Geometry.Net - Basic_M: Massachusetts Teacher Certification

School Leadership Program - Principal Certification
Contact the massachusetts Department of can facilitate a portion of the paperworkprocess by bringing copies of your teacher certification and undergraduate
http://www.gse.harvard.edu/~slp/principal.html

Extractions: The Pilot is designed to develop a deep understanding of what good teaching-and-learning is and to learn how to take good teaching-and-learning to scale. To achieve these goals the Boston Public Schools and the Harvard Graduate School of Education are engaged in the joint creation of a new model of practitioner preparation, new norms for practice, new roles for practitioners, and new relationships between practice and research, all to focus on instructional leadership.
U. S. State Teacher Certification Offices
of Higher Education, teacher certification and Continuing Division of certificationand Accreditation massachusetts Department of Education certification and
http://www.ed.uiuc.edu/CTE/cert/State_Teacher_Cert_Off.html
Praxis I And II Teacher Certification Tests
about the Praxis I and II teacher certification tests NES), headquartered in Amherst,massachusetts. NES provides customized teacher licensing exams in 10 states
http://www.cga.state.ct.us/2003/olrdata/ed/rpt/2003-R-0022.htm

Extractions: January 14, 2003 2003-R-0022 PRAXIS I AND II TEACHER CERTIFICATION TESTS By: Judith Lohman, Chief Analyst You asked several questions about the Praxis I and II teacher certification tests. The individual questions and answers are listed below, along with other information about points raised in your letter. For your further information, we also enclose a 2001 OLR report that explains Connecticut's teacher competency testing system and the test waivers and exemptions and provides information about teacher testing in other states ( 2001-R-0721 SPECIFIC QUESTIONS What are the pass rates for the math, reading and writing portions of the Praxis I exam? The most recent data currently available from the State Department of Education is for the period from June 1994 through December 21, 2000. Initial and final pass rates for the Praxis I subtests are shown in Table 1. Table 1: Initial and Final Pass Rates for Praxis I Subtests June 1994 - December 31, 2000 TEST NUMBER INITIAL PASS FINAL PASS INCREASE Reading Writing Math Pass All Three Source: State Department of Education, Analysis of Praxis Test Data, 1994-2000
The New Teacher Project: Our Clients
massachusetts Department of Education In the summer of 1998, 59 percent of prospectiveteachers failed massachusetts new teacher certification test.
http://www.tntp.org/cli/hlt_mass_doe.html

Extractions: In the summer of 1998, 59 percent of prospective teachers failed Massachusetts new teacher certification test. By raising standards for teachers, the test was intended to raise teacher quality and ultimately student achievement. Despite re-testing, failure rates continued to hover around 50 percent throughout the summer and fall. With the demand for new teachers increasing and the available pool of qualified teachers decreasing due to the new standards, Senate President Thomas Birmingham recognized the need to entice more qualified candidates into teaching. The State House passed legislation to give $20,000 signing bonuses to new teachers, and, at the same time, incoming state education commissioner David Driscoll recognized the need to look beyond traditional sources for talented teacher candidates. Driscoll asked The New Teacher Project to help in this effort. Working closely with the Massachusetts Department of Education, we devised an intensive campaign to recruit outstanding applicants aggressively from across the nation. Qualified candidates had to meet stringent eligibility requirements, such as being in the top 10% of their class, possessing a GPA of at least 3.5, or scoring in the 90th percentile on a nationally recognized, standardized test. Eight hundred applicants qualified, and through the rigorous selection process we designed, 59 candidates were chosen to teach in Massachusetts in the fall of 1999. Of this group:
Teacher Certification Links
Maryland certification; massachusetts Educator certification; Michigan Office ofProfessional Preparation and certification Services; Minnesota teacher Licensing;
http://www.epi-center.net/jobs/cert.asp
Mass. Teacher Test Blasted Again
academic study has strongly criticized the controversial massachusetts teacher Tests(recently relabeled the massachusetts Educator certification Tests or MECT
http://www.fairtest.org/examarts/summer99/Mass._Teacher_Test_Blasted_Again.htm

Extractions: Home Page Summer 99 A second independent academic study has strongly criticized the controversial Massachusetts Teacher Tests (recently relabeled the Massachusetts Educator Certification Tests or MECT, since they are also required for school administrators). Like the first external analysis (see Examiner , Winter 1998-99), "Teacher Education & Testing in Massachusetts" by the Association of Independent Colleges and Universities of Massachusetts (AICUM) concludes that "No evidence has been provided to the public . . . that the MECTs are valid . . . or that these tests are reliable." Authors Susan Melnick, Ph.D., who teaches at Michigan State University, and Diana Pullin, Ph.D., J.D., the former Dean of Boston College's School of Education, raise a number of additional issues, including the potential disparate impact of the testing program on minorities. According to their review of state data, not a single non-white candidate passed all sections of the exam on its first administration. Subsequently, the Commonwealth of Massachusetts stopped releasing data on racial group passage rates. The report notes potential conflicts between the high MECT failure rate and the growing demand for new teachers. It concludes by laying out a variety of possible responses by teacher training institutions, ranging from "do nothing" to "engage in litigation against the Commonwealth and/or support students who choose the legal route to contesting the denial of their teacher certification on the basis of failing the tests after they had met all the other requirements for the credential."
ED276302 1984-09-00 Foreign Language Teacher Certification. ERIC Digest.
In addition, oral proficiency is evaluated in the Georgia and massachusetts tests. CRITICALISSUES IN FL teacher certification. Increased Demand for FL Teaching.
http://www.ericfacility.net/databases/ERIC_Digests/ed276302.html

Extractions: Source: ERIC Clearinghouse on Languages and Linguistics Washington DC. Foreign Language Teacher Certification. ERIC Digest. THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC FOREIGN LANGUAGE TEACHER CERTIFICATION AT PRESENT Typically, beginning foreign language (FL) teachers in the United States must complete an "approved program" of teacher education in a four-year college or university, have a certain minimum grade point average, and complete a specified number of credit hours in the foreign language to be certified. To receive "approved program" status, institutions must demonstrate to their state department of education that they are fulfilling state standards. Most states model their standards after two statements developed by the FL teaching profession in the 1950s and '60s titled, QUALIFICATIONS FOR SECONDARY SCHOOL TEACHERS OF MODERN FOREIGN LANGUAGES and GUIDELINES FOR TEACHER EDUCATION PROGRAMS IN MODERN FOREIGN LANGUAGES (Paquette 1966). The QUALIFICATIONS are brief descriptions of "minimal," "good," and "superior" competence in listening comprehension, speaking, reading, writing, applied linguistics, culture and civilization, and pedagogy. The GUIDELINES describe model programs, using the QUALIFICATIONS as minimum objectives (Wing 1984).
Outcomes - Mass. Educators Certification Tests
postbaccalaureate programs leading to initial teacher certification and 15 graduate-levelprograms leading to advanced teacher certification in massachusetts.
http://www.bridgew.edu/Depts/EdAllied/mect.htm

Extractions: Rate Basic Skills Reading Writing Aggregate Academic Content Areas Early Childhood Elementary Middle School History English Mathematics Chemistry Biology Music Visual Art Physical Education Spanish Aggregate Other Content Areas Health Education Aggregate Teaching to Special Populations Special Needs Aggregate Summary Totals and Pass Rate Teacher Preparation Program Profile Total number of students admitted into teacher preparation, all specializations, in academic year 1999-2000: Number of students in supervised student teaching in academic year 1999-2000: Number of faculty members who supervised student teachers: Full-time faculty in professional education: Part-time faculty in professional education but full-time in the institution: Part-time faculty in professional education
Massachusetts Hall Of Fame For Science Educators - Jim Terlizzi (1993)
After two years at Kingsley Hall and his teacher certification completed, Jim wanted Jimand the science faculty try to match the massachusetts Frameworks to
http://www.bridgew.edu/mhfse/terlizzi.htm

Extractions: Edward DeSchuytner ... Chauncy Waldron Jim finished his military duty in the U.S. Army in 1965 and soon realized that now he had to find a real job. He had a degree in biology with a minor in chemistry. A former college room mate suggested that he try some teaching until he got organized. Jim was not a certified teacher since teaching was the furthest from his mind when he got out of college. Fortunately, private schools do not require teacher certification and he landed a job teaching Biology, Chemistry, Science, and Algebra I at Kingsley Hall Preparatory School in North Egremont, MA. It didn't take Jim long to realize that this was the job for him. After two years at Kingsley Hall and his teacher certification completed, Jim wanted to be near the Boston area so that he could get his M.S. degree. Jim has been a member of the Massachusetts Association of Science Supervisors since 1972, becoming president in 1985. He is a member of the National Science Education Leadership Association, was Region A. Director from 1985-1989, and has been the membership chairman since 1992. He is also a member of the National Science Teachers Association and the co-chair of the Local Arrangements Committee for the 1999 Boston NSTA Convention. The group that he associates with most closely is the North Shore Science Supervisors Association. This group provides the help and expertise to science teachers and supervisors. Since 1984 he has been the workshop coordinator for the Salem State Collage Math-Science Collaborative. For the last few summers he has helped produce PRIME Science, an integrated science for grades 6 through 10.
MIT, State To Develop New Teacher Program
director of teacher preparation and program approval at the massachusetts Departmentof Education. Interested students can begin work towards certification by
http://web.mit.edu/newsoffice/tt/1992/sep02/26864.html
Education World ® - Administrators: Teachers Tackle Testing: The Scoop On Teach
necessary for entrance to teachereducation programs the most recent test in massachusetts,only Wellesley fast-tracking alternative certification for second
http://www.education-world.com/a_admin/admin109.shtml

Extractions: Related Articles ... Staffing School Administrators Article S C H O O L A D M I N I S T R A T O R S A R T I C L E A Harvard graduate, a Boston University graduate, and an MIT Ph.D. failed the Massachusetts new-teacher assessment test. How do you think you would do on it? A registration process so cumbersome that it takes 45 minutes to complete Fees ranging from $70 to $200 Two four-hour exams, with only a 15-minute break Desks too small for the average adult's body And your job depends on your performance! Does that describe an inhumane situation too archaic to be true or just the latest installment in the saga of teacher assessment? "I know students who lost jobs because of the test," said Salem State University professor Clark Fowler ("Teacher Exam Authors Put to the Test," Boston Globe , October 7, 1998).
Simmons Graduate Programs In Education
The massachusetts Tests for Educator Licensure (MTEL) is a twopart testingprogram required of the states teacher certification applicants.
http://www.simmons.edu/graduate/education/teacher_test_info.html

Extractions: The two-part testing program includes (1) a Communication and Literacy Skills test, and (2) a test of the subject area for which the candidate seeks certification (e.g., Elementary, Spanish, Biology, etc.) The Communication and Literacy Skills test further divides into two equal portions, both of which must be passed to qualify a candidate for certification: (1) a reading portion and (2) a writing portion. Currently, a 70% qualifies as a passing score on any Massachusetts Tests for Educator Licensure. Who needs to take the test?
Teacher Ed At UD
665, massachusetts Tests (413) 2562892. Michigan, and certification PO Box 30008Lansing, MI 48909, (517) 373-3310, Michigan Test for teacher certification.
http://www.udel.edu/teachered/stagen.htm
Pathways To Teaching
childhood, elementary, or middleschool teacher certification. one-year collaborativeteacher preparation program massachusetts Institute for New teachers (MINT
http://www.trincoll.edu/depts/educ/pathways.htm

Extractions: Educational Studies Program Pathways to Teaching This site organizes information into two broad categories: A) Pathway to public school teaching certification while earning an undergraduate degree at Trinity College B) Pathways to public school teaching certification or private school teaching after receiving an undergraduate degree While completing a liberal arts major and earning an undergraduate degree at Trinity College, students may also earn elementary or secondary school certification through the consortium program at St. Joseph College After receiving an undergraduate degree, Trinity students may obtain teaching certification through an alternate route program or graduate school program, or may enter teaching in private schools without certification A) Pathway to teacher certification while earning an undergraduate degree at Trinity College: The teacher preparation program at St. Joseph College in West Hartford, CT Through consortial arrangements, Trinity students may enroll in the state-approved teacher preparation program at St. Joseph College (SJC) while simultaneously completing their Trinity major and graduation requirements. Certification programs are available at the elementary level (grades 1-6) and in specific subjects at the secondary level (grades 7-12). Students interested in this opportunity must meet first with the Director of Trinity's Educational Studies Program (Professor Jack Dougherty via email or phone 860-297-2296). Then, a second appointment may be made with the SJC Certification Officer and advisor for Trinity students (
Teaching Jobs Overseas: Alternative Routes To Teacher Certification
massachusetts massachusetts Department of Education, teacher certification Center350 Main Street, Malden, MA 02148 (781) 3886600; http//www.doe.mass.edu
http://www.joyjobs.com/center/certification.htm

Extractions: International Employment for Teachers Alternative Certification Many states have developed or are initiating programs that provide alternative routes to teacher certification, particularly for mid-career professionals. The goal of such programs is to draw a diversity of individuals with in-depth subject matter backgrounds into teaching careers. Requirements for an alternative teaching license vary by state. For an overseas position, it does not matter what state your license is from. Generally, applicants must hold a bachelors degree in the subject to be taught, achieve a passing score on state-required examinations, complete an intensive teacher preparation program, and possibly fulfill a supervised teaching internship. Specific information on which school systems are offering internships can be requested from the schools. After satisfactory completion of these requirements, the applicant will be issued a teaching credential.
Bradford College, Teacher Education Program
approved by the Commonwealth of massachusetts and is accredited by the NationalAssociation of State Directors of teacher Education and certification (NASDTEC
http://www.dmh.net/bradford/teacher/teach_prog.htm

Extractions: The Teacher Education Program at Bradford College is approved by the Commonwealth of Massachusetts and is accredited by the National Association of State Directors of Teacher Education and Certification (NASDTEC). These approvals qualify students who successfully complete Bradford's Teacher Education Program to receive a Massachusetts teaching certificate at the Advanced Provisional level. This certificate allows Bradford graduates to be hired as elementary education (grades 1-6), secondary English , or secondary Social Studies classroom teachers and to begin pursuing graduate work toward the attainment of a standard certificate. Admission to Bradford allows students to begin their course work in the Teacher Education Program in their first year of study at the College. The program is intellectually challenging! Eligibility for the Teacher Education program requires students to attain grades of B- or better in required education courses and to maintain specified cumulative grade point averages throughout the program. Requirements are described in a Handbook that all students receive when they begin study in the program.
Phil's Place - Teacher Certification Links
teacher certification. Thinking about moving? certification in massachusetts;certification in Michigan; certification in Minnesota;
http://phil.mav.net/tchrcert.shtml
State Level Teacher Certification
of Education teacher Education/certification 200 W. Baltimore Street Baltimore, MD21201 Attn Janet Marsh or Virginia Pilato (410) 7670390, massachusetts Dept
http://www.aip.org/statistics/trends/reports/teacher.htm

Extractions: If you are considering teaching as a career choice, the following information will be vital to you. The rules governing teacher certification change regularly, vary greatly across states, and many states have a number of different options, including alternate teacher certification. Below is a list of the specific offices to call regarding teacher certification requirements in each state.
RIDE- Teacher Preparation, Certification, And Professional Development - General
NOTE If you are eligible for certification by enhanced reciprocity, you do not needto meet teacher Contract States Delaware, massachusetts, Ohio, West Virginia.
http://www.ridoe.net/teacher_cert/certification/Reciprocity.htm

Extractions: Effective March 1, 1996, Rhode Island adopted "Enhance Reciprocity" as a route to certification. This route provides that certification be granted to an applicant who holds a valid and comparable certificate from another member state, provided the applicant has complied with any requirements of the receiving state regarding degrees held, citizenship, and moral, ethical, physical, and mental fitness. A copy, including any translation key, of a valid teaching support administrative , or vocational certificate from the member state is required. NOTE: This certificate must be a Level II certificate as defined in the Interstate Contract. NOTE: This certificate must be valid during the period for which reciprocity is sought and must also be valid in the teaching area for which certification is desired. NOTE: If you are eligible for certification by enhanced reciprocity, you do
ABE Teachers Certification For Massachusetts
would be to pass the massachusetts Educator certification Finally, teachers pursuingcertification would have to proficiency in the ABE teacher competencies.
http://www.sabes.org/resources/fieldnotes/vol10/f01cert.htm

Extractions: for Massachusetts by Carey Reid and Mary Jayne Fay Field Notes main page Summer 2000 issue T he statewide ABE Certification Committee has been working steadily since last spring to recommend a process to certify adult basic education teachers in the Commonwealth. The Committee has worked hard to make the process fair, inclusive, and meaningful, and to align this process with the state's Pre-K-12 certification system while preserving the unique characteristics of the adult basic education field. The Committee members represent particular constituencies unions, part-time and full- time teachers, and professional organizations but their work was also heavily influenced by the efforts of prior committees and work groups and by feedback gathered from the field through email and focus groups. Feedback from Practitioners In fact, feedback from practitioners has had a direct impact on staff members who have supported the work of the Advisory Committee and on the Committee's specific recommendations. As a result of feedback, for example, the Committee has recommended ways for veteran teachers to receive credit for their knowledge and experience. The Committee generated a first Interim Report to Commissioner David Driscoll on October 4, 1999. A second Interim Report was recently published and is now out for public comment. Readers who are not familiar with the Committee's earlier work and relevant publications can visit the

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