61. The Status Of Teacher Education In Community Colleges. ERIC Digest. Offers an overview of teacher certification efforts by community colleges. McDonough (2003) describes how maryland’s community colleges have expanded http://www.ericdigests.org/2004-2/status.html

Site Links Home Search for ERIC Digests Privacy Policy Resources for Library Instruction ... Satellite TV ERIC Identifier: Publication Date: Author: Nathan R. Durdella Source: ERIC Clearinghouse for Community Colleges The Status of Teacher Education in Community Colleges. ERIC Digest. The United States is in the midst of a teacher shortage. By 2010, the United States will need between 2 and 2.5 million more elementary and secondary school teachers to enter the classroom and assume the challenges in public schools (Townsend and Ignash, 2003). While 4-year colleges and universities continue to offer comprehensive teacher preparation programs, community colleges have expanded their programs in the field of teacher education in recent years to provide additional options for teacher training. In addition to offering the first two years of requirements for a baccalaureate degree, community colleges have added coordinated programs for transfer, added new certificate and associate degree programs, and augmented support services, all of which have increased student access to and completion of teacher preparation programs. This ERIC Digest, drawn from “The Role of the Community College in Teacher Education” (New Directions for Community Colleges, Spring 2003), examines trends in teacher education in the community colleges, including building partnerships and articulation agreements with baccalaureate-granting institutions, designing new associate degree and community college baccalaureate degree programs, and gaining accreditation. Building Partnerships and Articulation Agreements

62. York College Graduates of teacher certification programs meet the professional knowledgeexpectations BA, University of Hartford; MA, Western maryland College; http://www.ycp.edu/academics/468.htm

ADMISSIONS ACADEMICS SCHMIDT LIBRARY ATHLETICS ... Undeclared Popular Pages: Site Index Art Exhibits Bookstore Campus Map College Calendar Cultural Events Dining Services Diversity at York Employment Exam Schedule Flex Card General Catalog Graduate Catalog Internships IT Help Desk Mail Services MyYCP Parking Map Public Safety Radio Station Registrar Student Handbook Student ID Cards Support Services Transcript/Records Weather Schedule Whom to see about Education MAJORS Elementary Education, Elementary Education/Special Education (Dual Certification), Music Education, Secondary Education: Biology, Communication, English, General Science, Mathematics, Citizenship, Social Science GENERAL INFORMATION The Department of Education believes that the quintessential challenge is the quality preparation of candidates for the teaching profession. The program is dedicated to providing teacher candidates with the most current principles and practices of effective instruction, the best instructional methodologies, up-to-date and relevant instructional technologies, and myriad interactions with youngsters in a variety of classroom settings. As professional educators devoted to the preparation of future teachers, the mission of the department encompasses the following:

63. State Efforts maryland certification Changes. maryland Highly Qualified teacher Definition.New Jersey s Alternative certification plan. New Mexico ThreeTiered Licensure http://www.teacherquality.us/Public/PromisingPractices.asp?PPCategoryID=1

64. The Story Of State-Mandated Mentoring In Maryland The only mentoring and new teacher support in maryland during most of the 1980 s certification information is available of the maryland State Dept. of http://www.teachermentors.com/MCenter Site/StateStories/Maryland.html

Maryland Updated on November 23, 1998 Maryland The only mentoring and new teacher support in Maryland during most of the 1980's was a series of individual program efforts carried out on a voluntary basis by local school districts. In the Maryland State Dept. of Education and the area's regional lab (Research for Better Schools) conducted a research study on existing approaches to support of new teachers being used in the state. See Meister, G. (1987). "Current Practices in New Teacher Development in Maryland". MSDE and Research for Better Schools. During that same year, in an effort to inform the practices of existing programs and to support development of new programs, the same partnership also conducted and published a review of the mentoring literature and existing program models. See Newcombe, E. (1987). "Perspectives on Teacher Induction: A Review of the Literature and Promising Program Models". Baltimore, MD. MSDE and Research for Better Schools. Also in the state funded a pilot induction program in 5 school districts called the "Exemplary Programs Project". This pilot used the state's "Maryland Teacher Competencies" and the "Maryland Competency Observation Instrument. See Maryland State Dept. of Education. 1087). "A Manual for Classroom Observers: Maryland Teaching". Baltimore, MD: Maryland State Dept. of Education, for details about the state's competencies and instrument. An excellent review of the extent of mentoring programs in Maryland was published in

65. Hood College: Academics > Department Of Education She currently codirects the maryland State Department of Education StatewideLeadership He has recent publications concerning teacher certification and http://www.hood.edu/academic/education/index.cfm?pid=_faculty.htm

66. The Heartland Institute The MarketBased Solution To maryland s teacher Shortage Data table showingthe status of alternative teacher certification measures in all 50 states. http://www.heartland.org/PolicyBotTopic.cfm?artTopic=541

67. The Heartland Institute - The Market-Based Solution To Maryland's Teacher Shorta maryland’s teacher shortage is a solvable problem. maryland’s lawmakers cantake the first step by streamlining the teacher certification process. http://www.heartland.org/Article.cfm?artId=15942

68. St. Mary's College Of Maryland Gambia Teacher Certification St. Mary s College of maryland Gambia teacher certification. http://www.smcm.edu/academics/hss/studyabroad/gambia/TeacherCert/

Teacher Certification in The Gambia Information about this program pending. ^ Top

69. St. Mary's College Of Maryland Gambia Teacher Certification St. Mary s College of maryland Gambia teacher certification. http://www.smcm.edu/gambia/teachercert/

The Gambian Experience Teacher Internship How far could your love of teaching take you? The airport departure screen reads Banjul, and you are leaving the mid-October southern Maryland autumn for the climate of West Africa, where daytime temperatures reach into the 90s as the rainy season is yielding to the dry season. The sun is in your future. Want to know more? Click a link below. Program Description Program Goals Program Requirements Program Itinerary ... FAQ Really interested? Download the information packet or application below. Downloads: I nformational Packet for Interested Students (.pdf) Program Application and Housing Form (.doc) Handbook for Accepted Interns (includes packing advice!) (.doc) The Gambia VISA Application (.doc) Promotional Flyer (.pdf) Promotional Brochure (.pub) PowerPoint Presentation (.ppt) U.S. Peace Corps Mandinka Language Dictionary (.pdf) U.S. Peace Corps Mandinka Grammar Manual (.pdf) U.S. Peace Corps Wollof Language Dictionary

70. National Academy Of Needlearts - Teacher Certification For additional information about the Teachers certification Program or about Dolores Andrew, Mixed Media, maryland. Sharon Barrea, Canvas, Washington http://www.needleart.org/TeacherCertification.php

NAN Home Page Assembly Exemplary Certification Programs ... Contact NAN Teachers Certification The National Academy of Needlearts offers a Teachers' Certification Program which includes training in all aspects of embroidery instruction, from the development of teaching and presentation skills to study in design and color and the production of the written work necessary for the successful teaching of needle arts. NAN's program is suited to either the novice or the experienced teacher of the needlearts who wishes to develop and refine her/his instructional skills. Full certification requires three years of intensive study. During that time the candidate designs and develops several classes in her/his chosen medium, and compiles a viable portfolio of her/his own original teaching pieces. Book critiques, color and design notebooks, and oral teaching presentations complete the certification process. In addition, the candidate also participates in several hands-on teaching experiences. The oral presentation and the display of the candidate's embroidered work are among the highlights of the Certification Weekend, held in conjunction with the NAN Assembly for Embroiderers. For additional information about the Teachers' Certification Program or about attending the Teachers' Certification Workshop, please

71. Untitled Document EDU/ SECTIONS/ teacher EDUCATION AND certification/ PUBLICATIONS/ DOCUMENTS/ maryland, Yes, maryland s alternative certification is the Resident teacher http://www.title2.org/html2002/altrte1.html

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.

72. RNT - Department Of Education Arizona Department of Education, teacher certification Unit 1535 West Jefferson,PO Box 6490, maryland Department of Education, certification Branch http://www.rnt.org/channels/clearinghouse/deptedu.asp

@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 degree—that 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. As this information about alternative certification is subject to change, you will still want to call for the most up-to-date information. Some states offer this information online and others will mail you a packet about state-approved alternative certification programs and requirements.

73. State Licensing Agencies Office of teacher Education and certification, State Department of Education POBox 83720 maryland State Department of Education certification Branch http://www.udel.edu/teachered/stagen.htm

State Licensing Agencies Click on the state name to link to the State Department of Education website. State / Address Telephone Test Requirements A labama State Department of Education Teacher Placement and Recruitment Gordon Persons Bldg. Rom 5202, P.O. Box 302101 M ontgomery, AL 36130-2101 None A laska Alaska Department of Education Teacher Certification 801 W. 10th St. Suite 200 Juneau, AK 99801-1894 Praxis Series A rizona Arizona State Board Of Education Teacher Certification Unit P.O. Box 6490 Phoenix, AZ 85005-6490 Arizona Teacher Proficiency Exam ( AEPA A rkansas Arkansas Department of Education Professional Licensure #4 Capitol Mall, Room 106B or 107B

74. Home Study International: Services To Adventist Institutions Students of such schools receive HSI maryland stateapproved diplomas. APLE maybe viewed as an interim SDA teacher certification/Recertification (NAD) http://www.hsi.edu/services.html

Services to Adventist Institutions Elementary Extension Program (EEP) The Elementary Extension Program is a collaboration among Home Study International, the local church or school, and the local conference office to provide a Christian education for children who are unable to attend a traditional Seventh-day Adventist school system. With the Elementary Extension Program, churches with small groups of school-age children (usually from four to eight children) or small schools unable to hire additional teachers may offer a complete K-8 program using daily lesson plans prepared by HSI's experienced teachers in a facility provided by the church or school. If you would like more information about this program, contact us Alternative Programs for Learning Enrichment (APLE) Alternative Programs for Learning Enrichment (APLE) was developed cooperatively by the North American Division Office of Education (NADOE) and Home Study International (HSI) to meet the needs of K-8 schools and junior academies who have students unwilling to go to a boarding academy hundreds of miles away. By enrolling for APLE, such schools are able to use a combination of HSI and local school resources to offer Grades 9-12 to students who might otherwise enter the public school system. A senior academy may also use APLE to extend its course offerings through the addition of an HSI course. (For example, a number of senior academies have used APLE to add foreign language courses.)

75. RIDE- Teacher Preparation, Certification, And Professional teacher certification and teacher Quality State certification. Reciprocity andInterstate Agreements Connecticut, maryland, North Dakota, Washington http://www.ridoe.net/teacher_cert/certification/Reciprocity.htm

76. Advising Childhood Leadership Program (this is not a teacher certification program).teacher Education Professional Education Courses for maryland certification http://www.howardcc.edu/advising/Teachered.html

@import url("advising2.css"); Teacher Education Programs Admissions Home Advising Home HCC Home Forms ... Advising Home Teacher Education is one of the most confusing transfer areas at Howard Community College. Students are strongly recommended to see an advisor each semester during your preparation. Associate of Arts Early Childhood Education Associate of Arts in Teaching Early Childhood Education Associate of Arts Elementary Education Associate of Arts in Teaching Elementary Education ... HCC PRAXIS I Information Associate of Arts Early Childhood Education Transfer program to a four-year institution to become a certified teacher (grades N-3) Upon completion of the four-year program, students will be awarded a teaching certificate from the state where they earned the degree Refer to the Early Childhood education programs chart to select appropriate courses for the transfer institution. For students who have not made a decision on the transfer institution, select courses which students may apply to most colleges of education Associate of Arts in Teaching Early Childhood Education Transfer program to four-year institutions within the State of Maryland to become a certified teacher grades (N-3) No course substitutions allowed this degree transfers as a package In order to earn this degree students must have a 2.75 GPA and passing scores on the

77. Standing Committee On Teacher Preparation And Certification Standing Committee on teacher Preparation and certification (St. Mary s Collegeof maryland). Patricia Anderson (2005) (Morgantown, WV) http://www.ncte.org/about/gov/stcommit/106926.htm

document.write('') Search: NCTE Executive Committee NCTE Commissions NCTE Standing Committees NCTE Committees ... Leadership Opportunities Scholastic Levels Elementary Middle Secondary College NCTE Standing Committees Home About NCTE Governance NCTE Standing Committees ... E-mail a Friend Standing Committee on Teacher Preparation and Certification Function: If you would like to be considered for future volunteer service with this group, please send an e-mail to HideAddr('volunteercorps','ncte.org','">'); HideAddr('volunteercorps','ncte.org',''); and provide the following information in the body of your e-mail: (1) Name (2) Member number. (If you are not currently a member, please provide your address and phone number.) (3) Name of the role for which you wish to be considered (4) Preferred e-mail address (if other than the one used to submit this request.) For more information about volunteering with NCTE, please visit www.ncte.org/about/over/vol

78. EPAA Vol. 10 No. 36 Darling-Hammond: Research And Rhetoric On Teacher Certificat to maryland s efforts to strengthen teacher preparation and certification, While it is clear that teacher certification systems are not perfect and http://epaa.asu.edu/epaa/v10n36.html

This article has been retrieved times since September 6, 2002 other vols. abstracts editors board ... Education Policy Analysis Archives Volume 10 Number 36 September 6, 2002 ISSN 1068-2341 A peer-reviewed scholarly journal Editor: Gene V Glass College of Education Arizona State University EDUCATION POLICY ANALYSIS ARCHIVES Permission is hereby granted to copy any article if EPAA is credited and copies are not sold. EPAA is a project of the Education Policy Studies Laboratory. Articles appearing in EPAA are abstracted in the Current Index to Journals in Education by the ERIC Clearinghouse on Assessment and Evaluation and are permanently archived in Resources in Education Research and Rhetoric on Teacher Certification: A Response to "Teacher Certification Reconsidered" Linda Darling-Hammond Stanford University Citation: Darling-Hammond, Linda. (2002, September 6). Research and rhetoric on teacher certification: A response to "Teacher Certification Reconsidered," Education Policy Analysis Archives (36). Retrieved [date] from http://epaa.asu.edu/epaa/v10n36.html.

79. Archived: State Regulation Of Private Schools - Maryland maryland. Registration/Licensing/Accreditation Certificates of approval are teacher certification teachers at approved nonpublic schools must have a http://www.ed.gov/pubs/RegPrivSchl/maryland.html

A r c h i v e d I n f o r m a t i o n State Regulation of Private Schools - June 2000 Maryland Registration/Licensing/Accreditation: Education Programs in Nonpublic Schools and Child Care Centers and COMAR 13A.09.10, Educational Programs in Nonpublic Schools and Child Care and Treatment Facilities Institutions operated by bona fide church organizations are exempt from the requirement to hold a Certificate of Approval from the Maryland State Board of Education. The head of the bona fide church organization must, however, submit to the State Department of Education acceptable evidence of the bona fide church organization legal authority status and certification of the legal authority?s assumption of responsibility for governing and operating the nonpublic school. Requirements described below pertain to nonpublic general education programs that do not receive public funds and are approved under COMAR 13A.09.09. Recordkeeping/Reports: Approved nonpublic schools must maintain a cumulative record of each student enrolled including the following: approved nonpublic school name, school address, student?s first, middle, and last names; student?s birth date; student?s home address; month and year student entered; nursery school level or grade upon enrollment; month and year student withdrew; student?s performance information in each curricular area; code for the meaning of performance information; and number of days in attendance. Each school annually certifies its compliance with the approval regulations by completing and submitting an Annual Report form provided by the Maryland Department of Education. COMAR 13A.09.09.08.

80. Survey Methods | Survey Of Teacher Certification And State-Based Standards And A certification requirements for history teachers at the elementary, middle, maryland Bruce A. Lesh Mark Stout Marcie TaylorThoma. Massachusetts 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.

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