61. State Programs For Funding Teacher Professional Development: Survey Findings These state are california, Missouri, New Hampshire, New York, Texas, and Oregon . teacher Professional Development and teacher certification and http://www.ncrel.org/quality/programs/findings.htm

Survey Findings The Policy Context for Teacher Professional Development Professional development financial data by itself is not as meaningful as analyzing it in the context of state policies, requirements, and practices. This section discusses that policy context. State Mandates and Mechanisms Outside of the North Central Region, a number of states reported that they require intermediate service agencies to develop plans for teacher professional development. These state are California, Missouri, New Hampshire, New York, Texas, and Oregon. Ten states reported requiring local school districts to develop annual plans for teacher professional development (California, Florida, Georgia, Idaho, Missouri, New York, Oregon, Rhode Island, Tennessee, and Texas). No such requirements exist in Nebraska, New Hampshire, and South Dakota. Missouri, New York, Oregon, Rhode Island, and Texas also imposed such requirements on individual schools. Teacher Professional Development and Teacher Certification and Employment Within the North Central Region, Indiana, Iowa, Michigan, Minnesota, and Ohio all reported having requirements that certified teachers enroll in continuing education courses for continued certification. Only Illinois reported that it did not. Indiana and Michigan also reported that such an action was required for continued employment.

62. Term Definition Academic Performance Index Summarizes A School S responsible for certification and regulation of california teachers. california teacher preparation programs are now changing to address the TPA. http://207.166.53.39/questions/glossarySearchResults.cfm

Term Definition Academic Performance Index Summarizes a school's student performance on California's Standardized Testing and Report (STAR) exam, and is calculated annually. All schools that receive APIs are ranked from 1 (lowest) to 10 (highest) API Academic Performance Index that summarizes a school's student performance on California's Standardized Testing and Report (STAR) exam, and is calculated annually. All schools that receive APIs are ranked from 1 (lowest) to 10 (highest) Assessment An activity designed to measure abilities, knowledge or achievement, often a test or examination. BCLAD (Bilingual, Crosscultural, Language, and Academic Development) is a certificate that permits a bilingual teacher to work with limited-English proficient students. The coursework or examination required for this certificate must cover language structure and first and second-language development; methods of bilingual instruction, instruction of English language development; and culture and cultural diversity. Blended Program Teacher preparation that allows you to complete course work for your bachelor's degree and credential at the same time.

63. USC Latino And Language Minority Teacher Projects: Paraeducator Pathways Into Te To maintain eligibility in the project and meet california certification requirements, This study is an examination of selected paraeducator to teacher http://www-bcf.usc.edu/~cmmr/LTP.html

The overriding goal of the University of Southern California Rossier School of Education Latino and Language Minority Teacher Projects ( L mtp ) is to increase the number of Latinos(as) and language minorities in the teaching profession by creating a career track for practicing language minority paraeducators. The primary strategy in achieving this goal is to provide support and assistance, financially, socially and academically to promising paraeducators to enable them to successfully complete a teacher education program and become successful bilingual teachers. The information gained through this process continues to be disseminated to other institutions, both public and private, with the intent of building the capacity to continue and expand the program both statewide and nationally. (See our National Clearinghouse for Paraeducator Resources and the Electronic Discussion Forum on Paraeducators School reformers have often pointed to the lack of synchrony between home and school culture as well as the striking discontinuity between teacher and student diversity as significant obstacles to minority student achievement. By diversifying the teaching force paraeducators have the potential to become the ideal teachers of our nation's students. The participants in the L mtp projects are employed bilingual paraeducators who work daily in classrooms of eligible schools throughout the Los Angeles area while attending classes full time at participating Project universities. To maintain eligibility in the project and meet California certification requirements, participants must have a GPA that places them in the top half of their college cohort and make steady progress toward program completion.

64. PPI: Teacher Quality Is Job One By Stephanie Soler The problem is teacher certification simply does not translate into teacher The mean age for the california program is 38. Alternative certification http://www.ppionline.org/ppi_ci.cfm?knlgAreaID=110&subsecID=135&contentID=737

65. State Efforts The Northeastern california Partnership for Special Education On January 1,2003 changes regarding teacher certification went into effect. http://www.teacherquality.us/Public/PromisingPractices.asp?PPCategoryID=1

66. NBPTS-Evaluation Of Teacher Certification Committee on Evaluation of teacher certification by the National Board for Julian Betts, Department of Economics, University of california, San Diego http://www7.nationalacademies.org/bota/NBPTS-Evaluation of Teacher Certification

Jump to Top News Jump to Science in the Headlines Search: Subscribe to our FREE e-newsletter! NATIONAL ACADEMY OF SCIENCES NATIONAL ACADEMY OF ENGINEERING INSTITUTE OF MEDICINE ... Bridging the Gap Between Large-Scale and Classroom Assessment Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards (NBPTS) Statement of Task Meeting 1 Agenda: September 18-19, 2005 MEMBERSHIP: Milton D. Hakel (Chair), Department of Pyschology, Bowling Green State University, OH Julian Betts , Department of Economics, University of California, San Diego Mark Dynarski Mathematica Policy Research, Inc., NJ Adam Gamoran , Department Sociology, University of Wisconsin, Madison Jane Hannaway The Urban Institute, Washington, DC Richard Ingersoll , Graduate School of Education, University of Pennsylvania Michael T. Kane , National Conference of Bar Examiners, Madison, WI Deirdre J. Knapp Human Resources Research Organization, Alexandria, VA Susanna Loeb , Graduate School of Business, Stanford University, CA Lynn W. Paine

67. ED277685 1986-00-00 Teacher Certification. ERIC Digest 11. teacher certification is the education system s process for assuring that public For example, local school districts in california can prepare teacher http://www.thememoryhole.org/edu/eric/ed277685.html

ERIC Identifier: Publication Date: Author: Source: ERIC Clearinghouse on Teacher Education Washington DC. Teacher Certification. ERIC Digest 11. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC TEXT: 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.

68. ED266137 1986-00-00 Alternative Certification For Teachers. ERIC Digest 1, 1986. Alternative teacher certification is defined as any significant california sHughesHart Educational Reform Act established the teacher Trainee http://www.thememoryhole.org/edu/eric/ed266137.html

ERIC Identifier: Publication Date: Author: Source: ERIC Clearinghouse on Teacher Education Washington DC. Alternative Certification for Teachers. ERIC Digest 1, 1986. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC TEXT: Teacher shortages and public discussion about the quality of teacher education have been catalysts for the implementation of alternative routes to teacher certification for several states. Alternative certification is defined by specific state programs. While it is too early to know the results of such programs, evaluation questions can be framed. WHAT IS ALTERNATIVE CERTIFICATION FOR TEACHERS? Alternative teacher certification can be distinguished from certification processes which ignore training in professional studies, such as "emergency" certification, which carries the expectation that the teacher will obtain the necessary credentials or be replaced eventually by a regularly certified person. In any discussion of alternative certification for teachers, then, it is important to define precisely what is meant by the term. WHAT ARE SOME SPECIFIC ALTERNATIVE CERTIFICATION PROGRAMS?

69. State Contacts For Teacher Certification For further information on teacher certification visit them at their website at california Commission on teacher Credentialing 1900 Capitol Avenue http://www.aip.org/statistics/trends/reports/teacher.htm

home contact us join a society advanced search Publications ... RSS News Feeds current issue State Contacts for Teacher Certification If you are considering teaching as a career choice, the following information will be vital to you. The rules governing teacher certification change regularly, vary greatly across states, and many states have a number of different options, including alternate teacher certification. Below is a list of the specific offices to call regarding teacher certification requirements in each state. If you have additional or supplemental information that we should be aware of or that we should post on our website please click here and let us know. This table was reproduced from the National Center for Education Information in Washington, DC. For further information on teacher certification visit them at their website at www.ncei.com. Alabama Dept. of Education P.O. Box 302101 Montgomery, AL 36130-2101 Attn.: June H. Mabry Phone: (334) 242-9977 Fax: (334) 242-0498 e-mail: tcert@alsde.edu

70. TQ Conference - Alternate Routes To Teacher Certification: Lessons Learned From Michael McKibbin, , california Commission on teacher Credentialing AlternateRoutes to teacher certification PowerPoint Presentation http://www.edgateway.net/cs/wrel/view/ce/16

JOBS NEWSROOM CONTACT US SITE MAP ... Sessions Resource Library Incentives Prof. Development Broad Spectrum Session Materials ... Tips Session Alternate Routes to Teacher Certification: Lessons Learned from Successful Initiatives Speakers: Lisa Churchill Director, Education Specialist Internship Program, Professional Studies in Education, California State University, Chico Michael McKibbin , California Commission on Teacher Credentialing Moderator: Joan McRobbie Senior Policy Associate, Policy Program, WestEd Strand(s): Preparation to Succeed in Challenging Settings Description: Teacher shortages, especially in high-priority specialties such as mathematics, science, and special education, are spawning alternative teacher preparation programs. Alternative programs tend to attract nontraditional candidates (i.e., career-changers and paraprofessionals) in part because they emphasize on-the-job learning with intensive mentoring and support. This session examines the proliferation of alternative programs and the characteristics of successful ones. It features the Northeast California Partnership for Special Education, a collaborative of 57 local education agencies and California State University, Chico, which has accomplished an impressive turnaround: in a rural expanse once characterized by emergency permits in special education, all special education teachers are now credentialed. Inquiry Questions: What makes a successful alternative teacher preparation program?

71. Kindergarten Teacher Mike Tillman, who directs the Curriculum/Juvenile Library at california StateUniversity, 50 States teacher certification Requirements certification http://www.lib.csufresno.edu/subjectresources/curriculumjuvenile/kindergarten/

KINDERGARTEN TEACHER Send comments to Mike Tillman Head, Curriculum/Juvenile Library, California State University, Fresno Purpose Compiler's Qualifications Suggestions for Additions to Kindergarten Teacher What Every Kindergarten Teacher Should Know About Surfing the Internet ... Kindergarten Topics - terms that may be helpful when utilizing Internet search engines Kindergarten Teacher Bibliography - listings of books, journal articles, ERIC documents, and juvenile literature (books about kindergarten for kids) that may be useful to kindergarten teachers Art Booklists Coloring Pages Conferences ... Employment - general information, state certification requirements and contacts, school district locator, help-wanted listings Free Items Full-Text - ERIC digests, books, journals, newspaper articles, newsletters Full-Text Kindergarten Related ERIC Digests Grants Health Holidays ... Kindergarten Teacher's Web Sites - containing significant, original curricular or organizational content Languages Lesson Plans Collections Lesson Plans Search Engines - sites that incorporate keyword search capabilities Math Metasites - sites that attempt to comprehensively cover a particular discipline, subject, or level; they may include lesson plans, themes, education resources for teachers and/or students, classroom management/organization information, student online activities, focused collections of links to other sites, etc.

72. Yoga Teacher Training Centers 200 hour teacher training. 500 yoga therapist training. california, Florida 370 hour Dharmic Yoga teacher certification training with Adrienne Jamiel. http://www.yogasite.com/teachertraining.html

Yoga Teacher Training australia canada europe mexico ... united states The following is a sample of organizations offering yoga teacher training programs and certification. The programs range in length from two weeks to two years and cost anywhere from hundred to thousand of dollars. Which one is right for you? It depends on your experience, knowledge and your objective. It pays to talk to people who have taken a particular program or ask local yoga teachers where they got their training and what they recommend. A good program should cover yoga philosophy and history; postures (alignment, benefits and contraindications); breathing and pranayama; meditation; anatomy and physiology; and practice teaching. A listing here does not represent an endorsement of the program. How to add or modify a listing: If you would like to add or modify a listing, just send an

73. The Center For Community College Policy This is the first online teacher certification program in the United States. Three southern california community colleges have formed a partnership with http://www.communitycollegepolicy.org/html/Issues/Issue.asp?issueID=2&catID=4&ab

74. Office Of Teacher Education: Teacher Certification Examination NYSTCE (New York State teacher certification Examination) Office of Field SupportServices NYSTCE CBEST (california Basic Education Skills Test) http://www.tc.columbia.edu/ADMINISTRATION/ofss/certification.htm

Teacher Certification Examination Teacher Licensing Student Teaching Workshops ... Visitors Center Office of Teacher Education at Teachers College, Columbia University Teacher Certification Examinations and Information The following testing information is available in the Office of Teacher Education, Russell 400. NYSTCE (New York State Teacher Certification Examination) Office of Teacher Education NYSTCE Information including registration booklets and study guides for the Liberal Arts and Sciences test, the Assessment of Teaching Skills - Written, the Content Specialty Tests, Language Proficiency Assessments, as well as guidelines for the Assessment of Teaching Skills - Performance video. 2002-2003 Test Administration Dates: September 28, 2002; December 7, 2002; March 1, 2003; May 1, 2003; July 19, 2003 PRAXIS (including NTE, PPST, and CBT) For test booklets and registration information, visit Russell 400, Office of Teacher Field Support Services.

75. Student California Teachers Association teacher Quality. CPR certification. Hold CPR certification training for members . Also, check the CTA magazine, california Educator for CTA positions on http://www.cta.org/SCTA/ChapterLeaders/ChapterActivities.htm

Chapter Leaders Chapter Activities/Events When planning chapter activities, consider developing events around four major areas: Teacher Quality Community Outreach Political Action Membership Recruitment Teacher Quality CPR certification. Hold CPR certification training for members. Partner with other campuses. Community colleges and four - year colleges/universities can develop partnerships to educate members about transfer information, testing and requirements for credential programs. SCTA chapters can also work together in developing events for their members. Teacher panel. Present a panel of teachers to discuss and answer questions on a variety of issues (i.e. new teachers support programs, how to prepare for a sub, etc). Contact your local CTA office for possible contacts to be part of the panel. Workshops. Schedule a workshop or mini-conference for members. Include food and a raffle prize. This can also be used as a membership recruitment tool by offering it free to those who join SCTA. For more information, see Planning a Workshop Speakers. Ask faculty, community members or CTA staff to speak on a variety of education issues.

76. Survey Methods | Survey Of Teacher Certification And State-Based Standards And A certification requirements for history teachers at the elementary, middle, california John Burns. Colorado Neil Deason Brenda Ellis. Connecticut http://www.oah.org/reports/surveys/50state/method.html

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 History Education in the United States: A Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students Methods of Gathering and Verifying Data 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.

77. Berkeley Daily Planet While it is true that california teachers receive the highest salary of all teacher certification and experience have been found to be two of the http://www.berkeleydailyplanet.com/article.cfm?archiveDate=03-01-05&storyID=2084

78. ECS TQ Update -- 12/18/2003 Center recently gave a presentation on ALTERNATIVE teacher certification. In a recent article, two california teachers describe the experiences they http://www.ecs.org/html/NewsMedia/TQUpdate.asp?nDate=12/18/2003

79. The Story Of State-Mandated Mentoring In California That law created the california Mentor teacher Program (CMTP) which provided and to review and revise teacher certification system to better align with http://www.teachermentors.com/MCenter Site/StateStories/Calif.html

California - Return to the "What's Happening in the States?" Page - Updated March 15, 1998 California - Some of the earliest state-supported work in mentoring and induction took place in California. The Hughes-Hart Education Reform Act of In fact, the 1984-85 appropriation was only enough for districts to appoint about one teacher in 50 as a mentor. The law also stated that mentors could only be released from teaching to mentor up to 40% of the time. All of this was in response to a state-wide sense of need for new teacher support, but especially to the needs of urban schools whose hiring of "alternatively certified" teachers to fill classrooms created a huge need to support these teachers and to ensure that they were doing an effective job. The law required district mentor selection committees be established and that a majority of members had to be teachers. In an article described the tentative nature of the California Mentor Teacher Program after one year. At that point about 5,100 mentors had been named in 740 school districts. See Wagner, L. (1985). "Ambiguities and Possibilities in California's Mentor Teacher Program". Educational Leadership, November 1986. ASCD, Reston, VA. While the law saw the primary purpose of mentors as working with new teachers, it also saw mentors providing staff and curriculum development leadership to experienced teachers as well. In fact many "mentors" were assigned by their districts to do curriculum development and other such projects exclusively. A

80. Welcome To California california Commission on teacher Credentialing Obtain information related tothe programs that prepare teachers, counselors, site administrators, http://www.ctc.ca.gov/

California Home CCTC Home Renew Your Credential Look up a Credential ... Other Links Credential Questions? Email Credential Staff Detailed Contact Information My CA CCTC California Commission on Teacher Credentialing Credential and Employment Information If you are a displaced school employee from one of the areas affected by Hurricane Katrina, please see the variety of pathways to teaching in California. How to Become Credentialed in California For employment information: www.edjoin.org Ask your employer about a temporary county certificate for immediate employment. What's New? September 15, 2005 Employment Opportunities at the Commission have been updated... Bilingual Certification (BCLAD) Public Meeting [PDF: Flyer] September 30, 2005 at 9:30 AM The Commission on Teacher Credentialing will also hold a series of five meetings around the state to hear public comment on bilingual certification needs for public schools. The first meeting will be held in Sacramento at the Commission offices, 1900 Capitol Avenue, on September 30, 2005 from 9:30 AM until 12:30 PM. Please watch this website for more information regarding the other four meetings. Updated September 14, 2005

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