Teacher Certification and LicensureRSS

Add your listing here

In 1998, Masachusetts instituted a $20,000 Signing Bonus to address concerns about the supply of quality teachers. This article reports on a longitudinal, qualitative study of the experiences of 13 recipients of the first Signing Bonus, and analyzes their responses to various incentives embedded within the Masachusetts Signing Bonus Program (MSBP). Interviews revealed that money played a small role in recipients' decisions to enter teaching. Far more important was the alternate certification program created to implement the policy. Our findings suggest that the MSBP: (a) relied too much on inducements and not enough on capacity-building; (b) focused too narrowly on recruitment and not enough on retention; and (c) centered too much on individuals and not enough on schools.<br /><a class="doclink" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=406&amp;Itemid=411" target="_ ...

Publication Date2003
Resource Type
  • Articles
  • Research Reports and Studies

This study examined the academic and demographic profile of the pool of prospective teachers and then explored how this profile is affected by teacher testing. In contrast to many previous research claims that teachers lack the academic ability of other college-educated professionals, the data in this study suggest that teachers in academic subject areas have academic skills that are equal to or higher than those of the larger college graduate population. The authors conclude that teacher testing holds great promise, but must be used judiciously and in combination with other reform efforts to ensure an adequate supply of academically talented and racially/ethnically diverse teachers.

Publication Date1999
Resource Type
  • Research Reports and Studies

An article describing new research about the effects of alternative teacher certification requirements.<br /><br />Forty-seven states have adopted a pathway to teaching, alternative to the standard state certification otherwise required. Is this new pathway genuine or merely symbolic? Does it open the classroom door to teachers of minority background? Does it help-or hinder-learning in the classroom? Claims about all of these questions have arisen in public discourse. Recently, data have become available that allow us to check their validity.<br /> 

Publication Date2009
Resource Type
  • Articles
  • Research Reports and Studies

For more than a decade, NCTAF has been a leading voice on what matters most for student learning: quality teaching in schools organized for success. To close the student achievement gap, we must close the teaching quality gap in high-priority schools and disciplines. NCTAF calls on policymakers and education leaders to provide every child in America with 21st century teaching.<br /> <br /> NCTAF works through partnerships with national organizations, policymakers, state agencies, school districts, business leaders, and the higher education community to raise awareness, mobilize stakeholders, and strengthen policies to improve teaching quality. NCTAF supports quality teaching through analysis, advocacy, action, and alliances.<br /> <br /> The website includes information on demonstration projects, research reports, events, and the NCTAF State Coalition Network.<br /> <br type="_moz" ...

Resource Type
  • Organizations - National and International Organizations
  • Programs and Initiatives
  • Databases and Resource Centers - Resource Centers

An article countering a 2001 <font size="-1">Abell Foundation report urging that teacher certification be discontinued in the state of Maryland.</font>&nbsp;

Publication Date2002
Resource Type
  • Articles

A research report from the National Board for Professional Teaching Standards (NBPTS), based on two comprehensive research surveys, that examines the impact of the certification process on teachers, students, and their communities.<br /> <a class="doclink" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=236&amp;Itemid=362" target="_blank"><img src="components/com_docman/themes/default/images/icons/16x16/pdf.png" border="0" alt="icon" /> The Impact of National Board Certification on Teachers (<span class="small">Link</span>)</a><br />

Publication Date2001
Resource Type
  • Research Reports and Studies

The Cleveland Jewish community places a high value on professional credentials for educators serving in its schools. Highly qualified professionals help us achieve the goal of placing student learning at the heart of every school endeavor.<br /> <br /> The Jewish Education Center of Cleveland (JECC) is responsible for ensuring that teachers employed in affiliated day schools obtain and maintain their professional credentials.&nbsp; <span class="body">The JECC, in partnership with the Cleveland Board of License, is an advocate of professional credentials in the supplementary schools and encourages Judaic studies teachers employed in affiliated supplementary schools to obtain and maintain professional credentials. </span><br type="_moz" />

Resource Type
  • Organizations - Central Agencies
  • Reference

Teachers in CJE-partner schools are eligible for various benefits including: <ul> <li>Associated Educator Scholarship</li> <li>Achievement Bonuses and Salary Supplements upon licensure</li> <li>Professional development stipends from The Crane Foundation Professional Development Fund</li> <li>Reimbursment for some medical expenses from the Crane Foundation Medical Benefits Fund</li> </ul>

Resource Type
  • Organizations - Central Agencies

The Greater Miami Board of License for the State of Florida is a chartered member of the North American Board of License for Teachers and Principals of Jewish Schools in North America. It handles Jewish licenses and certificates for the entire State of Florida (except for West Palm Beach). Certificates are valid only in the State of Florida. The local Board has been responsible for raising the standards of educational excellence by requiring licensing renewable every three years through professional growth.

Resource Type
  • Organizations - Central Agencies

The National Board of License for Teachers and Principals in Jewish Schools in North America serves the Jewish community, including day schools, congregational/community schools, early childhood programs, and family education through the establishment of standards and criteria for the certification of professional educators.<br /> <br /> This website contains the revised criteria and requirements for the Early Childhood License.<br type="_moz" />

Resource Type
  • Organizations - National and International Organizations
  • Organizations - Professional Organizations
  • Programs and Initiatives - Non-Degree Programs
  • Reference

Hebrew College's EARLY CHILDHOOD INSTITUTE (ECI) integrates the study of Judaism with early childhood education, presenting developmentally appropriate methods for teaching young children about Jewish values, traditions and culture. Headed by founding Director Ina Regosin, Dean of Students, ECI provides support and guidance for teachers, furthering their Jewish knowledge and understanding of this foundational stage of Jewish education.<br />

Resource Type
  • Organizations - Academic Institutions
  • Programs and Initiatives - Non-Degree Programs

Gratz College&rsquo;s Online Certificate in Jewish Early Childhood Education provides an exceptional opportunity for Jewish early childhood or elementary school educators to expand and integrate their knowledge of child development and Jewish studies. Our outstanding faculty works directly with our students to explore the principles of growth, identity formation and curriculum for young children in a Jewish context. You will learn new creative tools and techniques that you can apply in your classroom immediately. This is an exciting opportunity to network with colleagues across the United States sharing ideas and learning from each other. Gain this professional credential while expanding and integrating your knowledge of child development and Jewish studies.<br />

Resource Type
  • Organizations - Academic Institutions
  • Programs and Initiatives - Certificate Programs

In 1999, journalist Christina Asquith wanted to cover the state of urban school systems, but felt she couldn&rsquo;t make a difference from inside The Philadelphia Inquirer newsroom, where she had been interning for the past two years. So, at age 25, she decided to go into the classroom, becoming an emergency-certified teacher at Julia de Burgos Bilingual Middle Magnet School in a poor and primarily Hispanic neighborhood of Philadelphia. Asquith&rsquo;s new book, The Emergency Teacher: The Inspirational Story of a New Teacher in an Inner City School (Skyhorse Publishing), is a personal account of her year in teaching, as well as a warning to those who go into teaching wanting to &ldquo;make a difference.&rdquo;<br />

Publication Date2007
Resource Type
  • Books

A response to the Abell Foundation's report entitled &quot;Teacher Certification Reconsidered,&quot; that that claims that there is &quot;no credible research that supports the use of teacher certification as a regulatory barrier to teaching&quot; and urges the discontinuation of certification in Maryland.<br />

Publication Date2002
Resource Type
  • Articles

<span class="text">An academic report that takes the position that teacher certification is not necessary for good teaching, and in fact may hinder it.<br /> <br /> Maryland&rsquo;s requirement that individuals must complete a prescribed body of coursework before teaching in a public school is deeply misguided. This process, known as teacher certification, is neither an efficient nor an effective means by which to ensure a competent teaching force. Worse, it is often counterproductive.&nbsp; This report focuses on the deficiencies that characterize the work advocating teacher certification, the historical problems associated with teacher certification, the stereotypical and discriminatory nature of teacher certification, and many other factors we would like you to consider.</span>

Publication Date2002
Resource Type
  • Research Reports and Studies

This publication, published by the Department's Office of Innovation and Improvement, identifies concrete, real-world examples of innovations in alternate routes to teacher certification.<br /> <a href="index.php?option=com_docman&amp;task=doc_download&amp;gid=169&amp;Itemid=362" target="_blank" class="doclink"><img border="0" alt="icon" src="components/com_docman/themes/default/images/icons/16x16/pdf.png" />&nbsp;Innovations in Education: Alternative Routes to Teacher Certification (<span class="small">Link</span>)</a><br /> <br type="_moz" />

Publication Date2004
Resource Type
  • Research Reports and Studies

A Joint Project of the American Federation of Teachers and the National Education Association.&nbsp; The guide provides practical advise and resources regarding certification and professional development and enrichment opportunties. <br /> <a class="doclink" target="_blank" href="index.php?option=com_docman&amp;task=doc_download&amp;gid=173&amp;Itemid=362"><img border="0" src="components/com_docman/themes/default/images/icons/16x16/pdf.png" alt="icon" />&nbsp;A Guide to Understanding National Board Certification (<span class="small">Link</span>)</a><br type="_moz" />

Publication Date2008
Resource Type
  • Handbooks and Guides

Highlights alternative routes to teacher certification. Includes data about individuals entering teaching from alternative routes.<br /> <br /> NCEI has conducted several national and state studies which include surveys of teachers, school administrators, school board presidents, state departments of education, local school districts, individuals interested in becoming teachers, and individuals who have entered teaching through alternate routes.&nbsp; NCEI has produced 35 data-based reports, some of which are available in pdf format.<br /> <br type="_moz" />

URLwww.ncei.com(0 visits)
Resource Type
  • Research Reports and Studies - Statistics
  • Organizations - National and International Organizations
  • Databases and Resource Centers - Resource Centers

NBPTS is an independent, nonprofit, nonpartisan and nongovernmental organization. It was formed in 1987 to advance the quality of teaching and learning by developing professional standards for accomplished teaching, creating a voluntary system to certify teachers who meet those standards and integrating certified teachers into educational reform efforts. Offers national a conference.<br />

URLwww.nbpts.org(0 visits)
Resource Type
  • Organizations - National and International Organizations
  • Reference

NASDTEC is dedicated to licensing well-prepared, safe and wholesome educators for our nation's schools. <br /> <br /> NASDTEC represents professional standards boards, commissions and state departments of education in all 50 states, the District of Columbia, the Department of Defense Educational Activity, the U.S. Territories, and the Canadian provinces of Alberta, British Columbia, and Ontario, which are responsible for the preparation, licensure and discipline of educational personnel. <br />

URLwww.nasdtec.org(0 visits)
Resource Type
  • Organizations - National and International Organizations
  • Databases and Resource Centers - Directories
  • Databases and Resource Centers - Resource Centers

Featured

BOARD/EMPLOYEE LOGIN