PEGAPCSSA85V1 teaching - Pega Certified Senior System Architect (PCSSA) 85V1 Updated: 2024
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Exam Code: PEGAPCSSA85V1 Pega Certified Senior System Architect (PCSSA) 85V1 teaching January 2024 by Killexams.com team
PEGAPCSSA85V1 Pega Certified Senior System Architect (PCSSA) 85V1
Exam Details for PEGAPCSSA85V1 Pega Certified Senior System Architect (PCSSA) 85V1:
- Number of Questions: The test typically consists of multiple-choice questions, with a total of approximately 60 questions.
- Time Limit: The total time allocated for the test is usually 90 minutes.
- Passing Score: The passing score for the test varies, but it is generally set around 70% or higher.
- test Format: The test is usually conducted in a proctored environment, either in-person or online.
The Pega Certified Senior System Architect (PCSSA) 85V1 course covers the following key areas:
1. Pega Platform Overview:
- Introduction to Pega Platform and its capabilities
- Understanding the Pega Platform architecture
- Overview of Pega application development and deployment process
2. Case Design and Implementation:
- Designing case types and stages
- Implementing data models and properties
- Configuring case processes and workflows
- Utilizing subcases and case hierarchies
3. Decision Design and Implementation:
- Designing decision rules and decision tables
- Implementing rule resolution and rule governance
- Configuring decision trees and decision strategies
- Utilizing advanced decision management techniques
4. User Interface Design and Implementation:
- Designing and customizing user interfaces
- Configuring dynamic layouts and sections
- Implementing validation and formatting rules
- Utilizing advanced UI features and components
5. Data Design and Implementation:
- Designing data models and data types
- Configuring data pages and data transforms
- Implementing data integrations and connectors
- Utilizing data mapping and data validation
6. Integration Design and Implementation:
- Implementing integrations with external systems
- Configuring REST and SOAP services
- Utilizing connectors and service rules
- Implementing file processing and batch processing
7. Security and Access Control:
- Configuring application security and authentication
- Implementing data encryption and secure storage
- Defining security policies and roles
- Managing user and group permissions
The objectives of the PEGAPCSSA85V1 test are to assess the candidate's understanding of the following:
1. Pega Platform and its key components.
2. Case design and implementation.
3. Decision design and implementation.
4. User interface design and implementation.
5. Data design and implementation.
6. Integration design and implementation.
7. Application security and access control.
The test syllabus for PEGAPCSSA85V1 includes the following topics:
1. Pega Platform Overview
2. Case Design and Implementation
3. Decision Design and Implementation
4. User Interface Design and Implementation
5. Data Design and Implementation
6. Integration Design and Implementation
7. Security and Access Control
|Pega Certified Senior System Architect (PCSSA) 85V1
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Pega Certified Senior System Architect (PCSSA) 85V1
In which of the following situations would you configure global resource settings?
A. The thresholds for a SLA are set to hours instead of days on a testing environment.
B. The credentials for a REST service differ between development and production environments.
C. Two SOAP connectors execute in parallel to Boost performance.
D. ASAP connector returns simulated data in the development environment.
Reference: https://community.pega.com/sites/default/files/help_v718/definitions/g/globalresourcesettin g.htm
Which two statements describe the role of the cache manifest in a mobile app? (Choose two.)
A. Allows downloading of rules for offline use with a mobile app.
B. Provides access to static resources such as HTML files, image files, or JS files.
C. Enables users to continue interacting with mobile apps while offline.
D. Supports debugging efforts by providing a run-time view of the rules accessed by the app.
Reference: https://community.pega.com/sites/default/files/help_v73/basics/v6portal/landingpages/mobil e/offline.htm
In which two of the following situations would you simulate an integration? (Choose two.)
A. The service is not available yet.
B. The service has slow response times.
C. You need to test each flow path in the case processing.
D. The connector is configured to use global resource settings.
Several development teams work on different enhancements. The release date for each enhancement is uncertain.
Which two options allow each team to keep its work separate? (Choose two.)
A. Set up branch ruleset for each team.
B. Create a new application for each team.
C. Create a new ruleset version for each team.
D. Create a production ruleset for each team.
What is the difference between using the Call and Branch methods in an activity step to invoke other activities?
A. Branch overrides the security restrictions of the called activity allowing you to easily test code; it will not run in production.
B. Branch creates a new thread to allow asynchronous processing, while Call runs in the thread from it was invoked.
C. Call provides more robust debugging capability than Branch, while Branch provides better run-time performance.
D. Call returns to the originating activity, while Branch skips the remainder of the originating activity.
Which two rule types can you mark as a relevant record? (Choose two.)
B. Decision table
Which piece of application content do you localize by using a Field Value rule?
A. Labels and drop-down values on a section rule
B. Logos or other images on a harness rule
C. User instructions in a paragraph rule
D. User-editable text in a correspondence rule
You want to allow users to use an application on a mobile device, even if the device is not connected to a network.
Which configuration option supports this requirement?
A. Simulate external data sources when the application is offline.
B. Source repeating layouts using report definitions.
C. Configure UI elements to use native controls on mobile devices.
D. Source drop-down lists using data pages.
Which two statements are valid regarding Pega Web Mashups? (Choose two.)
A. A mashup display starts by calling either a flow or a harness from a Pega application.
B. Pega Platform limits a mashup to working on existing cases.
C. A mashup can allow access to Dev Studio for full system configuration.
D. A user can view their worklist in an external portal and select items to take action on.
How do you ensure that only a manager can run a specific flow action?
A. Add a privilege to the flow action form, then add the privilege to a role assigned to the access group for managers.
B. Add an Access When condition to the flow action to determine whether the user is a manager.
C. Add a pre-processing activity to the flow action form to determine whether the user is a manager.
D. Add a validate rule to the flow action form to determine whether the user is a manager.
Which two design configurations limit the need for horizontal scrolling when an application is used on a mobile device? (Choose
A. Hide noncritical columns.
B. Use grid layouts rather than repeating dynamic layouts to display tabular data.
C. Configure UI controls to use native controls on mobile devices.
D. Set the width for layouts in percentages.
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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.
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:
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 test registration and schedules please see the NYSTCE website at: http://www.nystce.nesinc.com/.
For more information regarding NYSED test 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, practicing 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.
TO QUALIFY FOR AN ELEMENTARY OR SECONDARY TEACHING CERTIFICATE*, YOU MUST:
*State of Michigan requirements for teacher certification are subject to periodic change. Students must meet all requirements in effect at the time of application.
MICHIGAN TESTS FOR TEACHER CERTIFICATION (MTTC)
In order to meet Michigan Test for Teacher Certification (MTTC) requirements mandated by the State of Michigan for teacher education candidates,
all elementary track students:
all secondary track students:
Don’t attempt these exams until you’ve completed 90% of coursework in each subject area. Most students take the test immediately preceding or during student teaching. Registration, test objectives and study guides are available on the MTTC website. Additional study resources can be found on this list of MTTC Study Guides.
For information on MTTC Waivers, including the department policy on granting waivers, view the Hope College Education Department MTTC Voucher Application .
For information on reciprocity and out-of-state licensure, postgraduate teaching certification, additional endorsements or state testing requirements, please contact:
Dr. Sara Hoeve
The Hope College certification officer will offer licensure advice based on their knowledge and prior experiences. However, it is the responsibility of the Hope College teacher candidate to double check specific state websites for current testing information and certification requirements given ongoing changes in individual state policies.
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 test 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 test 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.
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 practicing 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 practicing 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.
MTTC tests are meant to ensure that each certified teacher has the necessary skills and subject area knowledge to serve in Michigan's schools. These tests are designed and implemented by the Michigan Department of Education.
Save all official MTTC score reports in a safe place because you may need them for employment or teacher certification in other states. If you need new score reports, additional copies may be ordered using these instructions.
In order to be certified, students must pass the MTTC subject area tests that correspond to the major and minor field(s) of study. These tests should not be taken until the final year of the program, but it is highly recommended that students pass their MTTC subject area test(s) before student teaching.
Elementary Education Students
Students seeking elementary certification must also take the Elementary Education MTTC test #103. Do not take the new Lower or Upper Elementary tests 117-124. When registering for the Elementary Education test, report elementary education as a "major." Take the time to review the online study guide and test objectives. Spend extra time studying for these subareas, which have lower pass rates:
Special Education Program Students
Candidates interested in teaching grades 9–12 special education in a Michigan public school may need to take additional MTTC tests later in consultation with the hiring school (mathematics, integrated science, and/or language arts).
If you have questions, contact Calvin's certification and assessment coordinator at (616) 526-6208 or email@example.com.
The mission of the Dual Special Education Program is to develop competent, caring, and ethical educators who are able to meet the diverse learning needs of all students across a variety of age, grade, and ability levels. The preparation program will facilitate competence in areas of academic, social, and emotional growth, and methods of maximizing a student’s capabilities through diagnostic and instructionally adaptive practices.
The Dual Special Education Certification program prepares candidates to work with special needs populations in pre-kindergarten through twelfth grades (PK-12). Students will follow the requirements for an initial certification program in Elementary and Early Childhood Education, Middle Level Education, or Secondary Education with a few course substitutions permitted as noted below, in addition to completing the extra requirements for the Special Education program. Special Education is a concentration that students may add to their initial program in order to qualify for dual certification.
Elementary and Early Childhood Education Major with Dual Special Education Certification
Students majoring in Elementary and Early Childhood Education with a concentration in Special Education PK-12 will complete the following courses in addition to the afore-cited Elementary and Early Childhood program requirements (not the course substitutions permitted):
Special Education certification candidates will complete half their student teaching in a special education setting and half in a regular education setting.
Middle Level Education Major with Dual Special Education Certification
Students majoring in Middle Level Education with a concentration in Special Education PK-12 will complete the following courses in addition to the afore-cited Middle Level Education program requirements (not the course substitutions permitted):
Special Education certification candidates will complete half their student teaching in a special education setting and half in a regular education setting.
Secondary Education Minor with Dual Special Education Certification
Students minoring in secondary education with a concentration in Special Education PK-12 will complete the following courses in addition to their specific program in the major:
Special Education certification candidates will complete half their student teaching in a special education setting and half in a regular education setting.
If so, then you are eligible to apply for a Georgia teaching certificate!
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