Skip to main content

National College Credit Recommendation Service

Board of Regents  |  University of the State of New York

Education - Torah Accreditation Liaison

Descriptions and credit recommendations for all evaluated learning experiences

Location:
Torah Accreditation Liaison (TAL) authorized proctor sites.
Length:

Varies; offered as a proficiency examination or self-study format.

Dates:
January 2011- Present.
Objectives:

Students are required to display an in-depth knowledge of the basic principles underlying the current knowledge about the processes and characteristics of normal child development from conception through later childhood in multi-cultural contexts. Topics include: physical, cognitive, social, emotional, and language development. Current issues in the field connected to children and schools will be considered; examples include intelligence testing, the impact of divorce, and the needs of second language learners.

Instruction:

Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. The exam focuses on general trends in children's development, important theories of development, and how schools and classrooms can best support children. Self-Study Format: Students are expected to master recommended readings and study guide materials. Students are expected to make connections between theory and practice. Beyond the expectation that students will have thorough knowledge of this topic which they communicate through a broad array of short questions, they must display an ability to present ideas in an organized and sophisticated manner through two short essay responses and one extensive essay.

Credit recommendation:

In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education, Elementary Education, Psychology or Special Education (12/10) (6/16 revalidation).

Location:
Torah Accreditation Liaison (TAL) authorized proctor sites.
Length:

Varies; offered as a proficiency examination or self-study format.

Dates:
January 2011 - Present.
Objectives:

Students are required to display an in-depth knowledge of the characteristics associated with exceptional learners and the basic approaches to differentiating instruction to support early childhood and elementary school students with special needs. Students will also be able to discuss the history of special education; identify the laws that mandate services to exceptional children; understand the influence of families and culture; and display familiarity with the professional ethics and experiences of special education teachers.

Instruction:

Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on the study of physical, social, emotional, cognitive, and language development in exceptional children and the methods special education teachers use to best support children's learning and development through appropriate expectations, activities, and materials. Beyond the expectation that students will have thorough knowledge of this topic, they must display an ability to present ideas in an organized, creative and sophisticated manner through three short essay responses and one extensive essay. Students are expected to make connections between theory and classroom practice.

Credit recommendation:

In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 6 semester hours in Early Childhood Education, Psychology or Special Education (12/10) (6/16 revalidation). 

Location:
Torah Accreditation Liaison (TAL) authorized proctor sites.
Length:

Varies; offered as a proficiency examination or self-study format.  

Dates:
January 2011 - Present.
Objectives:

Students are required to display an in-depth knowledge of young childrens' development and developmentally appropriate early childhood educational practices, from 0 - Grade 3, with a focus on toddler programs and preschool classrooms. Topics include: developmentally appropriate practices, classroom management and guidance, parent involvement, the early childhood curriculum, and adapting instruction for learners with diverse needs; and approaches to learning that include Behaviorist, Maturationist, Constructivist, Brain-based Learning, and the Project Approach. Students will also be able to discuss the history of early childhood education, understand the influence of families and culture, and demonstrate familiarity with the professional ethics and experiences of early childhood educators.

Instruction:

Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on the study of physical, social, emotional, cognitive, language, and aesthetic development in young children and methods employed in an early childhood program that best support children's learning and development through appropriate expectations, activities, and materials. Students are expected to make connections between theory and classroom practice. Beyond the requirement for students to display thorough knowledge of this topic via a broad array of short questions, students must display an ability to present ideas in an organized, creative and sophisticated manner through two short essay responses and one extensive essay.

Credit recommendation:

In the lower division baccalaureate/associate degree category, 3 semester hours in Early Childhood Education (12/10) (6/16 revalidation).

Location:
Torah Accreditation Liaison (TAL) authorized proctor sites.
Length:

Varies; offered as a proficiency examination or self-study format.

Dates:

Version 1: January 2011- June 2016. Version 2: July 2016 - Present.

Objectives:

Version 1 and 2: Students are required to display an in-depth knowledge of the basic principles underlying the development of children ages 0-3 and demonstrate the key skills required for planning and facilitating a holistic curriculum for infants and toddlers in early childhood programs. Topics include: the physical, emotional, and nutritional needs of infants and toddlers, family education and involvement, and curriculum planning for the infant and toddler program.

Instruction:

Version 1 and 2: Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on the physical, cognitive, social and emotional development of infants and toddlers. Students are expected to make connections between theory and practice. Beyond the expectation that students will have thorough knowledge of this topic which will be tested via a broad array of questions, they must display an ability to present ideas in an organized and sophisticated manner through two short essay responses and one extensive essay.

Credit recommendation:

Version 1: In the lower division baccalaureate/associate degree category OR in the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education (12/10). Version 2: In the upper division baccalaureate degree category OR in the graduate degree category, 3 semester hours in Early Childhood Education and Childhood Education Pre-K to 2 (6/16 revalidation). 

Location:
Torah Accreditation Liaison (TAL) authorized proctor sites.
Length:

Varies; offered as a proficiency examination or self-study format.

Dates:
January 2011- Present.
Objectives:

Students are required to display an in-depth knowledge of literacy development. Topics include: emergent literacy, balanced literacy, methods of organizing literature-based reading programs, strategies for supporting writing, and facilitating second language learning. Studies apply general instructional strategies and strategies for adapting instruction to meet the needs of diverse learners.

Instruction:

Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on the basic premise that systematically integrated phonics instruction is a fundamental component of effective reading programs but also highlights the role of authentic reading and writing activities and the role of children's literature. The examination requires students to link theory to classroom practice for both preschool and elementary school learners and to display their knowledge via a broad array of questions. Beyond the expectation that students will have a thorough and sophisticated knowledge of literacy, they must display an ability to present ideas in an organized, creative and well supported fashion and to consider a variety of issues in a mature and sophisticated manner through three short essays as well as one extensive essay.

Credit recommendation:

In the upper division baccalaureate degree category, 6 semester hours in Elementary Education, Early Childhood Education, or Literacy (12/10) (6/16 revalidation).

Location:

Torah Accreditation Liaison (TAL) authorized proctor sites.

Length:

Varies; offered as a proficiency examination or self-study format.

Dates:

November 2018 - Present. 

Objectives:

Upon successful completion of the course, students will be able to: discuss principles underlying the development and planning of the integration of mathematics and science in the early childhood classroom and demonstrate knowledge connected to the core math and science topics such as problem-solving. Additionally, specific content knowledge within the discipline of science, such as weather, animals, and plant life, is required. Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on teaching the key subjects within each discipline. Students are expected to make connections between theory and classroom practice and demonstrate knowledge of the subject via a broad array of multiple choice and short answer questions.

Instruction:

Major topics include: the use of manipulatives and other materials to teach math and science in a hands-on way; key concepts of the preschool math curriculum (number operation, patterns, geometry, and measurement), the processes of observing, classifying, and comparing to demonstrate the scientific process.  NOTE: This course was formerly part of Mathematics, Science, and Social Studies in Early Childhood Education (Education 302). The course was separated into two exams. 

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education (11/18).

Location:
Torah Accreditation Liaison (TAL) authorized proctor sites.
Length:

Varies; offered as a proficiency examination or self-study format.

Dates:
January 2011- Present.
Objectives:

Students are required to display an in-depth knowledge of the basic principles underlying the development of young children and the role of play in both child development and the early childhood classroom. Topics include: the connections between play and children's development in areas such as cognition and emergent language, play as the basis of the preschool curriculum, and the importance of play for optimum physical and emotional child development.

Instruction:

Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on current approaches to using play in classroom and explores ways in which play can be supported by teachers. Students are expected to make connections between theory and classroom practice. Beyond the expectation that students will have thorough knowledge of this topic which must be displayed via a broad range of questions, they must present ideas in an organized and sophisticated manner through two short essay responses and one extensive essay.

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education or Elementary Education (12/10) (6/16 revalidation).

Location:

Torah Accreditation Liaison (TAL) authorized proctor sites.

Length:

Varies; offered as a proficiency examination or self-study format.

Dates:

November 2018 - Present. 

Objectives:

Students are required to display an in-depth knowledge of the basic principles underlying the development and planning of the integration social studies in the early childhood classroom. Proficiency exam: The examination is intended to measure a body of knowledge that candidates have acquired through prior learning experiences. Self-Study Format: Students are expected to master recommended readings and study guide materials. The course focuses on teaching the key subjects within each discipline. Students are expected to make connections between theory and classroom practice. Students are expected to make connections between theory and classroom practice and demonstrate knowledge of the subject via a broad array of multiple choice and short answer questions.

Instruction:

Major topics include: the use of social studies as a framework for thematic and interdisciplinary curriculum planning and multicultural education and core social studies topics such as geography and citizenship. NOTE: This course was formerly part of Mathematics, Science, and Social Studies in Early Childhood Education (Education 302). The course was broken into two exams. 

Credit recommendation:

In the upper division baccalaureate degree category, 3 semester hours in Early Childhood Education (11/18).

Top