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Oklahoma Teacher Certification: more detail

CEOE OGET Oklahoma General Education Test 074 Teacher Certification Test Prep Study Guide (XAM OGET) by Sharon Wynne, 2006-02-01
CEOE OPTE Oklahoma Professional Teaching Examination Fields 75, 76 Teacher Certification Test Prep Study Guide (XAM OSAT) by Sharon Wynne, 2006-10-01
OGET/OSAT (REA) - The Best Test Prep, Oklahoma Gen. Ed. and Subj. Area(Elem) (Test Preps) by The Staff of REA, 2006-04-14

lists with details

Teacher Certification Offices In The United States
teacher certification Unit 1535 W. Jefferson PO Box 85002 oklahoma City, OK731054599 405-521-3337; Oregon teacher Standards and Practices Commission
http://hypertextbook.com/eworld/certification.shtml
Education - Continuing Accreditation Report - Cameron University
All undergraduate teacher candidates pursuing initial certification are The first State Department of Education Competency for oklahoma teachers
http://www.cameron.edu/academic/education/education/continuingaccreditationrepor

Extractions: DEGREE INFO COURSE OFFERINGS FACULTY/STAFF Continuing Accreditation Report INSTITUTIONAL OVERVIEW Cameron University evolved from a residential agricultural high school in 1908 to a university granting both undergraduate and graduate degrees in the late 1980s. Its changes in name along the way depict the metamorphosis: Cameron State School of Agriculture in 1908; Cameron State Agricultural College in 1927; Cameron College in 1971; Cameron University in 1974. At each stage of this history, Cameron University has been responsive to the educational needs of the constituents of the institution. As noted in the Universitys 1994 Academic Plan, Any characterization of Cameron University must account for the fact that every milestone in the evolution of the institutions mission was reached as a result of heroic efforts by local citizens and their elected representatives. Even more important, it is essential to understand that in each instance those efforts were undertaken because a need for access to additional programs and services at the higher education level had become critical to the economic and cultural well-being of the region. In its nine decades of existence, Cameron has consistently and vigorously responded to the needs of its constituents and thus has earned a place in that category of institutions called interactive universities. Camerons President Don Davis, influenced by a publication from the American Association of State Colleges and Universities entitled The Interactive University: A Source of American Revitalization, first used this term to describe Cameron in the early 1990s. Through President Daviss leadership the concept has become generally accepted and implemented.
Teacher Certification South Carolina
Alternative teacher certification Carolina certification south teacher certification oklahoma teacher certification new teacher york New york state
http://www.liveplanets.com/Certification/teacher-certification-south-carolina.ph
Special Education Teacher Certification/Licensure And Endorsement
teacher certification in special education has become a hot topic after the oklahoma does have disabilityspecific categories for visual and hearing
http://www.ecs.org/clearinghouse/54/13/5413.htm

Extractions: and Endorsement Categories in the States July 2004 Teacher certification in special education has become a hot topic after the passage of the No Child Left Behind Act of 2001 along with the highly qualified teacher definition that accompanied it. With the ever-present teacher shortage in special education, states are becoming hard pressed to properly staff and train special education teachers for their school districts. In the past several years, many states have been re-organizing of their special education teacher certification system to meet the changing demands on certifying special education teachers. This StateNote focuses on the different types of certification systems and the endorsement areas for special education teachers in the states. The certification systems have been divided into three categories: generalist, mild/moderate-severe/profound and categorical. These categories were used because it nearly splits the states into thirds. The mild/moderate-severe/profound classification, even though it relies on a general classification, was used because of the increase in this type of certification system. States such as Kansas and North Carolina recently have revised their systems to adopt the mild/moderate-severe/profound classification. Brief definitions of the classification categories are as follows:
Survey Methods | Survey Of Teacher Certification And State-Based Standards And A
certification requirements for history teachers at the elementary, middle, Montana, oklahoma, Utah, Washington, and West Virginia) and Washington, DC,
http://www.oah.org/reports/surveys/50state/method.html

Extractions: The Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students is a collaborative effort of: American Historical Association Organization of American Historians s A central goal of this project was to develop a snapshot of precollegiate history education in the 50 states and Washington, D.C. Hired by the Organization of American Historians as the lead researcher for this OAH/AHA project, Sarah Drake Brown requested information in the following categories: certification requirements for history teachers at the elementary, middle, and high school levels standards in history for teachers standards in history for the K-12 curriculum high school graduation requirements and exit examination requirements in history state criterion-referenced examinations in history statewide resources for history teachers and contact information for state history/social studies specialists statewide associations for teacher membership This proved to be a massive amount of data, so the information was collected in separate steps: independent searches for data, preliminary public presentations of initial findings, and early contact with numerous representatives in history education from each of the states and the District of Columbia. Preliminary data was then collected from the web sites created and maintained by the various departments of education and certifying bodies in each of the states. This information was then compiled into reports for each state, organized into sections based on the categories listed above.
Survey Of Teacher Certification And State-Based Standards And Assessments For Te
The Survey of teacher certification and StateBased Standards and Assessments for North Carolina, North Dakota, Ohio, oklahoma, Oregon, Pennsylvania
http://www.oah.org/reports/surveys/50state/

Extractions: The Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students is a collaborative effort of: American Historical Association Organization of American Historians To view a particular state report (in Adobe PDF format*), please select a state from the pulldown list below. Click to select a state Alabama Alaska Arkansas Arizona California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Mississippi Minnesota Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming Appendix I: Methods and Acknowledgments What is the condition of K-12 history education today? Answering this question requires an understanding of how the various states prepare and evaluate their teachers and students. This site offers a snapshot of state policies taken in Fall of 2002, focused on five key areas: teacher certification; content standards for teachers; content standards for students; high school graduation and exit exam requirements; and assessments. The Organization of American Historians and the American Historical Association present this survey to those who seek to measure and improve how history is taught in America's elementary, middle, and high schools.
Student Teaching
Coordinator of teacher Education and certification oklahoma City 731054599405/521-3337 Oregon teachers Standards and Practices Commission
http://www.lhup.edu/student_teaching/cert_require.htm
Oklahoma Educational Standards And Accountability Plan
Maintain a commitment to National teacher certification. In the past year 39 of100 oklahoma teachers have passed the national certification standards the
http://www.oksenate.gov/publications/issue_papers/OK_Educ_Plan.html

Extractions: and Accountability Plan Most people respond to standards and incentives. Incentives are routinely used to encourage desirable behavior. Standards with incentives work in many organizations including business and universities. Because they expect later compensation in money and prestige, ambitious college students strive for academic performance. Students hope to be recruited by a major corporation or for admission to a top graduate or professional school. It seems a good time to raise the question whether incentivized standards can work in schools as they do in much of the rest of society. Some have been disappointed with the results of past educational reforms. Would standards, coupled with incentives work better? Would, for example, schools perform better if they had specific goals and standards to meet? Would state-funded incentives encourage students to take rigorous high school coursework so that college would be partially or completely funded? Isn't it appropriate for schools to be held accountable for their student's success or failure? To hold schools accountable there must be clear and precise standards that each individual school district and then each individual school site must meet. Standards driven reform is an idea that has been sweeping across the nation. Oklahoma attempted to establish the process for standards based reform over 3 years ago. HB 1100 would have required each school site to have specific goals to achieve in the area of test scores, improved attendance, reduced drop-out rate, etc. Unfortunately, the bill was vetoed
Oklahoma State University - Professional Education Unit
Consult the certification Examination for oklahoma Educators, Degreed candidatesadmitted to an oklahoma accredited teacher education program during or
http://www.okstate.edu/peu/faq.htm

Extractions: To gain and maintain Admission to OSU's Professional Education program, candidates must: Submit the application for admission form . The application for admission form must be submitted before students can enroll in Professional Education courses that do not require admission, such as Foundations or Observations. Directions for completing this form are on the web-site.
RIDE- Teacher Preparation, Certification, And Professional
teacher certification and teacher Quality State certification. Reciprocity andInterstate Agreements Alaska, Maryland, oklahoma, Washington
http://www.ridoe.net/teacher_cert/certification/Reciprocity.htm
SEDL Letter Volume XIII, Number 1: Changes And Challenges For Rural Schools - Ok
oklahoma s Master teachers Project Leads teacher Along a Professional Path Are Alternative certification Programs a Solution to the teacher Shortage?
http://www.sedl.org/pubs/sedletter/v13n01/4.html

Extractions: When Rural Traditions Really Count "Date Night" Takes on a Whole New Meaning Service Learning Sparks Community and Student Achievement in Balmorhea Change Is a Constant at Cochiti Oklahoma's Master Teachers Project Leads Teacher Along a Professional Path Changing Practice to Meet Student Needs in Humphrey Network for Success Resources for Rural Schools Credits ... Changes and Challenges for Rural Schools Cimarron Middle School math teacher Susan Powell is the kind of teacher you would like to see in every classroom. She is experienced, enthusiastic, and speaks warmly of her students. She frequently reflects on her practice and encourages others to do likewise. She was a recent finalist for the Presidential Awards for Excellence in Mathematics and Science Teaching, a competition funded by the National Science Foundation, and she is National Board Certified. Powell says she owes her progress as a teacher and her National Board certification to her participation in the Oklahoma Master Teachers Project (MTP). "If I had not been involved in the Master Teachers Project, I would not have had a clue about how to go about getting the National Board Certification," admits Powell.
National Writing Project
oklahoma teacher Consultants Recount NBPTS certification Process. By Janis Cramer.oklahoma teacher Consultants Recount NBPTS certification Process
http://www.writingproject.org/cs/nwpp/print/nwpr/1374
American Music Teacher: Celebrating Certification: Why Should A Music Teacher Be
He formerly was on the faculty of the University of oklahoma, where he founded Music teacher certification through MTNA strengthens the music teaching
http://www.findarticles.com/p/articles/mi_m2493/is_3_52/ai_94932858

Extractions: ALAN Review Afterimage American Drama American Music Teacher ... View all titles in this topic Hot New Articles by Topic Automotive Sports Top Articles Ever by Topic Automotive Sports Celebrating certification: why should a music teacher become a nationally certified teacher of music? American Music Teacher Dec, 2002 Save a personal copy of this article and quickly find it again with Furl.net. It's free! Save it. "MTNA's Professional Certification Program provides a visible recognition of achievement that unites us in our ultimate task of music education, whether we perform and teach in collegiate settings or in the' extremely important field of pre-college experience." Cheryl Coker, voice
SMU Teacher Education Faculty Information
Dr. Pulte has coordinated the teacher certification program in bilingual Cherokee Nation of oklahoma, 1975. Outline of Cherokee Grammar William Pulte
http://www.smu.edu/teacher_education/faculty/pultebill.asp

Extractions: Associate Professor Dr. William Pulte was born at Gainesville, Texas on January 13, 1941. He received the B.A. and M.A. degrees in Spanish at North Texas State University and the Ph.D. in linguistics from the University of Texas at Austin in 1971. Dr. Pulte served as staff linguist for the Cherokee Bilingual Education Program at Tahlequah, Oklahoma from 1971-73. Dr. Pulte joined the faculty of the Department of Anthropology at SMU in 1973. In collaboration with Durbin Feeling, Dr. Pulte has done extensive research on the Cherokee language. He is editor of the Cherokee-English Dictionary, compiled by Durbin Feeling, and the co-author of with Feeling of the Outline of Cherokee Grammar. He is also the author of over twenty articles and papers on Cherokee and other American Indian languages. Dr. Pulte has coordinated the teacher certification program in bilingual education at SMU since 1975, and has been the director of nine teacher training projects in bilingual education funded by the U.S. Department of Education. Cherokee-English Dictionary (edited by William Pulte). Durbin Feeling in collaboration with Agnes Cowen Dictionary Project Coordinator and The Dictionary Committee, Charles Sanders, Chairman, Sam Hair, Annie Meigs, Anna Gritts Kilpatrick Smith. Cherokee Nation of Oklahoma, 1975.
Human Resources
oklahoma State Department of Education teacher certification 2500 North LincolnBoulevard oklahoma City, oklahoma 7310545999. Selection
http://www.sapulpa.k12.ok.us/human_resources/

Extractions: by mail Thank you for inquiring about a position in the Sapulpa Public Schools. Application materials are available each weekday from 8:00 a.m. till 4:00 p.m. in the Administration building at 1 South Mission, Sapulpa, OK. It is our policy to interview applications only when there are specific vacancies. When vacancies do occur, applications will be carefully screened and based on the screening, a reasonable number of applicants will be selected for an interview. Sincerely, Curtis D. Pitts
Untitled Document
EDU/ SECTIONS/ teacher EDUCATION AND certification/ PUBLICATIONS/ oklahoma,Yes, http//sde.state.ok.us oklahoma Alternative Placement Program School
http://www.title2.org/html2002/altrte1.html

Extractions: Types of Alternative Routes part 1 State Name 1.) Has the state approved one or more alternative routes to certification? If yes, please provide descriptions in the following section (Section VII.b.). 2.) If yes, please provide a web address or document reference. Alabama Yes Alaska No Arizona Yes Arizona State Board Rules - R7-2-608, Alternative Certificates Current alternative routes to certification were placed in state Board rules after the 1999-2000 academic year. Therefore, no data exist for any alternative route cohorts for the 1999-2000 academic year. Arkansas Yes http://arkedu.state.ar.us/teachers/index.html California No Colorado Yes http://www.cde.state.co.us/cdeprof/lialternativeprogram.htm Connecticut Yes http://www.ctdhe.org Delaware Yes http:// www.udel.edu/artc District of Columbia Yes On May 20, 1992, the Board of Education approved legislation regarding the implementation of an alternative certification program. The document reference is DCMR, Chapter 10, Rule 100.18. Florida Yes Section 231.17(7)(a)(b)(c), Florida Statutes, allows Florida School Districts to develop alternative certification programs to provide professional preparation for those teachers hired with temporary certificates based upon having satisfied the content.
Teacher Certification - USD 259
Iowa, Michigan, Missouri, Nebraska, oklahoma, South Dakota, and Wisconsin . QUESTIONS AND ANSWERS FOR CURRENTLY CERTIFIED TEACHERS
http://www.usd259.com/jobs/teacher-certification.htm

Extractions: Teacher Certification Certified Teaching - Persons desiring to teach in the Wichita Public Schools must hold at least a bachelor's degree and be fully certified under Kansas law. Kansas has reciprocity with Illinois, Iowa, Michigan, Missouri, Nebraska, Oklahoma, South Dakota, and Wisconsin. For more information regarding certification, please contact the Kansas State Board of Education in Topeka, Kansas at (785) 296-2288. The address for the State Department of Education is 120 S.E. 10 th Avenue, Topeka, KS 66612. To be connected to their website, please go to: http://www.ksbe.state.ks.us/cert/cert.html Ed Raymond
Teachers @ Work
Division of teacher certification State Department of Education PO Box 771 oklahoma Professional Standards Section Hodge Ed. Building, Room 211
http://www.teachersatwork.com/cert.html
BYU-I · Teacher Placement
Nebraska, Nebraska Department of Education, teacher certification Office, oklahoma, oklahoma Department of Education, Professional Standards Section,
http://www.byui.edu/careerservices/CareerPlacement/Teachers/licensing_agencies.a
The Story Of State-Mandated Mentoring In Oklahoma
In 1995 the oklahoma teacher Preparation Act (HB 1549) was mandated to establish a If certification is granted the committee recommends a professional
http://www.teachermentors.com/MCenter Site/StateStories/Oklahoma.html

Extractions: Oklahoma - Return to the "What's Happening in the States?" Page - Updated March 16, 1998 Oklahoma In the state legislated (HB 1706) the Oklahoma Entry Year Assistance Program which ). Teacher Induction Programs: An Oklahoma Perspective. Action in Teacher Education In Oklahoma published an Entry Year Assistance Program Framework, along with program time lines and forms to guide mentors and mentoring programs in accomplishing the tasks required by the state program. See State Department of Education. (1992). "Entry Year Assistance Program Packet 1992". Oklahoma City, OK: Oklahoma State Department of Education. To some extent this publication was an attempt to reduce some of the wide variations seen in mentoring programs across the state, but it also was an attempt to improve the quality of the programs because the framework, time lines, etc.which were provided were based on the lessons learned in the Oklahoma Entry Year Assistance Program since it had began ten years earlier. In In the State Dept. of Education published a "Resident Teacher Packet" which has about 12 pages of guidelines and at least as many pages of the forms for observation and reporting to the SDE. The packet provides time lines, regulations and role responsibilities for all parties to the program, including a page of the responsibilities of mentor teachers. Mentors are limited to the support of one Resident Teacher at a time. Mentors are required to invest at least 72 hours of time in support, observation, and consultation with resident teachers, for which they are paid $500.

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