Sentences with phrase «secondary teacher candidates»

Oregon should reconsider its waiver policy and, as a condition of licensure, require all secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject - matter knowledge and are prepared to teach grade - level content.

Idaho requires that its secondary teacher candidates pass a Praxis II content test to teach any core secondary subjects.

Not only do Indiana and Tennessee require that secondary teacher candidates pass a content test to teach any core secondary subjects, but these states also do not permit any significant loopholes to this important policy by allowing secondary general science or social studies licenses (see Goals 1 - G and 1 - H).

The state requires that its secondary teacher candidates pass a content test to teach any core secondary subjects.

As a condition of licensure, Washington should require its secondary teacher candidates to pass a content test in each subject area they plan to teach to ensure that they possess adequate subject - matter knowledge and are prepared to teach grade - level content.

Using a connectivist theoretical framework (Siemens, 2005), this study focuses on secondary teacher candidates (TCs) who completed, archived, and reflected upon 1 - hour Twitter chats (N = 39) to explore the promise and pitfalls in integrating optional Twitter chats as a professional learning and networking tool in a semester - long teacher education course.

South Dakota requires that its secondary teacher candidates pass a Praxis II content test to teach any core secondary subjects.

Require subject - matter testing for all secondary teacher candidates.

Although Virginia requires that its secondary teacher candidates pass a Praxis II content test to teach any core secondary subjects, the state permits a significant loophole to this important policy by allowing general social studies licenses, without requiring subject - matter testing for each subject area within this discipline.

Secondary teacher candidates with three OR MORE full - time years of K12 classroom teaching experience are required to produce evidence of passing the accepted content knowledge test or evidence of 24 college credit hours in the content he / she will teach.

Secondary teacher candidates with LESS THAN three full - time years of K12 classroom teaching experience are required to produce evidence of passing the accepted content knowledge test in the content he / she will teach.

Not exact matches

UK secondary schools are being urged to put themselves forward as potential candidates for a ground - breaking pilot, which will see a Head of Wellbeing seconded to the school, in a bid to help combat rising levels of poor physical and mental health among pupils and teachers.

In this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflection.

Recently, teacher preparation programs have been successful in graduating enough teacher candidates to keep pace with the increased demand for secondary science and mathematics teachers (Ingersoll & Merrill, 2011); however, up to 50 % of these new teachers leave the profession within their first 5 years of teaching (Smith & Ingersoll, 2004).

The College of Education offers initial teacher preparation programs designed to prepare candidates to meet the Nebraska teacher certification requirements at the elementary grades, middle grades, and secondary levels.

She prepares teacher candidates in a dual certification in special education for both the elementary and secondary programs.

Student Teaching I also reached out to Grant Ruby, a teacher candidate for secondary mathematics education.

In this way, SWAP enables teacher candidates to develop cognitive flexibility regarding strategies for secondary writing instruction.

Following a discussion of the challenges of providing clinical experiences, the authors describe the outcomes of a study involving remote partnerships in learning between candidates enrolled in a distance education social studies methods course and mentor teachers employed in middle and secondary schools.

English teacher candidates and their teacher preparation course instructors can not easily visit a variety of classrooms across the US in order to spend time talking with multiple secondary writing teachers about their approaches to teaching writing or to search through student writing stored in those teachers» filing cabinets.

In other words, SWAP brings teacher candidates into low - stakes yet professionalizing dialog with artifacts of secondary writing instruction.

For example, field experiences can provide opportunities for teacher candidates gradually to take on responsibility for a range of professional activities in which secondary writing teachers engage.

The SWAP accomplishes this goal by making teacher candidates privy to practicing secondary teachers» decision - making (e.g., their rationales for giving certain kinds of assignments and feedback), as well as to the results of those decisions (e.g., their assignment sheets and feedback on student writing).

Legitimate, peripheral participation characterizes kinds of experiences during teacher preparation coursework that might allow teacher candidates to develop these understandings of how to participate in the professional practices of secondary writing teachers.

For example, I initially selected an elementary, a middle, and a secondary school teacher to allow teacher candidates to track (for example) how teachers provide feedback to student writing at different grade levels.

These interview questions allow teacher candidates who use SWAP in different kinds of teacher preparation courses to hear from practicing professionals in diverse school contexts about various aspects of secondary writing teaching (e.g., how to respond sensitively to ELL writers, how to connect beliefs about writing to instructional practices, and how to use assessment to plan subsequent instruction).

The second webinar will focus on preparing teacher candidates specifically for CCSS in secondary mathematics, offering a sequel to a major forum panel discussion held at AACTE's 66th Annual Meeting.

In this way, the SWAP enables teacher candidates to challenge, revise, and enrich their visions of what secondary writing instruction can be and to imagine new interactional frames for dialog among teachers, students, and their written texts.

The state also requires reading coursework for all teacher candidates: 12 credit hours for early childhood and elementary special education candidates and six credit hours for secondary special education candidates.

This sequence is designed to provide teacher candidates with a coherent set of experiences for mathematics teaching and learning in secondary schools.

These opportunities to engage with authentic student writing and teacher commentary in low - stakes ways allow for legitimate, peripheral participation by teacher candidates in the professional practices of secondary writing teaching.

Moreover, although prior research has also shown that effective secondary writing teachers use patterns in student work to plan the lessons that follow an assignment (Newell, 2008), the separation of methods coursework from field experiences makes it difficult for teacher candidates in secondary English teaching methods courses to practice using assessment of student writing to inform their subsequent writing teaching.

Eligibility and How to Apply Candidates interested in earning their teacher certification in elementary or secondary education must have a bachelor's degree that includes 30 credit hours in the teaching field or a master's degree with 12 graduate hours in the teaching field.

First, I will say that as a former person in charge of teacher preparation in the state of New York that the portions of this report that talk about the importance of alignment, of the higher education system and the P12 system, and really understanding the ways in which we're providing opportunities for teacher candidates to have longer residencies and we're thinking about ways in which teacher candidates are participating in coursework and practice, experiences that allow them to really apply what they're learning in ways that they're getting more at bats and they're becoming more confident and they're entering the system with a set of skills that are gonna help close those gaps and help those secondary students be successful is important.

Candidates in the K - 12 or Secondary Post Baccalaureate Teacher Licensure Program may apply 12 credits of their program (EDF 500, EDSE 509, EDRD 523, and PSY 500) to the 30 credit MAT in Curriculum Studies Program.

Pennsylvania also fails to require that secondary special education teacher candidates are highly qualified in at least two subject areas, and it does not customize a HOUSSE route for new secondary special education teachers to help them achieve highly qualified status in all subjects they teach.

Alternative 5 is an on - the - job training option which allows an individual to attain certification in elementary and secondary teaching areas if the candidate has a bachelor's degree, (a 2.50 GPA overall and at least 30 credits in the area they wish to pursue certification), and if a local school district is willing to assume the responsibility for training and supervising the teacher candidate.

Ultimately, our goal is that all candidates — whether elementary teachers, secondary teachers or special educators — will be able to have a significant positive impact in diverse educational school settings and, as teacher leaders, will act with a sense of urgency to support equity in education for all children.

A customized HOUSSE route can also help new secondary special education teacher candidates to become highly qualified in multiple subjects by offering efficient means by which they could gain broad overviews of specific areas of content knowledge, such as content - driven university courses.

Washington is therefore encouraged to strengthen its teacher preparation requirements and ensure that all secondary English language arts candidates have the ability to adequately incorporate complex informational text into classroom instruction.

Ensure that secondary special education teacher candidates graduate with highly qualified status in at least two subjects, and customize a HOUSSE route so that they can achieve highly qualified status in all subjects they plan to teach.

This brief offers a new conception for secondary teacher preparation that ensures candidates are able to prepare students for college and career success after high school, encourages a shift to the skills, knowledge, and competencies candidates should have once they become classroom teachers of record, highlights the need for improved teacher performance assessments and data systems, and contemplates how federal policy can support the realization of these goals.

An MSP program seeking teacher leaders to support elementary mathematics teachers gave preference to candidates with «strong elementary experience» over those with the kind of mathematics background most often found in secondary teachers.

It is intended for practicing elementary and secondary teachers and allows candidates to receive the K - 12 Literacy Teacher added endorsement.

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The job candidate and author of this Secondary School Teacher Cover Letter example provides a thoughtful and impactful philosophy of teaching statement: