, so you can do it!"

My internship was very challenging but rewarding. I have learned so much from my mentor, Mrs. Walker as well as the children. Each experience enhanced my ability and skills as a teacher. I am looking forward to teaching in my own classroom so that I can guide children become life-long learners. Thank you for the support and valuable instructional guidelines through your program.  Everything is much appreciated. God Bless!  Pamela, Intern, Austin

"...Honestly, I am more impressed with TEACH than ever. After just what I've done in Phase I, I was fully prepared to take the TExES for a Reading Specialist. That is really impressive. Now if that sounds like me tooting my own horn, it's not intended to. What I really mean is that it's AWEsome that we're being prepared to that degree. I would be willing to bet that there are students graduating from college with their ED degrees that haven't gotten the kind of RELEVANT information that we are. Truly impressive!! Allison, BIED Teacher, Pflugerville

"...I called just about everyone in Texas to make sure this was a positive program and I was met with undivided support from each certification officer or agency I spoke to.  This program has been fun, interactive and easy to use. I appreciate the support and feel that my first year of teaching will be a successful one because I have this program behind me. I know how crazy a first year can be and when you are supported that makes all the difference in the world!"  Tara, Lincoln, Technology Teacher, NE

Email from Intern:..."Thank you so much for the telephone call. It was very helpful in orienting me to the methods and purpose of the Teachquest program.  I have never been associated with a program such as yours. It is quite unique in the aspect that it actually uses the teaching methods it teaches others to employ. I can see that your program is set up to help the students learn, master the material and eventually use it to their success and to the benefit of their future students. I can see that your organization is truly dedicated to teaching in every aspect."  Martin, Austin, Intern

"...The new resource teacher, here, is a recent graduate of another alternative certification program and failed the SPED test the first time.  The teacher said that the curriculum they provided had NOTHING to do with the actual test, and was pretty disappointed with the whole program.  So I hope you are proud of the TEACH program! I don't know how anyone COULDN'T pass the TExES with the courses we had! A 100% pass rate is incredible!" Leah, SPED Teacher, Central Texas

"...I want to thank you for allowing me the opportunity (taking a risk on me since I had failed the SPED exam numerous times) to take your online courses. I really enjoyed all the courses online. The information was easy to read, understand, and not overwhelming. I was able to answer many questions on the three TExES exams based on your courses. Again, a BIG THANK YOU and all of the TEACH Professors."  Mary Ann, SPED Teacher, San Antonio

My experiences in the TEACH Program have been invaluable to my success in the classroom. I have been able to apply 100% of the information from the website and from the workshops to teaching my students. I have received overwhelmingly positive comments from parents, students, and colleagues about many of the ideas that I have incorporated based solely on the instruction that I have received from the TEACH Program. I know that I am making a difference, and I will continue to do so with the support that I receive from Dr. Quintanilla, and her program. This is the best possible certification program in existence!  Eric, 4^th Grade Teacher, Private School, Austin

Director

Delia G Quintanilla is a school reform advocate committed to quality education for all students.  She brings more than 20 years experience as a classroom teacher and music director in public schools in Texas (3A & 5A HS Band Director), Nebraska, and Massachusetts.  She brings more  than 10 years experience in researching, administering, and evaluating innovative teaching and learning strategies leading to whole school reform. 

Administrative Experiences: She recently served as chair of the Professional Studies Division at Huston-Tillotson College guiding professors in the programs of Business Administration, Kinesiology, and Teacher Education.  In addition to her administrative duties at Huston-Tillotson College, as a Walden University online certified instructor,  Dr. Quintanilla developed and taught three online courses and broadcasted one course via videoconferencing to Paul Quinn College, and Jarvis Christian College. 

Advocating for the need to reform teaching and learning, Dr. Quintanilla served as an administrator with two entities.  In 1997, she served as Executive Director of the Houston Annenberg Challenge.  Launching the Challenge’s strategic plan focused on school reform, Dr. Quintanilla initiated two programs, the intellectualism of the teacher and the synchronization of the teacher preparation entities in the Houston area.  In 1993,  as Director of the Commission on Standards for the Teaching Profession at Texas Education Agency, Dr. Quintanilla served as an advocate for the needs of entities preparing teachers for the classroom. 

Dr. Quintanilla continues to serve entities and individuals in reengineering teaching and learning for tomorrow’s classroom through her educational consulting firm, QUEST.. A Consulting Enterprise.  Organized in 1995, QUEST…Enterprise focused on assisting Historical Black Colleges and Universities in reengineering the way in which minority teacher candidates were prepared for Texas classrooms.

Education: Ed.D., Boston University, Educational Policy and Leadership; M.Ed., Sam Houston State University, Music Education; B.M.E., Mary Hardin-Baylor College, Music Education

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TEACH Office TEAM

Melvin Rowland, Houston, CPA                        Cynthia Maxwell, Kansas, Data                        Natalie Balden, Austin, Workshop Host               Pamela Baldez, Austin, Technical Consultant         Ed Yeager, Cedar Park, TExES Program Tutor            Ynacio Tabarez, Email Navigator

Professors

TEACH Professor Introductions

Caroline Kyhl, the quintessential guru who champions for a deeper understanding of mathematical concepts, specializes in hands-on teaching methods for the most reluctant learners.  Focusing mainly on creating curricula to assist at-risk and special needs populations meet the mathematical demands of the TAKS and TEKS, Dr. Kyhl created a K-6, self-paced, summer school mathematics program that is hands-on and manipulative-based. 

As a result of her summer students’ mathematical performance, she created an on-going teacher inservice and teacher support program to assist teachers in the Seguin Independent School District continue to meet the TAKS standards.  More importantly, she continues to work with students and their teachers each summer as they attain the mathematical strategies necessary to increase their mathematical prowess. 

Presently, serving as a consultant for Applied Scholastics International, she serves as member of the advisory board, national spokesperson and instructor.  She has delivered presentations and workshops nationwide, including radio talk shows, and at national and international conferences. 

Serving as professor and teacher at pre-collegiate and collegiate levels throughout the world, Dr. Kyhl brings a wealth of experience in teaching science and mathematics.  Dr. Kyhl also has experiences as a mathematics specialist, program coordinator, research presenter and writer. 

Education: Dr. Kyhl holds a Ph.D from The University of Iowa in Science Education with emphasis on elementary mathematics and science, and M.Ed  and B.S. from Western Washington University.

Susan Lee’s life goal, to help each person and child realize their fullest potential with their own creative approach, shapes her career endeavors.  Ms. Lee is the co-creator for The Brain Train, a children’s book that serves as the focal point of The Brain Train Center in Austin, Texas.  In addition, she serves as the Center's Director of Program Development. 

As part of the Center's focal point, Ms. Lee completed numerous studies involving mind/body perfection and whole brain integration.  These studies include certificates from Edukin/Brain Gym Training Course, Dr. Carla Hannaford's Smart Moves – the physiological basis of learning, and from the Handle Institute (Holistic Approach to NeuroDevelopment and Learning Efficiency) of Seattle.

Currently, she serves as an online professor for DeVry University.  In addition she continues to work with the GED program and workforce learners.  She has been the owner of Organized Solutions, professional organizational and coaching business, for many years.  Previously, Mrs. Lee was a Medical Technologist certified by the American Society of Clinical Pathologists for 9 years.

Education: She holds a master’s degree in Reading and Literacy from Concordia University at Austin and a B.S. in Biology from the University of Houston.  Hobbies include hiking, biking, working out, and reading novels and the practical aspects of the latest brain research.

Sylvia Little holds a Doctorate of Philosophy and Masters of Education from The University of Texas at Austin and a Bachelor of Science from Southern Illinois University at Carbondale.  Currently an independent education consultant, Dr. Little has been teacher, principal and school district assistant superintendent during her career; her work has concentrated in multi-ethnic school districts.  She understands that today’s young people must speak multiple languages to succeed in today’s global society.

Frances Meiser has a degree in Elementary Education and Early Childhood Development and a M.Ed. in Reading and Literacy.  Her extensive post graduate studies include Slingerland Reading, neurodevelopment and learning efficiencies.  She studied at The HANDLE Institute – a Holistic Approach to Neurodevelopment & Learning Efficiency and with Dr. Lynn Weiss (ADHD Specialist), has had Brain Gym Training from the Educational Kinesiology Foundation, and training with Carla Hannaford, Ph.D., author of SMART MOVES – The Physiological Basis of Learning.  She is a coach, consultant, trainer, educator of educators, author of THE BRAIN TRAIN   and  SENIOR MOMENTS,  and the Executive Director of The Brain Train Center.

Rosemary Morrow is Administrative Supervisor for Social Studies, K-12, in the Austin Independent School District, in Austin, Texas.  She works with administrators and teachers on 108 campuses to provide curriculum support for social studies instruction and assessment.  She works with the community to coordinate resources available to the schools, which includes work with ACCESS (Austin Collaborative of Cultural and Educational Sites and Schools), Hemispheres and the UTeach program in the College of Liberal Arts at The University of Texas at Austin among other associations. 

Dr. Morrow is an adjunct professor in the Department of Education at Huston- Tillotson College in Austin.  She is a past president of the Texas Council for the Social Studies (TCSS) and serves as Legislative Liaison for TCSS.  Dr. Morrow has served as social studies instructional coordinator, social studies teacher at Stephen F. Austin High School and Porter Middle School in Austin ISD, teaching all of the required social studies courses in grades 7 through 12.

In addition to service in education, Dr. Morrow served a two-year term as President of the Friends of Jordan-Bachman Pioneer Farm Executive Board. She currently serves on the Travis County Historical Commission, the Heritage Society of Austin Executive Board and on the Board of Governance for Jordan-Bachman Pioneer Farms.

Education: Dr. Morrow holds a Doctorate of Philosophy from The University of Texas at Austin. Masters of Education from Texas State University) and Bachelor of Arts from The University of Texas at Austin. 

Patricia A. Rehm has teaching experience in several types/levels of classrooms.  Primarily, her service has been focused on meeting the needs of children with learning disabilities.  Serving as a Voigt Elementary School, Jarrell ISD, resource and inclusion teacher, she was a lead teacher in developing and maintaining ARDs and IEPs.  She worked with students enrolled in special education classes and often provided 1 on 1 instruction.   But more importantly, interpreting school and family policy, she made certain that the rights of students and their families were met.

During her years at Chisholm Trail Middle School, Round Rock ISD, she taught four groups of remedial reading for 7th graders who had failed the TAAS (now TAKS) and one of journalism & newspaper production.   Later, she was "promoted" to a 7th grade Language Arts class.  During her third year in the RRISD system, she worked at Westwood H. S. in the Credit Plus Program, designed for students who had failed core academic subjects. 

Elizabeth A. Swanson is a former schoolteacher and received a PHD in the Department of Special Education at The University of Texas at Austin.  Her research interests are teacher education and effective reading instruction for students with learning disabilities.  She is currently studying the process of bringing to scale two different reading interventions for first graders who are at risk for reading difficulties.  In addition, she is developing a variety of coaching models for teacher professional development.  Dr. Swanson is actively involved as a consultant for nation-wide program evaluation efforts and serves with several community organizations as an advocate for disability rights.

Advisory Council

Intern Logistic Supervisors

Intern Clinical Supervisor

Janice Lowry is the quintessential master teacher.  Selected Teacher of the Year 4 times including Austin ISD Teacher of the Year, she earned the Verna Rogers Texas Excellence in Education Award for Outstanding Teachers through the UT system, and is named in Who’s Who Among America’s Teachers.  An expert among experts, she has mentored many new students and novice teachers throughout her 29 years of teaching (19 in Special education and 10 in regular education) career.

Passionate about the great need novice teachers have for high quality support during their first years of teaching, the TEACH Program is thrilled that she has chosen to assist our interns as a Clinical Supervisor.  She has strong skills in classroom management, curriculum differentiation, and lesson design.

She states, “My vision is for our educational system to grow as an institution by embracing every child as an opportunity to grow and develop, not as a challenge to be reckoned with.  Our present system continues to rely on methods that meet the needs of the vast majority of children but, tragically, pushes out those who do not learn in conventional ways. It is a thrill for a teacher to reach a child considered to be unreachable.  This is one of the greatest challenges a teacher encounters and a skill I would like to help novice teachers develop.”

TEACH 14- & 36-Week Internship Placements:

Austin ISD, Hays ISD, Eanes ISD, Bastrop ISD, Del Valle ISD, Round Rock ISD, Pflugerville ISD, Leander ISD, Mempis ISD, Lovejoy ISD, High Island ISD, Rocksprings ISD, Dallas ISD, Houston ISD, Rockdale ISD, Taylor ISD, Roundtop-Carmine ISD, Belton ISD, Killeen ISD, Scherz-Cibolo-Universal City ISD, Fredircksburg ISD, Dripping Springs ISD, El Paso ISD, Roxton ISD, Elgin ISD, Hutto ISD, Edinburg ISD, Aldine ISD, DeSoto ISD, Charlotte ISD, Burnet ISD, Florence ISD, Lexington ISD, Gonzales ISD, UT Charter, Beatrice Mays Charter, KIPP Spirit College Prep ISD, Bright Ideas Charter School, TSVI School, Spring ISD, Lake Travis ISD, Georgetown ISD, Austin Area Private Schools