Sentences with phrase «of teacher certification standards»

This Week's Focus UFT files lawsuit to stop charter certification shortcut The UFT and NYSUT filed a lawsuit on Oct. 12 to prevent the weakening of teacher certification standards after the SUNY Board of Trustees Charter Schools Committee voted the previous day to allow some charter schools to create their... Read More

The UFT and NYSUT filed a lawsuit on Oct. 12 to prevent the weakening of teacher certification standards after the SUNY Board of Trustees Charter Schools Committee voted the previous day to allow some charter schools to create their own in - house teacher certification programs with watered - down standards.

Teachers union sues to prevent weakening of teacher certification standards for charter school instructors

Not exact matches

The state Board of Regents today approved tighter standards for state examinations that include universal test dates and requiring teacher training certifications.

Charter schools — which already are permitted to have a limited number of uncertified teachers — have pressed for reduced certification standards because of sky - high teacher turnover rates.

The New York state NAACP sought to join a lawsuit filed by city and state teachers unions to prevent the Charter Schools Committee of the State University of New York from implementing its less rigorous certification standards for some of the state's charter schools.

«To ensure the best and brightest are teaching our children, the State Education Department will increase the standards for teacher certification to require passage of a «bar exam,» in addition to longer, more intensive and high - quality student - teaching experience in a school setting,» Mr. Cuomo said.

To help us look at yoga certificates and decide if the teacher can join REPs we have a «yoga advisor» who has good knowledge of yoga certifications and can advise us if a certification is RYS 200 standard or equivalent.

Our 500 Hour YTT certification also validates your credentials as an evolved yoga teacher and practitioner exhibiting the finest standards of the art on a global spectrum.

Critics see the combination of program accreditation standards, revised by the National Council for Accreditation of Teacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knoTeacher Education (NCATE) in 2000; a growing curricular emphasis on «social justice» issues; and a left - leaning education professoriate as yielding a one - sided approach to teacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knoteacher education and the certification of teachers based on ideology, rather than teaching skills or mastery of content knowledge.

Advocates of dispositions assessments of the kind in place at WSU defend the screening of pre-service teachers, whether at program entry or later on in the certification process, as standard practice and argue that «dispositions» are merely those attitudes and behaviors necessary to successful teaching.

Do you see National Board Certification as a standard of excellence that every teacher should strive for, or as a distinction that should be reserved only for the very best teachers?

Nontraditional candidates - namely recent college graduates and career changers who haven't attended a standard teacher - preparation program - often encounter serious roadblocks, even with the state's full endorsement of alternative certification programs that allow -LSB-...]

During the hour - long discussion, which covered topics including achievement gap, teacher compensation, charter schools, certifications, and standards, Bersin stressed the importance of good teaching and optimism for education's future.

That system is based on a variety of measures: results from teacher - certification tests; graduates» ratings of their satisfaction with their programs; and the ratings of graduates» mentor teachers on the quality of the programs in preparing novices according to state standards for teachers.

This report recommends further research to investigate the question of whether the certification process itself makes teachers more effective — as they become familiar with the standards and complete the assessment — or if high - quality teachers are attracted to the certification process, as well as to determine whether NBPTS certification is having broader effects on the educational system beyond individual classrooms.

For example: (1) teachers in charter schools have certification requirements as do other public schools; (2) charter schools are subject to academic standards set by the state; (3) charter schools must comply with local, state, and federal laws related to health, safety and civil rights; and (4) charter schools are «subject to the supervision of the superintendent of public instruction and the state board of education.»

Such bodies wield immense power through their control of teacher (and principal) preparation standards and certification decisions.

Those precious resources were spent developing the EngageNY curriculum materials that schools and teachers in other states have eagerly downloaded in enormous numbers; rigorous exams that reflect real - world standards of proficiency in math and reading; and teacher certification standards that are now among the highest in the nation.

A head teacher suddenly has the headache of trying to find professional suppliers that can complete all of these tasks and ensure that these suppliers are meeting the required standards and hold the correct certifications»

All four states are experiencing some degree of teacher shortage; all have alternative routes to certification; all have charter - school legislation; all have adopted standards in core subjects; all use criterion - referenced assessments aligned to standards; and all are collective bargaining states.

Stanford education professor Darling - Hammond, author of The Right to Learn and well - known in our field for her emphasis on the importance of schools of education and professional certification for teachers, accused me of using «personal and political» standards and castigated our study as one of those «diatribes that come at the problems ideologically.»

In order to meet the standards of federal legislation such as No Child Left Behind and Race to the Top ~ state departments of education have revamped a great deal of their educational infrastructure such as assessment programs and teacher certifications.

Georgia has a strong track record of reform, including an overhaul of the state's performance standards; redevelopment of state exams; uniform standards for high school graduation; and a law that has led to the approval of 27 alternative providers of teacher certification.

To receive a standard state certification in most states, prospective teachers not only must be college graduates but also must have taken a specific set of education - related courses that comprise approximately 30 credit hours of coursework.

In reading, rookie teaching fellows underperform first - year teachers with traditional certification by 2 percent of a standard deviation.

In my home state of Texas, for example, the State Board for Educator Certification (SBEC) requires that in addition to the content standards specified for each grade band, the curriculum for teacher preparation programs must include 17 specific subjects of study.

But it is also clear that the NBPTS has changed the conversation about teaching within the profession by setting and gaining acceptance of its high standards and by persuading teachers and their unions to begin to accept performance evaluation and differential certification and pay for teachers.

Advocates of the National Board refer to the rigor of the standards as well as the process of certification to support their claims that National Board — certified teachers will improve the quality of teaching.

Traditional teacher - training programs, which are usually completed through a college or university, are viewed by most as a vehicle to state certification: you take a standard list of courses and exit with a license to teach and, in some cases, a degree.

The commissioner may also place under preliminary registration review any school that has conditions that threaten the health, safety and / or educational welfare of students or has been the subject of persistent complaints to the department by parents or persons in parental relation to the student, and has been identified by the commissioner as a poor learning environment based upon a combination of factors affecting student learning, including but not limited to: high rates of student absenteeism, high levels of school violence, excessive rates of student suspensions, violation of applicable building health and safety standards, high rates of teacher and administrator turnover, excessive rates of referral of students to or participation in special education or excessive rates of participation of students with disabilities in the alternate assessment, excessive transfers of students to alternative high school and high school equivalency programs and excessive use of uncertified teachers or teachers in subject areas other than those for which they possess certification.

In Smith's model, as it was refined over time, curriculum standards serve as the fulcrum for educational reform implemented based on state decisions; state policy elites aim to create excellence in the classroom using an array of policy levers and knobs — all aligned back to the standards — including testing, textbook adoption, teacher preparation, teacher certification and evaluation, teacher training, goals and timetables for school test score improvement, and state accountability based on those goals and timetables.

That's why smart policy — namely, strong teacher professional standards, rigorous standards for and assessments of prep programs, and exacting rules on educator evaluations and certification — is a huge part of the answer here.

The report of the Committee to Study Certification, released earlier this month, also details recommendations to raise the state's certification standards and improve the quality of the teaching ranks, such as by requiring periodic testing of teacher candidates during thCertification, released earlier this month, also details recommendations to raise the state's certification standards and improve the quality of the teaching ranks, such as by requiring periodic testing of teacher candidates during thcertification standards and improve the quality of the teaching ranks, such as by requiring periodic testing of teacher candidates during their training.

Dominic Brewer and I analyzed teacher certification and its relationship to student achievement at the level of individual teachers and found that teachers with standard certification outperform those who are not certified in their field, but they do not appear to be more effective than those who hold emergency credentials (teachers who have not satisfied all of the requirements necessary to obtain a standard certificate).

Statewide, 21.6 percent of public school teachers have this certification, which is considered the «gold standard» in the teaching profession.

The National Board for Professional Teaching Standards does many things — we define the standards of accomplished teaching; we run an assessment certifying that teachers teach to those standards; and we advocate for policy that integrates National Board Certification and capitalizes on the expertise of NBCTs.

National Board Certification is the teaching profession's assurance that teachers have met those standards and are capable of helping students learn.

The researchers found that six key policies had been implemented by all five states: adopting academic standards for teaching students about the history and culture of America's indigenous peoples, involving Native Americans on advisory boards, promoting Native American languages through teacher certification, allowing students to learn their native language as part of their education program, and providing tuition assistance for college - bound Native American students.

«The new standards and eligibility guidelines for National Board Certification in CTE will help states and systems recruit and support many more teachers from diverse and non-traditional education and industry backgrounds to become accomplished CTE teachers,» said Kimberly Green, executive director of the National Association of State Directors of Career Technical Education Consortium (NASDCTEc).

At Conservatory Lab, teachers quietly launched their union drive in the fall of 2008, seeking a stronger voice in school decision - making and equitable standards for pay and performance reviews, and they quickly received state certification.

The new standards coincide with a decision by the National Board to enable teachers without a bachelor's degree to pursue CTE certification, unless it is a requirement of their state teaching license.

National Board Certification, that complements, but does not replace, a state's teacher license, is achieved upon successful completion of a voluntary assessment program designed to recognize effective and accomplished teachers who meet high and rigorous standards established by the National Board for Professional Teaching Standards (NBPTS).

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.

As a part of the certification process, teachers certified in the education of blind and visually impaired students shall be required to demonstrate competence in reading, writing, and teaching braille pursuant to standards adopted by the Department of Education, comparable to the braille reading and writing standards adopted by the National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, D.C..

For educators unfamiliar with it, the mission of the National Board for Professional Teaching Standards is to advance the quality of teaching and learning by maintaining high and rigorous standards for what accomplished teachers should know and be able to do; provide a national voluntary system certifying teachers who meet these standards; and to advocate for related education reforms that integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Tteachers should know and be able to do; provide a national voluntary system certifying teachers who meet these standards; and to advocate for related education reforms that integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified Tteachers who meet these standards; and to advocate for related education reforms that integrate National Board Certification in American education and to capitalize on the expertise of National Board Certified TeachersTeachers.

The Florida Department of Education echoed these requirements for exemplary professional practitioners in the Florida Educators Accomplished Practices (Florida Education Standards Commission, 1999), a document offering 12 standards, in which all preservice teachers in state - approved teacher preparation programs must demonstrate proficiency prior to certification.

States can reserve up to 3 percent of their Title II funds for investments in «teacher, principal, or other school leader certification, recertification licensing, or tenure systems or preparation program standards and approval processes to ensure that (i) teachers have the necessary subject - matter knowledge and teaching skills, as demonstrated through measures determined by the State.»

Strong technical skills, particularly in integrating technology in the classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies

National Board Certification is a voluntary assessment program designed to identify, recognize and reward highly accomplished teachers and school counselors who meet the rigorous standards of the National Board for Professional Teaching Standards for what teachers should know and be able to do.