81. Ñandutí: Welcome To Early Foreign Language Learning! Notes, In connecticut, K8 FL teachers first need certification in 7-12 FL,then they take two add-on classes Language Acquisition and FLES Methods. http://www.cal.org/earlylang/ttprogs.htm

HOME Training Teacher Certification Workshops State Frameworks Video clips Teacher Certification Programs With the growing interest in implementing early foreign language programs in schools, the need for more qualified teachers is increasing. Consequently, there is a strong need for inservice and preservice programs to prepare early foreign language educators. Programs include such topics as methods for teaching languages to children, first and second language acquisition of children, teaching practicum, and other related topics. Browse this list to find available early foreign language teacher training programs in the Northeast region. This resource, categorized by state, is a preliminary compilation of the early foreign language teacher training programs in the Northeast states. If you would like your program listed or know of others, please contact us at nanduti@cal.org

82. Teacher Certification/Assessment/Educator Quality (Board Meeting Archives) teacher certification/Assessment June 2003 School Year 03-04 Membership of theState teacher certification Board teacher certification Board Appointments http://www.isbe.state.il.us/board/Archives/tchcert.htm

back to List of Topics Topic Educator Quality Teacher Certification/Assessment June 2003 - School Year 03-04 Membership of the State Teacher Certification Board Cover May 2003 - Approval of LBS I Certification Test Passing Score Cover May 2003 - Approval of Visiting International Teaching Certificate Cover March 2003 - Routes to Paraprofessional Qualification Cover February 2003 - Test Preparation for Paraprofessionals Cover February 2003 - State Teacher Certification Board Interim Secretary Appointment January 2003 - Paraprofessional Assessment Guidance and Timeline Cover Draft Guidance for Local Districts on Paraprofessional Assessments (Attachment 1) Paraprofessional Assessment Timeline (Attachment 2) "ParaPro" Assessment Information November 2002 - Alternative Routes to Teacher and Administrator Certification Update Cover Data: Illinois Alternative Certification Program September 2002 - Highly Qualified Teacher Guidance Document Cover Illinois Certification Requirements Related to NCLB Definition of Highly Qualified Teacher June 2002 - Teacher Certification Board Cover May 2002 - Standard Certificate Examination

83. State Support And Incentives 19 (Ashford, Mansfield, Storrs, Willington) Any teacher who holds National BoardCertification will be course and fees at the University of connecticut. http://www.nbpts.org/about/stateinfo.cfm?state=Connecticut

84. Archived: Promising Practices: Raising Licensing And Certification Standards connecticut also designed an alternate route program for prospective teachers enteringfrom must meet the requirements for professional certification. http://www.ed.gov/pubs/PromPractice/chapter4.html

A r c h i v e d I n f o r m a t i o n Promising Practices: New Ways to Improve Teacher Quality - September 1998 Raising Licensing and Certification Standards In recent years, as many as 50,000 people have entered teaching on emergency or substandard licenses because they lacked full qualification. Thirty percent of the math teachers in high schools do not even have a college minor in math. The figures for science are not much better. If teacher preparation programs, policies for state licensure (initial approval) and certification (endorsement for full teaching or teaching in certain areas), as well as school district hiring and evaluation practices have set low expectations for teachers, it is primarily because no standards existed to guide them. That is no longer true. Three parallel developments are pushing the teaching profession toward high standards, enveloping the teaching career from beginning to end in rigorous attention to quality. One development concerns pre-service education. As the teacher preparation section described, the National Council for Accreditation of Teacher Education (NCATE) requires institutions of higher learning seeking its seal of approval to ensure that their students know how to teach to the higher content standards being adopted by most states and that future teachers demonstrate their skills through performance assessments rather than through the traditional "seat time" accumulation of course credits. A second important way that standards are being raised is through initial licensure. Licensure is being transformed in at least 30 states into a true measure of a teacher's knowledge and skills. These states are members of the Interstate New Teacher Assessment and Support Consortium (INTASC), sponsored by the Council of Chief State School Officers. It is creating performance standards for the licensing of beginning teachers and is developing assessments that match the standards.

85. NEA Home Fortunately, new connecticut teachers are getting lots of help from their NEAstate affiliate to negotiate the high hurdles to state certification. http://www.nea.org/neatoday/0011/news16.html

Archive Reader Services November 2000 Cover Story s Taming the Paper Tiger News s Debate s Fighting VouchersIt's Everybody's Job s Where Teacher Quality Pays Off s Paying the Price for Professionalism s Rights Watch s Do'ers Profile s s Interview Learning s Innovators s s Reading s Inside Scoop s ESP On the Team s Tips for the Wired Classroom Departments s Letters s President's Viewpoint s My Turn s Health and Fitness s People s Money s Resources s In the Light Lane s Masthead News Where Teacher Quality Pays Off Through legislation won by NEA's Connecticut affiliate in 1986, teachers get decent pay in return for toughvery toughstandards. W hen Connecticut math teacher Elise Santoro enters Ridge-field High at 6:45 a.m., she isn't the first educator in the building. And when she has to leave at 3 p.m.instead of her usual later hourthe faculty parking lot is still mostly full. "We work long hours," Santoro says, "and we work over the summer, doing things like writing new courses or attending workshops. I remember when summers were free." But don't get Santoro wrong. This 23-year veteran absolutely loves teaching. And she's proud of her colleagues' dedication, the quality instruction they deliver, and their willingness to help new teachers.

86. Connecticut College - Education Department Teachers Portfolio Fair connecticut College Education Department Portfolio Fair. Melissa Tavares. Thejourney from college student to student teacher to certified teacher is an http://www.conncoll.edu/academics/departments/education/portfair.html

Education Home Faculty Major Requirements Courses Catalog Web-based Study Away Is Teaching ... Contact Education Connecticut College Education Department Portfolio Fair Melissa Tavares The journey from college student to student teacher to certified teacher is an exhilarating, rewarding, and exhausting one. It is impossible to complete the student teaching semester without significant changes in attitude, skills, and self-knowledge. To aid personal reflection on these changes, every student teacher creates a teaching portfolio as a chronicle of their semester's journey. Personal journal entries, e-mailed reflections, lesson plans, curriculum notes, observations of interactions with students, videotapes of teaching, photographs of classroom activities, and student work all go into what becomes a pictorial and textual account of the teacher each college student has become. Often newly certified teachers use their portfolios in job interviews in late spring or summer. Some choose to add to them through their first years of full-time teaching. Each May, graduates completing the requirements for early childhood, elementary, middle, music or secondary teacher certification exhibit their portfolios at a Portfolio Fair open to the College community and invited guests. Guests include parents, siblings, cooperating teachers, and area administrators. In addition to a proud celebration of work well done, some administrators use the fair as an opportunity to meet and review the work of potential candidates for employment.

87. Technology And Teacher Education Program The Certificate program is designed to invite preservice teachers and integrationcompetencies as defined within the connecticut teacher Technology Guidelines http://www.theccic.org/ttec_projects.shtml

Member Institutions Albertus Magnus College Connecticut College Fairfield University Lyme Academy Coll of Fine Arts Mitchell College Quinnipiac University Rensselaer at Hartford Sacred Heart University Saint Joseph College St. Vincent's College Teikyo Post University Trinity College University of Bridgeport University of Hartford University of New Haven Wesleyan University Yale University Connecticut Conference of Independent Colleges 342 North Main Street Suite 202 West Hartford, CT 06117 Phone: 860.236.0900 Fax: 860.236.0910 webmaster@theccic.org T-TEC Grant Funded Projects Quinnipiac University Sacred Heart University Southern Connecticut State University University of Connecticut ... Yale University Quinnipiac University Quinnipiac University will soon require all teacher candidates in its Masters of Art in Teaching program to create a technology-based portfolio. The portfolio will allow the student to demonstrate the national and state technology standards for teachers through a set of authentic performance tasks. The T-TEC funds will assist in the planning and design work, which is the critical first step toward implementation of the pilot phase of the technology-based portfolio requirement. Dean Cynthia Dubea Division of Education Quinnipiac University 275 Mount Carmel Ave.

88. NSDC - Staff Development Library: Policy And Advocacy - State Policy Update: Con Peter Behuniak, Chief, Bureau of certification and Professional Development ConnecticutState Department of Education Telephone (860) 7136969 teacher.cert@po http://www.nsdc.org/library/policy/stpolct.cfm

dqmcodebase = "/" Teaching Standards 1. Status: Has the state adopted Standards for Teaching? Yes 2. Name: What is the document called? Connecticut's Common Core of Teaching (CCT). 3. The Standards: What are the Standards? A 36-page document available on web site http://www.state.ct.us/sde/dtl/curriculum/currkey4.htm 4. Levels: Are the standards used to distinguish various degrees of certification/licensure? Initial certification, licensure, and recertification. 5. Source: What resources were used to prepare the standards? N/A 6. Responsibility: Under whose authority were the standards developed/adopted? Adopted by the State Board of Education in 1999. 7. Process: What processes were used? Hundreds of Connecticut educators participated in the numerous committees that developed both the foundational skills and competencies and discipline-specific professional teaching standards that comprise CCT. These development committees were comprised of classroom teachers, department chairpersons, curriculum specialists, principals, higher education faculty members, and other education professionals. 8. Uses? What are the various ways the state uses the standards?

89. The Two Graduate Education Majors This includes teachers with connecticut certification as well as thoseindividuals with lapsed or outof-state certifications. Some http://www.newhaven.edu/education/2majors.html

Teacher Certification (Major Code 727) Teaching requires dedication and commitment and, of course, a thorough knowledge base. Students entering the Teacher Certification Program are required to have a solid foundation in the liberal arts and sciences and a strong content major or area of concentration. We build upon these by providing coursework in pedagogy, coupled with supervised field experiences that allow students to put theory into practice. Candidates can complete the Master's Degree program as part-time students or in an intense full-time schedule of one year. After receiving the Master's Degree, students complete the certification program with 13 weeks of student teaching . Supervised internships , which begin in September or January, are available throughout Connecticut for full-time students. Those who do not become interns complete an individualized field study. Students choose from the following track options: Elementary (K-6) Secondary (7-12) in language arts, social studies, mathematics, physics, chemistry, biology, earth science, general science, or business Information sessions are held regularly throughout the year. Please attend one to find out more about the program or follow the link below:

90. AFT Connecticut Professional Development NBPTS for National Board certification, simply send Teachers interested in using candidatesubsidy funds Associate Education Consultant connecticut State Department http://www.cfepe.org/nbpts.htm

NEW The General Assembly passed a new act requiring the State Board of Education (SBE) to issue a Connecticut provisional or professional certificate, with an appropriate endorsement, to any teacher from another US possession or territory, the District of Columbia, or Puerto Rico who (1) applies; (2) holds a national board certification from an organization the education commissioner considers appropriate; and (3) has taught for at least three of the past 10 years in another state, US. possession or territory, the District of Columbia or Puerto Rico. The teacher must receive a provisional certificate if he/she has not completed 30 credits of qualifying coursework beyond a bachelor's degree. If he or she has the 30 credits, SBE must him/her a professional certificate. The National Board for Professional Teaching Standards (NBPTS) has announced that up to six semester hours of graduate credit in education could be awarded to thousands of teachers who have completed all requirements of the National Board Certification process and to those who complete the process in the future. This is as a result of an independent ACE review of the National Board Certification process. The American Council on Education (ACE) is the major coordinating body for higher education in the Untied States. For over 30 years, ACE credit reviews have been helping adults obtain college credit for courses and examinations taken outside college and university programs.

91. Schools And Libraries Schools connecticut Schools on the Web The ConneCT Kids is proud to offer the firstsearchable database for all connecticut schools on the web (approximately http://www.kids.state.ct.us/schools.htm

Schools Connecticut Schools on the Web The ConneCT Kids is proud to offer the first searchable database for all Connecticut schools on the web (approximately 1375 public and private schools). The purpose of this tool is to help improve our communications between schools and kids across our state. Includes district and board of education listings. Connecticut State Department of Education National Public School Locator School Sports or the UConn Huskies High School Hub Homework Helper More Links to Education ... Recycling in Connecticut Schools Featured School Websites New Featured School Websites Guidelines for Creating Successful School Websites Want some advice about how to create a good school website? New Guidelines Libraries Connecticut Libraries on the Web This is a database of Connecticut public libraries which currently have a web address. If your public library has a web site and has not been included, please send us an e-mail with the correct information. Connecticut State Library Connecticut Digital Library in Connecticut Library of Congress More Links for Libraries Higher Education Choosing a College? Check out

92. NFBC - The connecticut Department of Education web site has information regarding certificationand resources for potential teachers, including incentive grants for http://www.nfbct.org/html/tvifront.htm

The National Federation of the Blind of Connecticut Believe in the possibilities. Open the door of opportunity. By choosing to become a teacher of the visually impaired, you can make a positive difference in the life of a child. Become a hero for our visually impaired youth by helping them to reach their full potential. The National Federation of the Blind of Connecticut presents the following information and web resources for students or current educators considering a rewarding career as a teacher of the visually impaired (TVI). By choosing a career as a TVI, you'll enhance the educational experiences of visually impaired children by instilling self-confidence and determination through your own belief in their abilities. As a TVI, you'll have the opportunity to improve the lives of our blind and visually impaired youth, providing the necessary specialized instruction, support services, and encouragement to enhance the educational experiences of Connecticut's visually impaired children. In addition to the resources you'll find on these pages, the National Federation of the Blind of Connecticut offers the

93. AASL Task Force On Recruitment Questionnaire others, LMS is a first certificate and they would be considered a beginning levelteacher. connecticut Library Consortium connecticut Library Jobs http http://www.ctcema.org/recruit.html

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