Teacher Certification #education #required #to #become #a #teacher


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Teacher Certification

Here are some reasons why teachers say they choose this noblest of professions:

  1. Make a difference in the life of a child
  2. Ability to give endless possibilities for success
  3. Reap daily rewards of joy
  4. Opportunities to lead
  5. Build stronger communities
  6. Share a passion for learning

Take it from one of Oklahoma’s best teachers:

“Teaching is one of the most challenging careers; yet it is one of the most important professions. Being a teacher is about making positive, lasting impressions and indelible marks. Creating the foundation for my students that will build the rest of their lives upon is an honor. Without teachers, there would be no other profession.”
-Mara Richards
Durant Middle School
2014 Oklahoma Teacher of the Year finalist

Contact Us

Oklahoma State Department of Education
Teacher Certification

2500 North Lincoln Boulevard, #212
Oklahoma City, Oklahoma 73105-4599

Phone: (405) 521-3337

The Teacher Certification office ensures that educators are properly credentialed and provides technical assistance to school districts, teachers, and college administrators regarding certification.

New background check rule for the dual results policy-Effective July 1st, 2017

Senate Bill 29 alleviates the fingerprinting process for new school district employees that meet the following criteria. ; “provided that a board of education shall not be required to obtain a new criminal history record check for an individual who has obtained certification from the State Department of Education within the previous twelve (12) months.”

What this means:

A school district that hires a new employee who has been certified for the first time in Oklahoma within 12 months of their hire date does not have to conduct a new background check on the employee.

Furthermore, as of July 1, 2017, the Oklahoma State Department of Education will no longer be allowed to disseminate the results of certification background checks to public school districts (commonly referred to as dual results) except for the following conditions; if the applicant wishes to be fingerprinted for both certification and employment, this must be made known at the time they are fingerprinted. The applicant must provide a completed Application for National Criminal History Record Check along with their fingerprints. This process can only be completed by visiting the Department of Education in person or by mailing in fingerprint cards with this completed form http://sde.ok.gov/sde/sites/ok.gov.sde/files/AppCriminalHist.pdf from the district.

In December 2015, the Every Student Succeeds Act (ESSA) was signed into law, replacing the No Child Left Behind Act (NCLB). As a result of this action, Oklahoma has been afforded a transition year for the 2016-17 school year while ESSA guidelines are established. Please follow the links below for guidance on how regular education and special education teaching assignments should be made for this school year.

Other Notices


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Doctoral Programs

Aurora Kamimura

With a passion for assisting underrepresented and underserved students by helping to provide them with opportunities for educational success, doctoral student Aurora Kamimura explores learning in all disciplines by working collaboratively.

The University of Michigan School of Education produces the nation s leaders and best in the fields of education. In our doctoral programs, all students are encouraged and expected to think rigorously; to understand and appreciate the craft of scholarship and research; to demonstrate interest in and a capacity to make a difference in education; to be committed to diversity; and to have aspirations to become leaders of the highest integrity. It is the goal of our doctoral programs to produce leaders, researchers, policymakers and others who will assess, understand, and advance education both in this country and worldwide.

Doctor of Philosophy in Educational Studies

This program prepares aspiring educational researchers, policy makers, leaders, and reformers to take on the most formidable challenges currently facing US public education. Students develop the knowledge, capabilities, and relationships needed to collaborate with other reformers in advancing new visions for US public schools in dynamic educational, social, and political contexts. The program focuses specifically on building cultural foundations, technical capabilities, and political structures that value, support, and empower diverse students, families, and communities.

This program brings various disciplinary perspectives such as history, philosophy, political science, and sociology to bear on the analysis of educational theories and practices. This concentration includes an educational policy studies component and an option for cultural studies in education.

This concentration prepares students to become educational leaders who understand the role that technology can play in the learning process. Our hands-on programs connect practice and practitioners in every area of inquiry, including the research, design, development, and implementation of powerful technologies that enhance learning.

This concentration focuses on issues of language and literacy learning, both typical and atypical, in school and community settings. We approach these issues from a range of perspectives, including sociocultural, cognitive, and developmental theories and methods.

The concentration in Mathematics Education prepares scholars to work as researchers, expert practitioners, or policy professionals with a special focus on the teaching and learning of mathematics.

This program prepares scholars and researchers to explore issues in science education that have an impact on the teaching and learning of science. A primary focus is exploration of important questions that can impact children, science teachers, and science classrooms as well as informing other scholars in the field of science education.

This concentration prepares scholars for practice, research, and policy work in teaching and the preparation of teachers.

The program, offered in collaboration with the university s Department of Statistics, leads to a master of arts in statistics and a doctor of philosophy in educational studies. In this program, students are engaged with the best thinking in applied statistics across a range of departments while applying their technical interests to challenging applied problems and methods in education.

Current or prospective doctoral students whose research interests cut across the designated doctoral concentrations may, in collaboration with a faculty committee, create an individualized program and set of requirements.

Doctor of Philosophy in English and Education

English and Education

This program, drawing upon resources in both the Department of English Language and in the School of Education, prepares students with prior teaching experience to assume positions as professors of English and/or professors of Education.

Doctor of Philosophy in Education and Psychology

Education and Psychology

This interdisciplinary program, cosponsored by the School of Education and the Department of Psychology, focuses on psychological science and problems of education.

Doctor of Philosophy in Higher Education

Academic Affairs and Student Development

This program focuses on the teaching and learning mission of colleges and universities, and on the communities in which this central function occurs. Scholarship in this concentration includes academic programs and curriculum; student learning and development; student access, adjustment, and achievement in higher education; teaching and research processes; college and university faculty; and leadership in administrative units with teaching and learning responsibilities.

Students and faculty in this concentration explore and research the administration, governance, management, leadership, organizational strategy, planning and budgeting, and institutional research and assessment of postsecondary educational organizations.

This concentration includes studies of the social, economic, and political factors that affect postsecondary institutions, particularly the impact of local, state, and federal policies on students, faculty, and other constituencies.

Students in this concentration develop the conceptual and technical skills necessary to produce the highest quality research on higher and postsecondary education, including applied research related to institutional research, educational and administrative evaluation, program review, and assessment of teaching and learning.

Current or prospective doctoral students whose research interests cut across the designated doctoral concentrations may, in collaboration with a faculty committee, create an individualized program and set of requirements.


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Derby Adult Learning Service provides hundreds of courses in Derby for you to choose from in a whole range of subjects. Select one of the learning areas below for a list of related courses available:

Computing
Computing for beginners, Internet and Email, European Computer Driving License (ECDL), Digital Photography, Various entry level courses

Cookery and Baking
Introduction to Cookery, Italian, Indian Cookery, All about Chocolate, Wine Appreciation

Education Training
Supporting Teaching and Learning in Schools
City and Guilds – Train the Trainer Level 3 Award in Education and Training and Level 4 Certificate in Education and Training

English and Maths
Brush up on your English, Improve your maths skills, English GCSE, Maths GCSE

Hospitality, Sports and Leisure
Wine Appreciation including WSET (Wines, Spirits, Educational Trust) Level 2 and 3 Qualifications, Italian Cookery, Indian Cookery, Yoga, Tai Chi for Health and Relaxation, Keep Fit – Mature Movers, Keep Fit – Seated Exercise

Jobseeker’s Learning Programmes
Improving your skills for gaining employment, Adult Learning Service Work Club, Creating and updating your CV, Building up your confidence, interview skills and techniques, presentation skills, job applications

Languages and Communication
Arabic, French, German, Greek, Italian, Russian and Spanish. Also includes British Sign Language (BSL)

Psychology
Psychology GCSE

Skills for Life (Foundation)
Basic Skills, ESOL (English for Speakers of Other Languages), Return to work and learning, Programmes for those with learning difficulties

Visual and Performing Arts
Life Drawing, Watercolour Drawing, Painting and Drawing, Pottery, Woodwork, Silversmithing, Embroidery, Textiles, Jewellery, Mixed Crafts, Singing, Guitar, Banjo, Ukulele


Value-Added Modeling 101: Using Student Test Scores to Help Measure Teaching Effectiveness #value-added #modeling #in #education, #teacher #effectiveness, #academic #achievement, #value-added #models, #teaching #effectiveness, #student #achievement, #value-added #analysis


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Value-Added Modeling 101: Using Student Test Scores to Help Measure Teaching Effectiveness

Value-added models, or VAMs, attempt to measure a teacher’s impact on student achievement that is, the value he or she adds apart from other factors that affect achievement, such as individual ability, family environment, past schooling, and the influence of peers.

VAMs attempt to estimate a teacher’s contribution to students’ progress over time.

The goal of VAMs is to allow educators and policymakers to make apples-to-apples comparisons among teachers in terms of how much content their students learn each year, regardless of the students’ characteristics. This means focusing not on how students test at a single point in time but rather on how much improvement they make from one testing period to the next.

VAMs use statistical methods to account for students’ prior characteristics.

There is no single VAM that all researchers use, but all of the models account in some way for the prior test scores of a teacher’s students. One common VAM method works like this: Mr. Johnson teaches 6th grade math. To estimate his added value, statisticians obtain the 4th and 5th grade test scores of all his students, as well as information about their backgrounds (such as whether they were in a gifted program or a special education program). Those data are used to predict what the students’ 6th grade math scores will be. Caryn and Darren are students in Mr. Johnson’s class. Caryn’s actual score on the 6th grade test is seven points higher than predicted; Darren’s is two points lower. Mr. Johnson’s value-added estimate is the average of the differences between the actual and predicted scores of Caryn, Darren, and the rest of the class.

Value-added estimates enable relative judgments but are not absolute indicators of effectiveness.

Because VAMs adjust for students’ prior performance and background characteristics, one teacher’s value-added estimate can be compared with another’s. For this reason, VAMs are sometimes used to rank teachers who teach the same subject and grade level. However, there is no specific number that identifies acceptable performance.

The Measuring Teacher Effectiveness Fact Sheet Series

Associate Director, RAND Education

Laura Hamilton is associate director of RAND Education, a senior behavioral scientist, a faculty member at the Pardee RAND Graduate School, and an adjunct faculty member in the University of Pittsburgh’s Learning Sciences and Policy program. Her research addresses topics related to educational

Senior Economist

John Engberg is a senior economist at the RAND Corporation. He specializes in applied statistical methods and microeconomics. Engberg’s research spans the areas of education, health, labor markets, economic development, and crime. One theme that connects much of this work is the analysis of data

Full Economist

Kata Mihaly is a full economist at the RAND Corporation. She leads a number of studies that evaluate education programs using rigorous econometric methods, including randomized control trials, propensity score matching methods, and other quasi-experimental evaluation designs. She is particularly


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What Is A PhD?

Brief definition

In the UK, a PhD stands for Doctor of Philosophy , sometimes referred to as a doctorate . It is the highest level of degree that a student can achieve. At some institutions, including Oxford University, a Doctor of Philosophy is known as a DPhil. It is distinct from professional doctorates such as an Engineering Doctorate (EngD).

PhD Entry requirements

An undergraduate degree is a minimum requirement and many will also require a master s degree (such as an MA, MSc or MRes). Some funded PhD s will be on a 1+3 basis, which is one year of a master s plus three years of PhD funding.

How to apply for a PhD

Prospective PhD students are usually expected to submit a research proposal to the department they wish to undertake their study in. Some departments will encourage students to discuss their ideas with an academic working in that field first. The proposal will outline what they intend their research to investigate, how it relates to other research in their field and what methods they intend to use to carry out their research. Some PhD s however, particularly in the sciences, are advertised as studentships where the research aims are more prescriptive.

How long is the course?

A PhD usually lasts three years (four for a New Route PhD see below), or rather, any available funding usually lasts for that time. Students may be able to take extra time in order to complete their thesis but this will usually be at their own expense. For part-time, self-funded students, a PhD can take up to seven years.

What s involved

A PhD usually culminates in a dissertation of around 80,000-100,000 words, based on research carried out over the course of their study. The research must be original and aim to create new knowledge or theories in their specialist area, or build on existing knowledge or theories. Many departments initially accept students on an MPhil basis and then upgrade them to PhD status after the first year or two, subject to satisfactory progress. Students who are not considered to be doing work appropriate for PhD level can instead submit a shorter thesis and gain an MPhil.

There is little taught element in a PhD students are expected to work independently, supported by their department and a supervisor. There may be seminars to attend and/or lab work to complete, depending on the subject. During their study, students will try and get academic papers published and present their work at conferences, which will allow them to get feedback on their ideas for their dissertation.

New Route PhD

Introduced in 2001, the New Route PhD is a four-year programme that combines taught elements, including professional and transferable skills, with the student s research. There are now hundreds of NRPhD students studying a variety of subjects at a consortium of universities across the UK. Check www.newroutephd.ac.uk for further information and a list of participating universities.

Career prospects for PhD Students

PhD graduates who go on to work in academia usually start off by undertaking postdoctoral research and then a fellowship or lectureship. Other career options will depend on what the PhD was in commercial research is an option for some, and many are able to use their specialist knowledge and research skills in areas of business and finance.

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