Sentences with phrase «teacher certification laws»

2) Florida: The IG report conclusively found that the allegation made by one school that K12 intentionally avoided teacher certification laws was unsubstantiated (see: http://prn.to/17WI5Oz).

One needs to consider the impact of restrictive collective bargaining agreements that prevent rewarding good teachers and removing ineffective ones, intrusive court interventions, and useless teacher certification laws.

Relay Graduate School of Education — Illegal lobbying marks effort to undermine Connecticut's teacher certification law

post was entitled, Relay Graduate School of Education — Illegal lobbying marks effort to undermine Connecticut's teacher certification law.

The Education Licensure Reciprocity Act essentially changes the teacher certification law in the state.

on Relay Graduate School of Education — Illegal lobbying marks effort to undermine Connecticut's teacher certification law

Not exact matches

«Our position is the same as it was when the legislation was passed: We believe the legislation's intent did not allow for SUNY to adopt regulations that are inconsistent with current laws governing charter schools, including laws related to teacher certification requirements.»

Nor did it intend to empower SUNY to adopt regulations that are inconsistent with current laws governing charter schools, including but not limited to laws related to teacher certification requirements...»

Supporters of teacher certification often make analogies to professions like law and medicine, where being an effective professional requires the acquisition of vast knowledge and skills.

The law also requires states to ensure their teachers are «highly qualified,» which generally means that they have a bachelor's degree in the subject they are teaching and state certification.

Although Commonwealth charters are authorized by BESE and subject to most state laws and regulations governing public schools, they are exempt from certain regulations related to teacher certification and tenure, and they are free from the confines of any preexisting collective - bargaining agreements.

If the bill becomes law, Indiana will join a handful of other states that already have teacher controlled beards with independent authority over licensing and certification.

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.»

Statewide tenure laws remain largely intact, as do laws that require a specific set of education - school courses before a teacher can be certified, despite the paucity of evidence that such courses (or certification) yield benefits in the classroom.

Brimelow suggests repealing collective - bargaining laws so that «school boards would no longer be forced to deal with the union just because a majority of the teachers voting in a certification election supported it.»

According to this point of view, certification is necessary to ensure teacher quality, because teaching, like other professions (law, medicine, the sciences, and so forth), requires mastery of an esoteric body of substantive and pedagogical knowledge that can not be obtained without undergoing a rigorous training program.

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.

The Commission will examine factors contributing to teacher recruitment and performance including: incentives to hire and retain high - quality teachers; improvements in the teacher evaluation system to ensure New York is implementing one of the strongest evaluation systems in the country; the use of teacher evaluations for decisions regarding promotion, hiring and termination as required in the teacher evaluation law; and teacher preparation, certification and education programs to ensure that teachers are properly trained to best educate our students.

As a result, the problem the law sought to tackle is still dire: Students in high - poverty schools, a national survey has shown, are twice as likely to have their most important classes taught by teachers without proper certification.

(Sec. 8027) Current law prohibits the use of funds available under the ESEA to mandate nationwide testing or certification of teachers or education paraprofessionals.

Additionally, KIPP schools comply with any applicable state and federal laws, and certification requirements for charter school teachers vary by state.

State law may say that each teacher must have «appropriate certification for the position held,» but determining what a person needs to do in order to earn and maintain certification is in the hands of these departments and boards.

ARLINGTON, Va. — More than 80 percent of Americans agreed that teachers should achieve Board certification in addition to be being licensed to practice, similar to professions like law and medicine, according to results from a national poll by PDK International and Gallup released today.

Their suit charged that the state's teacher - certification exam discriminated against blacks, violating their 14th Amendment protections and federal civil rights laws.

• Public elementary, middle, and secondary school special education teachers must meet the special education teacher certification requirements in the law and regulations.

Public charter schools would be subject to teacher certification requirements, government oversight, and performance reporting requirements, but exempt from certain state laws and school district policies.

The NCLB law used three key guidelines to determine whether a teacher is highly qualified: (1) at least a bachelor's degree in the subject taught, (2) full state teacher certification, and (3) demonstrated knowledge in the subject taught (U.S. Department of Education, 2001).

In addition to her law degree, Deborah holds dual certification as an elementary and special education teacher and is a certified school district administrator.

Federal law in postsecondary education must also be a robust source of support for local innovation, research, and implementation of strategies designed to improve teacher and principal effectiveness and include: Evidence - based preparation and professional development; Evidence - based evaluation systems that include, in part, student performance; Alternative certification programs that meet workforce needs; State and school district flexibility regarding credentials for small and / or rural schools, special education programs, English learners and specialized programs such as science, technology, engineering, arts, and mathematics; and Locally - determined compensation and teacher and principal assignment policies.

Since the provision didn't require the use of student test data in measuring teacher quality (focusing instead on certification and other qualifications that have no positive correlation to student achievement), it should be removed from the law.

There are over 45,000 public school teachers who meet Connecticut's certification law and nearly as many retired teachers who met the law when they were teachers.

But in direct violation of state law, Morgan Barth apparently never held Connecticut state certification to be a teacher or an administrator.

Federal law requires the certification of bilingual and special education teachers, though a few DOIs are apparently not yet aware of that continuing requirement.

Luckily for Barth, and thanks in part to a $ 100,000 - a-year lobbying contract with one of Connecticut's most influential lobbying firms, Achievement First, Inc. (and its associated organizations ConnCAN and ConnAD) were able to convince the Connecticut General Assembly to pass a law in 2010 that exempted Connecticut's charter schools from Connecticut's mandatory teacher and administrator certification requirements.

... Proponents say evidence is mounting that states with good alternative certification laws see increases in test scores as well as more minority teachers and more of the best and the brightest...

On top of the flexibility created by last year's alternative certification law, CSP's bill would give charters where at least half of students are impoverished the ability to hire teachers who are licensed in other states and those who have completed alternative licensure programs in other states and taught for at least two years in high - poverty schools.

Differences over results Proponents say evidence is mounting that states with good alternative certification laws see increases in test scores as well as more minority teachers and more of the best and the brightest.

The new state «alternative certification» law was supposed to go into effect Aug. 1, 2011, but the Minnesota Board of Teaching has yet to create a process for licensing the teachers.

Critics countered that the law did not ask the board to evaluate the quality of the out - of - state programs, instead requiring it to «issue a standard license to an otherwise qualified teacher candidate under this section who successfully performs throughout a program under this section, successfully completes all required skills, pedagogy and content area examinations,» and either demonstrates proficiency to a site - based evaluation team or completed an alternative certification program in another state.

All teachers must comply with state certification laws, just as in traditional public schools.

New Haven, Conn. — The state Senate passed a bill today that would remove long - standing barriers to teacher certification for talented candidates of color, leaving members of the House to decide by next week if SB 455 will become law.

«Highly qualified» teachers, according to the federal No Child Left Behind law, must hold a major or minor college degree in the field they teach, demonstrate competence on either the Praxis I or Praxis II exams, and have state certification, meaning they completed a college program in education.

Teachers with alternative qualifications are finding it difficult to make their way into Minnesota classrooms as a 2011 certification law continues to go un-implemented.

The intent of the law was to allow for an alternative to traditional college teacher - training programs, but much of the hang - up seems to be the fact that the alternative certification candidates, by definition, lack the university transcript the board expects to see.

In other words, private non-profit «entities» receive public funds to operate public charter schools with permission to operate outside of various state and local laws, such as limited or no requirements for teacher certification and collective bargaining; but only if they met State educational goals.

Despite ongoing discussions with the school on the vital importance of upholding the state law on teacher certification, the issues had not been completely corrected.

Despite a state law requiring all teachers and administrators to hold state certification, Morgan Barth refused to go through process required to be in a Connecticut classroom or principal's office.

SB 1839 (Hughes / Koop)-- TCTA was successful in ensuring that current law allowing certification reciprocity for out - of - state teachers only if they had passed a certification test similar to, and at least as rigorous as, the relevant Texas certification exam, was not eliminated.

on Malloy / Pryor's new «Turnaround Director» violated Connecticut law by failing to get proper teacher certification

But despite coming to Connecticut nine years ago, Morgan Barth never bothered to acquire certification under Connecticut's teacher and administrator certification law.