MS Faculty And Staff List :: University School Of Nashville Amy Dortch, Science, 1993. adortch @usn.org. teacher Pages; teacherCertification, Belmont University. BS University of tennessee. Sibley http://www.usn.org/faculty_staff/middle_school_list.htm
Extractions: English Textbooks , 6/09/04, by Sarah. Heritage Enrichment Center Info , 6/09/04, by Vivien. Teaching vacancies , 6/06/04, by Tami . movin' to Tennessee to teach in high school! , 6/06/04, by cristina. movin' to Tennessee to teach in high school! , 6/06/04, by cristina. Any financial aid for foreign teacher seeking TN licensure? , 6/04/04, by Teacher. Re: How to get an administrative position? , 6/03/04, by Carol. Re: How to get an administrative position? , 6/02/04, by Jan. How to get an administrative position? , 6/02/04, by Carol. job posting in us and overseas and certification by state , 5/25/04, by al. Re: Teaching in TN , 5/22/04, by byw. SEVERAL AFSers still need fall placements (Call TODAY) , 5/22/04, by byw. Re: Teaching in TN , 5/20/04, by linda. Teaching in TN , 5/17/04, by Nicki. Teacher available!!!!!!! , 5/11/04, by Lamon Coleman. Living in Chattanooga? , 5/09/04, by Skip. WANT TO TEACH , 5/07/04, by TONYA.
NCLB Teacher Quality Promising Practices to provide a more rigorous certification experience Carolina, South Carolina, andTennessee, are collecting information about state teacher needs and http://www.nga.org/common/issueBriefDetailPrint/1,1434,5268,00.html
Extractions: NCLB: Teacher Quality Promising Practices NGA summary of promising state practices regarding No Child Left Behind's highly-qualified teacher provisions and links to more information. By the end of the 2005-06 school year, states must ensure that all teachers of core academic subjects are "highly qualified." In addition, starting in fall 2002, new teachers of core academic subjects in high-poverty schools must meet the definition of "highly qualified." Highly qualified teachers: States have developed policies and programs to address the barriers that have traditionally stood in the way of having a highly qualified teacher in every classroom. These initiatives include recruiting new teachers, ensuring teacher quality, promoting teacher retention, and collecting data about gaps in teacher quality. Recruit new teachers The California School Paraprofessional Teacher Training Program recruits paraprofessionals from the community and provides $3,000 for each participant to receive certification training. Seventy-five percent of the participants must work in high-poverty schools. By reducing unnecessary barriers into the teaching profession, including the creation of career ladders that enable paraprofessionals to become certified classroom teachers, states can maximize the number of new, highly-qualified teachers and meet the goal of having a highly-qualified teacher in every classroom.
Professional Teacher Certification And License Renewal the guesswork out of the teacher certification process to renew and maintain yourteaching certificate, and how http://www.professionalteacher.com/home/index.cfm?s=128.u0203942l.085z221420
NCLB Four State Definition Analysis though they have had some requirement waived for full state certification. 30, 2006,leaving three more years for unqualified teachers to populate tennessee. http://www.teachingquality.org/policy/esea/DefinitionAnalysis.htm
Extractions: Definition Analysis Key Highlights from the CenterÂ’s Initial Analysis of Four StatesÂ’ HQT Definitions Overall things to look for: Alabama Alabama sets the academic major requirement at 32 hours, with at least 19 of these being in upper division courses. This is a higher bar than some other states are setting.
Mid-South Instructional Technology Conference | 9th Annual licensure standards. As of November 2002, only 65 of the 57,000 teachersin tennessee had attained national board certification. One of http://www.mtsu.edu/~itconf/2004/presentations/helton.html
Extractions: Session Type - Lecture/Presentation The State Board of Education, the Tennessee Department of Education, and the Tennessee Board of Regents have established a partnership to enhance P-12 education, to assure that "No Child in Tennessee is Left Behind", to prepare teachers for the 21st century technological age, and to address the shortage of teachers in the state of Tennessee. Using online technology, teachers are able to obtain additional endorsements in areas such as Science, Math, and Special Education, complete a Master's of Education Degree, continue their professional development, and participate in online mentoring activities. This presentation will provide details regarding the collaboration that has resulted in the newly established Teacher Education component of the Regents Online Degree Program (RODP) that will enable teachers throughout the state of Tennessee to continue their professional growth and development in order to meet the challenges facing educators today.
Extractions: Buyers and Sellers of Education Research Introduction The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and to certify teachers who meet those standards. Teachers pay $2,300 to be evaluated by the NBPTS. They prepare a lengthy portfolio, make videotapes of themselves, and take an all-day written exam. Only fully licensed and experienced teachers may apply. States and school districts have offered powerful incentives, such as salary increases in the $5,000 to $7,500 per year range for successful applicants. As of January 2002, the NBPTS has certified 16,037 teachers in 19 areas of teaching. Over 20,000 more have applied. The NBPTS says certified teachers are "highly accomplished," and it anticipates that only 10% of all teachers will eventually be so designated. NBPTS standards are closely linked to the National Council for the Accreditation of Teacher Education's (NCATE) teacher training standards and the Interstate New Teacher Assessment and Support Consortium's (INTASC) teacher licensure standards. All are based on research, teacher opinion, and expert judgment; however, all reflect the same ideas about teaching that have dominated education for decades.
May 1st Briefing Featured Research ValueAdded Achievement Gains of NBPTS-Certified Teachersin tennessee A Brief Report (click title for full article). http://www.education-consumers.com/briefs/May2002.asp
Extractions: Search only in Teachers and Training : USA : Tennessee - K-Lea Gifford (Added: 4-Jan-2000) Leighanne Buchanan - Private and group yoga classes through out the Lebanon and Donelson area. (Added: 13-Mar-2002) Nancy Kirkland, R.Y.T. - Nancy Kirkland teaches yoga in the Iyengar tradition at The Yoga Room of Nashville. She started yoga at the age of 13 and continues to study regularly with senior Iyengar teachers. Classes have been offered at The Yoga Room since 1982 where you may also purchase a variety of yoga props. (Added: 25-Mar-2002) One 2 YOGA - One 2 YOGA Studio strives to make the health and wellness benefits of Hatha Yoga accessible to people of all ages and levels of flexibility. An intimate and non-competitive environment dedicated to "Bringing One 2 Yoga." (Added: 24-Jan-2001) Stone Door Yoga Retreat - The Stone Door Yoga Retreat is in historic Beersheba Springs near the state park.Expert instuction at low cost.All levels. Classes/workshops/retreats on all aspects of yoga and meditation.Our teachers are professionaly certified from a long lineage of yoga masters and are full time yoga practitioners. (Added: 8-Apr-2003) The Yoga Room of Nashville - Teaching yoga classes in the tradition of Mr. BKS Iyengar since 1982. Lovely, spacious and well-equipped studio. Additionally offering a 1,000 yoga teacher certification through the Southern Institute for Yoga Instructors.
Oklahoma Council Of Public Affairs Stone found that in tennessee, there was no discernable improvement in studentlearning when students were taught by National Boardcertified teachers. http://www.ocpathink.org/ViewPerspectiveStory.asp?ID=106
Extractions: Sullivan working to stem the flow of teachers to higher-paying systems January 16, 2004 By J.H. OSBORNE BLOUNTVILLE - Sullivan County schools are losing teachers to higher-paying systems at a rapid rate, and an effort is under way to prompt the Sullivan County Commission to do something about it. Specifically, a resolution being discussed by commissioners calls on the commission to work "to alleviate and resolve the financial crisis confronting public education and to seek other sources of revenue" for the Sullivan County school system. It asks that the commission do so "in unison and cooperation with" the Sullivan County PTA. Commissioner Dennis Houser, chairman of the commission's Education Committee, said Sullivan County has lost between 90 and 100 teachers in the past two years. Many of those found work in neighboring counties and local city systems where the pay is better, Houser said. "The picture I paint is not going to be too rosy," Houser said as he began to describe what he said is the situation with school system funding. "I had no idea ... that education in Sullivan County was in as bad a shape as it was," he said. In addition to the struggle to keep teachers, Houser said the school system has had to deal with reduced benefits for some staff, the elimination of professional leave, the removal of electrical appliances from classrooms, and - like other departments - increased insurance costs. All, he said, in the name of efficiency and budget cuts.
April 13, 2004 - ResearchBrief The ValueAdded Achievement Gains of NBPTS-Certified Teachers in TennesseeA Brief Report (Education Consumers Clearinghouse). Synthesis http://www.ascd.org/publications/researchbrief/volume2/v2n8.html
Extractions: How Effective Are National Board-Certified Teachers? Are teachers who achieve National Board for Professional Teaching Standards certification more effective than their noncertified peers? Despite strong general support for NBPTS certification from teachers' organizations, unions, and policymakers, as well as support from researchers looking at teacher behaviors and competencies, critics have claimed that there is no evidence that NBPTS-certified teachers are more effective than their peers in improving students' academic achievement ( Stone , 2000), that the certification process is costly and time-intensive, and that the process focuses too much on inputs rather than outcomes ( , 2000). This latter study helps resolve the debate by focusing on the academic value added by Board-certified teachers. Dan Goldhaber and Emily Anthony conducted the study highlighted in this issue of ResearchBrief (see below Initial analysis showed that students of NBPTS-certified teachers did score higher in reading and math than students of non-NBPTS-certified teachers. Students of teachers undergoing the certification process at the time had scores similar to those of students of non-NBPTS-certified teachers. The improvement in achievement was not affected by controls for teacher performance on licensure exams or teaching environment, suggesting that the NBPTS process does accurately identify effective teachers. Although teacher effect was positive at all grade levels in both math and reading, NBPTS-certified teachers' greatest impact was on economically disadvantaged students and younger students (students in 3rd grade) and achievement in math.
