Alternative pathways to teaching program

    • [DOCX File]Alternative Teacher Certification Programs in New York ...

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_483e1f.html

      Alternative Teacher Certification (ATC) Programs were first piloted in New York State in August 2000 as a collaborative effort, the Teaching Fellows Program, between the New York City Board of Education and three City University of New York (CUNY) colleges — Brooklyn, City, and Lehman.

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    • [DOC File]Science, Technology, Engineering, and Mathematics Teacher ...

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_88b8e7.html

      Of the strategies intended to address teacher shortages, “alternative” pathways to certification and teaching are of special interest for purposes of the presently proposed program. These “alternative” pathways or certification programs are often contrasted with “traditional” teacher preparation programs, which typically entail ...

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    • [DOCX File]2017-2018 - Central Washington University

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      2017-2018 Alternative Pathways to Teaching. 2017-2018. 2017-2018. Central Washington University. Continued on next page. Page 4. Continued on next page. Page 4

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    • [DOC File]Proposals for Recruiting and Retaining STEM majors into ...

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      Proposals for Recruiting and Retaining STEM majors into Teaching/Alternative Pathways into STEM Teaching. Facilitator: Heidi Hanson. UMCP’s Steve Koziol. Tutoring and early opportunities for service in undergraduate track. Now building graduate tracks – 14-15 month program for those with subject degree who want to move into teaching

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    • [DOC File]References and Appendices--Transition to Teaching Program ...

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      The survey was developed to complement and put into context the data collected from the APR instrument by exploring the perceptions of TTT program participants concerning the effectiveness of recruiting efforts, the adequacy of the preparation they received prior to teaching, the helpfulness of the support they received after they became ...

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    • [DOCX File]Minnesota Department of Education document

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_08b163.html

      The Board of Teaching must strongly encourage teacher preparation programs to develop alternative pathways for CTE licensure. (2016 Minnesota Session Laws, Chapter 189, Article 24, Section 4, Subdivision 10, Paragraph E)

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    • [DOC File]Chapter 1--Transition to Teaching Program Evaluation …

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_0728a5.html

      Traditional Teacher Ed Program. Alternative Teacher Prep Program. Not entered teaching. Teaching position, not requiring certification. Elementary/Middle. General. Exhibit 4. Number of TTT Participants Who Were New Teachers of Record in High Schools in High-Need LEAs, by Grade Level and Year and Subject Area in 2002, 2003 and 2004. Exhibit 5.

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    • [DOCX File]MA Teacher Prep and Licensure

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_cb3fd3.html

      Most teachers in Massachusetts begin their teaching careers with an initial license: the license offered to candidates who complete a teacher preparation program at an approved institution of higher education (IHE) or alternative program, valid for five years (see Table 1 below for an overview of licensure pathways in Massachusetts).

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    • [DOCX File]Application for an initial Virginia License

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_233f8d.html

      Prerequisites for Program: Review the following prerequisites required for participation in a Career Switcher . Program. The following requirements must be completed prior to applying for a Career Switcher Program. An application process; A baccalaureate degree from a …

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    • [DOCX File]Alternative Pathways to a High School Diploma

      https://info.5y1.org/alternative-pathways-to-teaching-program_1_43275a.html

      The structure of several alternative pathways programs called for team teaching, which required more preparation and collaboration time from teachers and was logistically difficult to implement. In these programs, staff turnover and/or expansion made it difficult to maintain the pacing, quality, and fidelity of alternative pathways curricula.

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