ARCComponents of the Program

Components of the Program

Program Components

The program comprises an orientation session followed by foundational teaching courses subject specific methods courses based on a students enrollment area and a practicum, during the program year.


edTPA is an assessment, for teachers that future certified educators must complete according to the Connecticut State Department of Education (CSDE). This requirement is administered by Pearson Publishing. Candidates must register for edTPA pay for it and fulfill this assessment during their practicum period.


Teacher candidates participate in a Foundations of Teaching course led by certified teaching professionals who possess extensive expertise in the principles of teaching. They offer teacher candidates an understanding of the “why” behind teaching. The curriculum aligns with the Connecticut Common Core of Teaching (CCCT). Covers topics such as the history of education learning theory planning, accommodating diverse learners, instructional strategies creating a conducive learning environment, assessment methods and legal and ethical considerations.

In the Methods course that follows this knowledge acquisition phase teacher candidates will connect these concepts to their specific content area. This course also includes assignments that meet the requirements set by both Connecticut State Department of Education (CSDE) and the ARC program.

In addition to that course sequence mentioned above for understanding and application within teaching contexts across subjects/certification areas; teacher candidates also take a hybrid Methods of Teaching course tailored to their subject area/certification field. These courses focus on content pedagogy aligned with state and national education standards. Within these courses teacher candidates will engage in microteaching lessons well as lesson and unit planning activities while reflecting on their experiences.

Experienced subject area teachers and administrators guide candidates through connecting overarching themes, from Foundations to their own specialized content area/application.
The instructors in the Methods program’re experienced educators who specialize in K 12 education. They are certified in their subject areas and have a proven track record of successful teaching in the classroom. Additionally many faculty members have knowledge of hiring and supervising teachers making them valuable resources for ARC Candidates as they enter the classroom after undergoing intensive teacher preparation training.


All enrolled candidates are required to complete an orientation session.
Candidates will be provided with the ARC Teacher Candidate Handbook, which outlines policies, candidate expectations, CSDE certification regulations and program requirements.


The candidates practicum experience is the culmination of their participation in the ARC program. It involves an effort from a team of professionals who work together to provide hands on teaching experience. The placement for the practicum is. Assigned by the ARC Program taking into consideration factors such as the candidates certification path, geographical location and consultation with the school district.

The selection process also considers qualified cooperating teachers available logistic considerations unique to each placement request and an assessment of the students qualifications. Practicum placements encompass settings and modalities. Final decisions regarding practicum placements are made by the ARC administration. Here are some guidelines, for practicum placements;

  • If a school district hires ARC Candidates under a DSAP or as a Long Term Substitute Teacher (LTS) they can fulfill the practicum requirement while in the DSAP/LTS position long as the position aligns with their certification area and grade level in the ARC Program and is within a CT public school. Even though an ARC candidate holds a DSAP/LTS position they still need to complete the practicum along with all ARC requirements and assessments to successfully pass it.
  • Before obtaining approval for a Durational Shortage Area Permit (DSAP) candidates must achieve passing scores on Praxis or ACTFL exams.
  • All candidates are required to undergo fingerprinting and background checks conducted by the district.
  • All practicum placements must be completed in Connecticut schools.
  • The duration of the practicum is 40 school days and must be completed within the specific program year as indicated on the program calendar provided by ARC.
  • If necessary we may need to schedule days to ensure that the practicum assignment is fully completed.
  • The candidates who are part of the ARC teacher program must engage in a full time practicum for a period of forty school days or its equivalent.
  • The main objective of the candidates practicum is to provide them with supervised opportunities to develop the knowledge, skills and attitudes required to become effective teachers.
  • By the week candidates should be teaching at least four classes and assuming all responsibilities of a classroom teacher, including communication with students, staff, parents, administrators and grading.
  • Throughout the practicum period candidates will receive evaluations from both a designated cooperating teacher within the school district and an evaluator, from the ARC program.
  • All ARC candidates must successfully. Submit the edTPA Assessment as mandated by the Connecticut State Department of Education.

Teaching Attitudes and Qualities

In the ARC program aspiring teachers are evaluated based on their attitudes. Take this aspect very seriously. Teachers, including service teachers are held to a high standard and are expected to conduct themselves in a professional manner with instructors, administrators, parents, fellow candidates and the community as a whole. Failure to meet these expectations may lead to dismissal from the program.

“The teaching profession is entrusted by the public with faith and responsibility that necessitate upholding the highest standards of professionalism. As such teachers embrace both the publics trust and their duty to practice their profession with unwavering conduct and standards. These responsibilities encompass commitment towards candidates the teaching profession itself and the community.” Professional Responsibility Code for Teachers in Connecticut

ARC anticipates that candidates will;

  1. Exhibit a passion for teaching and learning that promotes an enduring dedication to continuous reflection on their practice.
  2. Demonstrate care, for candidates well being while actively inspiring them to participate in learning activities that foster a positive classroom atmosphere.
  3. Recognize and value the learning needs as well as cultural backgrounds of candidates and their families in order to cultivate an inclusive learning environment while maintaining high expectations and appropriate levels of rigor.
  4. Utilize in depth knowledge of the subject matter to effectively plan, teach and evaluate students progress.
  5. Display professionalism, conduct and responsible behavior consistently when interacting with students, families, colleagues, school administration, the community and the ARC program. Adhere to the Connecticut Code of Responsibility for Teachers.

According to Section 10 145d 11 of the Regulations of Connecticut State Agencies that governs the approval of Connecticut Educator Preparation Programs, institutions and schools of education are required to ensure that prospective teacher candidates meet competencies before being admitted for certification recommendation;

  • Demonstrate a thorough understanding of the Code of Professional Responsibility for Teachers.
  • Exhibit current licensure competencies as outlined in Sections 10 145d 400 through 10 I45d 619 of the Regulations of Connecticut State Agencies. This includes familiarity with the Common Core of Teaching and the Connecticut Content Specific Standards for Teachers.
  • Possess qualities and character attributes suitable for a teaching profession.

Jayson Peterson is an experienced pharmacist, naturopathic physician, medical examiner, and minister. After earning his Doctor of Pharmacy degree from the Medical University of South Carolina, Jayson Peterson completed clinical rotations at several prestigious healthcare institutions and has been affiliated with several pharmacy chains throughout his career. His main passion and zeal is focused on providing world-class patient care by giving precise details and thorough instructions to those who need it most.


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