Specifically same CFEX braindumps that I actually saw in the real test!

killexams.com furnish Most recent and 2022 up-to-date Study Guide with Exam Cram Questions plus Answers for brand new matters of ACFE Certified Fraud Examiner (CFEX) Examination. Practice our braindumps in order to improve your knowledge and pass your own test with Higher Marks. We assure your success inside the Test Middle, covering each a single of the referrals of the test plus building your Knowledge of the CFEX examination. Pass with our own study guide.

Exam Code: CFEX Practice test 2022 by Killexams.com team
CFEX Certified Fraud Examiner (CFEX)

A Certified Fraud Examiner (CFE) is a leader in the anti-fraud community, noted as a specialist in the prevention, detection and deterrence of fraud. CFEs represent the highest standards held by the ACFE

Before earning the CFE Credential, you are required to pass the CFE Exam. The CFE test tests your knowledge of the four major areas that comprise the fraud examination body of knowledge:

Financial Transactions and Fraud Schemes — tests your comprehension of the types of fraudulent financial transactions incurred in accounting records. To pass Financial Transactions & Fraud Schemes, you will be required to demonstrate knowledge of the following concepts: basic accounting and auditing theory, fraud schemes, internal controls to deter fraud and other auditing and accounting matters.

Law — ensures your familiarity with the many legal ramifications of conducting fraud examinations, including criminal and civil law, rules of evidence, rights of the accused and accuser, and expert witness matters.

Investigation — includes questions about interviewing, taking statements, obtaining information from public records, tracing illicit transactions, evaluating deception and report writing.

Fraud Prevention and Deterrence — tests your understanding of why people commit fraud and ways to prevent it. Topics covered in this section include crime causation, white-collar crime, occupational fraud, fraud prevention, fraud risk assessment, and the ACFE Code of Professional Ethics.

Explanation of Certification Process
• Requirements
• Explanation of test Process
• Investigation Techniques
• Planning the Investigation
• Interview Theory and Application
• Analysing Documents
• Data Analysis and Reporting Tools
• Computer Forensics
• Covert Examinations
• Sources of Information
• Tracing Illicit Transactions
• Reporting Standards
• Examination on Investigation Techniques
• Overview of the Legal System
• Criminal Prosecutions for Fraud
• Basic Principles of Evidence
• Individual Rights During Examinations
• Civil Justice System
• Law Related to Fraud
• Testifying as an Expert Witness
• Securities Fraud
• Money Laundering
• Bankruptcy Fraud
• Examination on Law Related to Fraud Accounting Concepts
• Financial Statement Fraud
• Consumer Fraud
• Healthcare Fraud
• Financial Institution Fraud
• Check and Credit Card Fraud
• Insurance Fraud
• Fraudulent Disbursements
• Inventory and Other Assets
• Cash Receipts
• Bribery and Corruption
• Theft of Intellectual Property
• Computer and Internet Fraud
• Public Sector Fraud
• Contract and Procurement
• Fraud Examination on Financial Transactions and Fraud Schemes
• Understanding Behaviour
• White-Collar Crime
• ACFE Code of Professional Ethics
• Managements Responsibilities
• Auditors Responsibilities
• Corporate Governance
• Fraud Prevention Programs
• Fraud Risk Assessment
• Fraud Risk Management
• Examination on Fraud Prevention and Deterrence

Certified Fraud Examiner (CFEX)
ACFE Certified test
Killexams : ACFE Certified test - BingNews https://killexams.com/pass4sure/exam-detail/CFEX Search results Killexams : ACFE Certified test - BingNews https://killexams.com/pass4sure/exam-detail/CFEX https://killexams.com/exam_list/ACFE Killexams : Forensic Accounting Analysis vs. Audit

The field of accounting operates with many specializations, and auditing and forensic accounting are two of the most common. Although forensic accounting analysis and auditing seem like similar specialties, significant differences exist within the two job functions. Forensic accountants search specifically for fraudulent activity within organizations; auditors verify that companies are compliant with federal regulations and organizational policies. Companies in need of accounting assistance should understand the difference between the two specialities.

Forensic Accounting Job Duties

  1. According to Peter Vogt of Young Money, fraud and other white-collar crimes cost companies billions of the dollars a year. In an effort to uncover and prevent fraudulent activity and theft, companies employ forensic accountants. Forensic accounting analysis consists of analyzing financial documents to search for illegal activity within an organization, specifically white-collar crime. Forensic analysis is comprised of litigation support, investigation and dispute resolution. Some of the criminal activities that forensic accountants look for include fraud, money laundering and embezzlement. If a person within an organization is convicted of a crime, the forensic accountant responsible for finding the illegal may need to testify in court.

Forensic Accounting Career Qualifications

  1. Forensic accountants typically possess at least a bachelor's degree in accounting or a related field. Analytical and communication skills are very important to succeed as a forensic accountant. Individuals must understand corporate laws and regulations surrounding the accounting industry. Many employers desire to hire individuals who possess the certified fraud examiner designation. To meet certification qualifications, candidates must possess at least a bachelor's degree in any field or two years of fraud-related work experience. Candidates must pass a four-part, 500 multiple choice question test administered by the Association of Certified Fraud Examiners.

Auditing Job Duties

  1. Auditing is divided into two primary specializations - public auditing and internal auditing. Public auditors work for accounting companies that are hired to audit the financial records of public and private companies. The Securities and Exchange Commission (SEC) requires all public companies undergo an audit from a CPA designated accounting firm or individual. Public auditors file reports with the SEC regarding the results of the audit. Internal auditors work for private and public companies and are responsible for analyzing the organization's internal controls to prevent fraud. External and internal auditors may analyze a company's products, services, operations and processes. Auditors do not analyze every financial record of a company but rather a sample size.

Auditor Certifications

  1. Public auditors must possess the certified public accountant designation to file auditing reports with the SEC. The CPA test consists of four parts - Auditing and Attestation, Financial Accounting and Reporting, Regulation and Business Environment and Concepts. The test is administered by the American Institute of Certified Public Accountants. Most states require candidates possess 150 approved college hours. Therefore, many students participate in a combined Bachelor's/Master's accounting program to meet education requirements. Some internal auditors choose to pursue the certified internal auditor designation. CIA candidates must pass a four-part test and possess at least two years of work experience.

Sun, 16 Aug 2020 21:27:00 -0500 en-US text/html https://smallbusiness.chron.com/forensic-accounting-analysis-vs-audit-26374.html
Killexams : Forensic Accounting Certificate

Follow the Money With a Certificate in Forensic Accounting

In the wake of scandals such as Madoff, Wells Fargo, Enron and others, the demand for Forensic Accountants has grown about 20% per year. It is estimated by the Association of Certified Fraud Examiners that approximately 5% annual revenue around the world is lost to fraud. With an on-campus certificate in Forensic Accounting, you'll have what tomorrow needs.

Forensic accountants generally enjoy a 31% income premium over their peers. There are two main certification options for Forensic Accountants, the CFE (Certified Fraud Examiner) and CFF (Certified in Financial Forensics). This certificate assists students in passing those examinations.

Who is This Certificate For?

This certificate is for qualified professionals who want to enhance their skill set and can be a foundation to continue toward a graduate degree. It is also valuable for degree-seeking students looking to develop a concentration that gives them an edge in their career path.

What You Need to Know

Students in the graduate certificate Forensic Accounting program learn to investigate and prevent white-collar criminal activity in the financial and banking sectors. They combine their accounting knowledge with investigative skills in various litigation support. Forensic accountants also have the knowledge to assist in development of corporate accounting systems and risk assessment to help prevent fraud. They are employed by public accounting firms, corporations, and governmental units.

Admissions

To enroll in this certificate program, students must have taken Intermediate Accounting I. See complete admissions requirements.

Accelerated Option

Michigan Tech Bachelor's + 1 Semester = Accelerated Graduate Certificate

Current Michigan Tech undergraduates or recent alumni, get started right away. Our accelerated graduate certificates are a fast, affordable way to add graduate credentials to your bachelor's degree in as little as one semester. Be more marketable in your industry or prepare for your master's degree. Explore accelerated certificate options.

Credits

This graduate certificate requires a minimum of 9 total credits. Students may apply the credits earned for this certificate toward a graduate degree at Michigan Tech.

Related Certificates

You might also be interested in:

AACSB Accredited Logo

Thu, 01 Jul 2021 17:58:00 -0500 en text/html https://www.mtu.edu/gradschool/programs/certificates/forensic-accounting/
Killexams : Financial Therapist

What Is a Financial Therapist?

A financial therapist is a certified professional who provides therapy services with the goal of changing the way that clients think, feel, and behave in regards to money. Financial therapy is a relatively new field combining elements of financial advisory and therapy services. Certified financial therapists aim to help clients to address underlying sources of financial stress, to modify their future financial behavior, and to explore and change their relationship with money.

Key Takeaways

  • Financial therapists are certified professionals who work to change clients' ways of thinking, feeling, and behaving about money.
  • Financial therapy draws on both financial and therapeutic practices in an effort to address financial traumas, help people to adapt to new financial situations, and affect an individual's behavior with money.
  • To become a financial therapist, you must have a bachelor's degree in a finance- or mental health-related field, or an alternate designation like Certified Financial Planner (CFP) or Accredited Financial Counselor (AFC).
  • The financial therapist certification process requires educational training, completing hours of experience, passing an examination, agreeing to a code of ethics, and maintaining competency through continuing education.

Understanding Financial Therapists

Like traditional therapeutic practices, financial therapy works to Boost an individual's overall well-being. Financial therapists may come from either a financial or a therapy background and must receive certification from an organization like the Financial Therapy Association. Financial therapists typically hold degrees in either a finance-related field or a mental health-related field.

Financial considerations play a large role in nearly everyone's life, and the emotional and psychological burden of issues involving money can be significant. As of Feb. 2022, 65% of Americans are stressed about money. Similarly, other emotional experiences and issues can affect a person's financial habits as well. Financial therapists aid patients in addressing past financial traumas and present money-related behaviors.

Financial therapists can receive certification from a regulating organization such as the Financial Therapy Association.

How to Become a Financial Therapist

Financial advisors and non-financial therapists may address some of the same Topics and concerns as financial therapists, but they lack the training across these two fields that is necessary to become a financial therapist.

The process to become a financial therapist includes education, practical experience, ethical standards training, and an examination. The Financial Therapy Association provides three levels of certification for Certified Financial Therapists (CFTs). To receive certification at the first of these levels, CFT-I, an individual must have at least a bachelor's degree in a finance- or mental health-related field, or a designation as an Accredited Financial Counselor (AFC) or Certified Financial Planer (CFP).

Candidates for the CFT-I designation must complete competency training in the form of video courses and self-study. They must complete 500 hours of approved experiential training, including 250 in direct service to clients. Professional presentations, teaching, research, and additional client experience can make up the other 250 hours.

CFT-I candidates must also pass a 100-question, two-hour examination and learn about and agree to a code of ethics. Certified financial therapists must complete regular continuing education to maintain their certification.

What to Look for in a Financial Therapist

The single most important thing to look for in a financial therapist is certification from a governing organization like the Financial Therapy Association. The Center for Financial Social Work is an organization that is similar in some ways. Certification is an assurance that the professional you work with is trained in the appropriate areas and that they take care to recognize and avoid ethical and other problems that may arise through the course of therapy.

It is also essential that you feel comfortable with your financial therapist. These professionals may engage with you in highly personal matters that can be traumatic or troubling. You'll want to make sure that your financial therapist is someone you are comfortable speaking with openly.

Financial therapy is a cross-disciplinary practice, and clients should look for therapists who recognize this and understand their role in an individual's financial and overall well-being. Financial advisors and licensed therapists have unique sets of skills, and a financial therapist may have some of these skills but not all of them.

For this reason, it can be most beneficial to work with a financial therapist as one of multiple professionals in developing and caring for your financial well-being. For example, if you work with a financial therapist with a primary background in therapy, you may also want to work separately with a financial advisor to address more of the specifics of the finance side.

Because a financial therapist does not have the same set of skills as both a financial advisor and a licensed therapist, it may be most beneficial to seek additional support from other professionals with complementary areas of expertise.

How a Financial Therapist Compares to a Financial Advisor

As mentioned above, a financial therapist shares some, but not all, of the skills and knowledge of a financial advisor. While a financial advisor is specifically trained in areas of financial planning and management, as well as related ethical and often fiduciary responsibilities, financial advisors are not trained in therapeutic practices. They may end up providing some emotional support in the course of their work, but they are not licensed to offer more involved or elaborate therapy services.

Financial therapists, on the other hand, must have training in therapeutic practice in order to receive certification. However, they may not have the same full knowledge of financial planning and management as a financial advisor.

What Is a Financial Therapist?

A financial therapist is a certified professional with a background in either finance or therapy who aims to help clients address financial trauma or to change the way they think, feel, and behave in regard to money.

What's the Best Way to Select a Financial Therapist?

There is no single way to select a financial therapist. Make sure that any professional you work with is certified by an organization like the Financial Therapy Association. Beyond that, look for a financial therapist you are comfortable speaking openly to and someone who has a set of skills and knowledge that will complement your goals.

How Do You Become a Financial Therapist?

Becoming a financial therapist requires completing educational training, logging hours of direct and indirect experience, learning about and agreeing to a code of ethics, completing an examination, and completing continuing education programs to maintain certification.

Wed, 03 Aug 2022 00:49:00 -0500 en text/html https://www.investopedia.com/financial-therapist-6361303
Killexams : Block Trades, EFRPs and Assorted Other Trade Practice Issues: A Practical Guide of Current Status

Wednesday, July 27, 2022

With some frequency, Katten attorneys field questions from clients about exchange rules on off-exchange execution of futures and options on futures.1 This Advisory provides a high-level overview on this syllabu in connection with four principal derivatives exchange organizations: Chicago Mercantile Exchange Group (CME), ICE Futures U.S. (IFUS), ICE Futures Europe (IFEU) and Cboe Futures Exchange (CFE). In addition, it offers some perspective on other futures trade practice issues that have been recent focus areas for US regulators.

Block Trades and EFRPs in Futures

Commodity Futures Trading Commission (CFTC) Rule 1.38 requires futures and options on futures to be executed by "open and competitive methods" – except where transactions are executed in a "noncompetitive" manner in compliance with designated contract market rules specifically providing for such noncompetitive execution.2

Exchange rules provide for two kinds of noncompetitive execution of futures: block trades and exchange of futures for related positions,3 or EFRPs (another type of commonly exchange approved noncompetitive transaction is the so-called "office trade" or "transfer trade" – e.g., transfers of cleared trades from one clearing member to another).

Block Trades4

In futures, a block trade:

  • is a privately negotiated transaction in an eligible contract that meets certain quantity thresholds (as prescribed under exchange rules);

  • is executed apart from the public auction market (that is, not on the central limit order book or in the trading pit or ring);

  • cannot be transacted anonymously on an exchange or trading venue, but can be executed on electronic trading facilities – such as the Clearport or ICE Block platforms – which allow counterparties to interact directly;

  • must be transacted at a price that is fair and reasonable in light of the size of transaction and comparable prices and sizes in related markets;

  • must be submitted to the Exchange once consummated – generally within five to 15 minutes, depending on the contract (for blocks done outside of exchange business hours that clock starts when the exchange reopens).

Exchange for Related Positions5

EFRPs involve a privately negotiated futures transaction and the simultaneous execution of an equivalent quantity in a related cash product or OTC derivative instrument corresponding to the asset underlying the exchange contract – that is, an EFRP enables market participants to post a futures contract to the clearing house against a negotiated and executed cash, physical or OTC transaction or agreement.

Generally:

  • An EFRP involves two legs: one party to the EFRP is the buyer of the exchange contract and the seller of the related position and the other party is the seller of the Exchange contract and the buyer of the related position.

  • The related position component of an EFRP may not be a futures contract or option on a futures contract, a listed equity option, or a swap executed on a swaps execution facility or subject to a swap facility's rules.

  • EFRPs must be transacted at commercially reasonable prices; market participants may be required to demonstrate that EFRPs executed at prices away from the prevailing market were executed for legitimate purposes (that is, not as pretext for moving assets from one account to another without the incurrence of market risk – sometimes referred to as a "money pass").

  • The quantity of the related position component must be approximately equivalent to the quantity of the exchange component – although this is not to say quantities need to be identical, since appropriate hedge ratios may be used to establish equivalency. This is often another area that exchange market regulatory staff may scrutinize in inquiries after the fact.

  • "Transitory" EFRPs are prohibited – that is, the execution of one EFRP may not be contingent upon the execution of another EFRP between the same parties (or the offset solely of one of the legs of the EFRP), resulting in the offset of the related positions without incurrence of material market risk. Some exchanges, however, do permit "immediately offsetting" EFRPs in FX transactions.6

  • As for block trades, EFRPs must be submitted to the exchange for clearing, as soon as possible following execution (generally, the time at which the deal is priced) but no later than end of the day.

Fair and Reasonable Pricing versus Commercially Reasonable Pricing

Fair and Reasonable

Block trades must be transacted at prices that are fair and reasonable, considering (i) the size of the transaction; (ii) the prices and sizes of other transactions in the same contract at the relevant time; (iii) the prices and sizes of transactions in other relevant markets including the underlying cash market and related futures market, at the relevant time; and (iv) the circumstances of the markets or the parties to the block trade. The policy concern underlying the "fair and reasonable" pricing requirement for blocks is that block trade prices are publicly reported to the market (separately from trades done on the order book or in the trading pit or ring).7

Commercially Reasonable

By contrast, the pricing standard for EFRPs is that they be transacted at commercially reasonable prices as are mutually agreed to by the parties to the transaction (in most cases, provided that the price conforms with applicable futures price increments or option premium increments). Unlike block trades, the prices of the exchange component of EFRPs are not disseminated to the market; because those prices are inherently tied to the related position component, they are subject to the less prescriptive standard of commercial reasonableness.8

Common Issues Concerning Block Trades and EFRPs

Reporting Issues

Exchange rules require block trades to be reported promptly after execution – that is, after a trade is agreed in principle. Specific reporting deadlines vary by contract; CME, IFUS and ICFEU deadlines are either five or 15 minutes; the CFE deadline is 10 minutes for all eligible contracts.9 In addition to reporting timely, market participants must also accurately report the execution time of the block trade. Late reporting and inaccurate reporting are monitored by exchange market regulation divisions and can lead to significant disciplinary sanctions.10

Recordkeeping Issues

Parties to both block trades and EFRP transactions are subject to various recordkeeping obligations. For instance, CME Rule 538.H requires parties to an EFRP transaction to maintain all records relevant to the exchange contract and the related position transaction, including order tickets, records customarily generated in accordance with relevant market practices, records reflecting payments between the parties and, where appropriate, transfer of title, as well as any other records required to be kept pursuant to CFTC recordkeeping rules.11

Prohibited Transitory EFRPs

Exchange rules generally require that EFRP transactions bear genuine economic risk. On that basis, exchanges prohibit "transitory" EFRPs, which occur when the execution of one EFRP is contingent upon the execution of another EFRP between the same parties (or the offset solely of one of the legs of the EFRP), resulting in the offset of the related positions without incurrence of material market risk. However, CME Rule 538.K does permit immediately offsetting exchange-for-physical transactions in foreign currency futures, because the offsetting physical transaction is not contingent on the EFP in any way. If the futures leg of an immediately offsetting EFP in foreign currency is not accepted for clearing, the futures transaction is void and the counterparties would be left with the stand-alone physical transaction.12

Analogously, IFEU permits exchange-for-swap transactions where the original underlying swap leg is offset or cancelled by a back-to-back swap and then replaced by a futures position as part of the same strategy. Each swap leg, however, must be able to stand alone if executed singly, and must bear genuine economic risk.13

Exchanges will consider the length of time between the offsetting related physical or OTC transaction and the EFRP in determining whether a transaction is transitory; but the primary consideration is determining whether the offsetting cash or OTC transaction can stand on its own as an independent transaction exposed to market risk.14

Enforcement Trends

When utilizing instruments such as block trades and EFRPs, pre-execution communications (subject to some restrictions in the case of block trades) are permitted, but such communications must be recorded and retained. Retention of these communications has been an area of active enforcement for the CFTC as well as other regulators, giving rise to several notable cases.

Unapproved Communication Platforms

In 2021 the CFTC settled charges against an FCM and its affiliate swap dealers for an alleged failure to maintain, preserve, and produce records, and failing to diligently supervise such recordkeeping. Respondents were cited for purportedly failing to supervise employee (and supervisory) use of personal text messages and social media platforms not approved under respondents' own compliance policies to engage in business-related communications. The CFTC found widespread violations of the firm's communication and record keeping policies. In addition to the alleged pervasive violative conduct, the CFTC claimed that the firm did not completely and promptly respond to the CFTC's subpoenas. This resulted in an agreed civil monetary penalty of $75 million for recordkeeping and supervision violations.15

Audio Recordings or Oral Pre-Trade Communications

In another recent enforcement action, the CFTC settled with a swap dealer for purportedly failing to maintain audio recordings. As a result of alleged failures in the firm's audio retention systems, over one thousand hours of audio recordings were deleted. In this instance, the firm detected the issue and self-reported the error to the Division of Enforcement. The firm's self-reporting, cooperation and remediation caused the CFTC to substantially reduce the civil monetary penalty imposed on the firm.16

Failure to Supervise

Failures in required recordkeeping can also raise an enforcement inference of failure to supervise. In 2020 the CFTC settled with a swap dealer for failures in its audio recording preservation system. The Division of Enforcement sent a subpoena to the firm, in response to which the firm represented that it would be preserving its audio recordings. However, subsequently, the firm purportedly ended up deleting over a million audio recordings over a month-long period, including recordings that were directly related to the scope of the subpoena. This led to a civil monetary penalty of $4.5 million for failure to diligently supervise the operation of the audio preservation system.17

While there are many lessons to be learned from these cases, one thing is clear: enacting a system that complies with the rules is not enough. In addition, critically, firms must periodically test their systems to ensure that they are effective, and also must ensure that written procedures adequately cover each relevant exchange's rules, and that relevant staff are regularly trained on such matters.18

Pre-Hedging: Dos and Don'ts

Pre-hedging is the management of risk associated with anticipated customer orders; the dealer's objective in pre-hedging is to control market risk associated with standing on the other side of the customer. In the context of one-way RFQs, where a participant requests a firm quote on a specified transaction from one or more liquidity providers, pre-hedging consists of any trading activity that takes place between the time that the participant requests the firm quote and the time it accepts or rejects the quote.19 A major concern surrounding pre-hedging is market manipulation and fraud (e.g., front-running). Because pre-hedging is used to manage risk for orders that are large relative to the market's available liquidity, it has the potential to have a substantial impact on the market.20 Before engaging in pre-hedging, market participants should consider current market conditions as well as the nature of the pre-hedge transaction and the effect such transaction may have on the market.

Principal counterparties to a potential block trade in futures are permitted to engage in pre-hedging of a position that they, in good faith, believe will result from the consummation of the block trade.21 Prior to an October 2016 guidance update, pre-hedging had been expressly prohibited by CME rules. While pre-hedging is now permitted for principal counterparties, intermediaries or parties acting in an agency capacity with an express or implied duty to a customer are still prohibited from pre-hedging. Such intermediaries or agents in a potential block trade must wait for the consummation of the transaction to hedge or offset the position established by the block trade.22

When engaging in a block trade, whether in a principal or agent capacity, it is important to make clear each counterparty's respective roles. Using language that suggests an agency capacity may provide rise to an implied duty, and thus make pre-hedging impermissible. Representations by a party that they will "work an order" on behalf of a counterparty, or block trade negotiations where the price of the block trade is tied to the price of the party's pre-hedging activity plus a "markup" or "basis" may be viewed to imply that such agency duties are owed to the counterparty. In such scenarios, pre-hedging is prohibited.

Representations by a principal in the negotiation of a block trade that the party is intending to act as a principal is sufficient proof there are no agency duties (express or implied) owed to the counterparty provided that such representations are made prior to engaging in any pre-hedging activity. For example, disclosures in the header/footer of a party's instant message communications advising that the party is acting principally and owes no agency duties to the counterparty would suffice in lieu of direct communications during the negotiation. Alternatively, such disclosures could be made on recorded phone lines or sent via email prior to the principal engaging in pre-hedging activity related to the block trade negotiation.23

Market Disruption Cases: A Regulator's Perspective

In recent years, spoofing has emerged as a primary focus of the CFTC's enforcement activity against market disruption.24 Spoofing is specifically defined under section 4c(a)(5)(C) of the Commodity Exchange Act. A spoofing violation occurs when a trader intends to cancel a bid or offer before execution. "Spoofing" includes, but is not limited to: (i) submitting or cancelling bids or offers to overload the quotation system of an exchange’s order book; (ii) submitting or cancelling bids or offers to delay another person's execution of trades; (iii) submitting or cancelling multiple bids or offers to create an appearance of false market depth; and (iv) submitting or canceling bids or offers with intent to create artificial price movements upwards or downwards.

A spoofing violation requires a market participant to act with some degree of intent, or scienter, beyond recklessness.25 However, not all market disruption cases require a showing of intent. Indeed, a trader may only harbor commercially legitimate intent, and nevertheless be deemed liable for disruptive conduct, based solely on market impact of the trade.

In 2017, for example, CME and CBOT jointly settled disruptive trading charges with a member firm arising from the way the firm liquidated futures positions of its customers that were under-margined. According to the exchanges, on multiple dates between October 2014 and March 2015, the firm employed a liquidation algorithm that automatically entered market orders for the entire amount of an under-margined customer's positions. It did so, said the exchanges, without considering market conditions. As a result, claimed the exchanges, on at least three occasions on the CBOT and two occasions on the CME, the liquidation caused "significant price movements."26

Derived Blocks

A derived block is a block trade entered into by a party eligible to engage in block trades, in an eligible contract, for which the price and quantity are based on hedging transactions entered into by a dealer after the other terms of the trade have been agreed to, but before it is submitted to the exchange. Currently only CME is offering derived block functionality for eligible contracts.27

Ineligibility of Exchange-Traded Contracts to be the Related Position Component of an EFRP

Exchange rules prohibit EFRPs in which the related position is an exchange-traded or SEF-traded futures contract, option or swap or a swap executed pursuant to the rules of a SEF.28 This condition can seem arbitrary to market participants, who have struggled to understand why the execution method for an instrument should be tied to a restriction on its availability to a risk management strategy. Indeed a swap that is perfectly eligible to be the related position of an EFRP can become ineligible simply by virtue of being processed through a SEF; market participants must be vigilant about what happens after the trade where they wish to use it in an EFRP.

Non-"Incidental Matching of Buy and Sell Orders": How Much Is Too Much?

Exchange rules prohibit the buying or selling in the same product and expiration month (and for put or call options, the same strike price) where the market participant knows or reasonably should know that the purpose of the orders is to avoid taking a bona fide market position exposed to market risk.29 This practice of buying and selling the same product to avoid exposure to risk is known as wash trading and has been at the center of much regulatory discussion.

A wash trade violation has two elements: (1) a matching buy and sell order or accounts with the same beneficial owner; and (2) intent that the orders match (which may be inferred from evidence of prearrangement or from evidence that the orders were structured, entered or executed in a manner that the parties knew, or reasonably should have known, would produce a wash result). The unintentional and incidental matching of buy and sell orders entered by an individual trader on the electronic platform generally will not be considered a violation. However, if such self-matching occurs on more than an incidental basis in the context of the trader's activity or in the context of the particular market's activity, such trades may be deemed to violate the prohibition on wash trades.30

Exchanges have not typically provided numerical safe-harbors to guide market participants when wash trades might be regarded as incidental or not incidental. As a result, the line defining "more than an incidental basis" is not a specific quantity or percentage; however, as a Supreme Court Justice once noted regarding a certain kind of pornography, exchange regulators know it when they see it.31

All market participants are required to implement procedures to protect against wash trading. To that end, exchanges offer self-trade prevention functionality that can assist participants to prevent incidental wash sales. Although exchanges do not mandate adoption of such functionality, the failure to use it combined with more than "incidental" self-matching, would constitute bad facts in an exchange investigation.

Meghan Iannarone, an associate in the Financial Markets and Funds practice and candidate for admission to the New York State Bar, contributed to this advisory.


FOOTNOTES

Indeed, in response to these inquiries, during June 2022 Katten welcomed representatives from the CFTC's Division of Enforcement, the CME Group's Market Regulation Department, and Tradeweb Markets for a hybrid seminar and webinar at Katten's New York City office to discuss the regulation of off-exchange futures, and various trade practice issues. A link to the webinar is available here.

2 CFTC Rule 1.38, 17 CFR §1.38.

3 Also referred to as: exchange of futures for related positions (EFRP), exchange of contracts for related positions (ECRP), exchange for physical (EFP), exchange for risk (EFR), exchange for swaps (EFS) and exchange of options for options (EOO).

4 See, e.g., CME Rule 526 (and the CME Market Regulation Advisory Notice on Block Trades, available here); IFUS Futures US Rule 4.07 (and the IFUS US Block Trade FAQs, available here); IFEU Rule F.7 (and the IFEU Policy on Block Trades and Asset Allocations, available here); CFE Rule 415 (and CFE Regulatory Circular RG18-018 on Block Trades, available here).

See, e.g., CME Rule 538 (and Market Regulation Advisory Notice on Exchange for Related Positions, available here); IFUS Rule 4.06 (and the IFUS EFRP FAQs, available here); IFEU Rule F.5 (and the IFEU Guidance on the Exchange for Physical (EFP), Exchange for Swap (EFS), Soft Commodity Exchange for Related Positions (EFRP) and Basis Trading facilities, available here); CFE Rule 414 (and CFE Regulatory Circular 20-003 on Exchange of Contract for Related Position Transactions, available here).

6 But see IFEU Guidance on EFS, EFR and EFRPs at section 3 ("'Transitory' EFSs – where the original underlying swap leg is offset/cancelled by a back-to-back swap and then replaced by a futures position as part of the same strategy – are permitted. Each swap leg must be able to stand alone if executed singly, and must bear genuine economic risk.")

See, e.g., CME Block Trade MRAN at paragraph 12; IFUS Block Trade FAQ at Q. 22.

See CME EFRP MRAN at Q. 11; IFUS EFRP FAQ at Q. 5; but see IFEU Guidance on EFR, EFS and EFRPs at section 3 (prescribing specific pricing parameters for related positions and stating that "the price of the futures leg must represent a fair market value"); and CFE Regulatory Circular 20-003 ("Related positions must have a high degree of price correlation to the underlying of the Contract transaction so that the Contract transaction would serve as an appropriate hedge for the Related Position").

See CME Block Trade MRAN, section 7; IFUS Block Trade FAQ at Q. 9; IFEU Block Trade Policy, Tables 1, 2 and 3; CFE Regulatory Circular RG18-018, p. 3.

10 See, e.g., COMEX 17-0821-BC (available here) (COMEX disciplinary notice citing respondent for "a continuous pattern of inaccurately reporting block trades and reporting block trades late to the Exchange" and imposing an $85,000 fine.

11 See CME EFRP MRAN at Q. 19; IFUS FAQ on EFRPs at Q. 19; IFEU Guidance on EFR, EFS and EFRPs, at section 3; CFE Rule 414(g).

12 See CME EFRP MRAN at Q. 27; see also IFUS FAQ on EFRPs at Q. 14.

13 IFEU Guidance on EFR, EFS and EFRP, at section 3.

14 CME EFRP MRAN at Q. 14; IFUS EFRP FAQ at Q. 13.

15 See CFTC Release No. 8470-21, December 17, 2021 (available here).

16 See CFTC Release No. 8448-21, October 14, 2021 (available here).

17 See CFTC Release No. 8257-20, September 28, 2020 (available here).

18 Evidence of attendance at such training sessions should be retained in the ordinary course.

19 Global Foreign Exchange Committee, Draft Guidance Paper 1: Pre-Hedging. May 2021 (available here).

20 Global Foreign Exchange Committee, Draft Guidance Paper 1: Pre-Hedging. May 2021 (available here).

21 CME Block Trade MRAN at 11(c); IFUS Block Trade FAQ at Q. 24; CFE Rule 415(p). Under IFEU rules, however, pre-hedging is prohibited. See IFEU Block Trade Policy ("Members are not permitted to enter into a transaction for their own benefit, which is transacted on the basis of and ahead of an order (including an order relating to a bid) which it, or an associate, is to carry out with or for another person, which takes advantage of the anticipated impact of the order on the market.")

22 CME Group, Block Trades- Pre-Hedging Course (available here).

23 See COMEX 19-1158-BC (available here).

24 CFTC FY 2020 Division of Enforcement Annual Report at 5 (December 2020) (available here).

25 See CFTC's Interpretive Guidance and Policy Statement on Disruptive Practices ("Because CEA section 4c(a)(5)(C) requires that a person intend to cancel a bid or offer before execution, the Commission believes that reckless trading, practices, or conduct will not constitute a "spoofing" violation.") (available here).

26 See CME Disciplinary Notice 15-0158-BC (March 20, 2017) (available here); and see Gary DeWaal's commentary on the case (available here).

27 Stephen Morris, CME Derived Blocks - a new way to price block trades on certain CME and CBOT Security Index Futures, Lexology (available here); see also CME Group, Equity Index Derived Blocks (available here).

28 CME EFRP MRAN at Q. 3 and Q. 18; IFUS FAQ on EFRPs at Q. 1 and Q. 7; IFEU Guidance on EFS, EFR and EFRPs at section 2 (specifying the specific types of permitted related positions); CFE Regulatory Circular 20-003 at 2.

29 See CME Rule 534; IFUS Rule 4.02; IFEU Rule E.2.2A; CFE Rule 616.

30 See CME Wash Trade MRAN (available here).

31 Jacobellis v. Ohio, 378 U.S. 184, 197 (1964) (Stewart, J. concurring).

Wed, 27 Jul 2022 09:35:00 -0500 en text/html https://www.natlawreview.com/article/block-trades-efrps-and-assorted-other-trade-practice-issues-practical-guide-current
Killexams : 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

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

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

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

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

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, 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

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

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

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

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, 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

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

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

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, 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, 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, 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, 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

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

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, 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

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

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, 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 test 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

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

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, 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, 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

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

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, 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, 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, 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

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, 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

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, 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, 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, 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, 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, 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

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, 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, 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 

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, 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, 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, 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, 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

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
Killexams : Scottish education faces overhaul in wake of 'damning' OECD report

Scottish education is set to be transformed under far-reaching ministerial plans – but critics have accused the SNP of “bloody-mindedness” and say the move is “long overdue”.

Amid ongoing anger over this year’s alternative certification model, the Government has revealed it wants to scrap the Scottish Qualifications Authority (SQA).

Ministers are also preparing to break up school standards body Education Scotland, with inspection activity due to be split off and made independent.

The announcement comes after the Organisation for Economic Co-operation and Development (OECD) published its long-awaited report on the implementation of Curriculum for Excellence (CfE).

READ MORE: Scotland should reform '19th century' pupil assessments

It says Scotland should consider reforming what have been branded “19th century” assessment practices and highlights major weaknesses in the implementation of CfE that leave secondary pupils feeling ill-equipped for specialist study.

The document, which was described as “damning” by the Scottish Conservatives, proposes a raft of measures that would mark a decisive shift away from highstakes exams while aligning qualifications with “21st century curricula”. These include a more central role for continuous assessment and portfolio-based approaches.

OECD experts also say consideration should be given to a “specialist stand-alone agency” that has responsibility for the curriculum and perhaps assessment.

Despite setting out wide-ranging criticisms, the report stresses that CfE’s learner-centred philosophy is “widely supported” and “continues to be an inspiring example equated with good practice internationally”.

The Government said it would “actively consider” what changes are required to the national qualifications and assessment system. It will also “engage widely” on options for the future of inspection. 

HeraldScotland: Shirley-Anne Somerville has announced plans for far-reaching reform of Scottish education.Shirley-Anne Somerville has announced plans for far-reaching reform of Scottish education.

Confirming that all of the OECD’s recommendations would be accepted in full, Education Secretary Shirley-Anne Somerville said: “The OECD report is crystal clear – Curriculum for Excellence is the right approach for Scotland.

“In fact, despite all the criticism here at home, the OECD tells us it is viewed internationally as an inspiring example of curriculum practice.

“However, ten years on from CfE being introduced, it is right and proper that we review how it is being implemented.”

She added: “We will replace the SQA. We will talk to young people, parents and teachers to build a system that works in line with CfE – exactly as the OECD recommends.

COMMENT: OECD report glosses over Curriculum for Excellence design flaws

“Responsibility for inspection will no longer sit with Education Scotland and we will look at what further reform of the agency’s functions is required.

“Everyone across the education system, including at the SQA and Education Scotland, has worked tirelessly this year under very challenging circumstances. They are owed a debt of gratitude.

“What comes next is a period of change. But it is change in order to improve, to achieve more and to deliver for Scotland’s pupils.”

However, critics said the reform plans should have been announced sooner.

Scottish Liberal Democrat leader Willie Rennie said: “If the SNP Government had not been so bloody minded for so long, pupils and teachers may not have been subjected the inadequacies of the structure and support provided by the SQA and Education Scotland.”

HeraldScotland: EIS General Secretary Larry Flanagan welcomed the OECD report and the Education Secretary's announcement.EIS General Secretary Larry Flanagan welcomed the OECD report and the Education Secretary's announcement.

Scottish Conservative Oliver Mundell said: “The SNP arrogantly dismissed criticism and failed to act while Scotland’s schools slid down international league tables.

“This report is the final nail in the SNP’s flawed education system. They have now been forced into a massive top-to-bottom overhaul of their mistakes.

“When we fix the flaws, we must be wary of losing any more hallmarks of Scottish education.

“Our schools have always been proud of their strong test system and abandoning that would be a mistake.”

Ross Greer, education spokesman for the Scottish Greens, said replacing “failed agencies” would not automatically solve existing problems.

“These changes must go hand in hand with reform of the exams system itself, moving away from the antiquated highstakes end of term test model and towards systems of ongoing assessment which judge a pupil’s knowledge and abilities with far more accuracy,” he added.

READ MORE: Glasgow education boss: 'Trust teacher judgement on grades'

Scottish Labour’s Michael Marra said: “We need an end to the narrowing of the school curriculum and a far greater focus on ensuring that pupils receive an in-depth education in all of their subjects – rote learning will not do.”

Larry Flanagan, General Secretary of the EIS union, welcomed the OECD’s report and Ms Somerville’s announcement.

He added: “There is massive assessment overload in the senior phase, which squeezes out the time needed for both depth and breadth of learning – two of CfE’s big ambitions.

“This overload is also the driver of excessive workload, and that has been exposed clearly during the pandemic.”

Seamus Searson, SSTA General Secretary, said: "If you are going to 'replace' or 'scrap' SQA, what is it to be replaced with? Who will run it? In what ways will the test structure be changed to fit with CfE? Who will oversee the format? Will the hierarchy at SQA simply be moved to the replacement? 

"Who have been identifying the issues with the test structure? Who have been delivering the exams and have the greatest experience of dealing with CfE and understanding what would be the best transition from Broad General Education to Senior Phase? Teachers must be at the centre of any change and take this forward. Who are the experts that need to be consulted? Not curriculum developers but teachers."

HeraldScotland: SSTA General Secretary Seamus Searson wants teachers to be at the centre of the reform process.SSTA General Secretary Seamus Searson wants teachers to be at the centre of the reform process.

He added: "We must, as a trade union, take the offensive before the bureaucrats take over yet again."

Fiona Robertson, SQA Chief Executive, said: “We will make a full and positive contribution to the process that lies ahead, drawing on our experience and expertise as Scotland’s qualifications and accreditation body, and working in partnership with others across the education system.

“Whatever outcome eventually emerges, it is critical that we all commit to maintaining the high standards that have long been the hallmark of Scotland’s qualifications.”

A spokesman said "embracing change" was "part of the culture" at Education Scotland.

READ MORE: Chief inspector and SQA boss hit back at MSPs

He added: "Our focus is, and has always been, on supporting the system and the profession.

"The Cabinet Secretary’s announcement, based on the findings of the OECD Curriculum Review, provides an opportunity to ensure we continue to support continual improvement across the whole education system.

“The strength of our approach in supporting the system during the last 18 months, has been team working right across the organisation. This allowed us to work more effectively alongside and in partnership with the system – helping us identify, understand and support requirements nationally, regionally, and locally.

“We are entering a period of change but look forward to continuing working flexibly and collaboratively across the whole system within any new and emerging contexts.”

Tue, 22 Jun 2021 11:38:00 -0500 en text/html https://www.heraldscotland.com/politics/19388694.scottish-education-faces-overhaul-wake-damning-oecd-report/
Killexams : Lee University Business Department To Offer CPA Review

Lee University’s Department of Business will begin its Fall CPA Review Program, a public seminar to prepare for the CPA exam, this August in Lee’s Walker Memorial Building. 

An intensive four-month program, the CPA Review will commence on Aug. 14, and end on Dec. 8. Classes will meet Tuesdays and Thursdays from 6-10 p.m.  

The program will be taught in four different sessions. Session 1 on Business Environment and Concepts will start the program in August and end on Sept. 4. Session 2, covering Regulation, will begin Sep. 6 and run to Oct. 2. Session 3, which covers Auditing and Attestation will begin Oct. 4 and conclude on Oct. 25. The fourth and final session, Financial Accounting & Reporting, will start Oct. 30 and end the program on Dec. 8. 

The CPA Review Program cost, excluding materials, is $1,500, and the course will be using the 41st Edition of the BISK CPA Review (a four-volume set for $625). 

“Though the economy might be returning slowly, this certification will add value to, and accelerate a participant’s career,” said Gregory Della Franco, assistant professor of accounting at Lee. “This is not for matriculating Lee students. We’ve designed this for members of our community who wish to get top-notch, on-site instruction and get ready to pass the test within the year.” 

Mr. Della Franco, who joined the Lee faculty in 2005, has more than 30 years of professional experience in the accounting field. He holds a CFE, CPA, MBA, and is currently pursuing a doctorate at Argosy University. 

For more information, visit www.leeuniversity.edu/cpa. To register, contact Mr. Della Franco at 614-8667 or gdellafranco@leeuniversity.edu.

Thu, 21 Jul 2022 12:00:00 -0500 en text/html https://www.chattanoogan.com/2012/7/12/230157/Lee-University-Business-Department-To.aspx
Killexams : Michelle Leigh

Ms. Leigh is currently the SVP of Internal Controls, Regulatory and test Management at Union Bank. Ms. Leigh has over 20 years of expertise in the Mortgage and Consumer Banking Industry, with particular emphasis in Risk Management and the related fields such as: Regulatory Compliance, Operational Risk Management, Loan Servicing, Default Management, Fraud Investigation, Quality Control and Government Risk. Ms. Leigh is equally versed in FHA & VA Lending, Loan Underwriting, and Staff Management. Ms. Leigh�s experience includes having worked with numerous leading companies within the Mortgage Industry, National Banks, Wall Street Firms, and Regulatory Business Entities. In addition to having her FHA Direct Endorsement and V.A. LAAP designations, Ms. Leigh has held one of the highest past track records of success recorded in the mortgage industry for recovery on the complex issue of HUD/FHA Loss Mitigation, in accordance with the HUD statistics. Ms. Leigh earned her Bachelor of Science Degree in Business Administration and Entrepreneurial Studies from the California State University of Northridge. Michelle is also a graduate of the Mortgage Bankers Association, School of Mortgage Banking, Certified Fraud Examiner �CFE�, and Certified Regulatory Compliance Manager from the American Bankers Association. Michelle also holds various licensing and certifications for other areas of the mortgage banking industry in Internal Audit, Escrow, Real Estate Sales. Ms. Leigh has been a frequent public speaker/trainer at mortgage lending conferences such as Mortgage Bankers Association, Home Improvement Lenders Association, National Reverse Mortgage Lenders Association, National Mortgage News, American Conference Institute, Fannie Mae, Freddie Mac, U.S. Department of HUD/HOC�s and in-house for many mortgage lending shops across the country. The workshops relate to all areas of Operational Risk, Regulatory Compliance, Government Lending and Servicing, Fraud Handling, and Quality Control.Ms. Leigh has co-authored the only HUD-endorsed FHA Claims Manual for FHA Loss Mitigation sold and has been responsible for updating many of the industries teaching manuals with current information on a national level. In addition, Ms. Leigh has written several published articles for various lenders, their correspondents and business partners.

Wed, 05 Apr 2017 19:01:00 -0500 en text/html https://www.benefitnews.com/author/michelle-leigh-nmn676
Killexams : Waterstone Bank Launches Stepping Stone® Checking, Nationally Certified by Banking Advocates as Safe, Affordable Account

WAUWATOSA, Wis., July 11, 2022 (GLOBE NEWSWIRE) -- Today WaterStone Bank announced a new checking product, Stepping Stone®. The new checking product was officially certified by the national Cities for Financial Empowerment Fund (CFE Fund) as meeting the Bank On National Account Standards (2021 - 2022). The national safe account standards, co-created by consumer advocates, leading national nonprofit organizations, civic leaders, and other financial institutions, designate both core and strongly recommended features that ensure low cost, high functionality, and consumer safety.

The CFE Fund’s Bank On National Account Standards Certification indicates that the new account meets over 25 features for safe and affordable consumer transaction accounts. Key features of the Stepping Stone® account include no monthly fee, no overdraft or nonsufficient fund fees, digital bill pay capabilities, and federal deposit insurance. Stepping Stone® Checking is available in all 14 WaterStone Bank branches and online.

“Stepping Stone® Checking provides access to bank services for those individuals in our community that to date have lacked that access,” said Doug Gordon, CEO of WaterStone Bank. “The Certification by Bank On further supports our efforts to help those individuals.”

“The Cities for Financial Empowerment Fund is delighted to award its national Bank On account certification to WaterStone Bank’s Stepping Stone® Checking,” said Jonathan Mintz, President and Chief Executive Officer of the Cities for Financial Empowerment Fund. “Stepping Stone® Checking offers Southeastern Wisconsin residents who are looking to Boost their finances a safe, affordable, and truly useful mainstream banking product to access and manage their money. WaterStone Bank’s offering of this terrific account brings them into the forefront of national banking access efforts, and we thank them.”

The goal of Bank On is to ensure that everyone has access to safe and affordable financial products and services. The Bank On National Account Standards identify critical product features for appropriate bank or credit union accounts, making it easier for local coalitions across the country to connect consumers to accounts that meet their needs.

With the addition of Stepping Stone® Checking, accounts that meet Bank On National Account Standards are now available at over 39,000 branches in all 50 states and Washington, DC; financial institutions with Bank On certified accounts already comprise over 56% of the national deposit market share. In addition to Stepping Stone® Checking, there are over 200 other Bank On certified accounts available at financial institutions across the country. Data collected by the CFE Fund in partnership with the Federal Reserve Bank of St. Louis through Bank On’s national reporting platform shows that these accounts are meeting consumers’ needs; since their offering, millions of consumers have opened Bank On certified accounts, with approximately 85% of them opened by consumers new to the financial institutions.

The CFE Fund leads the national Bank On movement, supporting 90 local coalitions working to connect individuals and families to the financial mainstream through partnerships between governments, financial institutions, and community +organizations. To learn more about Bank On and the National Account Standards click here, or follow the conversation on Twitter @CFEfund #BankOn.

About WaterStone Bank
WaterStone Bank, established in 1921, offers a full suite of personal and business banking products. The community bank has branches in Wauwatosa/State St, Brookfield, Fox Point/North Shore, Franklin/Hales Corners, Germantown/Menomonee Falls, Greenfield/Loomis Rd, Milwaukee/Oklahoma Ave, Oak Creek/27th St, Oak Creek/Howell Ave, Oconomowoc/Lake Country, Pewaukee, Waukesha, West Allis/Greenfield Ave, and West Allis/National Ave, Wisconsin. WaterStone Bank is the parent company to Waterstone Mortgage, which has the ability to lend in 48 states. For more information about WaterStone Bank, go to http://www.wsbonline.com. Follow WaterStone Bank on Facebook, Twitter, LinkedIn, YouTube, and Instagram.

About the Cities for Financial Empowerment Fund (CFE Fund)
The CFE Fund supports municipal efforts to Boost the financial stability of households by leveraging opportunities unique to local government. By translating cutting edge experience with large scale programs, research, and policy in cities of all sizes, the CFE Fund assists mayors and other local leaders to identify, develop, fund, implement, and research pilots and programs that help families build assets and make the most of their financial resources. The CFE Fund is currently working in over 100 cities and counties, and has disbursed over $59 million to local governments and their partners to support these efforts. For more information, please visit www.cfefund.org or follow us on Twitter at @CFEFund.

About Bank On
Bank On coalitions are locally-led partnerships between local public officials; city, state, and federal government agencies; financial institutions; and community organizations that work together to help Boost the financial stability of unbanked and underbanked individuals and families in their communities. The Bank On national initiative builds on a grassroots movement of over 90 coalitions in cities across the country, offering national account standards, capacity grant support, pilot funding, and a learning community. In addition to connecting unbanked individuals to accounts, Bank On programs raise public awareness, target outreach to the unbanked, and expand access to financial education. Visit www.cfefund.org/bankon for more information, or follow the conversation on Twitter @CFEFund #BankOn.

Contact: Emily Gillingham
Community Relations Coordinator
414-459-4182
emilygillingham@wsbonline.com


Mon, 11 Jul 2022 01:48:00 -0500 en-US text/html https://kfor.com/business/press-releases/globenewswire/8586434/waterstone-bank-launches-stepping-stone-checking-nationally-certified-by-banking-advocates-as-safe-affordable-account/
Killexams : White House insiders to talk about Trump's actions on Jan. 6

WASHINGTON (AP) — Matthew Pottinger was a journalist in China, concerned about the country's drift toward authoritarianism, when he decided — at age 31 — to enlist in the U.S. Marines after the invasion of Iraq.

“Our form of government is not inevitable," Pottinger recalled thinking during an interview two years ago with the Ronald Reagan Presidential Foundation and Institute. "And it shouldn’t be taken for granted. But it’s a form of government very much worth fighting for.”

Pottinger had no way of knowing when he put on his military uniform for the first time how close to home that battle for democracy would get. He became deputy national security adviser to President Donald Trump, and he resigned after the Jan. 6 attack that tried to stop the peaceful transfer of power to President Joe Biden.

On Thursday, he'll be one of the key witnesses at a prime-time hearing of the select House committee investigating the attack. The other is Sarah Matthews, who resigned from her position as a deputy press secretary the same day.

Pottinger and Matthews will join Cassidy Hutchinson, a former assistant to Mark Meadows, Trump's final chief of staff, in the exclusive club of Trump White House insiders who have appeared publicly. Their appearances stand in blunt contrast to the cadre of Trump loyalists who have tried to defy the committee’s subpoenas, remained silent or continued to dismiss the investigation’s findings.

Any details on what Pottinger and Matthews will share on Thursday have been kept under wraps, but the hearing is expected to focus on what Trump did — and didn't do — as his supporters swarmed the U.S. Capitol and interrupted the ceremonial certification of the election.

Roughly three hours elapsed between Trump's speech at a rally near the White House and his release of a video calling the rioters “very special” but asking them to “go home now.”

Pottinger, 49, and Matthews, 27, may be able to illuminate what was happening behind the scenes as Trump resisted pleas from family, aides and Republicans to condemn the riot and urge people to leave the building.

As a member of the press office, Matthews was privy to debates over what the White House and Trump should say publicly during the riot and what other aides advised. And although Pottinger was focused on foreign policy, his position placed him at the crossroads of national security matters.

Whatever they saw that day, they decided to quit, helping to begin an exodus that included other White House staff and various Cabinet officials.

“These are people who believed in the work they were doing, but didn’t believe in the stolen election," said Rep. Elaine Luria, D-Va., a member of the select committee.

Luria added, “It’s just a key piece of telling the story about that day, because we’ll be hearing from people who were in the White House, what they observed, what their reactions were."

Alyssa Farah Griffin, the former White House director of strategic communications, said Pottinger and Matthews could make potent witnesses, particularly because of their very different backgrounds.

Pottinger, Griffin said, is someone with “enormous credibility,” who is “highly respected in the national security space” and not seen as overtly political. Matthews, in contrast, is “a tried and true Republican” who worked for Trump’s reelection campaign and was hand-picked to join the White House.

“I think their testimony will be incredibly compelling and carry a lot of weight,” said Griffin, who has been supportive of the committee's work and has discussed Matthews' testimony with her.

Matthews began working for Republicans on Capitol Hill as an intern while she was still a student at Kent State University in Ohio. She was so eager to begin a career in Washington that she moved to the city for her first job a month before her graduation, missing her last weeks of college and finishing her final classes online, she told her alma mater in an interview two years ago.

Matthews was hired as a deputy press secretary for Trump's reelection campaign and was brought over to the White House by press secretary Kayleigh McEnany. She worked in the area of the West Wing known as “upper press,” placing her in closer proximity to the Oval Office than others in her office.

Sometimes she joined Trump for media interviews, but mostly she fielded questions from reporters and helped prepare for White House briefings.

When Matthews resigned on Jan. 6, she issued a statement saying she was “deeply disturbed by what I saw today." On the anniversary of the attack, she called it “one of the darkest days in American history.”

“Make no mistake, the events on the 6th were a coup attempt, a term we’d use had they happened in any other country, and former President Trump failed to meet the moment,” she tweeted.

Pottinger did not issue a statement when he resigned on Jan. 6, but he discussed the decision during previous, closed-door testimony to the committee.

While the riot was underway, Pottinger said, a staff member brought him a printout of a Trump tweet accusing Vice President Mike Pence of not having “the courage to do what should have been done” to overturn the election.

“I read that tweet and made a decision at that moment to resign," Pottinger said. "That’s where I knew that I was leaving that day once I read that tweet.”

Pottinger took a much more roundabout path to the White House than Matthews.

His father, John Stanley Pottinger, served as an assistant attorney general under Presidents Richard Nixon and Gerald Ford. Matthew Pottinger studied China in college, then moved to the country to work as a reporter for Reuters and The Wall Street Journal.

But in 2005, he joined the Marines. Explaining his unusual decision, Pottinger wrote an essay saying that “living in China also shows you what a nondemocratic country can do to its citizens.”

Qualifying at age 31 wasn't easy. He wrote that he got winded after running for five minutes, and he could only do half a pullup. But by the time he took his physical fitness test, he could do 13 pullups and run 3 miles in less than 21 minutes.

Pottinger deployed to Iraq as an intelligence officer, and he later worked in Afghanistan with U.S. Army Lt. Gen. Michael Flynn. At the time, Flynn was a respected military leader, not the promoter of conspiracy theories that he's become today.

They ended up writing a report criticizing military intelligence efforts in Afghanistan. Years later, after Trump was elected, Flynn invited Pottinger to join him in the National Security Council. Flynn didn't last long — he was forced out after a little more than three weeks because of his obfuscations about his conversations with the Russian ambassador to the U.S. — but Pottinger stuck around.

He was promoted to deputy national security adviser in 2019. Pottinger was focused on Asia during his time in the Trump administration, and helped outline a more aggressive stance toward China, one that was rooted in his own experiences as a reporter in the country.

He is now a distinguished visiting fellow at the Hoover Institution and the chair of the China program at the Foundation for Defense of Democracies.


Colvin reported from New York. Associated Press writer Mary Clare Jalonick contributed to this report.


Follow AP’s coverage of the Jan. 6 committee hearings at https://apnews.com/hub/capitol-siege

Wed, 20 Jul 2022 23:08:00 -0500 en text/html https://www.normantranscript.com/region/white-house-insiders-to-talk-about-trumps-actions-on-jan-6/article_41c47fad-bff9-5987-b569-f4cfe7b31b14.html
CFEX exam dump and training guide direct download
Training Exams List