Teacher Certification

Teacher Certification Alternative Certification for Teachers Assessment for National Teacher Certification National Board for Professional Teaching Standards--Update So You Want To Be a Teacher ESL Teacher Certification

ED398228 SP036880 Requirements for Certification of Teachers, Counselors, Librarians, Administrators for Elementary and Secondary Schools. 61st Edition, 1996-97. Tryneski, John, Ed. 1996 245p.; For 60th edition, see SP 036 640. ISBN: 0-226-81317-7 ISSN: 1047-7071 Available From: University of Chicago Press, 11030 South Langley Avenue, Chicago, IL 60628 ($35). Document Not Available from EDRS. Document Type: BOOK (010) This publication offers an update in concise form of pertinent information for teachers, administrators, librarians, counselors, and other school personnel on certification requirements. Recommendations of regional and national associations regarding school staff responsibilities and school policies are presented, as well as current addresses for sources of information regarding teacher applications in the United States and its territories. Certification requirements are listed for each of the 50 states and the District of Columbia. An appendix provides the address of the state department of education of each state. (CK) Descriptors: Academic Standards; *Administrator Qualifications; *Counselor Certification; Elementary Secondary Education; *Librarians; *Media Specialists; State Departments of Education; *State Standards; *Teacher Certification Identifiers: United States EJ535322 CE530239 The Toughest Test. Sumner, Anna Techniques: Making Education and Career Connections, v71 n9 p28- 31,65 Jan 1997 ISSN: 1901-210X Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) A middle school technology teacher describes the process of obtaining certification from the National Board for Professional Teaching Standards, including documentation of professional development and service; submission of student work samples and videotaped vignettes of teaching and learning; and preparation of an unedited videotape of a lesson. (SK) Descriptors: *Standards; *Teacher Certification; *Teacher Qualifications; Videotape Recordings; Vocational Education Teachers Identifiers: *National Standards EJ534075 EA532719 National Board Certification and the Teaching Profession's Commitment to Quality Assurance. Bunday, Mary Catherine; Kelly, James A. Phi Delta Kappan, v78 n3 p215-19 Nov 1996 ISSN: 0031-7217 Document Type: EVALUATIVE REPORT (142); JOURNAL ARTICLE (080) Now a major force in national reform efforts, the National Board for Professional Teaching Standards was established in 1987 to set high, rigorous standards for what accomplished teachers should know and practice and to certify teachers via performance-based assessments. National Board Certification, which complements state licensing, helps empower teachers through mentoring and school restructuring projects (MLH) Descriptors: *Accrediting Agencies; Elementary Secondary Education; *Evaluation Criteria; *Standards; *Teacher Certification; *Teacher Empowerment Identifiers: *National Board for Professional Teaching Standards; Quality Assurance; Teacher Leadership EJ534074 EA532718 New Models for State Licensing of Professional Educators. Scannell, Marilyn; Wain, Judith Phi Delta Kappan, v78 n3 p211-14 Nov 1996 ISSN: 0031-7217 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Since 1970, 12 states (California, Oregon, Minnesota, Nevada, Iowa, Kentucky, Georgia, Indiana, Wyoming, West Virginia, North Dakota, and Hawaii) have created autonomous boards directly accountable to legislatures to control standards and practices for education professionals. These boards are establishing rigorous academic and professional licensing standards. Minnesota and Indiana standards boards are model programs. (MLH) Descriptors: Elementary Secondary Education; *Models; Program Descriptions; Role Models; *Standards; *State Licensing Boards; *Teacher Certification; *Teacher Education Identifiers: *Indiana; *Minnesota; Quality Assurance EJ534073 EA532717 Standards for Teachers: Potential for Improving Practice. Ambach, Gordon Phi Delta Kappan, v78 n3 p207-10 Nov 1996 ISSN: 0031-7217 Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) The Interstate New Teacher Assessment and Support Consortium is engaged in a multistate effort to craft model teacher licensing standards. Preparation programs must be redesigned to ensure that all candidates have developed a strong foundation of content and pedagogical knowledge, can demonstrate this knowledge in practice, and have exhibited desired teaching knowledge and skills. (MLH) Descriptors: Beginning Teachers; Educational Change; Elementary Secondary Education; *Interstate Programs; *Standards; *State Boards of Education; *Teacher Certification; *Teacher Qualifications Identifiers: *Interstate New Teacher Assess And Support Consort; *Quality Assurance ED399727 EC305058 What Every Special Educator Must Know: The International Standards for the Preparation and Certification of Special Education Teachers. Second Edition. 1996 154p.; For the first edition, see ED 387 958. ISBN: 0-86586-287-7 Available From: Council for Exceptional Children, 1920 Association Drive, Reston, VA 20191 (Stock No. R5128R, $14.30 nonmember; $10 member). EDRS Price - MF01/PC07 Plus Postage. Document Type: POSITION PAPER (120) This document presents revised comprehensive standards and guidelines for the preparation and certification of special educators and for practice as special educators, developed by the Council for Exceptional Children (CEC). Part 1 provides the CEC's Code of Ethics for Professional Practice for Educators of Persons with Exceptionalities and CEC's Standards for Professional Practice. Part 2 presents the CEC's International Standards for Entry into Professional Practice. Standards for knowledge and skills essential for all beginning special education teachers are outlined first, followed by knowledge and skills for special education teachers working with students with hearing impairments, emotional and behavior disorders, gifts or talents, learning disabilities, mental retardation and developmental disabilities, visual impairments, and physical and health disabilities. The knowledge and skills needed for early childhood programs are also outlined. Part 3 provides guidelines for CEC approval of special education professional preparation programs in the same areas. The items in Parts 2 and 3 are coded by area, topic, and knowledge or skill in order to provide a framework for creating a searchable database of knowledge and skills items. Space is provided next to each item for citing course numbers or other descriptions of where the knowledge or skill is covered in a curriculum or continuing education program. (CR) Descriptors: Beginning Teachers; Codes of Ethics; *Disabilities; Early Childhood Education; Elementary Secondary Education; Inservice Teacher Education; *Knowledge Base for Teaching; *Preservice Teacher Education; *Special Education Teachers; *Standards; *Teacher Certification; Teacher Competencies; Teaching Skills Identifiers: *Council For Exceptional Children EJ521325 CS751472 Dear NBPTS: Do We Need another Testing Company? Myers, Miles Voices from the Middle, v2 n4 p48-53 Nov 1995 Special issue: National Certification. Published by Natl. Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. ISSN: 1074-4762 Document Type: PROJECT DESCRIPTION (141); POSITION PAPER (120); JOURNAL ARTICLE (080) Argues that in its testing procedures, announcements of results, and methods of review, the National Board for Professional Teaching Standards is becoming a testing company when it should be becoming a professional certification agency. Discusses standards-based scoring, local certification versus national certification, individual applications versus collective development, test results versus career steps, and generative norms versus test results. (SR) Descriptors: Elementary Secondary Education; English Teachers; *Professional Development; *Standards; *Teacher Certification; *Teacher Evaluation; *Teaching (Occupation); Test Results Identifiers: *National Board for Professional Teaching Standards EJ521323 CS751470 Some Questions about National Board Certification. McDonald-O'Brien, Pat Voices from the Middle, v2 n4 p42-44 Nov 1995 Special issue: National Certification. Published by Natl. Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. ISSN: 1074-4762 Document Type: PROJECT DESCRIPTION (141); POSITION PAPER (120); JOURNAL ARTICLE (080) Presents the experiences, questions, and concerns of a teacher who served as a scoring assessor, evaluating the planning and teaching exercises submitted by teachers in the field test for National Board Certification in the Early Adolescence/English Language Arts Assessment. (SR) Descriptors: Elementary Secondary Education; English Teachers; Standards; *Teacher Certification; *Teacher Evaluation; *Teaching (Occupation) Identifiers: *National Board for Professional Teaching Standards EJ521319 CS751466 A Practical Guide to Teacher Assessments. Petrosky, Anthony; Bishop, Ellen Voices from the Middle, v2 n4 p30-32 Nov 1995 Special issue: National Certification. Published by Natl. Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. ISSN: 1074-4762 Document Type: POSITION PAPER (120); JOURNAL ARTICLE (080) Sketches three criteria for thinking about an assessment of teaching. Discusses assessment versus professional development, and argues that even if assessment of teaching is only a test, intended to separate the "accomplished" from the "unaccomplished," then it is not a vehicle for reform or change or professional development, but simply another externally initiated accountability test. (SR) Descriptors: Elementary Secondary Education; English Teachers; *Instructional Improvement; *Politics of Education; *Professional Development; Standards; *Teacher Certification; *Teacher Evaluation Identifiers: *National Board for Professional Teaching Standards EJ511479 CS750535 National Certification of Teachers. Reising, Bob Clearing House, v68 n6 p332-33 Jul-Aug 1995 ISSN: 0009-8655 Available From: UMI Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Discusses national teacher certification efforts by the National Board for Professional Teaching Standards (NBPTS). Notes responses from governors, school districts, and in educational journals, and mentions three booklets available from NBPTS headquarters. (SR) Descriptors: *Educational Quality; Elementary Secondary Education; *National Competency Tests; Program Descriptions; *Teacher Certification Identifiers: *National Board for Professional Teaching Standards ED381502 SP035872 National Standards for Teachers. Shapiro, Barbara C. Streamlined Seminar, v13 n4 Feb 1995 Feb 1995 5p. ISSN: 0735-0023 Available From: Educational Products, National Association of Elementary School Principals, 1615 Duke St., Alexandria, VA 22314 (single copies, $2.50; 10 or more copies, $2 each; Virginia residents add 4.5% sales tax). EDRS Price - MF01/PC01 Plus Postage. Document Type: SERIAL (022) The mission of the National Board for Professional Teaching Standards (NBPTS) is to strengthen teaching in order to improve schools. There has been general agreement that a national certification system that could reliably identify teachers who meet high and rigorous standards would command the respect of the profession and public. The NBPTS has developed a certification process which is voluntary, signifies highly accomplished teaching based on a specific set of professional criteria, is uniform across the country, and was developed by educators for educators. National Board Certification involves meeting field-specific standards, completing a performance-based assessment process, and participating in continuing education and ongoing professional development. National Board Certification gives principals a fair means of identifying and recognizing accomplished teachers. Principals can look to Board-certified teachers to provide collegiate opportunities for growth and change. Another activity would use certified teachers as resources for new candidates. Evidence of increasing support for NBPTS accomplishments is described, and ways in which principals can support NBPTS efforts are noted. (JDD) Descriptors: Educational Improvement; Elementary School Teachers; Elementary Secondary Education; Higher Education; National Programs; *Professional Development; Secondary School Teachers; *Standards; *Teacher Certification; *Teacher Evaluation; Teaching Experience Identifiers: *National Board for Professional Teaching Standards EJ502319 SP524030 Assessing America's Best and Brightest Teachers: The National Board for Professional Teaching Standards. Shapiro, Barbara C. Professional Educator, v17 n1 p41-48 Fall 1994 Available from Auburn Univ., College of Education, 3084 Haley Ctr., Auburn, AL 36849-5218. ISSN: 0196-786X Document Type: PROJECT DESCRIPTION (141); JOURNAL ARTICLE (080) Discusses the National Board for Professional Teaching Standards system of National Board Certification and the effect of the performance-based assessment on teaching and education. The article offers a rationale for National Board Certification, describes three general components (standards, assessment, and professional development), and examines implications for teacher education. (SM) o Descriptors: Elementary Secondary Education; Evaluation Methods; Higher Education; Mentors; *National Competency Tests; Preservice Teacher Education; Professional Development; *Teacher Certification; *Teacher Competencies; *Teacher Competency Testing; Teacher Evaluation; Teacher Improvement; Teacher Qualifications Identifiers: *National Board for Professional Teaching Standards; *National Teacher Certification

ED403245 SP037105 Enhancing Professional Practice: A Framework for Teaching. Danielson, Charlotte 1996 311p. ISBN: 0-87120-269-7 Available From: Association for Supervision and Curriculum Development, 1250 N. Pitt St., Alexandria, VA 22314-1453 (ASCD Stock No. 196074, $16.95 members; $19.95 nonmembers). EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Document Type: BOOK (010); PROJECT DESCRIPTION (141) Target Audience: Teachers; Practitioners The framework for teaching described in this book is based on PRAXIS III: Classroom Performance Assessments criteria developed by the Educational Testing Service. This framework identifies those aspects of a teacher's responsibilities that have been documented through empirical studies and theoretical research as promoting improved student learning. These responsibilities seek to define what teachers should know and be able to do in the exercise of their profession. In this framework, the complex activity of teaching is divided into 22 components clustered into four domains: planning and preparation, classroom environment, instruction, and professional responsibilities. This framework of professional practice is designed to meet the needs of novice teachers concerned with day-to- day survival, experienced teachers wanting to improve their effectiveness and help their colleagues do so as well, and highly accomplished teachers wanting to move toward advanced certification and serve as a resource to less-experienced colleagues. Evaluation criteria are provided for each domain and its components; instead of rating specific behaviors, these criteria refer to a set of commonalities that reflect or support actions. (Contains 80 references.) (JLS) Descriptors: Beginning Teacher Induction; *Classroom Environment; Elementary School Teachers; Elementary Secondary Education; Evaluation Methods; *Noninstructional Responsibility; Performance Based Assessment; Planning; Secondary School Teachers; *Teacher Effectiveness; *Teacher Evaluation; Teaching (Occupation); Teaching Experience; *Teaching Methods Identifiers: *Praxis Series ED390808 SP036364 A Comparison of the Content Mastery Examination for Educators (CMEE) and the Praxis I Academic Skills Assessment for Initial Certification of Montana Educators. Morton, Claudette 1994 20p.; For a related document, see SP 036 363. EDRS Price - MF01/PC01 Plus Postage. Document Type: EVALUATIVE REPORT (142) This comparative study was conducted in preparation for selecting a successor to the National Teachers Examination (NTE) for initial certification of Montana educators. The paper begins by discussing the background of using teacher competency tests in Montana, and examining demographic data on Montana students and certified teachers. Then, the Basic Skills and Pedagogy Tests of the Content Mastery Examination for Educator (CMEE), offered by National Computer Systems, and two versions of Praxis I Academic Skills Assessments and Pre-Professional Skills Tests (PPST) offered by the Educational Testing Service, are compared. The two sets of tests are examined in terms of five questions: (1) the knowledge, skills, and concepts the tests measure; (2) cost to new teachers; (3) whether these tests should be offered on computers and how would that impact costs; (4) what must be done to validate and implement the new test; and (5) why Montana is mandating a teacher competency test. A concern expressed is the need to include American Indians in the development and validation of the tests. The findings of the comparison indicate that there is more reliance on tests that demonstrate utilization of knowledge, such as essays to assess writing, and less reliance on tests with discrete bits of knowledge. Only one company offers a multiple choice pedagogy test, but with the caveat that there is no assurance that the person who passes the test will be a good teacher. Based on the concept that a teacher's performance will have to be evaluated when he/she is actually teaching, the Praxis Series has added a performance test to assess teaching ability. Finally, since the ETS has removed all deadlines associated with phasing out any NTE tests, the results of the study suggest that Montana keep the NTE Core Battery in place while continuing to evaluate the Praxis Series. (Contains 13 references.) (ND) Descriptors: American Indians; Beginning Teachers; Comparative Analysis; *Criterion Referenced Tests; Cultural Awareness; Elementary Secondary Education; Measures (Individuals); *National Competency Tests; Standardized Tests; Teacher Certification; *Teacher Competencies; *Teacher Competency Testing; *Teacher Evaluation; Teaching Skills Identifiers: *Content Mastery Examinations For Educators; Montana; National Teacher Examinations; *Praxis Series ED390807 SP036363 With the Phasing Out of the NTE, Do Either the Content Mastery Examinations for Educators (CMEE) or the "Praxis Series" Meet the Requirements of a Competency-Based Assessment for Beginning Teachers in Montana? A Report to the Board of Public Education, State of Montana. Rose, Ernest 21 Jul 1994 15p.; For a related document, see SP 036 364. EDRS Price - MF01/PC01 Plus Postage. Document Type: EVALUATIVE REPORT (142) This paper reports on an independent review of two examinations designed to assess teacher competencies: the Praxis Series and the Content Mastery Examinations for Educators (CMEE). The review was ordered by the Montana Department of Public Education in order to decide which battery of tests would replace the National Teacher Examination (NTE). The paper, which is a point-by-point examination of the Praxis Series and the CMEE, covers: (1) a general description of each examixnation; (2) test content; (3) accommodation for people with disabilities; (4) development; (5) technical and psychometric aspects (validity, bias, reliability, and score reporting); (6) strengths and weaknesses; and (7) a discussion of each test series. The paper concludes with a general discussion on the role of assessment of knowledge and skills in various professions. Findings of the study indicate that the CMEE and the Praxis Series are both appropriate assessment batteries; both have been developed and studied to assure validity and reliability. However, during the study, while technical assistance was readily available from the National Computer System staff regarding CMEE, getting information on the Praxis Series from Educational Testing Service was more cumbersome. The study concludes that assessment of knowledge of candidates for teaching certificates must serve the state (representing the children) and the teaching profession by assisting to certify only qualified candidates. The process should be kept simple and efficient for candidates, assessing the areas the state and profession deem necessary, and variables such as score reporting, cost, and accessibility ought to be considered when making decisions on assessment instruments. (ND) Descriptors: Beginning Teachers; Elementary Secondary Education; Mastery Tests; Measures (Individuals); *National Competency Tests; Standardized Tests; State Programs; *Teacher Certification; *Teacher Competencies; *Teacher Competency Testing; *Teacher Evaluation; Teaching Skills Identifiers: *Content Mastery Examinations For Educators; Montana; National Teacher Examinations; *Praxis Series EJ457774 HE530910 New Teacher Exams Unveiled after Three-Year Wait. Hawkins, B. Denise Black Issues in Higher Education, v9 n25 p7,9-10 Feb 11 1993 ISSN: 0742-0277 Available From: UMI Document Type: JOURNAL ARTICLE (080); PROJECT DESCRIPTION (141) The National Teachers Examination, criticized for cultural bias, is being replaced in many states by the "Praxis Series: Professional Assessments for Beginning Teachers." The new assessment focuses on portfolios and classroom style and includes evaluation of basic skills (in the sophomore year), subject area knowledge (on completion of college) and teaching style (while teaching). (MSE) Descriptors: *Black Education; *Culture Fair Tests; Elementary Secondary Education; *Entry Workers; Higher Education; *Licensing Examinations (Professions); *Teacher Certification; *Teacher Qualifications Identifiers: National Teachers Examination; *Praxis Series ED395977 TM025115 Formative Studies of Praxis III: Classroom Performance Assessments-- An Overview. The Praxis Series: Professional Assessments for Beginning Teachers. Myford, Carol; And Others Jun 1993 252p. EDRS Price - MF01/PC11 Plus Postage. Document Type: REVIEW LITERATURE (070); EVALUATIVE REPORT (142); TEST, QUESTIONNAIRE (160) The Educational Testing Service is developing a new generation of teacher assessments--the Praxis Series: Professional Assessments for Beginning Teachers. The assessment series consists of three components. An academic skills component will assess the candidate's basic academic and enabling skills. Subject assessments will test the candidate's grasp of subject matter. Classroom performance assessments (Praxiss III) will assess the candidate's application of knowledge in an actual classroom setting. This document describes a series of eight formative studies that were conducted during the development of Praxis III. Research efforts were targeted in: (1) field testing the various data-collection instruments; (2) examination of the processes and strategies involved in retrieving, coding, and evaluating teacher performance data; and (3) an Secondary School Teachers; Teacher Certification; Teacher Education; Teacher Evaluation; Teacher Qualifications; Teacher Shortage; *Teaching (Occupation) Identifiers: *National Teacher Examinations

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QUESTION/PROBLEM: Teacher Certification

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