Sentences with phrase «licensure standards for»

The program is aligned with licensure standards for both marriage and family counseling and professional clinical counseling.

They are required to have at least a master's degree in school counseling and to meet the certification and licensure standards for their state.

GAINESVILLE, Fla. — Stronger licensure standards for teachers and principals, identification of skills educators need from their first day in the classroom, and more rigorous preparation programs for teachers and school leaders are among the steps state education chiefs can -LSB-...]

Sen. Alberta Darling and Rep. Dale Kooyenga want to take away the locally controlled and accountable school board from the people of Milwaukee, while lowering teacher licensure standards for the educators teaching those students, but the people of Milwaukee are fighting back.

Not exact matches

It must start by direct entry taking personal inventories of their practice or by state legislators making the madness stop by refusing licensure or implementing standards for home births via law.

POTTERThat's, again, why we really — we're working towards licensure in Virginia and achieve licensure for certified professional midwives in Virginia because it creates a mechanism of accountability that not only upholds public safety and allows an overview of competency and a community standard, but it also creates a much better mechanism for review of practices of midwives or any health care providers.

The American College of Nurse - Midwives and the North American Registry of Midwives recommend that midwives should at minimum meet the standards of midwifery established by the International Confederation of Midwives (ICM), which include completion of a formal midwifery education program, national certification, and licensure in the local jurisdiction of practice.32, 33 Certified professional midwives (CPMs) may achieve certification through apprenticeship and portfolio evaluation without obtaining a formal midwifery degree; within CPM professional organizations efforts are under way to uniformly adopt ICM standards.33, 34 Oregon has followed this trend; in 2015 licensure became mandatory for attendants at out - of - hospital births.

In 2012, the home birth rate in Oregon was 2.4 %, which was the highest rate of any state; another 1.6 % of women in Oregon delivered at birth centers.11 Before licensure became mandatory in 2015, Oregon was one of two states in which licensure was not required for the practice of midwifery in out - of - hospital settings.12 Although the 2003 revision of the U.S. Standard Certificate of Live Birth distinguishes planned home births from unplanned home births, at the national level there is still no way to disaggregate hospital births that were intended to occur at a hospital and those that had not been intended to occur at a hospital.

Under licensure laws, it is illegal for a person to practice a profession without first meeting state standards.

The NCANP also serves as a referral resource for members of the public who are searching for Naturopathic Doctors in North Carolina who have met the rigorous national standards for the profession and who are eligible for licensure or registration in one of the 23 U.S. jurisdictions that regulate the practice of Naturopathic Medicine.

Since then, the resulting Interstate School Leaders Licensure Consortium standards have been used or adapted by more than 40 states to guide their own preparation, licensure, and evaluation programs for principals and superinLicensure Consortium standards have been used or adapted by more than 40 states to guide their own preparation, licensure, and evaluation programs for principals and superinlicensure, and evaluation programs for principals and superintendents.

While it's hard to make the case for licensure when it requires only taking a collection of courses, it's even harder to argue against a standards - based licensure system that ensures that every child will have a well - trained, high - quality teacher.

The first responsibility of the licensure process is thus to make clear, through the development of standards, what the license stands for — indeed, what it guarantees about the knowledge, skills, and dispositions of the teacher who holds it.

The focus on licensing standards got a boost from the work of the National Board for Professional Teaching Standards, even though the National Board was concerned more with certifying accomplished teachers than with state licensure.

The National Board's standards of good teaching practice guided the work of the Interstate New Teacher Assessment and Support Consortium (INTASC) as it began to develop a set of prototype standards for teacher licensure.

Founded in 1987, the Board develops and maintains high and rigorous standards for what accomplished teachers should know and be able to do and provides a national voluntary system certifying teachers who meet these standards, going beyond licensure.

In a new book, An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests, (Rowman and Littlefield: 2015), I make the case, with empirical support wherever possible, that the revision of the licensing system for each stage in a teaching career and the construction of new or more demanding teacher licensure tests contributed significantly to the long - lasting effects of the state's first - class standards.

As a result, it has been difficult for observers to determine which factor or group of factors was most responsible for these gains: a revised and strengthened licensing system; revised or new licensure tests; the use of first - rate standards in most classrooms, in annual state student tests, and in the professional development programs all teachers took for license renewal; and / or the major changes in K - 12 governance and finance introduced by the Massachusetts Education Reform Act of 1993.

States should work closely with CAEP, as the new accrediting body for educator preparation, in aligning program approval and licensure policies with accreditation standards.

One is represented by the Interstate School Leaders Licensure Consortium's (ISLLC) efforts to define «standards» for educational administration and to stiffen the requirements for lLicensure Consortium's (ISLLC) efforts to define «standards» for educational administration and to stiffen the requirements for licensurelicensure.

NISL draws on the Interstate School Leadership Licensure Consortium (ISLLC) standards; standards of the major associations of principals and administrators; and the performance standards for major themes within the Institutes and Executive Development Program.

Our session, titled «Cultivating Literacy Achievement Through Quality Teacher Preparation,» touched on current program - improvement efforts, revision of the ILA standards for program recognition, variations in licensure requirements across the country, and policy - related challenges.

For example, the IDOE provides a web - based recruitment portal to provide streamlined sharing of teacher candidate information for more thoughtful hiring practices, as well as encourages high standards for preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportiFor example, the IDOE provides a web - based recruitment portal to provide streamlined sharing of teacher candidate information for more thoughtful hiring practices, as well as encourages high standards for preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportifor more thoughtful hiring practices, as well as encourages high standards for preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportifor preparation and licensure in addition to «transition to teaching» programs such as the Woodrow Wilson Teaching Fellowships, Teach For America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reportiFor America, and TNTP's Indianapolis Teaching Fellows.51 Notably, teacher candidates must pass three subject - specific assessments before entering an educator preparation program (EPP), and EPPs must report extensive data collected on teachers using data matrix reporting.

The recommendations called for revamped teacher preparation programs, higher standards for teacher licensure and certification, greater time for professional development, and targeted professional learning opportunities to address teacher needs.

In brief, they include raising admission standards for teacher - preparation programs, making licensure contingent on candidates» demonstration of specific skills, and overhauling their process for approving programs.

Today, nearly all states have adopted some form of what's known as the «ISLLC standards,» which lay out a set of competencies school leaders need to succeed in improving instruction.6 Iowa, Illinois, Delaware and Kentucky are among the states that have used the standards to rewrite principal licensure rules, toughen accreditation for principal preparation programs, spell out requirements for mentoring newly hired principals and evaluate leader performance.

Wallace provided funding for revisions of the standards, which were developed originally in 1996 by the Interstate School Leaders Licensure Consortium, an array of state representatives and national educational organizations under the aegis of the National Policy Board for Educational Administration.

Policymakers must ensure that each student has access to effective educators by making the necessary investments along the career continuum, including incentives for recruiting and retaining candidates; personalized and ongoing professional development; flexible routes to licensure based on rigorous professional standards; leadership opportunities and development; and collaboration among higher education institutions and local districts.

Adopt or adapt the 2015 Professional Standards for Educational Leaders and the 2011 Teacher Leader Model Standards, and revise educator certification and licensure, evaluation systems, and professional learning opportunities to align with those standards.

The new rule must maintain a high standard of quality for teachers and simplify the licensure system as much as practicable, including the following: (a) simplify the grade levels licensees can teach and adopt broadfield subject licenses; (b) enable school districts to increase the number of teachers by offering internships and residency opportunities; (c) simplify out - of - state licensure reciprocity; and (d) expand pathways for existing licensees to fill high needs or shortage areas.

The standards for highly qualified in Arizona include state licensure or certificate, a bachelor's degree from a four - year university or institution, and competence in the teacher's content area as measured through an assessment (Dinnell, 2014).

The Council of Chief State School Officers and the National Policy Board for Educational Administration recently released a second draft of the Interstate School Leaders Licensure Consortium Standards for School Leaders (ISLLC), asking for public feedback on the standards that aim to help school leaders positively influence teaching and student learning.

Once states have meaningful exams in place that are effective predictors of subsequent classroom performance, states should set high, meaningful passing scores for teacher licensure exams, as opposed to the standard practice of setting passing scores well below the median.

Creating a uniform standard for teacher licensure may also reduce inequities in teacher quality and provide more flexibility for teachers to move from state to state.25 If teacher licensure were universal across states, school districts would enjoy an expanded pool of qualified teachers from which to fill their vacancies.

If the portfolio submitted is approved, candidates may submit an application for licensure and be issued a standard professional teaching license.

As a result, the current teacher licensure system poorly assesses whether teachers entering the classroom meet a high standard of professional competence for beginning teachers.

The law also includes language that allows funds to be used for voluntary teacher licensure reciprocity across states.34 By embracing a set of similarly high standards for licensure, more states can enter reciprocal agreements that allow teachers to move from state - to - state without licensure impediments.

The teaching profession, however, fails to provide prospective teachers with a universally accepted, nationwide high standard for licensure.

In Transforming Teaching, the National Education Association called for a career continuum based on national professional teaching standards that guide preparation and teacher performance assessments completed before licensure.8 In Raising the Bar, the American Federation of Teachers called for a «bar exam» for teaching that offers a nationally available performance assessment for licensure, along with evidence of competence in the subject area and strong clinical training.9

In order to graduate from a teacher education program at The University of Iowa and be recommended for licensure to teach in the state of Iowa, teacher candidates must demonstrate competence according to eleven standards, derived from the Interstate Teacher Assessment and Support Consortium (InTASC), and aligned with the eight standards used to evaluate teachers in Iowa.

‡ In teaching, it's time to create performance - based assessments for licensure and then to apply the same professional standards to local evaluation.

NJ EXCEL's program design, curriculum, and assessments are aligned with New Jersey Standards for School Leaders, national standards developed by the Interstate School Leaders Licensure Consortium (2008 ISLLC) and the 2015 Professional Standards for Educational Leaders.

Licensure assessments for those entering teaching reflect this uncertainty; virtually all measure some aspects of candidates» personal content knowledge but few test their knowledge at a standard adequate for teaching it, and even fewer require evidence of performance ability — in part because there is no professional consensus around what a new teacher should be able to do.

Supporting improved principal preparation at the state level by strengthening program accreditation and licensure standards to ensure that principals have clinical experiences in schools with diverse students and staff and learn to create collaborative, supportive work environments for the teachers with whom they work.

Minnich argues that state licensure standards must shift from setting the minimum qualifications that educators need to enter the classroom to establishing higher expectations that indicate readiness to prepare students for college and their careers.

For example, states may wish to review the extent to which course curricula reinforce the state's college - and career - readiness standards or conduct a similar review with respect to the state's educator standards and licensure requirements.

The District of Columbia should ensure that applicants for licensure meet the District's standards, and not just the standards from the original state.

Provisional teachers can successfully complete their program within one year and then be recommended for standard licensure.

Vermont's preparation and licensure requirements for early childhood education teachers are not aligned with the state's college - and career - readiness standards for students.

All 50 states have adopted the ISLLC (Interstate School Leaders Licensure Consortium) standards or some version of standards as a uniform foundation for leadership policy.