Sentences with phrase «teacher licensure who»

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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.

As one of the program's 1,169 recipients, Steele fell into the greater category of those who would have chosen an underperforming urban school regardless of the $ 20,000 awarded to those in a teacher licensure program.

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.

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.

The ETS reexamined previous research by comparing the academic qualifications of teacher candidates who took its Praxis assessments for teacher licensure from 2002 through 2005 with the qualifications of a cohort from eight years earlier.

When nearly 60 percent of the would - be teachers who took Massachusetts» first - ever licensure exam flunked last year, the shock waves reverberated throughout the state and beyond.

The University of Wisconsin Whitewater offers an online Master of Science in Special Education for teachers who wish to add special education licensure to their certification.

Teachers licensed in teaching assignment is the percent of teachers who are licensed with provisional, initial, or professional licensure to teach in the area (s) in which they are tTeachers licensed in teaching assignment is the percent of teachers who are licensed with provisional, initial, or professional licensure to teach in the area (s) in which they are tteachers who are licensed with provisional, initial, or professional licensure to teach in the area (s) in which they are teaching.

In other words, some people who do well on a content exam are terrible teachers; while some who do poorly on a licensure exam are great teachers.

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.

The study will draw on a range of evidence (for example, TEAM results, surveys, and so on) from teachers who have earned microcredentials for licensure advancement and compare their experiences with those of their peers who continue to use more traditional models of professional development.

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 diTeachers 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 diteachers 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 diteachers --(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 diteachers, (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 diteachers, 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 diteachers 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 diteachers in high - poverty and rural school districts.

Individuals preparing to become innovative teachers of English to Speakers of Other Languages and who are either seeking Licensure or Adult / College / International (Non-Licensure).

Teachers who currently hold initial teaching licensure and are seeking professional licensure, or plan on working outside public school systems.

Candidates with a liberal or professional undergraduate degree who are now seeking licensure as an elementary teacher.

Supervising teachers are school leaders in mathematics who have professional licensure and have met rigorous standards.

The ability of a highly qualified teacher to address the learning needs of all New Mexico's students, including those students who learn differently as a result of disability, culture, language, or socioeconomic status, forms the framework for the New Mexico Teacher Competencies for Licensure Levels I, II, and III - A Assessment Criteria Bencteacher to address the learning needs of all New Mexico's students, including those students who learn differently as a result of disability, culture, language, or socioeconomic status, forms the framework for the New Mexico Teacher Competencies for Licensure Levels I, II, and III - A Assessment Criteria BencTeacher Competencies for Licensure Levels I, II, and III - A Assessment Criteria Benchmarks.

However, students who complete degree requirements prior to completing one year of full - time teaching must later meet this requirement to be eligible to apply to the Massachusetts Department of Elementary and Secondary Education (DESE) for licensure as a Specialist Teacher of Reading.

Teachers» organizations and others who favor advancing the teaching profession have promoted professional accountability mechanisms, such as the accreditation of teacher preparation institutions and upgraded requirements for licensure.

The reference to licensure in this regulation, however, does not apply to teachers employed by multidivision online providers who must hold a Virginia license.

Boston University's Master of Arts in Teaching (MAT) for Modern Foreign Language is designed for students who wish to pursue graduate studies in Spanish, French, or Arabic, and at the same time prepare for initial teacher licensure at the 5 - 12 grade - level.

The Boston University School of Education offers a Graduate Certificate program for qualified post-baccalaureate students who are interested in receiving Initial Licensure as a teacher of Elementary Education, Grades 1 — 6.

There will be an increase in demand for NB Distinguished Pathway teachers who may be rewarded with initial licensure reciprocity.

This system leads to a situation in which students in some states — such as Alabama — are taught by teachers who were held to a lower standard in their licensure process than teachers in other states.

Many teachers are unable to transfer their teaching license to other states due to red tape and disparate requirements for entry into the teaching profession.20 In Minnesota, which has some of the most difficult - to - navigate licensure laws, teachers who move from out - of - state famously spend thousands of dollars to complete additional requirements, classes, and tests in an attempt to receive a license — and often, to no avail.21

Maryland allows teachers who have not met the state's licensure requirements to teach under a conditional certificate.

Finally, teacher trainees who are members of communities of color score lower on licensure exams that serve as passports to teaching careers.

In addition to these more traditional options, National University also offers highly specialized degrees such as the Bachelor of Arts in Early Childhood Development with a Preliminary Multiple Subject Credential, an ideal program for prospective teachers who are looking to knock out their requirements for licensure in one fell swoop.

Based on an exchange agreement with nine other states, teachers who have completed an approved teacher education program can teach for two years while completing any licensure deficiencies, including subject - matter assessments.

Elementary teachers who do not possess the minimum knowledge in this area should not be eligible for licensure.

According to the Bureau of the Census, people between the ages of 20 and 29 move 16 percent more within a given year than individuals who are age 30 and older.22 To attract and retain young professionals into the teaching profession, the teacher licensure system must be brought into the 21st century to meet the demands of a more mobile population.

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.

Kansas also allows some teachers who have not met its licensure requirements to continue teaching under a two - year prestandard license, referred to as Exchange Teaching.

Kansas allows new teachers who have not met all or part of their licensure testing requirements to apply for a one - year, nonrenewable teaching license.

Grobe is one of 18 junior - level teacher licensure candidates who traveled to Houston last month as part of Educate U.S., a new COE program designed to place junior - level teacher licensure candidates in partner school districts throughout the United States for an intensive week - long, in - class experience.

While Arkansas's policy offering its provisional license for one year only minimizes the risks brought about by having teachers in classrooms who lack sufficient or appropriate subject - matter knowledge, the state could take its policy a step further and require all teachers to meet subject - matter licensure requirements prior to entering the classroom.

The graduate level endorsement program for preparing teachers to work with students with special education needs at K - 12 levels is designed for individuals who have already completed an approved teachers licensure program in early childhood or elementary / secondary education, and / or who have Master degrees in education OR in an IDEA - designated related services profession.

Candidates for Michigan teacher certification who are applying for licensure through the traditional route must complete a state - approved teacher preparation program from an accredited institution and hold a bachelor's degree in a teachable subject.

We urge educators working in states that have yet to add edTPA to the list of teacher licensure requirements to resist pressures to accept what might appear to be an inevitable change, and encourage those who, like us, work in states that have adopted the edTPA as a high - stakes assessment instrument, to lobby for its elimination as a mandated licensure requirement.

Boston University's Master of Education (EdM) program in Social Studies Education is intended for teachers who currently hold initial teaching licensure and are seeking professional licensure, or plan on working outside public school systems.

The Boston University School of Education offers a Graduate Certificate program for qualified post-baccalaureate students who are interested in receiving an Initial Licensure as a Teacher of Students with Severe Disabilities, all grades.

UNC also offers additional teaching endorsements for those who hold teacher licensure in Colorado and other states and countries.

Teacher candidates who choose to pursue our Licensure Pathway can choose from one of two tracks: PreK - 6 or 5 - 12.

For teachers and principals in low - performing schools who demonstrate these competencies, licensure and renewal processes should be redesigned and simplified, as an incentive to enter or remain in these schools.

Further, Texas's licensure loopholes are particularly worrisome, as the state has strong subject - matter requirements for elementary teachers that are potentially sabotaged by the fact that teachers who have not passed licensure tests are allowed to be in the classroom for up to three years.

The Master of Education (EdM) program in Social Studies Education provides advanced study for educators who currently hold initial teaching licensure and are seeking coursework that can be applied to a professional license, are interested in teacher leadership, or would like to work outside traditional school systems.

The only alternative license available in Tennessee is the Transitional License, which is issued to an individual who is employed as a teacher while still completing specific licensure requirements and is only valid for a year.

Teachers who are licensed in Iowa complete a 48 - credit hour master's degree to receive both elementary and secondary licensure.

One provision calls for the Department of Instruction to lessen the requirements of teacher licensure by allowing teachers who have taught in other states for at least one year to acquire a Wisconsin Teacher Lteacher licensure by allowing teachers who have taught in other states for at least one year to acquire a Wisconsin Teacher LTeacher License.

Whether it be advocating for state funding for deaf and blind students, expanding career and technical education opportunities for these students, or working to expand teacher preparation programs and licensure programs for educators who teach in the deaf and blind communities, Matthews has maintained her commitment to ensuring an equitable education for all of Kentucky's children.