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District Of Columbia Teacher Certification:     more detail

State Certification of Early Childhood Teachers: An Analysis of the 50 States and the District of Columbia (752) A manual on certification requirements for school personnel in the United States: Including requirements in the fifty states, the District of Columbia, ... schools; exchange and study abroad by William Earl Armstrong, 1964 A manual on certification requirements for school personnel in the United States,: Including requirements in the forty-eight States, Alaska, District of Columbia, Hawaii, and Puerto Rico by W. Earl Armstrong, 1957 State certification of early childhood teachers: An analysis of the 50 states and the District of Columbia by Jan McCarthy, 1988 State Certification of Early Childhood Teachers: An Analysis of the 50 States and the District of Columbia #752 by McCarthy, 1988-06 Certification requirements for school personnel,: Including forty-eight States, District of Columbia, Territories and outlying parts, ([U.S.] Office of Education. Circular) by W. Earl Armstrong, 1951 A manual on certification requirements for school personnel in the United States,: Including requirements in the fifty states, the District of Columbia, and Puerto Rico, by William Earl Armstrong, 1959

lists with details

61. Professional Teacher - District Of Columbia - Certificate Terms
    Teachers who wish to fulfill their credit requirement by studying a related field should seek approval from the In the district of columbia, 15 seat hours  
    http://www.professionalteacher.com/home/states/dc/my_credential_terms.cfm?s=123.

62. The University Of The District Of ColumbiaCollege Of Arts & Sciences
    Training. The Chemistry Education option allows students to fulfill requirements for teacher certification for secondary schools. Many  
    http://www.universityofdc.org/detail.php?sid=10&aid=180

63. Top Colleges In Washington DC - District Of Columbia - Find A College, Universit
    district of columbia DC including professional, trade, and vocational schools in the fields of the business, culinary arts, art and design, technology, teacher  
    http://www.collegesearchengine.org/states/colleges-in-dc.html
    
    Extractions: Search for colleges in District of Columbia DC college university universities near area Washington DC This section of our site lists top colleges, universities, and schools located in District of Columbia DC including professional, trade, and vocational schools in the fields of the business, culinary arts, art and design, technology, teacher education, liberal arts, and others. Find a District of Columbia college, university, or school near you!

64. Licensure - Frequently Asked Questions
    Association of State Directors of teacher Education and Alaska, Arkansas, California, Colorado, Connecticut, Delaware, district of columbia, Florida, Georgia  
    http://www.ncpublicschools.org/licensure/lifaq.htm
    
    Extractions: In what areas are licenses issued? Licenses are issued in administrative, supervisory, student service, and teaching areas. Teaching areas encompass birth through kindergarten, elementary (K-6), middle grades (6-9), secondary grades (9-12), special subjects (K-12), exceptional children (K-12), and vocational education. Back to Top The standard basis for licensure is the completion of an approved education program at an accredited college or university. Most out-of-state applicants qualify through reciprocity plans that allow educators from outside North Carolina to establish eligibility for licensing in North Carolina.

65. State Support And Incentives
    Teachers in the district of columbia are eligible to receive six insevice/recertification credits upon completion of the National Board certification process  
    http://www.nbpts.org/about/stateinfo.cfm?state=District of Columbia

66. State Support And Incentives
    certification and acknowledge and sustain high quality teaching practice in in approximately 538 local school districts, including the district of columbia.  
    http://www.nbpts.org/about/state.cfm
    
    Extractions: The effectiveness of National Board Certification rests on the collaborative efforts of the National Board for Professional Teaching Standards (NBPTS) and the nation's states and localities. The actions detailed within this report will help encourage teachers to seek National Board Certification and acknowledge and sustain high quality teaching practice in America's classrooms. As of March 2004 , legislative and policy action creating incentives and recognition for National Board Certification has been enacted in all 50 states and in approximately 538 local school districts , including the District of Columbia. Using the map below, click on the state you're interested in for descriptions of state-wide action in support of National Board Certification and local activities on behalf of teachers seeking National Board Certification. You'll also find state-by-state listings of National Board Certified Teachers, current and local Board members, assessment center locations and other contacts.

67. Teachers And Teaching Jobs In District Of Columbia
    teachers, General. district of columbia Public Schools (DCPS) Seeks Outstanding Individuals for Classroom teacher Positions!  
    http://www.thereview.com/district_of_columbia_teaching_jobs.phtml

68. Columbia School District Job Opportunities
    Applicants need appropriate teaching certification and meet North Central Brent Beamish Superintendent of Schools columbia School district 11775 Hewitt  
    http://scnc.csd.k12.mi.us/District/DistrictJobOpps.htm
    
    Extractions: The Columbia School District utilizes a number of substitute staff during the course of the school year. Anyone with at least 90 hours of college credit can become a substitute teacher, upon completion of a state required criminal history check. If interested, please inquire at 592-6641 for more details.

69. Teaching In PA Interstate Certification Agreements
    in subject and grade level scope) certificate issued by the National Board for Professional Teaching Standards will 8. Delaware. 9. district of columbia. 10.  
    http://www.teaching.state.pa.us/teaching/cwp/view.asp?a=3&Q=22613

70. Untitled
    the superintendent of the district of columbia Public Schools First, they charged The New teacher Project with improving the district’s alternative  
    http://www.tntp.org/cli/hlt_dc_teachingfellows.html
    
    Extractions: In 2000, the superintendent of the District of Columbia Public Schools faced significant challenges. DCPS students had repeatedly performed well below national norms on standardized tests, and the District consistently began the school year with over 100 teaching vacancies. Two of the Superintendent’s immediate priority areas were recruiting new teachers and reorganizing the Human Resources Department. At the same time, Mayor Anthony Williams began to focus on teacher recruitment and retention as key parts of his citywide education agenda. Initially skeptical about bringing more non-traditional teachers into the District, many DCPS principals were reluctant to interview DC Teaching Fellows. TNTP staff reached out to individual principals, explaining the rigorous selection criteria, and after a few principals held interviews, word began to spread about the high quality of the DC Teaching Fellows candidate pool. Principals who previously did not want to interview Fellows began to request multiple Fellows for their open positions. “I have to eat crow on this,” remarked one DCPS elementary principal. “I am amazed at how good these Fellows are. They are committed and bring a lot of professional experience and content knowledge which is exactly what we need!” As positive word of mouth spread, The New Teacher Project was able to successfully place all of the Fellows earlier than the usual DCPS placement process. The DC Teaching Fellows program continues today, and has been remarkably successful in bringing highly-qualified teachers to DC classrooms. The 2003 cohort of Fellows represents 24 percent of the district’s new hires, and has an outstanding record of achievement and diversity:

71. NCCTE - Research Year 2 Program Of Work - Alternative Teacher Certification Stra
    50 states and the district of columbia, and understand how induction practices affect the persistence and attrition of alternatively certified CTE teachers.  
    http://www.nccte.org/programs/year2/Research/alternativeTeacher.asp
    
    Extractions: TEXT MENU ABOUT EVENTS PROGRAMS ... FEEDBACK QUICK LINKS Home Page Who We Are PDSS Webcasts In-Brief Publications ... Contact Us Search the Site: Help Advanced Printer Friendly Alternative Teacher Certification Strategies for Career and Technical Education Teachers: Assuring Quality at the Secondary School Level Project Director: Sheila Ruhland The purpose of this project is to examine alternative teacher certification practices impacting career and technical education (CTE) teachers at the secondary school level. The project will also examine the teacher induction processes designed for new alternatively certified CTE teachers. Specifically, is the induction process the same for all teachers, traditionally certified and alternatively certified? Further, are the induction needs and professional development needs perceived to be different for the two groups of CTE teachers? A final item of interest is the persistence of CTE teachers related to the teacher certification option.

72. Frequently Asked Questions About National Board Certification
    state licensing. There are currently 23,930 National Board Certified teachers in 50 states, overseas, and the district of columbia.  
    http://www.pen.k12.va.us/VDOE/newvdoe/nbcfaq.html
    
    Extractions: National Board Certification What is National Board Certification (NBC)? NBC is a demonstration of teaching practice as measured against high and rigorous standards. It is a symbol of commitment to excellence in teaching. Offered on a voluntary basis to teachers with at least three years of teaching experience, the system of NBC complements, but does not replace, state licensing. There are currently 23,930 National Board Certified teachers in 50 states, overseas, and the District of Columbia. What is the National Board for Professional Teaching Standards (NBPTS)? NBPTS was created in 1987 to establish high standards for what teachers need to know and be able to do, and to certify teachers who meet those standards. It is an independent, nonprofit, and nongovernmental organization governed by a 63-member board of directors, the majority of whom are classroom teachers. What is expected of candidates for National Board Certification?

73. Salary | Learning | Salary | Learning | Teaching Certification, College Degrees,
    Education and training All 50 states and the district of columbia require public school one third of all states require that teachers complete training in  
    http://www.salary.com/learning/layouthtmls/leal_display_nocat_Ser289_Par413.html
    
    Extractions: Self-Test ... Set Your Edition Enter search criteria Help Back to Salary Back to Learning A College Degree Lasts a Lifetime ... Popular Degree Categories Teacher Career Education and Advancement It is a teacher's daunting task to add life to their student's school day by generating interest in all subject areas, even those that can be tedious for most students. Job description The majority of teachers are primary and secondary school teachers. They generally choose a specific grade level or area of specialty in which to teach. Teachers are responsible for planning and then evaluating student performance. They are then responsible for promoting growth through providing additional assistance and meeting with parents and school staff to discuss student development and ways to improve current teaching methods to better suit students. It is a teacher's daunting task to add life to their student's school day by generating interest in all subject areas, even those that can be tedious for most students. They work to create lesson plans tailored to their students' level of cognitive ability and interests. Nowadays, teachers are working to move away from traditional methods of teaching and using more creative and abstract ways of presenting topics to their classes.

74. LAEP Learning Exchange: Teachers With National Board Certification Outperform Ot
    This year, more than 9,300 teachers from all 50 states and the district of columbia have completed the assessment process and will learn next month  
    http://www.laep.org/10_20_00/nboard.html
    
    Extractions: Teachers With National Board Certification Outperform Others in 11 of 13 Areas, Significantly Enhance Student Achievement, Study Finds Teachers who are certified by the National Board for Professional Teaching Standards (NBPTS) significantly outperform their peers who are not Board Certified on 11 of 13 key dimensions of teaching expertise, according to a new study released today by the National Board. The Accomplished Teaching Validation Study , conducted by a team of researchers based at the University of North Carolina at Greensboro, is the first comprehensive study to compare the teaching practices of National Board Certified Teachers (NBCTs) with other teachers, and to compare samples of student work from classrooms of the two groups of teachers. The study reveals that NBCTs scored higher on all 13 dimensions of teaching expertise than did teachers who sought but did not achieve National Board Certification. The differences were statistically significant on 11 of the 13 dimensions. The dimensions - based on the body of research that has been reported over two decades on measures of effective teaching - include attributes such as: having an extensive knowledge of subject matter; the ability to adapt and improvise instruction; formulating lessons that are challenging and engaging; and promoting academic achievement by emphasizing both personal accomplishment and intellectual engagement. (See the attached "13 Dimensions of Teaching Expertise.")

75. Certification
    and most certification areas require a practical experience ie internship or two years of full time teaching. Kentucky, Ohio, district of columbia.  
    http://www.coedu.usf.edu/deptseced/forlanged/certificate.htm
    
    Extractions: The University of South Florida Foreign Language Education Programs for the professional development of teachers are approved by the State Department of Education. The University is accredited by the Southern Association of Colleges and Schools (SACS), and the College of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). Certification to teach is determined by the Florida State Department of Education. A degree is awarded by the University. Students who complete the M.A. Plan II in Foreign Language Education offered by USF will be certified to teach K-12 because the degree program is approved by the State of Florida. The Planned Program developed with the faculty advisor shortly after the student has been officially admitted, if completed, will result in the awarding of the degree and certification. Upon completion of the degree, certification as a K-12 foreign language teacher will be placed on your transcript. This indicates that you completed an approved State of Florida teacher education program qualifying you, based on your course work, to be certified at the K-12 levels in foreign language education. You will need to take the FTCE [Florida Teacher Certification Exam] and receive passing scores on the subject area exam and the professional exam section. FTCE must be passed and scores must be on file in the Internship Office prior to the conclusion of the student internship.

76. Teaching Our Teachers To Teach
    require or recommend teaching about sexuality or HIV/AIDS, only 12 states, the district of columbia, and Puerto Rico require any certification for teaches of  
    http://www.siecus.org/pubs/teach/teac0000.html
    
    Extractions: Back to Publications Teaching Our Teachers to Teach Methodology; Results; Key Concepts; Discussion and Conclusion; ... References A SIECUS Study on Training and Preparation for HIV/AIDS Prevention and Sexuality Education (Published in the SIECUS Report, Volume 28, Number 2 - December 1995/January 1996) The teaching of comprehensive sexuality education from kindergarten through 12th grade begins with the proper training of the teachers. Too often, they do not have the skills, knowledge, or inclination to teach such courses. Few have received training in sexuality education, and even fewer have received certification as sexuality educators. Colleges and universities need to provide training in HIV/AIDS prevention and sexuality education for pre-service teachers, and must ensure that this training is comprehensive. To assess such efforts, SIECUS developed this study of undergraduate teacher preparation programs and their ability to provide sexuality education based on the six key concepts outlines in its Guidelines for Comprehensive Sexuality Education: Kindergarten - 12th Grade.

77. SEDL Letter Volume XIII, Number 2: Teachers - They Matter Most - Are Alternative
    41 states and the district of columbia have alternative certification programs. Houston was the first district in the More than 24,000 teachers were certified  
    http://www.sedl.org/pubs/sedletter/v13n02/2.html
    
    Extractions: Editor's Note: A Changing Teacher Workforce for Changing Times Are Our Teachers Good Enough? Are Alternative Certification Programs a Solution to the Teacher Shortage? Dumas Invests in Future with Permanent Sub Program Tough Enough to Teach: Voices from the Field Mentoring Program to Put Arkansas Teachers on Path to Success E-Mentoring for Math and Science Teachers ... Teachers - They matter most Francisca Ramirez-Sorenson says teaching runs in her family. Her mother was a teacher, as was her grandmother. But until a year ago, Ramirez-Sorenson was on a different career path - one that made use of her master's degree in anthropology. "I was not going to be a teacher under any circumstances," she recalls. "But I think I was born with certain talents." In September, Ramirez-Sorenson was certified as a teacher. The route she took to the front of the classroom, however, is different from the traditional four-year college program. She is a graduate of the Houston Independent School District's Alternative Certification Program - the first district-based program of its kind in the country. This year-long program prepared her well for the classroom, says Ramirez-Sorenson. "They taught us a great deal about child development, child psychology, strategies for teaching, and how to encourage children to learn. They also taught us how to work with foreign students - and the cultural shock they might go through when they come here - and how to help them."

78. Division Of Teacher Quality And Urban Education - Teacher Certification
    (Delaware, district of columbia, Maryland, New Jersey Missouri Department of Elementary and Secondary Education Division of teacher Quality Urban Education  
    http://www.dese.state.mo.us/divteachqual/teachcert/accredagency.html
    
    Extractions: The Secretary of Education is required by statute to publish a list of nationally recognized accrediting agencies and associations which the Secretary determines to be reliable authorities as to the quality of training offered by educational institutions and programs. The National Advisory Committee on Accreditation and Institutional Eligibility assists the Secretary in determining which accrediting bodies should be listed. Accrediting bodies that achieve recognition are reviewed at least every 4 years thereafter. The commissions of the regional associations and the national institutional and specialized accrediting agencies which are recognized by the Secretary have no legal control over educational institutions or programs. They promulgate standards of quality or criteria of institutional excellence and approve or admit to membership those institutions that meet the standards of criteria.

79. United States Attorney's Office, District Of Columbia - Press Release
    Moon is currently working as a teacher for the Prince George s County School System, but previously worked as a district of columbia School teacher  
    http://www.usdoj.gov/usao/dc/Press_Releases/Nov_2003/03360.html
    
    Extractions: Washington, D.C. - United States Attorney Roscoe C. Howard, Jr. announced that Kenneth L. Moon, 50, of the 1400 block of Half Street, S.W., Washington, D.C., pleaded guilty today before U.S. District Judge Emmet G. Sullivan to one count of False Statements in connection with his fraudulent receipt of over $50,000 in federal housing assistance between 1994 and 2003. As a result of his guilty plea, Moon faces up to 12 months in prison when he is sentenced early next year. According to the government's evidence, between 1994 and 2003, Moon obtained $59,326 in housing subsidies from the United States Department of Housing and Urban Development (HUD) to which he was not otherwise entitled by making false statements about his income to HUD. Moon received financial housing assistance through his participation in the Section 8 Housing Assistance Payments Program (HAPP) administered by HUD. The HAPP program was designed to enable low-income individuals to choose and lease safe, decent, and affordable privately-owned rental housing, by providing such individuals, indirectly, with financial subsidies towards payment of rent.

80. Trinity College Catalog
    offers a course of study that qualifies a student for a Standard Teaching License in the district of columbia, which has certification reciprocity with various  
    http://www.trinitydc.edu/academics/catalog/edu/certification.html
    
    Extractions: School of Education ... Trinity Home The School of Education offers a course of study that qualifies a student for a Standard Teaching License in the District of Columbia, which has certification reciprocity with various other states. Students must meet the following general requirements to qualify for teacher certification: Earn passing scores on the Praxis I and Praxis II examinations Complete 41-51 credits of course work in education Complete supervised field experience/student teaching Bachelor's Degree and Undergraduate Course Work Requirements In order to receive state certification, individuals must hold a baccalaureate degree (B.A., B.S., or equivalent) from a regionally accredited institution. Additionally, individuals must have completed at least 33-36 semester hours in their subject of specialization (e.g. English, mathematics) and 48 semester hours of general education distributed among the humanities, social sciences, natural sciences and mathematics, and health and physical education. Students receive an assessment of prior course work after being admitted to the program. The undergraduate course work distributions are as follows:

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