National Center For Alternative Certification NEBRASKA, Transitional Route to Regular teacher certification, G, 254. ProvisionalReEntry Teaching Certificate, G, 258. tennessee, Alternative License Type A, G,263. http://www.teach-now.org/frm2004TableofContents.asp
Extractions: Select a State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi 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 Page INTRODUCTION ALTERNATIVE ROUTES TO TEACHER CERTIFICATION: AN OVERVIEW STATES IMPLEMENTING ALTERNATIVE ROUTES TO TEACHER CERTIFICATION CLASSIFICATION OF ALTERNATIVE ROUTES SUMMARY OF ENTRY AND PROGRAM REQUIREMENTS FOR CLASSES A AND B ALTERNATIVE TEACHER CERTIFICATION ROUTES Tables for Entry Requirements for Classes A and B for ATC Tables for Program Requirements for Classes A and B for ATC
National Center For Alternative Certification Where can I get certified to teach through an alternative route in tennessee? Officeof teacher Licensing in the tennessee State Department of Ed. http://www.teach-now.org/states/tennessee/frmTennesseeIndex.asp
Extractions: Select a State Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi 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 State Profile Statistics Information Where can I get certified to teach through an alternative route in Tennessee?
Extractions: Information Bulletin No. 200112 (Replaces 979811 989913 990001 and 990024) July 2001 TABLE OF CONTENTS INTRODUCTION Local leaders and members are currently faced with many problems and questions concerning certification. This is due in no small part to the certification regulations which went into effect on September 2, 1993 as well as the changes recently adopted by the Regents that go into effect in September 2004. This Bulletin describes those regulations which are currently in place. The purpose of this Information Bulletin is to summarize the information most commonly sought by members and local leaders. Please bear in mind that this Information Bulletin is for INFORMATION ONLY , and is not to be considered as an official interpretation of the rules and regulations of the Commissioner. Official answers on the interpretation of certification regulations and certification status can only be obtained from the Office of Teaching of the State Education Department (see sidebar for contact information). HIGHLIGHTS Certification may be achieved in six ways: through the completion of an approved program; through individual assessment of a candidate's educational background; through Interstate Agreements, including the Northeast Regional Credential; through completion of a new alternative certification program, and new regulations for out-of-state teachers.
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.
Office Of Teacher Licensing for the Office of teacher Licensing. The information provided hold or wish to hold a tennessee teaching license Address tennessee Department of Education. Office of teacher Licensing http://www.state.tn.us/education/lic_home.htm
Extractions: Skip to Content. Home Directories Tests ... Contact Us Main content begins below. Office of Teacher Licensing Welcome to the home page for the Office of Teacher Licensing. The information provided here should be beneficial to all teachers who hold or wish to hold a Tennessee teaching license. Please feel free to contact our office if we may be of further assistance. Kinds of TN teacher licenses Earning a TN teacher license How to renew a TN teacher license Additional degree/endorsement to TN teacher license ... Permits Staff Directory Main Number:
Tennessee preparation program and satisfy tennessee s licensure test information about approvedteacher education programs or certification for individuals who http://www.ets.org/praxis/prxtn.html
Extractions: @import "../rsc_corp/css/default.css"; @import "rsc/praxis.css"; @import "../rsc_corp/css/program.css"; @import "../rsc_corp/css/twocolumns.css"; @import "../rsc_corp/css/rightcontent.css"; @import "../rsc_corp/css/leftcontent.css"; @import "../rsc_corp/css/print.css" print; Supplement to: The Praxis Series 2003-2004 Registration Bulletin How to Qualify for Teacher Licensure Where to Take the Tests The Praxis Series: Professional Assessments for Beginning Teachers . These tests are available in paper-based or computer-based formats. Licensure will require satisfactory completion of the Praxis II: Subject Assessments, the second component of The Praxis Series. Required tests include the Principles of Learning and Teaching, Subject Assessment, and Specialty Area tests. See below for a complete listing of required tests. Candidates pursuing alternate routes for licensure must satisfy the same testing requirements as candidates in the traditional program. Exemption from testing is available if a candidate held a full teaching license prior to July 1, 1984, or holds a valid license from a reciprocal state where requirements have been met.
Extractions: There is a joke in Tennessee that anyone with a bachelor's degree is a teacher. Statewide, that was the case for 1,390 people in the 1999-2000 school year. Because of a national teacher shortage, school districts are issuing teaching permits to people with no training in how to teach a classroom full of children, no license to be a teacher, no certification. Across the state, the number of people allowed to teach without certification went up more than 98% over three years from 701 in 1997-98 to 1,390 during 1999-2000. Figures for last year were not available. In Metro, there was almost a 100% jump in only one year, from 99 uncertified people in the 1998-99 school year to 196 the next year. The numbers dipped last year, when Metro allowed 140 people to teach without the proper certification. All this is cause for alarm for Al Mance, executive director of the Tennessee Education Association, which represents the state's 55,000 teachers.
Indenpendent Panel Report On Tennessee Study Of NBPTS The study sample consists of 16 of the 40 teachers in tennessee who have receivedNBPTS certification; it is not clear how the 16 teachers were selected. http://www.ecs.org/html/special/nbpts/PanelReport.htm
Extractions: Introduction In May, 2002, J.E. Stone, Ed.D, of the College of Education at East Tennessee State University, produced a seven-page paper entitled, "The Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report." The Education Commission of the States asked four scholars to review the study. This synthesis summarizes the comments of Dominic Brewer, Susan Fuhrman, Robert Linn and Ana Maria Villegas. Research Problem The reviewers agree that the problem Stone addresses, the relationship between student achievement Subjects and Sample The study sample consists of 16 of the 40 teachers in Tennessee who have received NBPTS certification; it is not clear how the 16 teachers were selected. Reviewers presume that the other 24 teachers are not in grades 3-8, where students are tested annually under the Tennessee Value-Added Assessment System. Stone's failure to explain how the 16 teachers were selected from the total "n" of 40 is just one example of the absence of any descriptive data about the subjects. Reviewers would have liked the following information about the sample teachers:
Tennessee Education Association - Teaching Center - ESEA/NCLB At grades 712 the certificate must be in the specific teaching content area.teacher Effect Data* Under tennessee s Value-Added Assessment System, some http://www.teateachers.org/teachctr/07242326.php
Tennessee Education Association - Teaching Center - Instruction NBPTS certification Areas. Early Adolescence through Young Adulthood/Career and TechnicalEducation (Teachers of students 2004 tennessee Education Association http://www.teateachers.org/teachctr/07034055.php
The Story Of State-Mandated Mentoring In Tennessee and assessment of beginning teachers through their fourth year, but the assessmentwas not tied to certification decisions. The tennessee program did not http://www.teachermentors.com/MCenter Site/StateStories/Tenn.html
Extractions: Tennessee - Return to the "What's Happening in the States?" Page - Updated April 2, 1998 Tennessee - One of the early reforms that is relevant to mentoring was the State of Tennessee Career Ladder, which was begun by the Comprehensive Educational Reform Act in . This program was a state-wide effort to recognize excellent teaching, create incentives for teacher growth, create career stages, and to utilize excellent teachers in new roles such as staff development leader and new teacher mentor. As a state-wide initiative, the Career Ladder took on many of the issues of egalitarianism and school culture which have plagued most innovations that try to change teacher roles. The opportunity to earn several thousand dollars a year more, to work an extra month or two on curriculum and other teacher concerns, or to help a beginning teacher by mentoring made acceptance of this plan much easier. See Furtwengler, C. (1985). "Tennessee's Career Ladder Plan: They Said It Couldn't Be Done", Educational Leadership, November, ASCD. The mentor role in the Career Ladder called for assistance and assessment of beginning teachers through their fourth year, but the assessment was not tied to certification decisions. The Tennessee program did not provide money to support school mentoring programs.
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.
Judith Condon Georgia teacher Certificate/1993 to 1998 South Carolina teacher Certificate/1986to 1989 tennessee teacher Certificate/ 1994 to 1999. EXPERIENCE. http://www.ilpi.com/artsource/vce/condon.html
Extractions: 26"x 22.5"x 18" My art is old ghost that speak themselves into clay. Revealing their persistence in extremes. They are ambivalent voices to be heard by more than me. Their strength tumbles out with small provocation: a song, a picture, a word. Their meaning revealed by years. My hope is that the figures are more than personal mysteries, that they speak of political and universal ironies, particularly fear of difference and all its consequence. Judith N. Condon Judith Condon 108 East Glenwood Ave.
Teacher Ed At UD Department of Education and Cultural Affairs, Office of teacher Educ. Certification700 Governors Drive Pierre, SD 575012291. (605) 773-3553, None. tennessee, http://www.udel.edu/teachered/stagen.htm
Teachers @ Work tennessee Office of teacher Licensing Career Ladder CertificationState Dept. of Education, Gateway Plaza 710 James Robertson Pkwy http://www.teachersatwork.com/cert.html
The Phonics Game & The Math Game - Educational Games & Toys BS, MS, in Elem. Ed. (currently working on ED.S) 1998 National Board Certifiedteacher - 1996 tennessee teacher of the Year - 1997 Fulbright Memorial Award http://www.games2learn.com/AdvisoryBoard.htm
Extractions: Carolyn has taught Kindergarten through Eighth grade and has 17 years of teaching experience. She currently teaches Title I Reading in Kindergarten through Seventh Grade. Carolyn has received the Woman of the Year Award along with numerous community awards throughout her 20 year career. DENISE GIDEON, M.A. Upland, California
