NYSTCE availability - New York State Teacher Certification Updated: 2024
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Exam Code: NYSTCE New York State Teacher Certification availability January 2024 by Killexams.com team
NYSTCE New York State Teacher Certification
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What to expect. This tutorial from the NYSTCE Web site was created to allow you to become more comfortable with the layout and format of CBTs. It includes important information about navigating through the exams, flagging questions for review and ending your exam. This document (PDF) outlines features and general directions for CBTs.
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|New York State Teacher Certification
Teacher-Certification Certification availability
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New York State Teacher Certification
B. does not scream in pain while having a heart attack
C. shows no evidence of heart muscle damage
D. always dies of a myocardial infarction
A woman who is 53 years old has a heart attack. Compared with a man, she is more likely to
A. die of coronary artery disease before age 65
B. have a
C. die within an hour of the attack
D. die as the result of a heart attack after age 65
Which conclusion is consistent with the results of the study?
A. Chances of death within one hour of a heart attack are greater for women than men.
B. Chances of death from coronary artery disease are less for men than women.
C. Evidence of coronary artery disease is equal among men and women.
D. Sudden death is more likely for both men and women if they are under age 55 at the time of
Based on the results of this experiment, of the people who died of coronary artery disease before
A. 18 percent were women
B. 20 percent were women
C. 85 percent were men
D. 102 percent were men
A group of 1000 men and 1200 women between the ages of 50 and 65 are to be studied for
coronary artery disease. Based on the original study, which of the following results could be
predicted most reliably?
A. Eight (8) women will die of coronary heart disease after they reach age 65.
B. Sixteen (16) women will show significant evidence of coronary artery disease.
C. Forty-four (44) men will die of coronary artery disease after they reach age 65.
D. Sixty-five (65) men will show no significant evidence of coronary artery disease.
A chemistry student placed a strip of blue litmus paper and a strip of pink litmus paper in a glass
dish. Then she added a drop of dilute sulfuric acid to each strip of litmus paper. She observed
that the blue litmus paper turned pink, but the pink litmuspaper did not change color. Next she
placed a drop of sodium hydroxide (NaOH) on other strips of blue and pink litmus paper. This
time, the pink litmus paper turned blue, but the blue litmus paper did not change. Finally, she put
a drop of distilled water onstrips of blue and pink litmus paper. Neither strip changed color. She
repeated the tests several times with the same results. The student concluded that acids turn blue
litmus paper pink; bases, such as sodium hydroxide, turn pink litmus paper blue.As water did not
affect either pink or blue litmus paper, she reasoned that water was not an acid or a base, but a
neutral substance. Keeping these results in mind, the student poured a little sodium hydroxide
into a beaker containingpink and blue litmus paper. Then she added hydrochloric acid (HCl)
drop by drop until the solutionbecame neutral. She determined that a new, neutral substance had
formed in the beaker. The substance was table salt, or sodium chloride (NaCl), which isone of
many salts formed from an acid and a base. If a drop of an unknown substance turns blue litmus
paper pink, but does not change pink litmus paper, the substance is a(n):
In the presence of potassium hydroxide (KOH):
A. blue litmus paper turns pink
B. pink litmus paper turns blue
C. blue litmus paper becomes darker
D. pink litmus paper does not change
blue and pink litmus paper are put in a beaker filled with a clear solution, neither
When strips of
litmus paper changes color. The solution:
A. must be water
B. must be neutral
C. may be an acid
D. may be a base
In another experiment, the student added hydrochloric acid drop by drop to a solution of sodium
hydroxide containing strips of originally blue and originally pink litmus paper. As she continued
adding acid, the originally:
A. pink litmus paper remained pink
B. blue litmus paper remained blue
C. blue litmus paper turned from pink back to blue
D. pink litmus paper turned from blue back to pink
In setting up an aquarium, several factors must be considered before introducing fish. Which of
the following factors could be tested using litmus paper?
The complex behavior of the poor-sighted, three-spined male stickleback fish has been studied
extensively as a model of species behavior in courtship and mating. After a male has migrated to
a suitable spot, he builds a spawning nest of sand and sediment. In courting, he performs a
special "zigzag" dance. The female then follows the male to the nest where she spawns and he
fertilizes the spawned eggs. Also, male sticklebacks have been shown to exhibit territorial
behaviors. A biologist performed three experiments to learn more about the behavior of the
stickleback. Experiment 1 Tank 1 and Tank 2 are set up with identical conditions and one male
stickleback is placed in each tank. Both fish build nests in their respective tanks. The male from
Tank 1 is removed from his tank and is replaced with an egg-laden female; the male from Tank 2
is removed from his tank and is introduced into Tank 1. In Tank 1, the male does not perform the
zigzag dance and no spawning occurs. The male retreats to a corner of the tank. Experiment 2 A
male stickleback in an aquarium builds his nest. A fat, round male is introduced into the
environment. The original male performs the zigzag dance and attempts to lead the round male to
the nest. The round male refuses and begins to flap his fins and swim in circles. The first male
then begins to flap his fins, circle his nest, and occasionally prod the other fish to a far corner of
the tank. Experiment 3 A small, flat-shaped female is introduced into a tank where a male has
built a nest. The male circles the female a few times, and then retreats to a corner of the tank.
The experimental data would support the hypothesis that the purpose of the male stickleback's
mating dance is to:
A. keep away other male sticklebacks.
B. fertilize the eggs.
C. lure and entice the female to the nest
D. establish territorial rights.
Which experiment supports the hypothesis that the male exhibits territorial behavior?
A. 1 only.
B. 2 only.
C. 1 and 2 only.
D. 1, 2, and 3.
To further investigate the territorial behavior of the stickleback, the biologist should vary which
of the following factors in Experiment 2?
A. The temperature of the water.
B. The fatness of the male fish.
C. The sediment and sand in the tank.
D. The size of the tank.
To clarify the results of Experiment 1, the biologist should set up which of the following test
A. Maintain the positions of the male sticklebacks and add another egg-laden female to Tank 1.
B. Place both male sticklebacks in Tank 2.
C. Return the original male stickleback to Tank 1 and observe its behavior with the female fish.
D. Repeat the experiment using a different species of fish.
A male stickleback has been established in an aquarium and has built a nest. If one egg-laden
female and several flat-shaped male sticklebacks are placed in the tank, one would most likely
A. all the males would perform the zigzag dance.
B. all the males would circle the female.
C. only the male that was originally in the tank would perform the zigzag dance.
D. the female would retreat to a corner.
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Undergraduate Teacher Certification Requirements
Drexel offers a number of education certification and degree programs that prepare students for formal teacher certification. Once a student has successfully completed their undegraduate course of study and all qualifying teacher certification exams required by the Pennsylvania Department of Education (PDE), Drexel recommends the student to the PDE for the appropriate teaching certificate.
Teaching Certification GPA Requirements
The School of Education requires that students maintain at least a "B" average (3.0 GPA) in content courses needed for teacher certification in addition to earning a grade of "B" or better in each core pedagogy course required for certification.
Pennsylvania Teacher Certification Requirements
All undergraduate students are required to obtain and submit updated and current copies of the required clearances to the School of Education annually in order to participate in classroom observations and student teaching in Pennsylvania. All full-time undergraduates will receive assistance in gaining these clearances during their first term. Non-PA students should contact their state's department of education or school district office for a list of clearances required in their state.
Teacher Certification Process
Instructional I Certification
This initial certification qualifies a teacher to teach for a maximum of six years. The six years need not be continuous. To continue teaching after the six years are completed, the teacher must receive an Instructional II Certification.
Instructional II Certification
The Instructional II Certification is considered a permanent certification. A teacher applying for Instructional II Certification must have:
Elementary Certification (Grades PreK–4) and Special Education Certification (Grades PreK–8 and Grades 7–12)
The Pennsylvania Educator Certification Tests (PECT) are required for Grades PreK–4 and Special Education. All undergraduate and dual degree BS/MS students are required to pass the Pre-service Academic Performance Assessment (PAPA) basic skills exam. In addition, students will be required to take the appropriate assessment exam for each area of certification they wish to obtain.
For more information about examinations and registration:
Middle Level Certification (Grades 4–8) and Secondary Certification (Grades 7–12)
All undergraduate and dual degree BS/MS students seeking certification in middle (grades 4–8) or secondary (grades 7–12) levels are required to pass exams from the PA Education Certification Tests (PECT) and the Praxis II Series. Students must pass both the Pre-service Academic Performance Assessment (PAPA) basic skills assessment exam and the appropriate Praxis II Content Knowledge test for each area of certification they wish to obtain.
For more information about examinations and registration:
Pennsylvania Act 48 Requirements
To maintain Instructional I and Instructional II Certifications, the PDE requires a teacher to complete one of the following every five years:
Note: For those working to acquire Instructional II Certification, the 24 semester credits or 36 quarter credits needed to apply for Instructional II may also count toward Act 48 requirements.
Drexel University School of Education
What is the Post Baccalaureate Teacher Certification?
The Post Bachelor’s Baccalaureate Teaching Certification program in Elementary Education (grades PreK-4), Middle Level (grades 4-8), and Secondary Education (grades 7-12) are designed for professionals who hold a bachelor’s degree and who seek to qualify for Pennsylvania state teacher certification at the elementary, middle, or secondary level. Students take courses online that satisfy Pennsylvania teaching certificate requirements while completing the required number of weeks of students teaching. Pennsylvania has reciprocation agreements with nearly every state in the U.S. meaning you can transfer your teaching certificate to another state.
What Can You Do with a Post Baccalaureate Teacher Certification?
The curriculum for this teacher certificate program at Drexel University is designed for those changing careers into the education field, as well as those who already serve as temporary, emergency, or substitute teachers and wish to earn a formal teaching credential.
Students who wish to complete a master’s degree in Teaching, Learning and Curriculum have the opportunity to transfer the credits earned in the Post Bachelor’s Teaching Certificate into the MS in Teaching, Learning & Curriculum program.
The PA teacher certification program requirements at Drexel University’s School of Education prepares students for a Pennsylvania Instructional I Certificate.
How Long Does it Take to Get a Teaching Certification?
A commonly asked question regarding our programs, is "how long is the teacher certification program"? If you already have a bachelor's degree, the elementary, middle level and secondary education programs typically take two years to complete. Drexel also offers a dual certification option for secondary and special education. A bachelor's degree program typically takes up to 4 years to complete.
How to Get a Teaching Certification
1. Earn your bachelor's degree
The first step towards becoming a K-12 teacher is to earn a bachelor’s degree. If you earn a bachelor’s degree in a program that leads to teaching certification, such as elementary education or teacher education, you will graduate with all the requirements necessary to become a licensed teacher. If your bachelor’s degree is in a non-teaching program, you will need to follow the next steps on this list to complete your educator certification program..
2. Decide what subject and/or grade level you want to teach
If you already have a bachelor’s degree, you can become a teacher through our teacher certification program. The first step is to determine what subject you would like to teach. Some students choose a subject that reflects their bachelor’s degree experience while others may choose a new subject that they are passionate about.
3. Complete a certification program
Once you have decided on a subject, you should enroll in a teacher certification program and focus on your chosen subject. You will complete required coursework for certification and gain the knowledge needed to complete the required Praxis exams.
4. Gain student teaching experience
While you complete your required coursework, you will also gain the required hours of student teaching experience. Most teacher certification programs require 12 weeks of student teaching experience. The School of Education’s Field Placement Office assists students with identifying student teaching opportunities in school districts close to where they live, anywhere in the U.S. and other parts of the world.
5. Pass your certification exams
Once you have completed your required courses and student teaching experience, you will schedule and sit for your Praxis exams. Passing the required exams is a critical final step to become a certified teacher. Passing the exams will allow you to begin teaching in classrooms on your own. Some school districts may allow emergency certifications to allow teachers who have not completed their exams to teach in their schools for a certain period of time until they can pass the required exams.
6. Become licensed
Once you have passed the required exams, you will be issued an Instructional I teaching certificate in the state where you took the exams. As a certified teacher, you will be eligible for teaching positions in the subject in which you are certified. You can add additional certifications or complete requirements for an Instructional II teaching certificate as you advance in your career.
Post Baccalaureate Teacher Certification Program Options
Post Bachelor's Middle Level Teaching Certificate (Grades 4-8)
Drexel's Post Bachelor's Teaching Certificate in Middle Level (grades 4-8) is ideal for students who would like to teach middle school students in the areas of Math, Science, English, and Social Studies. In addition to gaining knowledge of effective teaching methods, students will also learn how to create culturally responsive pedagogy and create a safe, productive, and positive classroom environment that facilitates learning for all students.
The coursework for a certificate for middle level education consists of 33 credit hours (13 courses) and includes mandatory field-based experiences and 12 weeks of student teaching.
The Post Bachelor's Teaching Certificate for Middle Level (Grades 4-8) curriculum and course descriptions may be found in the Drexel Online Course Catalog.
Post Bachelor’s Secondary Education Teaching Certificate (Grades 7-12)
The Post Bachelor’s Teaching Certificate in Secondary Education (Grades 7-12) is designed for individuals who hold a bachelor’s degree and who seek to qualify for PA state teacher certification at the secondary level. The curriculum is designed for those changing careers as well as those who already serve as temporary, emergency, or substitute teachers and wish to earn a formal teaching credential.
The coursework for a general certificate of secondary education consists of 30 credit hours (11 courses) and includes mandatory field-based experiences and 12 weeks of student teaching.
The Post Bachelor's Teaching Certificate for Secondary Education (Grades 7-12) curriculum and course descriptions may be found in the Drexel Online Course Catalog.
Teacher Certification Specialties
The School of Education offers eight content-specific areas of study each leading to their own certifications with required courses and Praxis exams:
Pennsylvania Teaching Certification Requirements
Once a student has successfully completed their course of study and all exams required by the Pennsylvania Department of Education (PDE), Drexel recommends the student to PDE for issuance of the appropriate teaching certificate.
Instructional I Teacher Certification Requirements
Pennsylvania’s initial state certification is known as “Instructional I” and is valid for a total of six years (the six years need not be continuous). To continue teaching after six years, teachers must receive an Instructional II Certification.
Instructional II Teacher Certification Requirements
The Instructional II Certification is considered a “permanent” certification. (It must, however, be renewed every five years through the fulfillment of continuing education requirements.) A teacher applying for Instructional II Certification must have:
Required Exams for a Certificate of Elementary Education (Grades PreK–4)
The PA Educator Certification Tests (PECT) are required for Elementary Certification (Grades PreK–4). Students are required to take the appropriate exam for each area of certification sought.
For more information about examinations and registration, visit the PA Educator Certification Tests (PECT).
Required Exams for a Certificate of Secondary Education (Grades 7-12)
All Post Bachelor’s students seeking certification in Secondary Certification (Grades 7–12) are required to pass the Praxis II Series. Students must pass the appropriate Praxis II Content Knowledge test(s) for each area of certification they wish to obtain.
For more information about examination and registration, please visit the Praxis Series.
How to Maintain a Valid Teacher Certification through Act 48
To maintain Instructional I and Instructional II Certifications in Pennsylvania, the PDE requires a certified teacher to complete the minimal equivalent of six semester-hour (or nine quarter-hour) credits, 180 professional development hours, or a combination of credits and professional development hours every five years. College credits must be acquired from an accredited four-year, degree-granting college or university.
Note: For those working to acquire Instructional II Certification, the 24 semester credits or 36 quarter credits needed to apply for Instructional II may also count toward Act 48 requirements. Undergraduate credits from a community college may not be counted toward Act 48 credits for Instructional II Certification.
For more information and to apply credits to your state record, visit the PA Department of Education Act 48 Continuing Professional Education.
How to Apply to the Teacher Certification Program
Drexel University's Post-Bachelor's Teacher Certification courses are offered 100% online. You can get started by filling out the appropriate Drexel Online Application for an online Post-Baccalaureate Teacher Certification:
UAB will only recommend students for certification if they have successfully completed a State-approved teacher education program and other University requirements. Each student is responsible for submitting a completed certification packet to the Office of Student Services during the semester they intend to finish their approved program. A student who does not apply for their Professional Educator Certificate within five years (60 months) after completing a state-approved program may be required to fulfill additional requirements (i.e., testing and/or coursework).
The Office of Student Services will verify that each student meets all degree and certification requirements after graduation and submit completed certification packets to the Alabama State Department of Education.
Check UAB e-mail during your final semester for announcement from certification specialist.
Submit your educator certification application and the supporting documentation to the Office of Student Services via UAB Box.
Your application will be audited by the certification specialist to ensure you meet the current certification requirements.
Upon conferral of your degree, you will receive an e-mail notification from the certification specialist once your application has been mailed to the Alabama State Department of Education (ALSDE) for processing.
Watch for your mailed certificate.
When to Apply
The best time to apply for your Professional Educator certificate is during your last term of enrollment. This timeline will ensure that your paperwork will be submitted to the Alabama State Department of Education(ALSDE) on time.
Completed certification application packets are processed and mailed to the Alabama State Department of Education (ALSDE)in the order they are received.
Recertification of an Alabama Teaching Certificate
Please call the Alabama State Department of Education at 334-694-4557.
The level of courses you take (300, 400, 500, 600, etc.) will be dependent on your last certification, so communicating with one of our program directors is essential.
Important: You are responsible for sending the needed documentation to the state to complete the recertification process.
Teachers College offers a wide variety of educational experiences for teacher education students at the preservice and in-service levels. Programs are field-based, offering practica, internships, and student teaching. Academic departments offer programs that lead simultaneously to a master’s degree and to eligibility for New York State certification for teaching in elementary or secondary schools, as well as for specific subjects and to special populations (see sections below on additional New York State Department of Education (NYSED) requirements for initial teacher certification). Some of these programs also offer New York State teacher certification with a bilingual extension. The programs typically require a minimum of an academic year and a summer term to complete degree requirements. Applicants need not have included courses in education in their undergraduate programs, but inadequate preparation in the proposed teaching field may necessitate additional coursework to meet admission, certification or graduation requirements.
For a complete list of teacher preparation programs, please go to: http://www.tc.columbia.edu/admissions/areas-of-study/teacher-education-and-teacher-certification/
Office of Teacher Education
The Office of Teacher Education (OTE) offers many services to teacher education students and programs at Teachers College. For example, OTE including conducts professional development workshops, provides information regarding certification requirements, offers information sessions on New York State Teacher Certification Exams, and supports students with student teaching requirements. Most importantly, OTE oversees and manages the certification process, recommending candidates for certification once all institutional and NYS requirements are met.
Student Teaching and Observation
Candidates for initial certification must complete a student teaching experience. This experience may take place in one, two, or even three settings, based on requirements set by NYSED and the student’s TC teacher education program. The student teaching experiences are structured to enable each student teacher to gradually develop pedagogical competence and skill, and typically begin with observation of an experienced cooperating teacher followed by incremental assumption of responsibility as the term progresses. The College provides on-site supervision to ensure that students are well-supported during this component of their teacher preparation program.
Student teachers are required to obtain clearance to commencestudent teaching and to carefully review the “Student Teaching Handbook.” A general orientation to student teaching is offered by OTE in the beginning of each semester. Please go to the “Student Teaching” tab of our website at www.tc.edu/ote for a full list of workshops, packets, and handbooks.
New York State Certification
Teachers College has an array of programs which, upon successful completion, lead to an institutional recommendation for New York State Certification at the initial or professional level. Students enrolled in programs that lead to New York State Certification are responsible for becoming knowledgeable about New York State Certification requirements and regulations. The New York State Education Department (NYSED) mandates the teacher certification requirements that are needed for program completion and graduation. These requirements are listed below.
Content Core. NYSED specifies general Content Core requirements according to the certification area. For example, students in the MA program in Mathematics that leads to initial certification (7-12) are required to be Mathematics majors at the undergraduate level or hold 30 credits in pure mathematics. For more information about these content core requirements, please refer to the NYSED website http://www.highered.nysed.gov/tcert/, the Office of Teacher Education Website at www.tc.edu/ote or call the OTE Office at 212.678.3502.
Child Abuse Identification Workshop. Students may fulfill this requirement at Teachers College by taking a workshop offered through Continuing Professional Studies (CPS) in collaboration with the Office of Teacher Education. For a list of dates and times, please go to the CPS Website at www.tc.edu/cps. Students may also fulfill this requirement at Teachers College by taking HBSS4116, Health Education for Teachers, which is offered by the Department of Health and Behavior Studies. Alternatively, students may opt to take an on-line or in-person workshop offered by approved NYSED vendors. This requirement must be met prior to degree conferral. For information about these workshops, please go to http://www.op.nysed.gov/training/caproviders.htm.
School Violence Intervention and Prevention Workshop. Students may fulfill this requirement at Teachers College by taking a workshop offered through Continuing Professional Studies (CPS) in collaboration with the Office of Teacher Education. For a list of dates and times, please go to the CPS Website at www.tc.edu/cps. Students may also fulfill this requirement at Teachers College by taking HBSS4116, Health Education for Teachers, which is offered by the Department of Health and Behavior Studies. Alternatively, students may opt to take an on-line or in-person workshop offered by approved NYSED vendors. This requirement must be met prior to degree conferral. For information about these workshops, please go to http://www.p12.nysed.gov/sss/ssae/schoolsafety/save/SVPIWP_location.html.
Dignity for All Students Act (DASA) Workshop. Students may fulfill this requirement at Teachers College by taking a workshop offered through Continuing Professional Studies (CPS) in collaboration with the Office of Teacher Education. For a list of dates and times, please go to the CPS Website at www.tc.edu/cps. Students may also fulfill this requirement at Teachers College by taking HBSS4116, Health Education for Teachers, which is offered by the Department of Health and Behavior Studies. This course may be offered on-line; however, to fulfill the DASA requirement, students must complete 3 hours of in-person preparation. In addition, a list of NYSED approved providers is available at http://www.highered.nysed.gov/tcert/certificate/dasa-applicant.html. This requirement must be met prior to degree conferral.
Autism Workshop (only for students seeking certification in special education/teaching students with disabilities). Students fulfill this requirement at Teachers College by taking a course specified by their programs.
New York State Teacher Certification Exams (NYSTCE): Please see the chart below for exams required by certificate type.
For more information regarding NYSTCE exam registration and schedules please see the NYSTCE website at: http://www.nystce.nesinc.com/.
For more information regarding NYSED exam requirements by certificate title and grade level, please see the NYSED website at: http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do.
Please note that Teachers College programs lead to New York State certification. If you would like to seek certification in another state, please contact that state’s Department of Education regarding requirements.
Applying for Certification
Students who are in programs leading to teacher certification must complete a two-step process.
Step 1: Create a NYSED TEACH account, and apply and pay for the teaching certificate(s) via the NYSED TEACH online system at: www.highered.nysed.gov/tcert.
Step 2: Submit a completed Institutional Recommendation Data Form (IRDF) to the OTE. The IRDF can be found on the OTE website at: http://www.tc.columbia.edu/office-of-teacher-education/office-of-teacher-education/certification/institutional-recommendation/.
Once all requirements have been met, and the Office of the Registrar has notified the Office of Teacher Education that candidates have been cleared for graduation, TC’s Certification Officers will electronically submit the institutional recommendation for certification via the NYSED-TEACH online system.
Students who are in the Literacy Specialist, reading Specialist programs must provide proof of either completion of an approved teacher preparation program or of a valid teaching certificate. Students who are in the Summer Principals Academy program must provide proof of teacher certification and hold a minimum of three (3) years of full-time classroom teaching/PPS experience. If you have questions about this requirement, please contact the Office of Teacher Education at 212.678.3502 or firstname.lastname@example.org.
Teacher Education Standards at Teachers College
Consistent with the College’s long tradition of serving the needs of urban and suburban schools in the United States and around the world, the vision and purpose of professional education at Teachers College is to establish and maintain programs of study, service, and research that prepare competent, caring, and qualified professional educators (teachers, counselors, psychologists, administrators and others). This vision is based on three shared philosophical stances that underlie and infuse the work we do:
Inquiry stance: We are an inquiry-based and practice-oriented community. We and our students and graduates challenge assumptions and complacency, and embrace a stance of inquiry toward the interrelated roles of learner, teacher, and leader in P-12 schools.
Curricular stance: Negotiating among multiple perspectives on culture, content, and context, our graduates strive to meet the needs of diverse learners, both students and other adults, in their school communities.
Social justice stance: Our graduates choose to collaborate across differences in and beyond their school communities. They demonstrate a commitment to social justice and to serving the world while imagining its possibilities.
Expectations of Teacher Education Candidates at Teachers College
Our candidates are inquirers/researchers who have breadth of knowledge and a variety of tools to ask questions about educational environments. They reflect on and continually evaluate the effects of their choices on others (children, families, and other professionals in the learning community).
Lifelong Learners: Our candidates are continually engaged in learning and research. They take responsibility for their professional growth and seek/create learning opportunities for themselves and others.
Learner-Centered Educators: Our candidates understand their subject matter/disciplines, learners and learning, and curriculum and teaching. They create learning experiences that foster development and achievement in all students.
Effective Collaborators: Our candidates actively participate in the community or communities of which they are a part to support students’ learning and well being.
Advocates of Social Justice and Diversity: Our candidates are familiar with legal, ethical and policy issues. They provide leadership in advocating for children, families, and themselves in a variety of professional, political, and policy-making contexts.
Expectations of Teacher Preparation Programs at Teachers College
Teachers College programs preparing teachers and other professional school personnel ensure that candidates have the knowledge, skills, and dispositions required for effective teaching. By the conclusion of the program, candidates demonstrate:
Knowledge and Understanding of:
Jaffe Peace Corps Fellows Program
The Jaffe Peace Corps Fellows Program recruits outstanding Returned Peace Corps Volunteer educators who are passionate about making long-term commitments to teach in New York City’s public schools. Since 1985, the program has recruited and prepared more than 750 urban educators. As the Paul D. Coverdell Fellows (formerly Fellows/USA) flagship teacher preparation program, we provide full scholarships covering all tuition expenses. Upon completion of our 13-week Intensive Summer Institute, new Jaffe Peace Corps Fellows teach full-time as salaried teachers of record in NYC public schools for a minimum of four years. All related Master's degree requirements are completed at Teachers College within two to three years. We prepare teachers for a variety of grade levels and subject areas. For more information, please review the Program website www.tc.edu/pcfellows or call 212-678-6622.
Teacher Opportunity Corps (TOCII)
The Teacher Opportunity Corps (TOCII) program is a New York State Education Department grant funded program designed to increase the number of New York State teachers from underrepresented backgrounds. To be eligible for TOC II at TC, candidates must be New York State residents who are enrolled in a TC teacher education program that leads to certification. Participants are provided with tuition assistance for coursework at Teachers College. All participants engage in a 10 month internship from September-June at one of our local partnership schools, seminars with renowned TC faculty who are committed to culturally sustaining pedagogies, and professional development opportunities that suit the needs and inquiries of the TOC cohort.
Teaching Residents at Teachers College (TR@TC)
This 18 month intensive, full-time program prepares those who wish to teach in high-need New York City public schools. With support from the U.S. Department of Education, the Teaching Residents at Teachers College (TR@TC) program was developed to ensure that Teaching Residents receive exceptional preparation and multiple supports, while enrolled in a Master’s degree program leading to initial NYS teaching certification. Teaching Residents receive generous stipends. Upon graduation, alumni benefit from induction support for at least two years, while they fulfill their commitment to teach in a high-need urban school in New York City for a minimum of three years. For more information please visit: www.tc.edu/teachingresidents.
TEXARKANA, Texas -- Two Texarkana Independent School District employees have earned the nation's highest honor for educators.
Morriss Elementary second-grade Lisa McCloskey and Texas Middle School Assistant Principal Ashleigh Bridges earned the National Board Certification over two years. The certification process included a pedagogy and content test, essays, teaching videos and evidence of professional development, along with documentation of parent and colleague communication.
"I was tempted to quit after the first year, but quitting is not in my vocabulary," McCloskey said. "I decided to buckle down and push through. I'm proud that I continued."
McCloskey said her husband and children were her biggest supporters. She also is grateful to the district for setting up a cohort for those pursuing the certification.
"I borrowed a classroom from a teacher at the high school while working as the ASPIRE coordinator to complete Component 4, which was a compilation of about 20 different pieces of writing and documents," Bridges said. "It was a monster to tackle, but it honestly was one of my favorites, as I took a deep dive into student growth and data."
The assistant principal said she leaned on already certified educators, who assisted her through the process.
Morriss Elementary Principal Lauren Pilgreen said McCloskey has shown remarkable dedication to student education and continued personal growth.
"We are so incredibly proud of her," Pilgreen said.
Principal Shawn Davis said Bridges' fresh ideas and systems provide helpful guidance to the middle school's success.
"Mrs. Bridges brings a strong passion for our students as she makes herself visible and availability to them," Davis said. "As campus principal, I have appreciated the positive feedback from parents which has been directed to me regarding the interactions she has had with families."
TISD has six teachers with the National Board Certification. In the state of Texas, approximately 1,100 out of more than 300,000 teachers are National Board certified.
Only 70% of candidates go on to receive the certification, with about 40% doing so on their first try.
In order to be eligible for Alabama teacher certification, the Alabama State Department of Education requires students in undergraduate and Alternative Master's teacher education programs to complete a series of tests. These tests evaluate students' mastery of content knowledge in a specific certification area (Praxis Subject Assessments); and readiness to teach (Educative Teacher Performance Assessment ( edTPA)). These tests are taken at different points throughout the UAB Teacher Education Program. Please consult the guide below to confirm when the tests should be taken.
Praxis Subject Assessments
About the Praxis Subject Assessments
In order to receive teacher certification from the Alabama State Department of Education, undergraduate and Alternative Master's students must receive a passing score on the Praxis Subject Assessment in their given certification area. Praxis Subject Assessments are administered by Educational Testing Service (ETS).
When do I take this test?
Undergraduate Students: (Prior to Student Teaching)
Undergraduate students must receive a passing score as defined by the Alabama State Department of Education on the Praxis Subject Assessment(s) in their given certification area prior to starting student teaching.
* Students pursuing certification in Elementary/Early Childhood are also required to pass the Praxis Teaching reading prior to beginning student teaching.
Alternative Master's Students: (Prior to Admission)
Alternative Masters’ students must receive a passing score as defined by the Alabama State Department of Education on the Praxis Subject Assessments(s) in their given certification area prior to beginning coursework.
* Students pursuing certification in Early Childhood Education or Elementary Education are required to pass the Praxis Teaching reading prior to beginning student teaching.
What is a Passing Score?
Qualifying score requirements can be found on the ETS website. To locate the qualifying score for your certification area, follow the steps below.
Visit the ETS website for information about Praxis study resources.
Educative Performance Assessment (edTPA)
About the Educative Performance Assessment (edTPA)
edTPA is a pre-service assessment process designed by educators that includes a review of a teacher candidate’s authentic teaching materials as the culmination of a teaching and learning process that documents and demonstrates each candidate’s ability to effectively teach his/her subject matter to all students. Candidates must receive a passing score on the assessment as defined by the Alabama State Department of Education.
When do I take this test?
Undergraduate Students: (edTPA: During Student Teaching)
Undergraduate students must receive a passing score on the edTPA as defined by the Alabama State Department of Education during student teaching.
Alternative Master's Students: (edTPA: During Student Teaching)
Alternative Master's students must receive a passing score as defined by the Alabama State Department of Education during student teaching.
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The University of North Georgia offers a fully online Autism Endorsement for Georgia's P-12 teachers. UNG’s College of Education four-course autism endorsement program addresses the critical need of pedagogical knowledge in the area of autism spectrum disorders for general and special educators working with this population. The endorsement may be taken for graduate college credit or for PLU credit. The autism endorsement is officially approved by the Georgia Professional Standards Commission.
Applicants certified in Georgia should verify with their employer or the GaPSC whether the advanced degree leads to a certificate upgrade or pay increase. The GaPSC provides the Certificate Upgrade Advisor to assist with this process. Out-of-state applicants should also verify with their employer or certification body to verify certificate upgrades.
Autism Endorsement Program Quick Facts
Program Application Deadlines
If program capacity is met prior to established admission deadlines, we will stop accepting applications for admission and cancel remaining incomplete applicants. Completing your application earlier is better.
How to Apply to the Autism Endorsement Program
What is Autism? Why Get the Endorsement?
Autism spectrum disorder is the fastest growing developmental disorder diagnosed by pediatricians in the U.S. and has been ranked the second most incapacitating disorder by the Center for Disease Control (CDC, 2014). In 2018, the CDC reported that approximately 1 in every 59 children has been identified with an autism spectrum disorder (ASD).
This staggering increase in prevalence has consequentially sparked a rapid expansion of the availability of specialized services and evidence-based instructional supports to support these students with ASD within the schools. Moreover, the increased need for teachers who are highly-qualified to work with this unique student population is considerable.
For questions about the program, contact:
Cristina Washell, Ed.D.
For questions about the application process, contact:
Professional Licensure and Certification
The University of North Georgia offers degree programs that meet the educational requirements students need to apply for professional licensure and certifications in Georgia. The programs may not meet education requirements for licensure or certification in other states.
For additional information, please review the Professional Licensure and Certification Disclosure.
If you are a prospective recipient of a New York State teaching certification (including administrative/school leadership and pupil personnel services professionals) you will apply through the New York State Education Department (NYSED) using the TEACH System.
The Registrar's Office role in the certification process is limited to supporting recommendations at the point of degree conferral, providing program codes for SUNY Cortland programs and processing TEACH account authorizations. To speak with a trained counselor, and for most other types of student certification support, please review the Career Services Office site or contact the Career Services office for assistance.
Program Codes and TEACH Authorizations
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