Hawaii Students: An education degree offered through Ashford University's online modality does not lead to
teacher licensure in the state of Hawaii.
Iowa: An education degree offered through Ashford University's online modality does not lead to
teacher licensure in the state of Iowa.
Georgia Students: An education degree offered through Ashford University's online modality does not lead to
teacher licensure in the state of Georgia.
Not exact matches
Nora will be
in the
states in February 2011 as she is working towards her
Licensure as a
Teacher Trainer with Loving Touch.
Many of the
teachers, who may have had some teaching experience
in their native China, are working under limited
state licenses while they complete coursework for full
licensure.
In addition, for the
state's second, more advanced level of
licensure, evaluation teams of two or three
state - trained professionals review portfolios and videotaped lessons submitted by
teachers.
Seductive and reasonable as it sounds to wrest
teacher standards and
licensure from the bureaucratic grip of the
state - after all, lawyers do much the same thing through the bar association -
in reality these structures nearly always turn out to be dominated by
teacher unionists and ed school faculty.
Two arguments support maintaining a connection between
state requirements for
licensure and the programs that prepare
teachers to stand for
licensure, whether those programs are housed
in higher - education institutions,
in school districts,
in other organizations, or
in collaboratives involving any combination of groups.
In most professions, eligibility for advanced certification is determined by three coordinated «screens:» graduation from a nationally accredited professional program, successful performance on a written examination (in teaching, most frequently the National Teacher Examination), and state licensur
In most professions, eligibility for advanced certification is determined by three coordinated «screens:» graduation from a nationally accredited professional program, successful performance on a written examination (
in teaching, most frequently the National Teacher Examination), and state licensur
in teaching, most frequently the National
Teacher Examination), and
state licensure.
The problem with many
states»
licensure requirements has been that they have not been thoughtfully developed as a coherent picture of what
teachers need to know
in order to be effective.
Also launched
in 1987 was the Interstate New
Teacher Assessment and Support Consortium (INTASC), a group of state education departments, universities, and national education groups that seeks to reform teacher preparation, licensure, and professional devel
Teacher Assessment and Support Consortium (INTASC), a group of
state education departments, universities, and national education groups that seeks to reform
teacher preparation, licensure, and professional devel
teacher preparation,
licensure, and professional development.
In particular,
states appear to have taken a wait - and - see attitude about changing their accountability systems or their requirements for
teacher licensure to bring them into line with the reauthorization of the Elementary and Secondary Education Act.
With RTTT, Tennessee is stepping around this problem: they are now developing online instruction
in the use of TVAAS, and a new
State Board of Education policy has relaxed restrictions on alternative
teacher licensure.
All beginning
teachers in the
state also take part
in an initial -
licensure program that includes three years of mentoring, two of which the
state pays for, as well as an evaluation of each
teacher's classroom performance by a team of local experts.
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 standard
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 sta
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 standard
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 sta
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.
An analysis by Paul Peterson and Daniel Nadler found that
states that encourage alternative licensure have greater diversity in their teacher pools, for example (see «What Happens When States Have Genuine Alternative Certification?&
states that encourage alternative
licensure have greater diversity
in their
teacher pools, for example (see «What Happens When
States Have Genuine Alternative Certification?&
States Have Genuine Alternative Certification?»
Licensure rules
in many
states hamstring experimentation by requiring that
teacher training programs be run by universities.
While
state governments have had a heavy hand
in teacher preparation, licensure, and certification policy for over a century (American Association of Colleges of Teacher Education, 1990; Hawley, 1990), states have traditionally delegated teacher tenure and evaluation policy to localities, often in conjunction with local collective bargaining units (Ballou, 2000; Cohen - Vogel & Osborne - Lampkin, 2007; Hannaway & Rotherham, 2006; Hungerford & Blom, 2014; Strunk,
teacher preparation,
licensure, and certification policy for over a century (American Association of Colleges of
Teacher Education, 1990; Hawley, 1990), states have traditionally delegated teacher tenure and evaluation policy to localities, often in conjunction with local collective bargaining units (Ballou, 2000; Cohen - Vogel & Osborne - Lampkin, 2007; Hannaway & Rotherham, 2006; Hungerford & Blom, 2014; Strunk,
Teacher Education, 1990; Hawley, 1990),
states have traditionally delegated
teacher tenure and evaluation policy to localities, often in conjunction with local collective bargaining units (Ballou, 2000; Cohen - Vogel & Osborne - Lampkin, 2007; Hannaway & Rotherham, 2006; Hungerford & Blom, 2014; Strunk,
teacher tenure and evaluation policy to localities, often
in conjunction with local collective bargaining units (Ballou, 2000; Cohen - Vogel & Osborne - Lampkin, 2007; Hannaway & Rotherham, 2006; Hungerford & Blom, 2014; Strunk, 2012).
As
licensure requirements may vary by
state, it is the student's responsibility to ascertain and meet
licensure requirements
in any
state in which the student desires to practice and to contact the applicable
state educator
licensure agency to verify current requirements to become a licensed
teacher.
Teachers in charter schools need not hold an active
state license to begin teaching, though they must pass the Massachusetts Test for Educator
Licensure within the first year of employment.
Of particular interest are the report's points about the variation
in state cut scores for
licensure tests (like Praxis), the need for smarter recruitment efforts for potential school leaders, and the
teacher - prep path taken by Finland.
NCLB required that all of the nation's public school
teachers be «highly qualified» by the end of 2005 — 06 and set as a standard that they have a bachelor's degree, meet
state licensure requirements, and demonstrate competence
in a core subject.
Most charters are union - free and
in some cases free from
state licensure of principals and
teachers.
Variation at the
state - level — involving tuition rates,
state scholarships, and
licensure requirements, among other things — makes it important for school counselors,
teachers, and other academic advisors to be aware of the opportunities and restrictions available to DACA - enrolled young people
in their localities.
The center will help
states review and reform their certification and
licensure standards so they reflect the knowledge and skills
teachers need to serve students with disabilities
in inclusive classroom settings.
The superintendent's HR office does most of the vetting and placing, but it is shackled by the contract, by
state licensure practices (which may be set by an «independent» — and probably union and ed - school dominated — professional - standards board), by seniority rules that are probably enshrined
in both contract and
state law, and by uniform salary schedules that mean the new
teacher (assuming similar «credentials») will be paid the same fixed amount whether the subject most needed at Lincoln is math or music.
The
state does not use performance assessments, such as classroom observations or portfolios, to evaluate
teachers already
in the classroom and determine whether they may move to an advanced stage of
licensure.
Although online learning makes it possible for the best online
teachers to live
in any
state of their choosing and simultaneously serve students across the entire country, the requirements for gaining additional
state licensures often limit them to teaching only
in the
state where they physically reside — or, at most,
in a small handful of
states for which they have completed the
licensure transfer process.
Most
states have some form of
licensure reciprocity policies
in place that allows a
teacher who is licensed
in one
state to gain an additional
licensure in a new
state.
(Minn.) Lawmakers
in Minnesota are reworking the
state's
teacher licensure system from the ground up
in a bipartisan effort to address long standing
teacher shortages
in career technical education.
The college, which currently serves more than 21,720, prepares students for
licensure in all 50
states and is ranked among the nation's top one percent of secondary math education programs by the National Council on
Teacher Quality (NCTQ).
It summarizes trends
in state requirements regarding ECE
teachers with bachelor's degrees and specialized certification,
licensure, or endorsements of pre-K
teachers.
Maine's ESSA plan
states that
in order to ensure that all students have access to excellent educators, all the systems
in place to support
teachers — including the procedures, programs, and operators responsible for recruitment and selection; preparation and
licensure; professional learning and growth; compensation; and career pathways — must be aligned and part of a common framework.
Wisconsin considers certification from all other
states, as long as the applicant completed a
teacher preparation program with requirements comparable to Wisconsin's, offered by a regionally accredited institution, that is approved by the other
state and qualifies the applicant for
licensure in the other
state.
Allow full
teacher licensure reciprocity, which would allow star
teachers in other
states to teach
in students
in through online learning and virtual schools.
The Nebraska Department of Education is responsible for
teacher licensure and certification
in the
state.
Highly Qualified
Teachers Enrolled in Programs Providing Alternative Routes to Teacher Certification or Licensure (2015) summarizes state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
Teachers Enrolled
in Programs Providing Alternative Routes to
Teacher Certification or
Licensure (2015) summarizes
state - and district - level data on the numbers of full - time equivalent (FTE) highly qualified
teachers who were enrolled in alternative route programs for three groups of teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
teachers who were enrolled
in alternative route programs for three groups of
teachers --(1) all teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
teachers --(1) all
teachers, (2) special education teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
teachers, (2) special education
teachers, and (3) teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
teachers, and (3)
teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for teachers in high - poverty and rural school di
teachers in language instruction educational programs for English learners (ELs) under Title III of the Elementary and Secondary Education Act of 1965 (ESEA)-- as well as for
teachers in high - poverty and rural school di
teachers in high - poverty and rural school districts.
All prospective students are advised to visit the Education Resource Organizations Directory (EROD) and to contact the licensing body of the
state where they are licensed or intend to obtain
licensure to verify that these courses qualify for
teacher certification, endorsement, and / or salary benefits
in that
state prior to enrolling.
Teacher preparation programs in the United States, whether NCATE accredited or not, have means by which teacher education candidates are evaluated and recommended to the state's teacher licensure
Teacher preparation programs
in the United
States, whether NCATE accredited or not, have means by which
teacher education candidates are evaluated and recommended to the state's teacher licensure
teacher education candidates are evaluated and recommended to the
state's
teacher licensure
teacher licensure agency.
States and districts should require that principal
licensure programs include evidence of knowledge of methods of
teacher evaluation and evidence of proficiency
in supervision of instruction as core competencies.
Senate Bill 867, titled «Protect Students
in Schools,» would replace a patchwork of local school district policies on background checks with one statewide policy, which, as of the last publicly released version, requires fingerprint checks for all
teachers seeking
licensure in the
state.
Middle School and High School English
Teachers in Gary, IN Provide high - quality English instruction... Requirements • Indiana state teacher licensure / certification with appropriate 5 - 12 endorsement (s.
in Gary,
IN Provide high - quality English instruction... Requirements • Indiana state teacher licensure / certification with appropriate 5 - 12 endorsement (s.
IN Provide high - quality English instruction... Requirements • Indiana
state teacher licensure / certification with appropriate 5 - 12 endorsement (s...
On July 22, New York Commissioner of Education John King convened a task force to advise the
state on its future use of edTPA, a performance assessment system for aspiring
teachers that is now required for
licensure in New York.
The training programs also dedicate less course time to training
teachers in the content they will teach (
in part because curriculum can vary significantly from
state to
state) and
teacher licensure exams do not include as difficult questions on content pedagogy as those
in top - performing countries.
In 2012, CCSSO published Our Responsibility: Our Promise, recommendations for transforming
teacher and leader preparation and
licensure at a
state level.
These questions surface
in debates about the adequacy of
teacher preparation, alternative certification, and
state definitions of
licensure.
While many
states have been working on changes to
licensure structures and have been involved
in data analysis regarding the
teacher pipeline, one of UPTEP's new goals includes a focus on preparing all
teachers to teach students with special needs, something not seen
in other
states.
Another nontraditional way to enter the teaching profession is by teaching
in a charter school, which does not require full
licensure in many
states but may require candidates to go through other hiring and selection processes.71
Teachers of color are better represented in charter schools: 30 percent of all charter school teachers are teachers of color, compared with 18 percent of traditional public school tea
Teachers of color are better represented
in charter schools: 30 percent of all charter school
teachers are teachers of color, compared with 18 percent of traditional public school tea
teachers are
teachers of color, compared with 18 percent of traditional public school tea
teachers of color, compared with 18 percent of traditional public school
teachersteachers.72
The Role of
Teacher Preparation,
Licensure, and Retention
in Creating High - Performing Middle Schools, C. Kenneth McEwin, Thomas S. Dickinson, and Tracy W. Smith Lessons Learned from Comprehensive School Reform Models, Nancy Ames
State - Level Policy Development, David A. Payton Creating Common Middle - Level Knowledge: A New York Story, Jeannette Stern and Sandra L. Stacki A New Vision for Professional Learning, Stephanie Hirsh.