Sentences with phrase «hold teacher preparation programs»

$ 7,662,612 in Teacher Quality Partnerships grants to improve student achievement; improve the quality of new prospective teachers by improving their preparation and enhancing professional development activities for teachers; hold teacher preparation programs at institutions of higher education accountable for preparing highly qualified teachers; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching force.

And we should expand truly alternative routes to the teaching profession and hold teacher preparation programs accountable for the effectiveness of the product they deliver.

The Obama administration is taking steps to strengthen teacher preparation by holding teacher preparation programs accountable for how well they equip teachers to succeed in the classroom.

GROUPS URGE GUIDANCE ON TEACHER PREP: Several groups today are urging the Obama administration and members of Congress to provide states with guidance when it comes to holding teacher preparation programs accountable for their outcomes.

In each of this year's seminars, the presenter will present a perspective on what would be both appropriate and feasible in holding teacher preparation programs accountable, and will offer concrete examples of how to carry that out, and will also share challenges of the particular perspective.

Not exact matches

Eligible teacher candidates include those graduating from educator preparation programs, as well as experienced educators who currently hold professional certification in Georgia or another state.

Oddly enough, teacher preparation programs occasionally argue against being held accountable for things like placement rates because they don't believe they have any control over how many of their teachers receive jobs.

Delaware also does not hold its teacher education programs accountable for the quality of preparation that their students receive, nor does it identify low - performing teacher - preparation programs or publish passing rates or rankings by institution.

But it does not hold teacher - preparation programs accountable for the performance of their graduates in the classroom.

First, such a connection can protect the public by identifying programs that have provided evidence of offering legitimate, credible preparation that is linked to the standards to which new teachers will be held.

We believe this model holds the potential to enhance teacher preparation programs; strengthen school - university partnerships; and connect teacher educators, teacher candidates, and school - based practitioners via collaboration on intervention - based instructional research projects.

That was used to undo the Obama administration's rule for holding schools accountable for student performance under the Every Student Succeeds Act and an Obama - era regulation aimed at strengthening teacher preparation programs.

Meanwhile, Connecticut will hold a summit in partnership with educator preparation programs focused on increasing the number of teachers certified in priority shortage areas and recruiting more teachers from under - represented backgrounds.

The state uses its program - approval and - review process to identify low - performing teacher - preparation programs, but it does not hold such programs accountable for the classroom performance of their graduates.

If the recent reaction from some schools of education to proposed federal regulations aimed at improving the quality and impact of teacher preparation programs is any indication, we can expect the traditional cacophony of complaints, such as «We can not hold preparation programs accountable for factors outside our control.»

Recommendations, for example, for emerging teachers (those who hold an initial license or certificate after successfully completing a teacher preparation program and begin their careers for the first time as teacher of record) include:

TNTP's Teaching Fellows programs hold the highest standards for certification of any teacher preparation provider in the country, and our teachers are widely recognized for their ability to help high - need students make dramatic learning gains.

Teacher preparation programs need to be held accountable, and data should be able to be disaggregated by race to determine which programs are serving students...

In the letter, we call for draft regulations that will enable states to better learn about, support and hold accountable teacher preparation programs.

Additionally, in 2013 the Council for the Accreditation of Educator Preparation (CAEP) approved a series of new standards for teacher certification preparation programs that hold both traditional four - year university - based programs and alternative certification programs like TFA to the same standards.

The U.S. Department of Education has proposed regulations to improve teacher preparation programs by holding institutions of higher education accountable for how well they train graduates for the classroom.

The converse also holds true: In states where the percentage of students of color enrolling in higher education is higher, the percentage of students of color enrolled in teacher preparation programs also tends to be higher.

«We think it's much more possible that the teacher preparation programs are just not holding the candidates themselves to a high enough standard,» he said.

Late yesterday afternoon, U.S. Secretary of Education Arne Duncan held a press conference to announce the release of proposed federal regulations for teacher preparation programs.

Alternative teacher preparation programs should have flexibility to create and adhere to their chosen model, while also being held accountable for their outcomes.

If a prospective teacher already holds a bachelor's degree, he or she may apply to graduate school or an alternative teacher preparation program to prepare for a teaching career.

To qualify for initial teacher licensure in Montana, you will need to hold a Bachelor's degree, have completed an accredited professional educator preparation program, and successfully completed a supervised teaching experience.

Additionally, teacher preparation programs may hold accreditation from the national Council for the Accreditation of Educator Preparation (CAEP).

Delaware requires all teachers to hold a bachelor's degree and complete an acceptable teacher preparation program.

Candidates for Michigan teacher certification who are applying for licensure through the traditional route must complete a state - approved teacher preparation program from an accredited institution and hold a bachelor's degree in a teachable subject.

Teacher candidates pursuing a traditional route to Michigan teacher certification should hold a bachelor's degree, complete a state - approved teacher preparation program, and earn passing scores on the state - requiredTeacher candidates pursuing a traditional route to Michigan teacher certification should hold a bachelor's degree, complete a state - approved teacher preparation program, and earn passing scores on the state - requiredteacher certification should hold a bachelor's degree, complete a state - approved teacher preparation program, and earn passing scores on the state - requiredteacher preparation program, and earn passing scores on the state - required tests.

Candidates who hold a bachelor's degree but did not complete a teacher preparation program may be interested in alternative teacher certification in Delaware.

If you are so inclined, you may also want to read the recent Washington Post (10.24.16) article, entitled «The big problem with the Obama administration's new teacher - education regulations», in which the chair of Connecticut College's Education Department co-wrote that the «academy provisions» which were incorporated into ESSA (after initially being developed by the two charter lobbyist organizations New Schools Venture Fund and Relay Graduate School of Education) would exempt «entrepreneurial «start - up programs» (i.e. teacher preparation «academies»)... from many of the requirements that states will enforce for other programs — such as hiring faculty who hold advanced degrees or conduct research, holding students to certain credit hours or course sequences, or securing accreditation from the field's accrediting bodies.»

Complete a state - approved teacher preparation program through an accredited institution or approved alternative - route program, or verify at least 3 years of K - 12 teaching experience outside of Washington State and hold a valid teaching license in another state

To be certified as a teacher in Tennessee, applicants must have competed an educator preparation program from an accredited institution and hold a bachelor's degree.