Graduate Certificate in Teaming in Early Childhood

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It is well established that teaming is essential when working with children with special needs; however, many young professionals have to learn teaming skills “on the job.”  This certificate will give new graduates a competitive edge in employment in early childhood settings.

Prepare to engage in collaborative practice to support young children with special needs and their families.

Earn an eight-credit hour certificate specifically for graduate students in select professional programs, including blended classroom and DL courses and a practicum.

Study with an interprofessional cohort of students.

This certificate is available to students in these graduate programs:

Affiliated Faculty

Laurie Dinnebeil, Early Childhood Education
Alexia E. Metz, Occupational Therapy
Amy Both, Physical Therapy
Jennifer Reynolds, School Psychology

Heather Sloane, Social Work
Laurie Dinnebeil, Special Education



  • Completion of the first semester in one's program of study with a minimum 3.5 GPA and otherwise in good standing, as verified by program director and/or academic advisor,
  • Submission of a statement of purpose outlining one's desire to complete the certificate, and
  • Grades of B or higher in all certificate courses for retention.


  • Enroll in Team Models and Community Networking
    • SPED5270 for Master and Clinical Doctoral Students
    • SPED7270 for PhD Students
  • During SPED5/7270, students will
    • Submit their statement of purpose
    • Complete the 'add a certificate' form in Banner's registration platform 


Contact us at to inquire about scholarship opportunities.

Project Prepare is seeking scholars from Early Childhood Education & Special Education, Occupational Therapy, Physical Therapy, School Psychology, and Speech-Language Pathology

courses for completion

Team Models and Community Networking (3 credit hours) (Spring 1)

This course is administered through Distance Learning. The course:

  • provides an introduction to the foundations of team practice in early childhood including child/family-centered practice,
  • examines various models of teaming and consultation, and
  • introduces the need for cultural competency.
    • SPED5270 For Master and Clinical Doctoral Students
    • SPED7270 For PhD and Educational Specialist Students

Seminar I:
Orientation to Interprofessional Teaming(1 credit hour) (Summer 1)
This class is a blend of Distance Learning and Cohort Meetings. In this seminar, students will be introduced to values in interprofessional teaming. Emphasis will be placed on:

  • consultative/coaching approaches to team practice,
  • ways of resolving conflicts and skills related to interpersonal communication,
  • and cultural similarities and differences with collaborative practice.
    • CIEC5/7610 - for ECE Students
    • OCCT 7610 - for OTD Students
    • PHYT5610 - for DPT Students
    • SOCW7610 - for SOCW Students
    • SPSY5610 - for SPSY Students
    • SPED5/7610 - for SPED Students
    • SLP5610 - for SLP Students

Seminar II: 
Leadership and Advocacy in Interprofessional Teaming
 (1 credit hour) (Fall 2)
This class is a blend of Distance Learning and Cohort Meetings. In this seminar, students will:

  • develop skill in assessing interprofessional team practices at the facility/system level,
  • explore how policy affects teaming practices, engage in advocacy of team practice, and
  • develop skill in providing feedback to team members, resolving interpersonal conflict, and cultural competency.
    • CIEC5/7620 - for ECE Students
    • OCCT 7620 - for OTD Students
    • PHYT5620 - for DPT Students
    • SOCW7620 - for SOCW Students
    • SPSY5620 - for SPSY Students
    • SPED5/7620 - for SPED Students
    • SLP5620 - for SLP Students

Seminar III: 
Evidence-Based Practice and Innovation in Teaming
(1 credit hour) (Spring 2 or later)
This course is taken along side the Practicum. In this seminar, students will:

  • conduct a review of the literature guiding practice, 
  • explore technologies which can benefit children with disability and team practices with children with disabilities, and
  • develop a plan for life-long learning on a topic relating to interprofessional teaming.
    • CIEC5/7630 - for ECE Students
    • OCCT 7630 - for OTD Students
    • PHYT5630 - for DPT Students
    • SOCW7630 - for SOCW Students
    • SPSY5630 - for SPSY Students
    • SPED5/7630 - for SPED Students
    • SLP5630 - for SLP Students

Practicum in Interprofessional Teaming (2 credit hours) (Spring 2 or later)
Students in the certificate program will have two options for completing the practicum. In either option, students will conduct a case study focusing on one or more child with special needs in an inclusive setting. The case study will include assessment; development, implementation, and assessment of intervention plans; technical training of site staff and families; and reflection. Students will create a dissemination of their practicum results.

Option A, students will be placed by program faculty in a community-based early childhood program, perhaps as an interprofessional cohort.
Option B, with faculty approval, students will conduct their practicum at a facility in which they are already placed for a discipline-specific training experience.

The GCTEC Practicum focuses on TEAMING. Practicum hours will be approximately 4 hours per week for a total of 60 hours. To complete the case study requirements, some of these hours may be spent outside of the facility's operating schedule.

Option A, the cohort of students will function as a consultative team providing strategies for intervention and inclusion for a case study client/student.
Option B, the student will analyze and facilitate the facility's teaming practices affecting the outcomes of one or more clients/students.

  • CIEC5/7640 - for ECE Students
  • OCCT 7640 - for OTD Students
  • PHYT5640 - for DPT Students
  • SOCW7640 - for SOCW Students
  • SPSY5640 - for SPSY Students
  • SPED5/7640 - for SPED Students
  • SLP5640 - for SLP Students


Earning the certificate will entail documenting 38 competencies in the areas of:

  • Collaboration
  • Advocacy
  • Diversity and Cultural Competence
  • Evidence-Based Practice
  • Professional and Ethical Standards
  • Technology
  • Human Development
  • Assessment and Evaluation
  • Service Provision

The Portfolio:  Demonstrating competencies through an individualized plan

Team Models and Community Networking: 25%
From within one's own program of study: 25-50%
Practicum: 25%
Optional: Approved courses outside of one's own program of study: Up to 25%

Students will create their plan during Seminar I.

Portfolio completion is a requirement of Seminar III.

Learn More

interprofessional education

For Health Science Campus students, after completing the first semester Interprofessional Education Program, this certificate will meet all subsequent IPE requirements.

Otherwise said, this certificate can be taken in lieu of HSC IPE requirements beginning in Spring 1.

  • Occupational Therapy
  • Physical Therapy
  • Speech Language Pathology
Last Updated: 6/27/22