New York State Teacher Certification A Guide To Understanding What Is Certification? In France, under Napoleon in 1831, thirty higher-education â€śnormalâ€ť schools were devised for teacher training. In 1839, the…
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New York State Teacher Certification A Guide To Understanding
What Is Certification?
In France, under Napoleon in 1831, thirty higher-education â€śnormalâ€ť schools were devised for teacher training.
In 1839, the first higher-ed teacher training school was created in America under the leadership of Horace Mann. It was a rough beginning on many accounts.
It slowly became an accepted reality that teachers should be trained in subject matter and teaching methods.
Eventually, certification exams were created and originally intended to be locally managed by superintendents and teachers.
In 1980, only a few states required aspiring teachers to pass a test for certification.
By 1990, thirty-nine states required passage of tests for cert. and all fifty states approve the content of teacher education programs.
Types of Teacher Certification
Provisional Certification : Previously, the entry-level certificate for classroom teachers, but discontinued as of February 2, 2004.
PROVISIONAL CERTIFICATION LEAD TO:
Permanent Certification : Remains the advanced-level certificate for classroom teachers and is valid for life.
THE OLD WAY
Types of Teaching Certificates
Initial : The entry-level certificate for classroom teachers , valid for five years, leads to a professional certificate.
INITIAL CERTIFICATION LEADS TO
Professional : The advanced-level certificate for classroom teachers . Continuously valid with completion of required professional development hours on a five-year professional development cycle.
THE NEW WAY THE NEW WAY
Person A â€“ Seeking Initial Certification in K-6 Elementary Ed.
Completion in a NY State registered program.
Written recommendation for certification by Higher Ed. Program (college).
NYS Teacher Certification Exam: Liberal Arts and Science Test (LAST): Assesses knowledge and skills in five areas.
NYS Teacher Certification Exam: Elementary Assessment of Teaching Skills (ATS-W): Assesses professional and pedagogical knowledge at the early childhood (Birth- Grade 2) and childhood (Grades 1- 6) levels.
Content Specialty Test: Assesses knowledge and skills in the subject of the certificate sought.
Fingerprint Clearance: Candidates applying on or after July 1, 2001, must be cleared by the New York State Education Department through a fingerprint-supported criminal history background check.
At this point, the candidate is eligible for INITIAL CERTIFICATION.
Person A â€“ With Initial Certification, Seeking Professional Certification
Candidate earns Masterâ€™s Degree from accredited higher ed. Program.
Key Point : twelve credits must be earned in relation to the area of certification or a graduate degree in Education.
3 Years full-time classroom teaching experience: includes experience earned in a public or approved nonpublic preschool or elementary, middle, or secondary school.
One year documented mentoring experience.
Candidate has five years to achieve steps 1-3.
Individual applies and receives Professional Certification â€“ Yeah!! Your first professional development period begins on July 1 following the effective date of your Professional teaching certificate.
Maintaining Professional Certification
Professional: Holders of the Professional classroom teaching certificate must complete 175 hours of professional development every five years. Satisfaction of this requirement maintains the validity of the certificate.
Every five years this clock resets in order to maintain valid certification.
Records should be kept as current with activity completion as is possible.Â Records must be kept seven years and be made available to the New York State Education Department in the event of an audit.
What Activities Count Toward 175 P.D. Hours?
Analyzing student data and student work to determine needed changes in the delivery of instruction.
Participating in reviews of class performance data over time to make decisions about one's own professional development, based on student outcomes
Collaborating with other teachers and teaching assistants to examine case studies of student work and development
Participating in courses and other learning opportunities delivered from many providers, such as institutions of higher education, teacher centers, BOCES, school districts and independent professional development service providers.
Coursework linked to improvement of instructional technique or content knowledge, which may or may not be in pursuit of a teaching or advanced teaching degree.
Completing coursework for more advanced certification or certificates in additional areas or in accordance with teaching assignment requirement for extension to certification.
Participating in regional scoring of State assessments, assessing student portfolios
Creating and assessing teacher or teaching assistant portfolios
Engaging in research projects (includes online research)
Curriculum planning and development
Developing or collaborating on the development of new programs and instructional methods
Service as a mentor, support teacher, helping teacher, or peer coach
Service as a cooperating teacher for a student teacher or field internships; including attendant meetings and processes.
Participation in study (collegial) circles such as "Critical Friends" activities, structured guided reflection activities focused on student learning
Participating in formal programs of peer coaching or participation in peer review
Participating in Professional Development School activities or other school-college teacher development partnerships
Serving on CDEP (Comprehensive District Education Plan), or DCEP (District Comprehensive Education Plan), or CEP (Comprehensive Education Plan), or other school leadership activities or committees.
Delivering professional development (e.g. conducting workshops, job-embedded modeling and coaching, providing preservice teacher preparation courses)
Pursuing National Board certification or re-certification (either as candidate or provider of support)
Service/designation as Master Teacher
Engaging in Sabbatical work related to content specialty or enhancement of teaching strategies.
Teacher of the Year activities
NYSTCE "assessor" or test development committee member
Development of Statewide curriculum
Service as an elected officer in professional organizations
Service as teacher center director
Service on the State Professional Standards and Practices Board
Developing and presenting a major paper
Publishing in educational journals
Professional Certification â€“ Points to Consider
What is the responsibility of the school districts?
Public school districts and BOCES are responsible for planning and providing appropriate professional development for holders of Professional and Teaching Assistant III certificates, as for all teachers, as part of the districtâ€™s professional development plan.
How should districtâ€™s plan their p.d.?
It is recommended that the district consult with the certificate holder and jointly consider the activities, events, and coursework identified by the certificate holder to be completed each school year. This includes professional development that is not district-sponsored, for example, a graduate course related to the teacherâ€™s certificate area. It is recommended that such consultation occur annually at a minimum, and thereafter as frequently as needed, as on the occasion of an adjustment to planned activities. See Suggested Activities .
What happens to a certificate holder who fails to record enough p.d.?
Any Professional or Teaching Assistant III certificate holder who fails to complete the required professional development requirement becomes subject to due process and risks the loss of his or her certificate.
Certification and Tenure: Two Separate Systems
Tenure: the statutory right to hold office or employment and receive the benefits and emoluments of the position.
In general, tenure is a three year process.
Juul agreements may extend the time to four years.
Part-time employment does not apply toward tenure time.
The broad purpose of tenure is to protect worthy instructors from enforced yielding to political pressures and to guarantee employment, regardless of the changes in politics.
Certification: indicates individual successfully completed coursework and passed exams in subject matter and pedagogical understanding in order to enter teaching profession.
In most circumstances, public school districts must hire certified teachers.
Most new hires hold an initial certificate. Those teachers must work full-time for three years and earn their Masterâ€™s Degree within five years.
Hence, it takes between three and five years to earn professional certification.
In essence, often times schools award tenure to teachers holding initial certification with the expectation the teacher will earn professional certification.
A teacher with initial certification that fails to earn / apply for professional certification is no longer certified, therefore, ineligible for tenure track teacher employment.
NY Certification titles and process changed in 2004.
There are two types of certification, initial and professional. Initial leads to professional.
Once initially certified, a teacher has up to five years to earn professional certification.
Teachers that earn professional certification have five years to record 175 hours of p.d.
Professional certification resets every five years.
General information about teacher certification. http://www.highered.nysed.gov/tcert/certificate/index.html
A link to a professional development record keeping document for teachers - http://www.highered.nysed.gov/tcert/certificate/maintaincert-prof.htm