Killexams BCB-Analyst questions and answers with Free sample questions.

killexams.com BCB-Analyst Exam Braindumps comprises of Complete Pool of Questions and Answers with questions and answers confirmed and tried alongside references and clarifications (where relevant). We want to make you alright with your Board Certified Behavior Analyst (BCBA) information that you see all tips and deceives with our BCB-Analyst Practice Questions.

BCB-Analyst Board Certified Behavior Analyst (BCBA) learn | http://babelouedstory.com/

BCB-Analyst learn - Board Certified Behavior Analyst (BCBA) Updated: 2024

Kill your BCB-Analyst exam at first attempt!
Exam Code: BCB-Analyst Board Certified Behavior Analyst (BCBA) learn January 2024 by Killexams.com team

BCB-Analyst Board Certified Behavior Analyst (BCBA)

The Board Certified Behavior Analyst® (BCBA®) is a graduate-level certification in behavior analysis. Professionals certified at the BCBA level are independent practitioners who provide behavior analysis services.



BCBAs may supervise the work of Board Certified Assistant Behavior Analysts® (BCaBAs®), Registered Behavior Technicians™ (RBTs®), and other professionals who implement behavior-analytic interventions.



Initial BCBA certification indicates that an individual has met entry-level standards for practice as a behavior analyst. The purpose of the BACBs continuing education (CE) requirement is to ensure that BCBA certificants engage in activities that will expand their behavior-analytic skills beyond the requirements for initial certification, and help them stay up-to-date on developments in the profession.
Board Certified Behavior Analyst (BCBA)
Certification-Board Certified learn

Other Certification-Board exams

BCBA Board Certification in Business Valuation (BCBA)
CDL Commercial Drivers License
DMV Driver Motor Vehicle
FSOT Foreign Service Officer Test
ICTS Illinois Certification Testing System
ISEE Independent School Entrance Examination
MTEL Massachusetts Tests for Educator Licensure
NCE National Counselor
SBAC Smarter Balanced Assessment Consortium
STAAR State of Texas Assessments ofAcademic Readiness
BCB-Analyst Board Certified Behavior Analyst (BCBA)
ABCTE American Board for Certification of Teacher Excellence Exam
ABFM Family Medicine Board Certification Exam
ABPN-VNE American Board of Psychiatry and Neurology - Vascular Neurology Exam
CSLE National-Interstate Council Cosmetology Licensing Exam
NAB-NHA Nursing Home Administrator (NAB)
NCC Certified in NeuroCritical Care (ABEM)
NLN-PAX Nursing School Entrance Test
NRP Nationally Registered Paramedics (EMT)
RACP Royal Australasian College of Physicians exam (FRACP)
TCRN Trauma Certified Registered Nurse Exam

We are notified that an imperative issue in the IT business is that there is unavailability of significant worth prep materials. Our exam preparation material gives all of you that you should take an certification exam. Our BCB-Analyst BCB-Analyst exam will deliver you exam question with confirmed answers that reflect the genuine exam. We at killexams.com are made plans to empower you to pass your BCB-Analyst exam with high scores.
Certification-Board
BCB-Analyst
Board Certified Behavior Analyst
https://killexams.com/pass4sure/exam-detail/BCB-Analyst
Question: 165
The group instruction tasks involved several discriminations in a particular order. Select the
order that the tasks followed:
A. Auditory-auditory discrimination, auditory-visual discrimination, successive conditional
discrimination
B. Auditory-visual discrimination, auditory-auditory discrimination, successive conditional
discrimination
C. successive conditional discrimination, auditory-visual discrimination, auditory-auditory
discrimination
D. Auditory-auditory discrimination, auditory-auditory discrimination, auditory-visual
discrimination
Answer: B
Question: 166
Group instruction tasks:
A. Required progressively more difficult discriminations
B. Required progressively less difficult discriminations
C. Required no discrimination until task 3
D. Required Discrimination in tasks 1 and 2 only
Answer: B
Question: 167
The four domains of ABA should be:
A. Practiced separately
B. integrated
C. Used within service delivery
D. Inform EAB
Answer: B
Question: 168
The best way to perform a direct assessment might be to:
A. Interview the client
B. Interview the clients teachers
C. Observe the client in his classroom
D. Take abc data on the client's behavior in an observation room
Answer: C
Question: 169
A director of an Autism agency hears about a study that may define a new method for treatment
for picky eating at an ABA conference. She immediately instructs her supervisors to
implement new procedures within the agency that follow the guidelines that she saw in the
poster session. What is missing in this directors approach?
A. The director should first discuss changes with supervisors in the field.
B. Instead of making changes based on one study, the director might seek to replicate the study
with a few clients before changing agency policy.
C. The director should ask parents how they feel about making changes.
D. The director should not seek to change policy based on one study alone.
Answer: B
Question: 170
Sarah's mother takes Sarah on an outing to the park. Her therapist has been working with Sarah
on two-way conversation. However, when another child approaches Sarah and asks, "What's
your name", Sarah hides. Sarah's mother is disappointed and thinks that her therapy sessions
must not be working. What should the therapist explain to Sarah's mother?
A. That they just need to practice more.
B. That in order for Sarah to learn to converse with her peers she needs to learn to discriminate
between her peers.
C. That they should do therapy sessions at the park so that the therapist can assist in the skill
being practiced in the natural setting for generalization.
D. That Sarah is not answering because she is "Shy", and she should have more playdates
arranged for her.
Answer: C
Question: 171
Sarah, a behavior therapist, has found out about the website "Starfall". She thinks its great that
a computer game looks like it could teach kids to read. However, when she introduces the
game to Zoe, a child with autism, Zoe likes the game but instead of following the instructions
she only clicks on the buttons that make funny noise. What is the problem?
A. Zoe doesn't want to learn to read.
B. The buttons on the game are not arranged to provide contingent reinforcement.
C. Sarah should look into a game that is made for children with Autism.
D. Sarah could control the mouse button for Zoe so that Zoe follows along the proper sequence
and Samantha can provide the reinforcing sounds of the buttons contingent upon correct
responding.
Answer: B
Question: 172
It is policy that "in an emergency" a child who is out of control may be brought to a designated
"safe room" to tantrum until he or she settles down. Sam has been brought to this safe room
everyday for the past two weeks. Is this an ethical practice?
A. Yes, this policy keeps the other children safe while also providing the tantrumming child
time and space to calm down.
B. Yes, this policy is much better than restraining a child, as restraint is illegal.
C. No, the policy states that this procedure should only be used in an emergency, and an
ongoing situation should have adequate intervention to avoid use of emergency strategies.
D. Yes, the policy indicates that this procedure should be used in an emergency, and dangerous
tantrums are treated like emergency situations.
Answer: C
Question: 173
Beth, a latest graduate in Behavior Analysis who has just passed her BCBA exam, is asked to
provide treatment privately to a child who has Autism. Beth would really like to take this
opportunity. Should she?
A. No, she doesn't have enough experience yet.
B. Maybe, it depends on whether Beth can provide an ethical service and stay connected
C. with others in her field.
D. No, this business is too risky and complicated. Beth could get sued for malpractice and lose
her certification.
E. Yes, she has the opportunity to start her own practice
Answer: B
Question: 174
A teacher in a kindergarten classroom decides to deliver out yellow candies to children who
complete their desk work in under 15 minutes. Some children follow along and compete their
work eagerly. Others remain uninterested in their desk work and intermittently chat with
friends or doodle in their workbooks during desk work time. The teacher, frustrated, tells her
friend that positive reinforcement just doesn't work for stubborn "bad" kids. What is wrong with
this teachers methods?
A. The teacher did not deliver out the candy quickly enough.
B. The teacher did not do a reinforcer assessment.
C. The teacher did not deliver clear instructions.
D. The children have along history of disobedience and so will take longer to catch on.
Answer: B
Question: 175
A behavior interventionist has been given goldfish crackers and water as "reinforcers" for a
child with Autism. The therapist knows that the goldfish crackers are probably not going to
remain effective for an entire 20 minute sitting with the child, and what good is water? What
can this BII do to increase the effectiveness of the tools she has been provided?
A. deliver the child one cracker at a time, to try to limit satiation.
B. Intermittantly provide water to the child.
C. Provide either goldfish or water as a choice to the child contingent upon correct responding.
D. Switch between providing a drink of water and then 5 goldfish crackers contingent upon
correct responding.
Answer: D
Question: 176
Type question hereWhat form of reinforcement is considered responsible for the establishment
of language in infants and young children?
A. Conditioned reinforcement
B. Automatic reinforcement
C. Unconditioned reinforcement
D. A, B, C
Answer: D
For More exams visit https://killexams.com/vendors-exam-list
Kill your exam at First Attempt....Guaranteed!

Certification-Board Certified learn - BingNews https://killexams.com/pass4sure/exam-detail/BCB-Analyst Search results Certification-Board Certified learn - BingNews https://killexams.com/pass4sure/exam-detail/BCB-Analyst https://killexams.com/exam_list/Certification-Board 15 Certification Programs for Careers That Pay Well No result found, try new keyword!Some organizations, like the North American Board of Certified Energy Practitioners ... study program and take the exam for certification online. Learn more about landscaper and groundskeepers. Wed, 28 Dec 2022 01:58:00 -0600 https://money.usnews.com/careers/articles/certificate-programs-that-pay-well National Board Certified teachers surprised by top ECISD brass

Top Ector County ISD officials surprised five teachers Monday to congratulate them on achieving National Board for Professional Teaching Standards certification.

ECISD teachers have been fortunate to have a grant provided for the cost of certification and support through the process. Through a multi-year, multi-million dollar grant, the Permian Strategic Partnership provides over $3,000 dollars per candidate to pay for component submissions and support, a news release said.

National Board Certified teachers, their certificate area and campus are:

  • Niki Bradshaw, Exceptional Need Specialist (special education), Buice Elementary
  • Robert Brescia, history/social studies, Permian High School
  • David Cupp, Exceptional Needs Specialist (GT), Advanced Academics
  • Christi Nickels, generalist – middle childhood, Cavazos Elementary
  • Shelly Wagner, English Language Arts-Adolescence to Young Adulthood, OCTECHS

The certification is the “gold standard” of teacher certification. National Board Certified Teachers (NBCT) must demonstrate standards-based evidence of the positive effect they have on student learning. They must exhibit a deep understanding of their students, content knowledge, use of data, assessments and teaching practice. They must also show that they participate in learning communities and provide evidence of ongoing reflection and continuous learning, a news release said.

Created by teachers, for teachers, the National Board of Standards represents a consensus among educators about what accomplished teachers should know and be able to do. Board certification is available in 25 certificate areas spanning 16 disciplines from Pre-K through 12th grade.

National Board Certification was designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide. Research shows that students taught by NBCT’s show more growth than students taught by non-NBCT’s. It is the most respected professional certification available in K-12 education. Achieving the designation of National Board Certified Teacher, is a two year process and allows the NBCT’s to be eligible for an “Acknowledged” designation on their Texas teaching certificate. With the “Acknowledged” designation comes Teacher Incentive Allotment of $3,000 to $9,000.

Visiting Cupp at George H.W. New Tech Odessa, Superintendent Scott Muri said board certified teachers are among the best in the country. Muri said the process is very rigorous.

“This weekend, the National Board released their latest group and we have five. David is one of the five in ECISD. We’ve had none. These are the first five, so definitely a pioneer. Congratulations! Job well done,” Muri said.

Cupp was given a sign noting that he is a newly minted National Board Certified Teacher, balloons and some goodies that all say National Board Certified Teacher.

Cupp and the other teachers will be recognized at the ECISD Board of Trustees meeting at 6 p.m. Tuesday.

He is in his ninth year with the district and with the Advanced Academics department since 2020. He was previously at Alamo STEAM Academy.

With Advanced Academics, Cupp travels to help kindergarten, first and second grade teachers and their gifted students.

The process of getting National Board certification started in 2021, so the journey has taken about two years.

“I submitted in 2022 and I did two components. … Then last school year, I did components three and four so then I’ve just been waiting seven months until this weekend,” Cupp said.

Achieving his goal hasn’t quite sunk in yet.

“It’s an honor because I know it’s a lot. Not everyone gets approved or certified,” Cupp said.

He added that going for or getting National Board certification is not required, so you’re going above and beyond.

“For me, it just made me be more reflective as a teacher and a practitioner,” Cupp said.

He added that National Board doesn’t teach you to be a reflective practitioner.

“But you’re proving that you do good practice already … so it was more of a way to validate that. I’m doing my passion, and I’m doing what’s best for kids, so it’s more I’m where I’m supposed to be,” Cupp said.

Director of Advanced Academic Services Kristen Vesely said two of the National Board certified teachers are part of Advanced Academics.

“I’m super-excited,” Vesely said. “That’s awesome for our kids. It just shows the commitment of our teachers to ensure that the students get the best education, whether they’re advanced or not advanced. I think we have a special education specialist as well, so it’s all ends of the gamut so it’s just it’s awesome for our kids,” Vesely said.

Sun, 10 Dec 2023 10:00:00 -0600 en-US text/html https://www.oaoa.com/local-news/national-board-certified-teachers-surprised-by-top-ecisd-brass/
Licensure and Certification Disclosures
Alabama

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Education Leadership* (*AL professional leadership certificate-Class A 30-credit masters’ degree and completion of a state-approved approach to certification), MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Secondary Education with STEM Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration 

State Specific Requirements

Alabama participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include documentation of meeting comparable test requirements. Educational administration and instructional support applicants must meet specific experience requirements.

For MEd students - Alabama does not recognize "endorsements". A person may seek additional certification in certain fields if they; 1) currently hold an Alabama Professional Educator Certificate in a teaching field; AND 2) verifies 2-yrs classroom teaching experience in grades P-12; AND 3) passes the appropriate Alabama prescribed Praxis subject area test.

Learn more about Alabama state board teaching certification requirements.


Alaska

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students - If an endorsement is completed outside of Alaska, the applicant must be eligible to gain a comparable endorsement or certificate, including any required testing, for that state. This method requires two years of teaching experience in the content area and passing scores on the endorsement-related content area exam. Only where content area exam(s) have been identified may endorsements be added with this method.

Learn more about Alaska state board teaching certification requirements.


Arizona

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Arizona state board teaching certification requirements.


Arkansas

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – When coursework has been completed through an out-of-state university, the area must first be applied to the out-of-state license.

Learn more about Arkansas state board teaching certification requirements.


California

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, BA Middle School Mathematics, BA Middle School Science, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about California state board teaching certification requirements.


Colorado

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Colorado participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements for applicants with less than 3-years' experience include: 1. Educator preparation program approval from an accredited institution; 2. Degree in content area; 3. Supervised student teaching or internship experience; 4. State-approved alternative educator prep program.

SNHU has not completed the program approval process in Colorado.

Learn more about Colorado state board teaching certification requirements.


Connecticut

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Connecticut participates in the NASDTEC Interstate Agreement and jurisdiction-specific requirements for an inexperienced teacher with less than 30 months of experience within the past 10 years under an appropriate certificate include: 1. Documentation of completion of a bachelor's degree from an accredited college/university; 2. Recommendation from state-approved teacher preparation program documenting completion of a program; 3. Verification of appropriate experience under a teaching certificate from the district(s) where service was provided (if applicable); 4. Copy of an appropriate certificate covering service time (if applicable); and 5. Successful passage of state-adopted or equivalent out-of-state assessments (unless exempted per statute).

For MEd students – Applicants requesting endorsements to serve as an intermediate administrator or supervisor, a superintendent of schools, or a memorizing and language arts consultant must complete a state-approved planned program of educator preparation at an accredited college or university, leading to a formal institutional recommendation for certification.

The SNHU School of Education works with students to ensure the coursework requirements in Connecticut are met.

Learn more about Connecticut state board teaching certification requirements.


Delaware

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Delaware state board teaching certification requirements.


District of Columbia

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd Leadership

Learn more about District of Columbia state board teaching certification requirements.


Florida

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Florida state board teaching certification requirements.


Georgia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Georgia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Moral fitness or character; 2. Acceptable license, as determined by our agency; 3. Assessments; 4. Experience; 5. Course in exceptionalities for certain fields.

For MEd students – Endorsements can only be added from Georgia approved programs.

SNHU has not completed the program approval process in Georgia.

Learn more about Georgia state board teaching certification requirements.


Hawaii

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

Learn more about Hawaii state board teaching certification requirements.


Idaho

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – Endorsements can only be added from Idaho approved programs.

Learn more about Idaho state board teaching certification requirements.


Illinois

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Illinois participates in the NASDTEC Interstate Agreement and provides a Professional Educator License (PEL) Checklist for Out of State Applicants which states that upon evaluation, additional documentation may be requested by the Illinois State Board of Education (ISBE) prior to the license being issued. The process includes creating an account; consideration for all areas listed on the valid, comparable out of state license; official transcript; and a copy of the valid out of state license. School support personnel (except for school nurse) and administrative endorsements require completion of a master's degree or higher.

Learn more about Illinois state board teaching certification requirements.


Indiana

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Indiana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include content and pedagogy tests, current CPR/AED/Heimlich certification and suicide prevention training. Once requirements are met, a 2-year license is issued.

For MEd students – Endorsements can only be added from Indiana approved programs.

Learn more about Indiana state board teaching certification requirements.


Iowa

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Iowa participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Specific coursework; 3. Program approval (state-approved).

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

SNHU has not completed the program approval process in Iowa.

Learn more about Iowa state board teaching certification requirements.


Kansas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kansas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid license; 2. Recency, which equals credit hours or experience within the last 6 years; 3. Testing – similar out-of-state tests accepted.

For MEd students – Endorsements can only be added from Kansas approved programs.

SNHU is unable to determine the similarity of out-of-state tests.

Learn more about Kansas state board teaching certification requirements.


Kentucky

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kentucky participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. GPA; 2. Mentoring, student teaching or practicum in teacher prep program; 3. Look for approved, accredited teacher-prep program; 4. Holds or has held a valid certificate from state where teacher program was completed; 5. Post-baccalaureate coursework or degrees for advanced level certification; 6. Moral character and fitness; 7. Assessments for new teachers.

For MEd students – Endorsements can only be added from Kentucky approved programs.

SNHU has not completed the program approval process in Kentucky.

Learn more about Kentucky state board teaching certification requirements.


Louisiana

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

Learn more about Louisiana state board teaching certification requirements.


Maine

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Maine participates in the NASDTEC Interstate Agreement and has the Jurisdiction-specific requirement of specific coursework.

The SNHU School of Education works with students to ensure the coursework requirements in Maine are met.

Learn more about Maine state board teaching certification requirements.


Maryland

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Maryland participates in the NASDTEC Interstate Agreement, however, it only has full reciprocity for approved out-of-jurisdiction teacher preparation programs. Jurisdiction-specific requirements include: 1. Required degree (transcript); 2. Tests; 3. License; 4. Verification of satisfactory experience less than 3 years.

SNHU has not completed the program approval process in Maryland.

Learn more about Maryland state board teaching certification requirements.


Massachusetts

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Massachusetts participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passing the Communication & Literacy MTEL test; 2. Passing any subject matter MTEL test(s.; 3. For core academic licenses, possession of a Sheltered English Immersion (SEI. Endorsement. SEI is required for an Initial (level 3. license, those that pass the test can get a preliminary (level 1. license and advance when they earn SEI.

The SNHU School of Education works with students to help them identify which MTEL exams they need to take that meet both the New Hampshire and Massachusetts testing requirements since Massachusetts does not recognize Praxis, however the New Hampshire Department of Education recognizes MTEL exams in lieu of Praxis.

Learn more about Massachusetts state board teaching certification requirements.


Michigan

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Michigan state board teaching certification requirements.


Minnesota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Minnesota only requires the passing of content and pedagogy exams for individuals licensed based on teacher preparation from another state. For some licensure areas, specifically in low-incidence special education fields, the content exam taken outside of Minnesota may meet our requirement. Additionally, an individual with a professional license from another state that has not completed teacher preparation, may meet the requirements of a Minnesota Tier 3 license if they also have 2 years of teaching experience.

Learn more about Minnesota state board teaching certification requirements.


Mississippi

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Mississippi state board teaching certification requirements.


Missouri

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Missouri state board teaching certification requirements.


Montana

Education Programs that Meet the Requirements

BA Elementary Education

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education; MEd Leadership

State Specific Requirements

Montana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: PRAXIS II scores, degrees, character and fitness, and credit count if not CAEP/NCATE approved EPP.

The SNHU Elementary Education program is CAEP accredited.

Learn more about Montana state board teaching certification requirements.


Nebraska

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Nebraska participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Content test; 2.Human relations course; 3. Special education course; 4. Valid certificate from other state; 5. Transcripts and institutional verification by college of endorsement; 6. Fingerprint clearance.

Learn more about Nebraska state board teaching certification requirements.


Nevada

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Nevada state board teaching certification requirements.


New Hampshire

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Early Childhood Special Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd Leadership CINADM, MEd Leadership in Curriculum Administration, MEd Leadership in School Administration, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Hampshire state board teaching certification requirements.


New Jersey

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Jersey state board teaching certification requirements.


New Mexico

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New Mexico participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree or higher; 2. Completion of a standard or alternative educator preparation program; 3. Current license; 4. Must take New Mexico assessments if they have not used their license to teach in another state.

Learn more about New Mexico state board teaching certification requirements.


New York

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New York participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Must have completed a comparable state approved program in the subject and grade level; 2. Bachelor's degree; 3. Undergraduate GPA of 2.5; 3. Paid full-time experience of 3 years within the last 5 years in the cert area and grade level; 4. New York State exams and workshops; 5. Moral character.

SNHU has not completed the program approval process in New York.

Learn more about New York state board teaching certification requirements.


North Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

North Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: Completion of an approved educator preparation program.

SNHU has not completed the program approval process in North Carolina.

Learn more about North Carolina state board teaching certification requirements.


North Dakota

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about North Dakota state board teaching certification requirements.


Ohio

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Ohio participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing or other forms of assessment; 2. Supervised and evaluated pre-service or professional experience; 3. Program approval comparability.

SNHU has not completed the program approval process in Ohio.

Learn more about Ohio state board teaching certification requirements.


Oklahoma

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Oklahoma state board teaching certification requirements.


Oregon

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Oregon participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree; 2. An active, valid license from the state where teacher preparation was completed; 3. Fingerprint-based background check; 4. Content area assessment; 5. The Protecting Student and Civil Rights in the Educational Setting requirement; 6. Official transcripts.

Learn more about Oregon state board teaching certification requirements.


Pennsylvania

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Pennsylvania participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Grade point average; 2. Content assessment(s); 3. Basic skills if undergraduate; 4. GMC questions; 5. State-approved program

SNHU has not completed the program approval process in Pennsylvania.

Learn more about Pennsylvania state board teaching certification requirements.


Rhode Island

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Rhode Island participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Program approval comparability; 3. Valid teaching license.

SNHU has not completed the program approval process in Rhode Island.

Learn more about Rhode Island state board teaching certification requirements.


South Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

South Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid Stage 1 or 2 license; 2. Passing score on a content examination; 3. Clear federal and state background reports; 4. Comparable area of certification.

Learn more about South Carolina state board teaching certification requirements.


South Dakota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

M.Ed. in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

South Dakota participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing (Praxis); 2. Educational program comparability; 3. State statutorily required coursework; 4. Moral fitness; 5. Citizenship; 6. Valid experience in classroom; 7. Valid license in other state ; 8. Post-baccalaureate coursework/degrees; 9. National Board Certification; 10. Pedagogy verification.

SNHU has not completed the program approval process in South Dakota.

Learn more about South Dakota state board teaching certification requirements.


Tennessee

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Tennessee state board teaching certification requirements.


Texas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Texas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Completion of a state-approved preparation program; 2. Minimum of a bachelor's degree issued by an accredited institution of higher education; 3. Issuance of a standard certificate by the state department of education.

SNHU has not completed the program approval process in Texas.

Learn more about Texas state board teaching certification requirements.


Utah

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Reading

State Specific Requirements

Utah participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passage of the appropriate Utah approved content knowledge assessment at Utah's established passing score OR passage of a reasonably equivalent assessment used for this purpose by another state; 2. Content and pedagogy coursework reasonably equivalent to Utah's required coursework; 3. Completion of some type of student teaching, internship or employment placement.

SNHU has not completed the program approval process in Utah.

Learn more about Utah state board teaching certification requirements.


Vermont

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements 

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Vermont state board teaching certification requirements.


Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements 

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Be at least 18 years of age; 2. The appropriate fees as determined by the Virginia Board of Education and complete the application process; 3. Have earned a baccalaureate degree; 4. Possess good moral character and be free of conditions outlined in Part VII (8VAC20-23-720 et seq.) in the Licensure Regulations for School Personnel; 5. Official student transcripts; 6. Out-of-state license(s), the endorsement area and any additional documentation received with the license(s); 7. Certification of Child Abuse and Neglect Recognition and Intervention Training. An individual may request a waiver must submit a “Request for a Waiver Form”; 8. Individuals seeking initial licensure shall complete awareness training on the indicators of dyslexia, as that term is defined by the Board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia; 9. Individuals Seeking an Initial License with Endorsement(s) in an Area of Career and Technical Education: Industry Certification Credential (Career and Technical Educators Only); 10. Individuals Seeking an Initial License with an Endorsement as a School Counselor: Training in the Recognition of Mental Health Disorder and Behavioral Distress (School Counselors Only); 11. Individuals seeking initial licensure with an endorsement as a school counselor must include verification of this statutory required training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide and substance abuse. Refer to Superintendent’s Memo #313-17 for additional information on training options to meet this requirement; 12. Effective August 23, 2019, a school leader's licensure assessment prescribed by the Virginia Board of Education shall be met for all individuals who are seeking an endorsement authorizing them to serve as principals and assistant principals in the public schools; 13. Every teacher seeking an initial license in the Commonwealth with an endorsement in the area of career and technical education shall have an industry certification credential, as defined in 8VAC20-23-10, in the area in which the teacher seeks endorsement. If a teacher seeking an initial license in the Commonwealth has not attained an industry certification credential in the area in which the teacher seeks endorsement, the Virginia Board of Education may, upon request of the employing school division or educational agency, issue the teacher a provisional license to allow time for the teacher to attain such credential.

Learn more about Virginia state board teaching certification requirements.


Washington

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Washington participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Transcripts showing bachelor's or higher degree; 2. Verification of teacher preparation program completion; 3. Basic skills and endorsement area testing; 4. Fingerprinting submitted to Washington State Patrol and FBI for background check.

Learn more about Washington state board teaching certification requirements.


West Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

West Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements if licensed in another state include: 1. Minimum grade point average; 2. Official transcripts; 3. graduation from an accredited institution of higher education; 4. Student teaching experience or equivalent documented experience.

Learn more about West Virginia state board teaching certification requirements.


Wisconsin

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Wisconsin participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include the following: 1. Teachers can bypass jurisdiction-specific requirements if they have a valid license from another jurisdiction and one-year of licensed experience; 2. Teachers who hold a valid license from another jurisdiction but do not have a year of licensed experienced are strongly encouraged to obtain the experience on a 1-year Wisconsin license and then apply for a 3-year provisional license, which leads to a lifetime license.

Learn more about Wisconsin state board teaching certification requirements.


Wyoming

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Wyoming state board teaching certification requirements.


All jurisdictions that participate in the NASDTEC Interstate Agreement may choose to have additional requirements for educators who are coming from another jurisdiction. The additional requirements are known as "Jurisdiction Specific Requirements" (JSRs). When applicable these are noted in the State Specific Requirements column.

Thu, 30 Jul 2020 16:51:00 -0500 en text/html https://www.snhu.edu/consumer-information/state-authorizations/licensure-and-certification-disclosures Three MISD teachers receive National Board Certification No result found, try new keyword!Reagan Curran of Greathouse Elementary, Laura Aguero of Ben Milam International Academy, and Halson McCalla of Young Women’s Leadership Academy, have all earned their National Board Certification, ... Fri, 15 Dec 2023 08:06:47 -0600 en-us text/html https://www.msn.com/ New Cardiology Certification Board: What's the Plan?

The proposal by the major cardiovascular societies in the US to form a new board of cardiovascular medicine to manage initial and ongoing certification of cardiologists represents something of a revolution in the field of continuing medical education and assessment of competency. 

Five US cardiovascular societies — the American College of Cardiology (ACC), the American Heart Association (AHA), the Heart Failure Society of America (HFSA), the Heart Rhythm Society (HRS), and the Society for Cardiovascular Angiography & Interventions (SCAI) — have now joined forces to propose a new professional certification board for cardiovascular medicine, to be known as the American Board of Cardiovascular Medicine (ABCVM)

The ABCVM would be independent of the American Board of Internal Medicine (ABIM), the current organization providing maintenance of certification for cardiologists as well as many other internal medicine subspecialties. The ABIM's maintenance of certification process has been widely criticized for many years and has been described as "needlessly burdensome and expensive." 

The ABCVM is hoping to offer a more appropriate and supportive approach, according to Jeffrey Kuvin, MD, a trustee of the ACC, who has been heading up the working group to develop this plan. 

Kuvin, who is chair of the cardiology at Northwell Health, Manhasset, New York, a l arge academic healthcare system, explained that maintenance of certification has been a subject of discussion across the cardiovascular community for many years, and the ACC has a working group focused on the next steps for evaluation of competency, which he chairs.

"The subject of evaluation of competence has been on the mind of the ACC for many years and hence a work group was developed to focus on this," Kuvin noted. "A lot of evolution of the concepts and next steps have been drawn out of this working group. And now other cardiovascular societies have joined to show unification across the house of cardiology and that this is indeed the way that the cardiovascular profession should move." 

"Time to Separate from Internal Medicine"

The general concept behind the new cardiology board is to separate cardiology from the ABIM. 

"This is rooted from the concept that cardiology has evolved so much over the last few decades into such a large multidimensional specialty that it really does demarcate itself from internal medicine, and as such, it deserves a separate board governed by cardiologists with collaboration across the entirely of cardiology," Kuvin said. 

Cardiology has had significant growth and expansion of technology, tools, medications, and the approach to patients in many specialities and subspecialties, he added. "We have defined training programs in many different areas within cardiology; we have our own guidelines, our own competency statements, and in many cases, cardiology exists as its own department outside of medicine in many institutions. It's just time to separate cardiology from the umbrella of internal medicine." 

The new cardiology board would be separate from, and not report to, the ABIM; rather, it would report directly to the American Board of Medical Specialties (ABMS), the only recognized medical certification body in the US. 

What Are the Proposed Changes

Under the present system, managed by the ABIM, clinicians must undergo two stages of certification to be a cardiologist. First, they have to pass the initial certification exam in general cardiology, and then exams in one of four subspecialties if they plan to enter one of these, including interventional cardiology, electrophysiology, advanced heart failure or adult congenital heart disease

Next, clinicians enter the maintenance of certification phase, which can take three different forms: 1) taking another recertification exam every 10 years; 2) the collaborative maintenance pathway — a collaboration between ACC and ABIM, which includes evaluation, learning and a certified exam each year; or 3) longitudinal knowledge and assessment — in which the program interacts with the clinician on an ongoing basis, sending secured questions regularly. 

All three of these pathways for maintenance of certification involve high stakes questions and a set bar for passing or failing. 

Under the proposed new cardiology board, an initial certification exam would still be required after fellowship training, but the maintenance of certification process would be completely restructured, with the new approach taking the form of continuous learning and assessment of competency. 

"This is an iterative process, but we envision with a new American Board of Cardiovascular Medicine, we will pick up where the ABIM left off," Kuvin notes. "That includes an initial certifying examination for the five areas that already exist under the ABIM system but with the opportunities to expand that to further specialties as well."

He points out that there are several areas in cardiology that are currently not represented by these five areas that warrant some discussion, including multimodality imaging, vascular heart disease, and cardio-oncology. 

"At present, everybody has to pass the general cardiology exam and then some may wish to further train and get certified in one of the other four other specific areas. But one subject that has been discussed over many years is how do we maintain competency in the areas in which clinicians practice over their lifetime as a cardiologist," Kuvin commented. 

He said the proposed cardiology board would like to adhere to some basic principles that are fundamental to the practice of medicine. 

"We want to make sure that we are practicing medicine so that our patients derive the most benefit from seeing a cardiologist," he said. "We also want to make sure, however, that this is a supportive process, supporting cardiologists to learn what they know and more importantly what they don't know; to identify knowledge gaps in specific area; to help the cardiologist fill those knowledge gaps; to acknowledge those gaps have been filled; and then move on to another area of interest. This will be the focus of this new and improved model of continuous competency."

The proposed new board also says it wants to make sure this is appropriate to the area in which the clinician is practicing.

"To take a closed book certified exam every 10 years on the world of cardiology as happens at the current time – or the assessments conducted in the other two pathways – is often meaningless to the cardiologist," Kuvin says. "All three current pathways involve high stakes questions that are often irrelevant to one’s clinical practice." 

Lifelong Learning

"The crux of the changes we are proposing will be away from the focus of passing a test towards a model of helping the individual with their competency, with continuous learning and evaluation of competency to help the clinician fill in their knowledge gaps," he explains.

He described the new approach as "lifelong learning," adding that, instead of it being "a punitive pass/fail environment with no feedback, which causes a lot of discontent among clinicians," it will be a supportive process, where a clinician will be helped in filling their knowledge gaps. 

"I think this would be a welcome change not just for cardiology but across medical specialties," Kuvin said. 

He also pointed out the ABMS itself is considering a continuous competency approach, and the proposed new cardiology board aims to work with the ABMS to make sure that their goals of continuous competency assessment are matched. 

"The world has changed. The ability to access information has changed. It is no longer imperative for a clinician to have every piece of knowledge in their brain, but rather to know how to get knowledge and to incorporate that knowledge into clinical practice," Kuvin noted. "Competency should not involve knowledge alone as in a closed book exam. It is more about understanding the world that we live in, how to synthesize information, where we need to Excellerate knowledge and how to do that." 

Kuvin acknowledged that asking clinicians questions is a very helpful tool to identify their knowledge base and their knowledge gaps. "But we believe the clinician needs to be given resources – that could be a conference, an article, a simulation - to fill that knowledge gap. Then we could ask clinicians some different questions and if they get those right then we have provided a service." 

Tactile skills for cardiologists needing to perform procedures – such as interventionalists or electrophysiologists may be incorporated by simulation in a technology-based scenario.

On how often these assessments would take place, Kuvin said that hadn't been decided for sure. 

"We certainly do not think an assessment every 10 years is appropriate. We envision, instead of an episodic model, it will be rather a lifelong journey of education and competency. This will involve frequent contact and making sure knowledge gaps are being filled. There are criteria being set out by the ABMS that there should be a certain number of touch points with individuals on an annual as well as a 5-year basis to make sure cardiologists are staying within specific guardrails. The exact nature of these is yet to be determined," he said. 

Kuvin added that it was not known yet what sort of hours would be required but added that "this will not be a significant time burden."

What is the Timeframe?

The application to the ABMS for a separate cardiology board is still ongoing and has not yet received formal acceptance. Representatives from the five US cardiovascular societies are in the initial stages of formulating a transition board. 

"The submission to the ABMS will take time for them to review. This could take up to a year or so," Kuvin estimates. 

This is the first time the ABMS has entertained the concept of a new board in many years, he noted. "It will be a paradigm shift for the whole country. I think that cardiology is really at the forefront and in a position where we can actually do this. If cardiovascular medicine is granted a new board, I think this will help change the approach of how physicians are assessed in terms of continuous competency not just in cardiology but across all specialties of medicine."

He added: "We are confident that we can work within the construct of the ABMS guidelines that have been revised to be much more holistic in the approach of continuous competence across the board. This includes thinking beyond rote medical knowledge and thinking about the clinician as a whole and their abilities to communicate, act professionally, work within a complex medical system, utilize medical resources effectively. These all have to be part of continuous competence."

How Much Will This Cost?

Noting that the ABIM has received criticism over the costs of the certification process, Kuvin said they intend to make this "as lean a machine as possible with the focus on reducing the financial [burden] as well as the time burden for cardiologists. It is very important that this is not cumbersome, that it is woven into clinical practice, and that it is not costly." 

But he pointed out that building a new board will have significant costs. 

"We have to think about developing initial board certification examinations as well as changing the paradigm on continuous certification," he said. "This will take some up-front costs, and our society partners have decided that they are willing to provide some start-up funds for this. We anticipate the initial certification will remain somewhat similar in price, but the cost of ongoing continuous competency assessment will be significantly reduced compared to today's models."

Kuvin said the collaboration of the five participating US cardiovascular societies was unprecedented. But he noted that while the transition board is beginning with representatives of these individual societies, it will ultimately be independent from these societies and have its own board of directors. 

He suggested that other societies representing other parts of cardiology are also interested. "Cardiology has recognized how important this is," he said. "Everybody is excited about this."

Thu, 07 Dec 2023 08:53:00 -0600 en text/html https://www.medscape.com/viewarticle/new-cardiology-certification-board-what-s-plan-2023a1000umq
Is the ISSA Pilates Instructor Course Right for You? No result found, try new keyword!Other ISSA certifications, like Strength and Conditioning, have the option to sit for the NCCA-accredited exam, which is a closed-book, proctored exam and comes as a bundle package with the ... Thu, 04 Jan 2024 09:55:00 -0600 text/html https://www.si.com/showcase/fitness/issa-pilates-certification-review Board Certified Behavior Analyst (BCBA) vs Registered Behavior Technician (RBT) Career Paths

Drexel University School of Education

Board Certified Behavior Analyst (BCBA) and Registered Behavior Technician (RBT) are two distinct credentials within the field of Applied Behavior Analysis (ABA) therapy, a category of therapy that employs positive reinforcement practices to treat individuals with behavioral and developmental issues, such as autism, ADHD, traumatic brain injury, and dementia. RBTs and BCBAs often work together, and both roles offer opportunities for a rewarding career making a difference in the lives of those needing treatment. However, there are key differences between the two professions in terms of level of education, certification requirements, and job responsibilities. When thinking about a career as a RBT vs BCBA, understanding the differences will help you select the pathway that’s right for you.

What is a Board Certified Behavior Analyst (BCBA)?

BCBAs are behavior therapists with a graduate-level certification, who assess individuals’ behavioral issues and then develop treatment strategies for improving targeted behaviors. Using positive reinforcement tools, the goal of their work is to teach individuals academic and/or behavioral skills to acquire as much independence in their personal and professional lives. BCBAs work with individuals of all ages and practice across a range of settings, but education and healthcare are the most common industries for the profession. Because of their level of training and certification, BCBAs are qualified to supervise the work of Registered Behavior Technicians (RBTs).

What is a Registered Behavior Technician (RBT)?

An RBT is a paraprofessional within the field of ABA therapy who has received the training and demonstrated competency to become certified to support the work of a board certified behavior analyst (BCBA). Under the supervision of a BCBA, RBTs provide important ABA services, helping to implement behavioral interventions and other teaching strategies to help individuals struggling with behavioral challenges. The RBT is an entry-level role in the field of ABA, and while many RBTs continue their education and work toward their BCBA certification, others may choose to remain at the paraprofessional level.

What's the Difference Between RBTs and BCBAs?

The main difference between RBTs and BCBAs is that BCBAs are trained and certified to practice independently, while RBTs are trained and certified to only provide ABA services designed by and under the supervision of BCBAs. An RBT is an entry-level position in the field of ABA and does not require as much education and training, while a BCBA requires an advanced degree and a higher level of training and certification.

Job Responsibilities

RBTs help implement behavioral treatment strategies but are not responsible for assessing individuals’ behaviors, designing treatment plans or providing supervision. RBTs support BCBAs by implementing learning goals and behavior support plans and assisting with data collection. They may also be responsible for providing notes on observations of individuals’ experiences and progress.

BCBAs are responsible for a broader scope of tasks. Depending on the setting, BCBAs may be responsible for conducting intake interviews and screenings and functional behavior and skills assessments and designing, training and monitoring data collection systems and behavioral and skills interventions. BCBAs also are responsible for communicating progress or changes in treatment strategies with the appropriate stakeholders. BCBAs work with parents, administrators and other professional disciplines to develop goals and behavior support plans. In school settings, BCBAs may not only provide services for individual students but also to the school through school-wide positive behavior support programs.

Education and Training Requirements

Aspiring RBTs must hold a high school diploma (or equivalent), be able to demonstrate basic math and literacy skills, and pass a background check. Eligible individuals must also complete a 40-hour RBT training program and acquire and demonstrate competencies, which must be overseen by a BCBA or a qualified Board Certified Assistant Behavior Analyst (BCaBA). The 40-hour RBT training program provides instruction on basic ABA assessment and measurement techniques, programming for skill acquisition, behavior reduction procedures, proper documentation, and ethical standards and requirements. Upon completion of the RBT training program, individuals must pass a RBT Competency Assessment demonstrating their skills in the field.

BCBA candidates must hold a master’s degree and complete 315 hours of coursework in ABA. Graduate degree programs, like Drexel’s MS in Applied Behavior Analysis and Applied Behavior Analysis certificate, that are ABAI-verified provide the coursework necessary to the take the Board Certified Behavior Analyst® examination. Aspiring BCBAs must also complete 1,500-2,000 hours of fieldwork supervised by a qualified BCBA.

Certification and Licensure

To become certified, RBTs and BCBAs must pass qualifying examinations. The 90-minute RBT certification exam covers the same content areas included in the 40-hour training program, and upon passing the exam, individuals will be listed in the RBT registry and can begin applying to jobs using the RBT title. RBT certification must be renewed every year, and the renewal process includes documentation of supervision, adherence to the RBT code of ethics, and completion of a renewal competency assessment. The four-hour BCBA certification exam covers the content areas of behavior-analytic skills and client-centered responsibilities, and after successful completion of the exam, individuals are considered board certified and can apply for positions using the BCBA title. BCBA certification must be renewed every two years, and the renewal process includes continuing education requirements and adherence to the BCBA code of ethics.

Certified RBTs do not need to obtain a state license in order to practice, and BCBA licensing requirements vary from state to state. Some states do not require a license, some states require BCBA certification for licensure. Individuals should visit the APBA Licensure and Other Regulation of ABA Practitioners page to learn about the requirements of their state. Currently, Pennsylvania’s licensing law for the practice of ABA therapy does not require BCBA certification, and individuals must apply for the Behavior Specialist license through the State Board of Medicine. Requirements for Pennsylvania’s Behavior Specialist license include a master’s degree, background checks, and documentation of 1,000 hours of supervised clinical experience, among other criteria.

Skills

When working with individuals with behavioral and development issues, successful RBTs and BCBAs exhibit qualities that lead to compassionate and holistic care. Both RBTs and BCBAs must display empathy, so that patients feel understood and respected, and adaptability because patients’ needs, personalities, and treatment strategies are unique and can evolve over time. RBTs and BCBAs must also create calm environments and exhibit patience, as treatment strategies are implemented over the long term and progress can take time.

In addition to these critical qualities, BCBAs must possess additional skills, including analytical and data collection skills to identify behavioral patterns, design research-based and individualized treatment strategies, and track progress over time. Successful BCBAs have advanced communication skills to work effectively with patients and to explain diagnoses and treatment strategies with patients’ partners, families, and other stakeholders. When working with children, BCBAs must also be skilled in parent education, minimizing any confusion about causes for behavioral issues, diagnoses, treatment plans, and expectations for progress.

Salary and Job Outlook

The average salary for an RBT in the U.S. is $36,218, or $17.76 per hour, according to Payscale. The average salary for a BCBA in the U.S. is $68,554, also according to Payscale. For both RBTs and BCBAs, salaries may vary based on location and years of experience. In the field of ABA therapy as a whole, individuals can build a career in many settings and industries, so there is an equally wide range of earnings potential.

The demand for trained and certified RBTs and BCBAs has increased dramatically in latest years and continues to grow year over year. According to the Bureau of Labor Statistics, employment for positions similar to RBTs is expected to grow 9% between 2021 and 2031, especially as the U.S.’s aging population faces cognitive issues related to Alzheimer’s disease and dementia. The demand for BCBAs has increased 5,852% between 2010-2021, with the greatest increase in California, Massachusetts, Texas, Florida, and Illinois.

Pursuing a Career in Applied Behavior Analysis

RBTs and BCBAs are both essential roles in the field of ABA therapy, and both professions are experiencing exponential growth. As you consider the career path that’s right for you, it’s important to select the academic program or programs that will best prepare you for the specific responsibilities you will perform. Some RBTs work to become BCBAs while gaining important professional experience at the same time. Gathering the right credentials means earning a bachelor’s degree and then selecting a graduate program, like Drexel’s Master of Science (MS) in Applied Behavior Analysis (ABA).

Drexel’s MS program equips students with the skills and knowledge they need for a successful career in the ABA profession and provides the required courses for taking the Behavior Analyst Certification Board (BACB) exam. For those with a master’s degree but not in ABA, Drexel offers a certificate in Applied Behavior Analysis that provides the ABAI-verified coursework necessary for taking the BACB exam.

Interested in a career as a BCBA? Take the first step by applying or requesting more information about our ABA programs.

Sat, 04 Mar 2023 16:56:00 -0600 en text/html https://drexel.edu/soe/resources/career-path/rbt-vs-bcba/
Record number of physicians now board certified

2023 saw a record number of physicians and medical specialists who were certified by the American Board of Medical Specialties — 988,737, according to a Dec. 11 news release.

The total is up by 10,000 from 2022, according to the ABMS report. The board awarded 33,600 new specialty certificates to clinicians across a total of 40 specialties and also awarded 16,972 new subspecialty certificates to clinicians across 89 subspecialties. 

Washington, D.C., has the highest concentration of board certified clinicians, with 65.63 per 10,000. States with the highest concentration of board certified clinicians now include: Massachusetts with 45.51 per 10,000, followed by Maryland with 40.49 per 10,000 and Connecticut with 40.07.

According to the report, the areas with the fewest board certified clinicians includes: Oklahoma with only 17.73 per 10,000, Mississippi with 18.42 per 10,000 and Idaho with 18.78. 

Sun, 10 Dec 2023 10:00:00 -0600 en-gb text/html https://www.beckershospitalreview.com/hospital-physician-relationships/record-number-of-physicians-now-board-certified.html
A Board-Certified Doctor Shares 10 Skincare Mistakes That Can 'Sabotage' Your Face—And What To Do Instead For A Glowing Anti-Aging Routine

When it comes to anti-aging skincare, there are several common mistakes that could actually do more harm to your complexion than good, Dr. Amir Karam. M.D., double board-certified plastic surgeon and skincare expert says.

In a viral YouTube video, he explains which ten mistakes are most crucial to avoid if you want a healthy and effective anti-aging skincare routine, and insight on how to sidestep these common “sabotaging” errors.

1. Buying Luxury Moisturizers

The first common mistake that Karam includes is buying luxury or expensive moisturizers regarding anti-aging skincare. He notes that sometimes, we can be misguided by "beautiful bottles" with "elaborate messages" when shopping in department stores, and these products can actually have "no active ingredients" that are beneficial to our skin.

He warns that many labeled "anti-aging creams" do "nothing other than fundamentally moisturize your skin" and you "really do not need an expensive, high-end, luxury moisturizer" if the goal is just to "moisturize your skin." Rather than "falling for the expensive-looking packaging," he stresses "looking at the ingredients." If it doesn't have "active anti-aging ingredients," Karam says that you are "overspending." The ingredients to look out for include "retinol and vitamin C."

2. Avoiding Retinol

Karam says that many people are "afraid of using retinol" after hearing that it isn't best to use it if you're often out in the sun, and that this is a "common misconception." He notes that "avoiding retinol" if you are serious about anti-aging is a big no-no for it has many rejuvenating and wrinkle-blurring benefits. "There probably isn't a more powerful, more important anti-aging active ingredient that you need to include in your skincare routine if in fact you are trying to reverse aging changes."

These include "loss of collagen, pigmentation, cellular growth and life to the skin." Karam points out that you should "always use sunscreen," especially if you are concerned about sun damage," and deems "retinol and sunscreen together" to be a "dream team."

3. Only Using the SPF in Makeup

Many makeup products actually contain SPF, and Karam says that this can be misleading. He says that there is "no more important step that you could take to protect your skin from aging changes than sun protection," and that it's "so critical that you get it right."

If SPF and sunscreen is simply blended into your makeup, and if this is your "only source of sun protection that you're using, there is no chance that you're getting the proper amount of sunscreen on your skin to cover it the way it needs to be covered and be reapplied the way it needs to be reapplied." Karam says to use a "dedicated mineral-based sunscreen" after washing your face in the morning and before applying any makeup at all.

4. Using Laser Treatment As Your Only Skincare

If you often undergo laser treatments but don't "have a good skincare routine or use good skincare habits at home," this defeats the purpose of the treatments, Karam notes. One or two times a year, he says, many people drop "thousands of dollars on a laser treatment or laser series, but in the meantime, they're not using regular sun protection or actives on their skin."

As a result, Karam says that they are "basically getting these little bumps where they get some improvement in their skin and then that time in-between the lasers, they're essentially losing ground again." To avoid this, he stresses the aforementioned points — wearing sunscreen daily and incorporating retinol into your nightly skincare routine.

5. Being Inconsistent with Skincare

According to Karam, the key to an effective skincare routine is maintaining consistency above all else. "Any gains you make [when it comes to your skin health] drift backwards if you stop being consistent with skincare," he says. At the cell level, he explains that when you're using active ingredients like retinol, vitamin C and growth factors, you are "turning on the cells that are producing collagen."

"Remember, skin aging is the loss of collagen," he continues, so when you have a consistent and regular skincare routine with the ingredients listed above, you are "producing, building, strengthening and improving the skin."

6. Over-Exfoliating

Karam notes that "exfoliating too often or using harsh exfoliators" is another common error. While Karam says that exfoliating is a "very important step" in your skincare routine to remove dead skin cells and help cleanse your face and pores, it is possible to over-do it. "The dull top layer of skin accumulates and needs to be removed," he acknowledges, and some of the best ways to exfoliate include "chemical peels, microdermabrasion, mechanical ways and powders."

The skin barrier is a layer that protects the outside and "then gets into the deeper layers of the skin, and it's important that it is intact and healthy," he adds. If you over-exfoliate, you risk "injuring" this vital barrier and a "loss" of healthy oils and moisture. With that said, he points out that it's best to use "enzymatic exfoliators two to three times per week," and abrasive or mechanical exfoliators once every one to two weeks."

7. Using Sunscreen Inconsistently

Karam expands on a point he made earlier, and explains that "too many people are inconsistent with the use of sunscreen." He stresses that the "sun has the most impact on skin aging," as the sun's harmful rays cause "collagen breakdown, pigmentation, dryness," and can accelerate the aging process.

To prevent this, he urges "applying mineral sunscreen throughout the day," even if it is "cloudy or rainy," as the "UV index on those type of days is not zero," and any rays can damage your skin if it is not protected consistently.

8. Using Foaming Cleansers

When it comes to your daily cleanser, Karam recommends avoiding "foaming" kinds, or ones that are "abrasive to the skin, making it damaged and dry." Prolonged use of these can lead to "dryness, more oil production," more pronounced fine lines and wrinkles, and cracking, peeling skin.

Instead, he says to opt for "gentle, non-foaming cleansers," and he also points out that some "gel-based cleansers can take some getting used to at first," but this is the "only type of cleanser you need."

9. Missing Out on Vitamin C

For your skin health, Karam says that vitamin C is "very important topically and orally." Like retinol, he deems vitamin C to be a "powerful active ingredient, an antioxidant, a collagen stimulator and something that reduces pigment production at the cellular level." Topical vitamin C is essential, Karam adds, like in a serum product, and needed to "defy the changes that come with aging." When taken orally, he says that vitamin C is a "building block for collagen," which leads to supple, radiant and glowing skin at any age.

"Collagen, as it's being stimulated by these active ingredients or lasers, requires oral vitamin C in order to become produced, so a key component in collagen synthesis is vitamin C in addition to copper and zinc," he continues. Ultimately, he recommends "getting both topical and oral vitamin C into your daily routine."

10. Misunderstanding Moisturizer

Karam highlights that there is a prevalent misunderstanding regarding the frequency and type of moisturizers to use. Additionally, he says that individuals with oily skin tend to refrain from using moisturizers assuming that it is unnecessary, while many with dry skin think they are the only people who need it. However, Karam clarifies that this notion could lead to more harm than good, as moisturizer is an essential element in maintaining a healthy complexion regardless of one's skin type.

"Oil production happens at the sebaceous glands within our skin. Oil production comes up, it gets onto the surface, then you have oil," he says. "Now if you have oily skin and you add oil to your regimen or hydrate your skin, the production of the sebaceous glands gets reduced because there is already oil there," he goes on, pointing out that this actually balances everything out.

Your ultimate goal, he concludes, is to "create a balanced skin barrier," and this happens when you choose a moisturizer recommended to you by an expert for your skin type, rather than forgoing it and thinking it isn't vital.

Thu, 21 Dec 2023 23:30:00 -0600 en-US text/html https://www.yahoo.com/lifestyle/board-certified-doctor-shares-10-133019543.html
National Board Certified teachers surprised by top ECISD brass

Dec. 11—Top Ector County ISD officials surprised five teachers Monday to congratulate them on achieving National Board for Professional Teaching Standards certification.

ECISD teachers have been fortunate to have a grant provided for the cost of certification and support through the process. Through a multi-year, multi-million dollar grant, the Permian Strategic Partnership provides over $3,000 dollars per candidate to pay for component submissions and support, a news release said.

National Board Certified teachers, their certificate area and campus are:

— Niki Bradshaw, Exceptional Need Specialist (special education), Buice Elementary

— Robert Brescia, history/social studies, Permian High School

— David Cupp, Exceptional Needs Specialist (GT), Advanced Academics

— Christi Nickels, generalist — middle childhood, Cavazos Elementary

— Shelly Wagner, English Language Arts-Adolescence to Young Adulthood, OCTECHS

The certification is the "gold standard" of teacher certification. National Board Certified Teachers (NBCT) must demonstrate standards-based evidence of the positive effect they have on student learning. They must exhibit a deep understanding of their students, content knowledge, use of data, assessments and teaching practice. They must also show that they participate in learning communities and provide evidence of ongoing reflection and continuous learning, a news release said.

Created by teachers, for teachers, the National Board of Standards represents a consensus among educators about what accomplished teachers should know and be able to do. Board certification is available in 25 certificate areas spanning 16 disciplines from Pre-K through 12th grade.

National Board Certification was designed to develop, retain and recognize accomplished teachers and to generate ongoing improvement in schools nationwide. Research shows that students taught by NBCT's show more growth than students taught by non-NBCT's. It is the most respected professional certification available in K-12 education. Achieving the designation of National Board Certified Teacher, is a two year process and allows the NBCT's to be eligible for an "Acknowledged" designation on their Texas teaching certificate. With the "Acknowledged" designation comes Teacher Incentive Allotment of $3,000 to $9,000.

Visiting Cupp at George H.W. New Tech Odessa, Superintendent Scott Muri said board certified teachers are among the best in the country. Muri said the process is very rigorous.

"This weekend, the National Board released their latest group and we have five. David is one of the five in ECISD. We've had none. These are the first five, so definitely a pioneer. Congratulations! Job well done," Muri said.

Cupp was given a sign noting that he is a newly minted National Board Certified Teacher, balloons and some goodies that all say National Board Certified Teacher.

Cupp and the other teachers will be recognized at the ECISD Board of Trustees meeting at 6 p.m. Tuesday.

He is in his ninth year with the district and with the Advanced Academics department since 2020. He was previously at Alamo STEAM Academy.

With Advanced Academics, Cupp travels to help kindergarten, first and second grade teachers and their gifted students.

The process of getting National Board certification started in 2021, so the journey has taken about two years.

"I submitted in 2022 and I did two components. ... Then last school year, I did components three and four so then I've just been waiting seven months until this weekend," Cupp said.

Achieving his goal hasn't quite sunk in yet.

"It's an honor because I know it's a lot. Not everyone gets approved or certified," Cupp said.

He added that going for or getting National Board certification is not required, so you're going above and beyond.

"For me, it just made me be more reflective as a teacher and a practitioner," Cupp said.

He added that National Board doesn't teach you to be a reflective practitioner.

"But you're proving that you do good practice already ... so it was more of a way to validate that. I'm doing my passion, and I'm doing what's best for kids, so it's more I'm where I'm supposed to be," Cupp said.

Director of Advanced Academic Services Kristen Vesely said two of the National Board certified teachers are part of Advanced Academics.

"I'm super-excited," Vesely said. "That's awesome for our kids. It just shows the commitment of our teachers to ensure that the students get the best education, whether they're advanced or not advanced. I think we have a special education specialist as well, so it's all ends of the gamut so it's just it's awesome for our kids," Vesely said.

Mon, 11 Dec 2023 10:00:00 -0600 en-US text/html https://news.yahoo.com/news/national-board-certified-teachers-surprised-010200027.html




BCB-Analyst test prep | BCB-Analyst basics | BCB-Analyst Topics | BCB-Analyst course outline | BCB-Analyst resources | BCB-Analyst Practice Test | BCB-Analyst book | BCB-Analyst book | BCB-Analyst exam syllabus | BCB-Analyst teaching |


Killexams exam Simulator
Killexams Questions and Answers
Killexams Exams List
Search Exams
BCB-Analyst exam dump and training guide direct download
Training Exams List