Extractions: International Employment for Teachers Alternative Certification Many states have developed or are initiating programs that provide alternative routes to teacher certification, particularly for mid-career professionals. The goal of such programs is to draw a diversity of individuals with in-depth subject matter backgrounds into teaching careers. Requirements for an alternative teaching license vary by state. For an overseas position, it does not matter what state your license is from. Generally, applicants must hold a bachelors degree in the subject to be taught, achieve a passing score on state-required examinations, complete an intensive teacher preparation program, and possibly fulfill a supervised teaching internship. Specific information on which school systems are offering internships can be requested from the schools. After satisfactory completion of these requirements, the applicant will be issued a teaching credential.
Teach In Oregon -- Teacher Jobs In Oregon Teach in oregon A Guide for New and Prospective teachers job it s best toread over the latest information on teacher certification and licensure http://www.edinformatics.com/teacher_jobs/teach_oregon.htm
Extractions: Teachers' Guide Teacher Jobs Information Oregon Teacher Licensure If you plan to teach in Oregon, before you look for a teaching job it's best to read over the latest information on teacher certification and licensure Oregon Teaching and Administrative Jobs This is the Teach Oregon site, a resource dedicated to the recruitment of teaching professionals for public schools in Oregon. See also the Oregon School Personnel Association Page.
Oregon The oregon teacher Standards and Practices Commission has approved the Once certification is achieved, the district will reimburse teachers for 90 http://www.nbpts.org/about/stateinfo_print.cfm?state=Oregon
Extractions: RSS The Oregon Teacher Standards and Practices Commission Wednesday placed Scott Reed on two years' probation. Details of the case and censure will go on the commission Web site and be sent to all Oregon school districts and to departments of education nationwide. Reed must attend a class on the risks of blood-borne pathogens within the next two months and furnish the commission with written verification of his attendance. Reed agreed to "stipulated facts" that included him licking blood from wounds on a track team member's knee, a football player's arm, and a high school student's hand. It was not clear why he licked the wounds. The Linn County Sheriff's Office investigated the case last year. No charges were filed. Sheriff Dave Burright called the behavior "bizarre" but not criminal, since the contact wasn't forced. Two students who reported licking incidents and another who witnessed an incident said it seemed that Reed was "just joking around."
Riverdeep | For Teachers | Oregon Certification certification Tests, Recertification Requirements, Substitute teacher Requirements.oregon State of oregon teacher Standards and Practices Commission, http://www.riverdeep.net/educators/certification/cert_or.jhtml
Extractions: Curriculum: WEEK ONE is the introduction. Students learn how to identify the physical possibilities and "common denominators" of each new group they will work with, so they ensure they isolate and limit no one. They learn how to lead the core set of DanceAbility exercises, which can be done no matter how diverse a group. These core exercises introduce people to basic considerations for communicating, relating, and shaping dances through improvised movement. WEEK TWO focuses on integrating Contact Improvisation and physicality. Physical skills are explored such as rolling, using momentum, providing structures to take weight, learning how to lean and give weight, counter-balance, relaxation, and physical bodywork care. Students also continue deepening their understanding of non-isolation and movement communication. Instructor(s): Alito Alessi, "DanceAbility" Founder Alito Alessi is the Artistic Director of Joint Forces Dance Company and the developer of the DanceAbility methods. He has been involved with the evolution of contemporary dance for the past 20 years, and is internationally known as a pioneering teacher and choreographer in the fields of Contact Improvisation, and dance and disability. Alessi has received Choreographer's Fellowships from the National Endowment for the Arts in 1992-1993, and 1995-1996 and from the Oregon Arts Commission in 1991, and Joint Forces was awarded an NEA Exemplary Grant in 1991 for the DanceAbility work, which has been in residence at the University of Oregon Dance Department since 1992. He is a Guggenheim Fellow (2005).
RNT - Department Of Education Arizona Department of Education, teacher certification Unit 1535 West Jefferson,PO Box 6490, Phoenix, oregon teacher Standards and Practices Commission http://www.rnt.org/channels/clearinghouse/deptedu.asp
Extractions: @import url(/css/core.css); State and Federal Requirements Search through our directory of State Departments of Education , which offers contact information and Web links to help you find information about licensure, alternative routes to teacher certification, and financial aid. State Department of Education Requirements Although all states must comply with the federal provision of No Child Left Behind, many states have programs for mid-career changers individuals who already have a bachelor's degreethat are alternatives to the traditional route to teacher certification. Just as teacher certification requirements differ from state to state, so do alternative certification program offerings. In the State Departments of Education directory, RNT provides resources developed by the National Center for Alternative Certification: a coded list of alternative certification programs offered in each state, and an alternative licensure key that describes details about the types of programs offered by each state.
State By State O ABCTE American Board for certification of teacher Excellence. oregon oregonDepartment of Education 255 Capitol Street, NE Salem, OR 97310-0203 http://www.abcte.org/statebystate-o.html
Extractions: A C D F ... Territory The American Board offers a reliable, standards based teacher certification that can be used by states and school districts as a vehicle to ensure that all of its employed teachers meet the highly qualified teacher definition as mandated in the No Child Left Behind Act. For requirements to earn teacher certification, or for more information on teacher certification programs in a specific state, please view this list. Ohio
Teacher Certification. ERIC Digest teacher certification is the education system s process for assuring that California and oregon have teacher licensing commissions that are separate http://www.ericdigests.org/pre-925/certification.htm
Extractions: Source: ERIC Clearinghouse on Teacher Education Washington DC. Teacher Certification. ERIC Digest 11. Teacher certification is the education system's process for assuring that public school teachers possess minimum qualifications. Each state determines its own certification standards. Increased mobility among teachers suggests that teacher candidates should have information about general requirements for certification and about where to locate particular state requirements. This digest provides information on certification purpose and types, how to obtain information about requirements, and prospects for change in requirements. THE PURPOSE OF CERTIFICATION Certification is a process by which the state evaluates the credentials of prospective teachers to ensure that they meet the professional standards set by the state education agency. Certification ratifies the quality of teachers' competence in subject area, educational methodology, teaching skills, and potential classroom management ability (Roth and Mastain 1984). Closely linked to certification is state program approval or institutional approval, which is the state's process of evaluating schools, colleges, and departments of education. The purpose of such approval is to ensure a common curriculum framework and professional standards so that the state's teacher education programs produce graduates who meet the state's certification requirements.
Teacher Standards And Practices Commission - Agency History teacher Standards and Practices Commission Agency History particular levelsof certification qualified teachers to teach as well as (oregon Law 1965, http://bluebook.state.or.us/state/executive/Teachers_Standards/teacher_standards
Extractions: The Teacher Standards and Practices Commission (TSPC) was established in 1965 to maintain and improve performance in the education field. Functions of the Commission include approving teacher preparation programs offered by Oregon colleges and universities; licensing teachers, administrators, and other personnel employed in Oregon schools; and taking disciplinary actions when educators commit crimes or violate standards for competent and ethical performance. TSPC consists of seventeen members appointed by the Governor and subject to confirmation by the Senate. The term of office for Commission members is three years. Commission members are drawn from the practicing educational community at all levels and two positions are reserved for members of the general public. Commissioners can serve no longer than two terms (6 years) unless requested to do so by the Governor. The Teacher Standards and Practices Commission operates under ORS 342 and Oregon Administrative Rule 584.
State Summary Alternate Routes to teacher certification in the State. Limited Teaching License (H) oregon teacher Standards/Practices 465 Commercial Street, NE http://www.teach-now.org/dispstate.cfm?state=OR
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:
Certification In Washington State What is involved in a Professional teacher Certificate program? There is areciprocity agreement with oregon. teachers who have earned the oregon http://www.k12.wa.us/certification/profed/FAQ.aspx
Extractions: Second Residency Letter: Clarification for First Residency Letter ( Word Frequently Asked Questions What is a Professional Teacher Certificate, and who needs it? How do I get a Professional Teacher Certificate? What is involved in a Professional Teacher Certificate program? What is the role of the Professional Growth Team? ... My district is collaborating with a university on a professional certificate program, but I'm not satisfied with the options this program provides. Can I earn my certificate through another program? What is a Professional Teacher Certificate, and who needs it? The Professional Teacher Certificate is the second, or advanced level, certificate in the certification system that went into effect in 2000. If you hold a Residency Teacher Certificate, you will need to obtain a Professional Teacher Certificate. (If you hold a valid Initial Teacher Certificate, you may meet requirements and obtain a Continuing Teacher Certificate as long as you do not let the initial certificate expire. You are allowed one renewal of a valid Initial Certificate after August 31, 2000. Or, if you hold an Initial or Continuing Certificate, you may choose to obtain a Professional Teacher Certificate.)
State Departments Of Education Arizona Department of Education, teacher certification Unit PO Box 6490, Phoenix,AZ 85005 oregon teacher Standards and Practices Commission http://www.alleducationschools.com/faqs/statedepartment.php
Certification Doesn T Equal Teacher Quality By Matthew J In oregon, all traditional public school teachers must have state Arizona hasno certification requirement for its charter school teachers. http://www.cascadepolicy.org/cctext/2001_17.txt
Extractions: Certification doesn't equal teacher quality By Matthew J. Brouillette and Aaron W. Davis Oregon, like most states, is having difficulty recruiting qualified teachers for its public school classrooms. As policymakers consider solutions to the teacher shortage problem, they should focus their energies on eliminating the single greatest barrier that prevents some of the best and brightest people from choosing the teaching profession: government certification. "What? How can removing certification requirements improve the teaching profession?" some will rightly ask. The answer is: certification does not guarantee qualification. In fact, it is increasingly clear that, rather than ensuring quality, teacher certification serves to deter some of the most qualified individuals from entering our classrooms and further exacerbates the shortage problem. Sam Peavey, professor emeritus of the School of Education at the University of Illinois, is among many experts who argue that, "After 50 years of research, we have found no significant correlation between the requirements for teacher certification and the quality of student achievement." In Oregon, all traditional public school teachers must have state certification, and half of all teachers at charter schools must have such government approval. Yet instead of working to remove this barrier, some policymakers-with the full support of the Oregon Education Association-want to subject all charter school teachers to state requirements. The legislature would be wise to consider the mounting evidence that certification does not necessarily equal qualification. Arizona has no certification requirement for its charter school teachers. Not one of Tempe Preparatory Academy's 14 full-time faculty is state-certified, yet each member holds a bachelor's degree and the 10th grade math teacher has a Ph.D., as do two Humane Letters teachers. None of this Arizona charter school's instructors would be allowed to teach in Oregon's traditional government schools. However, the academy's students score higher than all public schools in the state except one, a magnet school that is allowed to screen enrollment. Statistics on homeschooled children also demonstrate the weak relationship between certification and academic success. Students who are educated by parents with teaching certificates score in the 88th percentile on a basic battery of tests, while children with non-certified parents score in the 85th percentile-hardly a large enough difference to convincingly prove the superiority of certification. Students taught at home by mothers who never finished high school score a full 55 percentile points higher than public school students from families with comparable educational backgrounds. Across the nation, private schools that don't require certification attract as high or an even higher caliber of teacher talent than public schools, although they often pay much less. According to John Merrifield, senior research associate at the Education Policy Institute in Washington, D.C., "Fewer private schoolteachers have teaching certificates, but more have a degree in the subject they teach and more come from selective, prestigious universities, factors that correlate much more highly with student achievement than certification." The Oregon Education Association (OEA) and other teacher's unions lobby to preserve the certification status quo, claiming it protects the children's best interests. But if Federal Reserve chairman Alan Greenspan could convince a school board that he could teach children, why should the unions object to him teaching an economics class? Union leaders want to maintain gatekeeper status to the teaching profession and protect the monopoly on teachers and public education. But if we want the highest quality in the teaching profession-a goal the OEA supports-the legislature needs to ease teacher certification requirements and provide alternative methods for qualified teachers to enter the classroom. Doing so might encourage college professors and other highly educated professionals across Oregon to consider entering the public school classrooms. Ultimately, the power to ensure quality in teaching should lie within local communities and schools, where on-the-job teacher training similar to an apprenticeship would help more than any certification requirement. Principals should be permitted more authority to determine what qualifies a person to teach and, with the assistance of superintendents and school boards, set standards for teachers according to their respective communities and schools. Second only to parental involvement, teacher quality dramatically affects student academic success. By allowing alternative hiring criteria, Oregon could actually increase the quality and expertise of teachers in the profession while helping solve the current shortage problem. Matthew J. Brouillette, a former junior high and high school history teacher, is director of education policy at the Mackinac Center for Public Policy, a research and educational organization headquartered in Midland, Michigan. Aaron W. Davis is a research intern at Cascade Policy Institute, a Portland, Oregon think tank.
Extractions: Recruitment and Retention Project A collaborative effort between the Oregon Department of Education, Office of Special Education and Teaching Research at Western Oregon University to recruit and retain qualified special education personnel in the state of Oregon. Recruitment and Retention JOBS Clearinghouse Job Providers Special Education Teachers Teacher Certification
CBEST Contact Information CBEST test requirements; California certification; oregon licensure In oregon,contact The oregon teacher Standards and Practices Commission (TSPC) http://www.cbest.nesinc.com/CA_contact_opener.asp
Extractions: About OTEC Brief News Items FAQ: IT in Education ... References (Annotated) This section focuses specifically on the IT education of preservice and inservice Pre K-12 educators in Oregon. IT in Oregon's Preservice Teacher Education On a nationwide basis, approximately 3/4 of the college work of a preservice teacher is taken outside a school, department, of college of education. Thus, it is very important to identify potential preservice teachers before they enter a teacher education program that is, while they are Pre-Education majors. Good advising for these students can contribute significantly to their success in getting into a teacher education program, graduating from such a program, and then getting a teaching job. Such advising can help point Pre-Education majors toward well taught courses that are making good use of IT. Teacher education programs vary substantially in the nature and extent of IT knowledge and skills required of their students. They vary tremendously in the IT-oriented and IT-using courses that are required and/or available to students. Both of these situations provide opportunities for improving the IT education of students in a preservice teacher education program.
