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1
Shepherd, Terry L., and Randel D. Brown. "Analyzing Certification Options for Special Education Teachers." TEACHING Exceptional Children 35, no. 6 (July 2003): 26–30. http://dx.doi.org/10.1177/004005990303500604.
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Stotsky, Sandra. "Licensure Tests for Special Education Teachers." Journal of Learning Disabilities 42, no. 5 (June 26, 2009): 464–74. http://dx.doi.org/10.1177/0022219409338740.
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To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS’s tests of “principles of teaching and learning.” Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
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Chapey, Geraldine D., Irene S. Pyszkowski, and Teresa A. Trimarco. "National Trends for Certification and Training of Special Education Teachers." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 8, no. 4 (October 1985): 203–8. http://dx.doi.org/10.1177/088840648500800405.
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Haedong Jeong. "A study on reforming the certification criteria of special education teachers." Journal of Special Children Education 9, no. 4 (December 2007): 171–91. http://dx.doi.org/10.21075/kacsn.2007.9.4.171.
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Gilmour, Allison F. "Teacher Certification Area and the Academic Outcomes of Students With Learning Disabilities or Emotional/Behavioral Disorders." Journal of Special Education 54, no. 1 (June 4, 2019): 40–50. http://dx.doi.org/10.1177/0022466919849905.
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Special education certification is used as an indicator of teaching quality in research, practice, and policy. This study examined whether elementary and middle school students with learning disabilities (LD) or emotional/behavioral disorders (EBD) scored better on state math and English language arts (ELA) assessments in years when they were taught by a teacher certified in special education or dual-certified in special education and another area compared to years when they were taught by general education–certified teachers. For most student groups, academic achievement appeared unrelated to teacher certification type. Students with LD and higher academic skills appeared to benefit from having a dual-certified teacher over a general education–certified teacher in ELA. Lower achieving students with EBD scored worse in math when they were taught by special education–certified teachers instead of general education–certified or dual-certified teachers. Implications for indicators of teaching quality in special education are discussed.
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Mason-Williams, Loretta, and Joseph Calvin Gagnon. "An Analysis of Teacher Sorting in Secondary Special Education and Alternative Schools." Journal of Special Education 50, no. 4 (August 2, 2016): 239–50. http://dx.doi.org/10.1177/0022466916656174.
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This study provides nationally representative information about the qualifications and preparation of secondary content and special education teachers in special education and alternative school settings, as compared with teachers in regular schools. Findings demonstrate that a statistically significant relationship did not exist between school types and many teacher inputs. However, a relationship between special education preparation and setting did exist among secondary content teachers. Moreover, results highlight the inadequate number of secondary teachers, both in content areas and in special education, who held a degree and/or certification in special education. Practical and policy implications of these findings are discussed, and limitations are addressed.
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Hollo, Alexandra, Kim K. Floyd, and Carla B. Brigandi. "Endorsement by Exam: Policy and Practice in Rural Special Education." Rural Special Education Quarterly 38, no. 3 (April 19, 2019): 177–84. http://dx.doi.org/10.1177/8756870519843500.
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National- and state-level education policies are evolving to address teacher shortages that are pervasive across the United States and are particularly problematic in rural special education. In this article, we describe a policy we call “endorsement by exam” in which teachers certified in one subject area can become certified in other areas by passing a content knowledge test. Although such add-on endorsements are not uncommon in some content areas (e.g., chemistry teachers adding certification in biology), some states have extended this practice to include special education certification. The purpose of this article is to explore what state agencies have adopted endorsement by exam for special education. Despite difficulties in obtaining reliable information, we determined approximately eight states have adopted some form of this policy. We discuss results in terms of rurality and conclude by explaining our position that endorsement by exam is a potentially harmful quick fix that may in fact exacerbate teacher shortages in the long term and thus is ill advised.
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Collins, Belva C. "Issues in Rural Special Education that Affect Students with Severe Disabilities." Rural Special Education Quarterly 26, no. 2 (June 2007): 3–9. http://dx.doi.org/10.1177/875687050702600202.
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Rural special education teachers of students with severe disabilities and the institutions that prepare them often are faced with unique challenges. This article discusses the need for these teachers to be prepared as independent researchers, the need for a link between core content and functional skills in the curriculum that they teach, and the need for creativity in addressing transition options. In addition, the article discusses the need for personnel preparation programs in severe disabilities to have alternate routes to certification, distance education delivery, continued federal funding, and flexibility in meeting the law regarding the requirement that all teachers be highly qualified.
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Henderson, Bruce B. "The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology." Teaching of Psychology 21, no. 2 (April 1994): 107–8. http://dx.doi.org/10.1207/s15328023top2102_12.
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Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
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Henderson, Kelly, Sheri Klein, Patricia Gonzalez, and Renée Bradley. "Teachers of Children with Emotional Disturbance: A National Look at Preparation, Teaching Conditions, and Practices." Behavioral Disorders 31, no. 1 (November 2005): 6–17. http://dx.doi.org/10.1177/019874290503100101.
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Maintaining an adequate supply of qualified special education personnel is a major challenge. In particular, serious shortages of teachers of children with emotional disturbance (ED) jeopardize delivery of appropriate special education and services to this population. This article reports data from the national Study of Personnel Needs in Special Education on the quality of personnel who teach children with ED. Teachers of children with ED are compared with other special education teachers in terms of experience, working conditions, credentials, preservice preparation, instructional skill, and future plans. Teachers of children with ED are less experienced and worked in more restrictive settings than their special education teacher colleagues. They were less credentialed and more likely to have been credentialed via alternate certification programs. Teachers of children with ED judged themselves to be more skilled in assessing and addressing behavior but less skilled in other instructional tasks.
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Ekstam, Ulrika, Karin Linnanmäki, and Pirjo Aunio. "The Impact of Teacher Characteristics on Educational Differentiation Practices in Lower Secondary Mathematics Instruction." Lumat: International Journal of Math, Science and Technology Education 5, no. 1 (December 31, 2017): 41–60. http://dx.doi.org/10.31129/lumat.5.1.253.
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This study aimed to investigate how teachers’ certification status, experience in instruction, and teachers’ efficacy beliefs for teaching lower secondary students in mathematics are related to differentiated instruction practices. A total of 42 mathematics teachers and 27 special education teachers answered an electronic questionnaire regarding mathematics teaching efficacy beliefs and their frequency of use of differentiation practices. The results indicated that teachers’ efficacy beliefs were related to differentiation in content, flexible examination models, homework support, and co-teaching. Neither certification status nor teacher experience in instruction was related to the frequency of use of differentiation practices. As teacher efficacy beliefs seem to have an effect on the use of differentiation practices, and especially on co-teaching, it should be important for teacher education to focus on developing pre-service teachers’ efficacy beliefs as well as implementing a strong collaboration between different teacher groups.
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Clark, Lawrence M., Jill Neumayer DePiper, Toya Jones Frank, Masako Nishio, Patricia F. Campbell, Toni M. Smith, Matthew J. Griffin, Amber H. Rust, Darcy L. Conant, and Youyoung Choi. "Teacher Characteristics Associated With Mathematics Teachers' Beliefs and Awareness of Their Students' Mathematical Dispositions." Journal for Research in Mathematics Education 45, no. 2 (March 2014): 246–84. http://dx.doi.org/10.5951/jresematheduc.45.2.0246.
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This study investigates relationships between teacher characteristics and teachers' beliefs about mathematics teaching and learning and the extent to which teachers claim awareness of their students' mathematical dispositions. A professional background survey, a beliefs and awareness survey, and a teacher mathematical knowledge assessment were administered to 259 novice upper-elementary and 184 novice middle-grades teachers. Regression analyses revealed statistically significant relationships between teachers' beliefs and awareness and teachers' mathematical knowledge, special education certification, race, gender, and the percentage of their students with free and reduced meal status. This report offers interpretations of findings and implications for mathematics teacher education.
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Love, Laura L., and Ida M. Malian. "What Happens to Students Leaving Secondary Special Education Services in Arizona?" Remedial and Special Education 18, no. 5 (September 1997): 261–69. http://dx.doi.org/10.1177/074193259701800502.
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The Arizona Follow-along Project assessed the impact of special education on the education and postschool outcomes of students with disabilities who had exited from special education services. Using the Oregon follow-along method with a computer-assisted telephone interview and data analysis technique resulted in a system-wide approach to interviewing students, parents, and teachers of individuals who had left special education. The results of the students' first year out of high school are reported in this article, and implications for educational programming and transition services are discussed. Statewide system changes in policies and procedures are recommended in light of the transition services mandates specified in the individuals with Disabilities Education Act of 1990.
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Lohmann, Marla J., Bushrod White, and Kathy A. Johnson. "Increasing the Rural Special Education Teacher Pipeline Through Asynchronous Online Instruction: A Program Description of the Colorado Christian University Alternative Certification Program." Rural Special Education Quarterly 38, no. 3 (July 19, 2019): 151–61. http://dx.doi.org/10.1177/8756870519860065.
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There is a documented shortage of special education teachers nationwide, and many rural school districts report hiring uncertified or temporary teachers to fill the open positions. To meet the needs of rural schools in our state, Colorado Christian University developed an asynchronous online alternative special education teacher certification program. Colorado Christian University’s program includes 12 months of online coursework, as well as remote video supervision. This article provides a brief description of the program and preliminary data supporting its effectiveness in meeting the needs of rural Colorado schools.
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Simpson, Elizabeth S., Dorothy Jean Yocom, and H. Timothy Blum. "The Wyoming Collaborative Mentorship Academy: A Field-based Program for Certifying Fully Qualified Special Education Teachers in a Rural State." Rural Special Education Quarterly 24, no. 2 (June 2005): 11–17. http://dx.doi.org/10.1177/875687050502400203.
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The purpose of Wyoming Collaborative Mentorship Academy (WCMA) is to provide school districts in Wyoming with an alternative route to certification for teachers who are currently teaching out of field in special education. The WCMA is a program designed to meet the needs of the students with disabilities in the state by providing a program which will increase the number of highly qualified and certified special educators, trained mentors, and administrators.
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Waldron-Soler, Kathleen M., Susan F. Ruby, and Jamie M. Chaffin. "Learning From Graduate Training in Related Fields: A Model Online School Psychology Program." Rural Special Education Quarterly 38, no. 2 (February 22, 2019): 107–18. http://dx.doi.org/10.1177/8756870519826933.
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Since the enactment of Public Law 94-142, school districts have struggled to hire and retain required special education personnel (i.e., special education teachers, school psychologists, and related service providers). Data show that shortages of these qualified personnel are even more magnified in rural school districts. Distance education can provide an opportunity for candidates in rural areas to pursue educational training and certification while remaining in their communities. We summarize evidence-based components for online programs and describe an online program designed to respecialize candidates as school psychologists through comprehensive online training. We recommend a similar online model for training candidates to be special education teachers in rural and remote locations and provide guidance for programs to develop effective online programs.
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Passaro, Perry D., Anna Lou Pickett, Glenn Latham, and Wang Hongbo. "The Training and Support Needs of Paraprofessionals in Rural Special Education." Rural Special Education Quarterly 13, no. 4 (December 1994): 3–9. http://dx.doi.org/10.1177/875687059401300402.
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Over 1,000 surveys were distributed to randomly selected paraprofessionals, teachers, related service personnel, and administrators throughout three of the most sparsely populated states (North Dakota, South Dakota, and Wyoming) to study the training and support needs of paraprofessionals in rural settings. The need for additional training is apparent since the paraprofessionals surveyed requested assistance in understanding students with disabilities, their roles as paraprofessionals, task analysis procedures, and the Individual Educational Program (IEP) process. Other findings address the quality of supervision, previous training, and other factors which influence paraprofessionals career decisions. Recommendations center on strategies for providing high-quality, cost effective training that also permits paraprofessionals the opportunity to receive certification as a special education teacher.
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Fildzah, Yumna. "Comparative Study of Competency and Certification of Special Education Teachers in Indonesia and Another Various Country." IJDS Indonesian Journal of Disability Studies 7, no. 1 (May 28, 2020): 40–49. http://dx.doi.org/10.21776/ub.ijds.2019.007.01.5.
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M. Dimitrov, Dimiter, and Abdullah Alsadaawi. "Latent Profiles of Performance on Certification Testing: The Case of Special Education Teachers in Saudi Arabia." Universal Journal of Educational Research 6, no. 9 (September 2018): 2029–35. http://dx.doi.org/10.13189/ujer.2018.060922.
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Dagbaeva, Nina Zh, Liubov Ye Khaludorova, and Aryuna V. Khaludorova. "ON THE ASSESSMENT OF TEACHER ACTIVITY IN THE FRAMEWORK OF THE NEW CERTIFICATION MODEL." Scientific Review. Series 2. Human sciences, no. 3-4 (2020): 124–34. http://dx.doi.org/10.26653/2076-4685-2020-3-4-12.
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The article discloses issues related to the assessment of teachers' performance in the framework of the formation of a national system of professional growth of teachers, a proposed new model of teacher certification, taking into account the requirements set out in the professional standard of a teacher. These issues have become relevant in connection with the modernization of the entire education system, where the teacher is the main figure. The system of work on preparing teachers for participation in the procedure of the upcoming new certification model is described, the experience of conducting advanced training courses for teachers, which were one of the tools for understanding the professional deficits of teachers, is considered. Special attention is paid to the empirical and theoretical foundations of the study of the problem of assessing teachers' activities by native and foreign researchers. The method of theoretical analysis of different approaches to the disclosure of the concept of "assessment" was used. The results of national studies, which formed the basis of the requirements for the assessment of the teacher's professional activity, are analyzed. With the help of such a multidimensional analysis, a conclusion was made and the necessity was substantiated, along with organizational, informational, educational and methodological support, of scientific and methodological support of the certification process by solving the proposed special professional tasks, analyzing the results of practical exercises organized in the process of conducting advanced training courses for teachers.
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Chin, Elaine, and Pia L. Wong. "Preparing Teachers: Highly Qualified to Do What? Editors’ introduction." education policy analysis archives 21 (June 30, 2013): 54. http://dx.doi.org/10.14507/epaa.v21n54.2013.
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The No Child Left Behind Act of 2001 has had significant effects on teacher preparation programs, both in terms of changes required for policy compliance and through important program adjustments. These adjustments have largely been made in response to changes in partner schools and districts, where pacing guides, scripted curricula, benchmark testing and program improvement mandates are now the norm. In the context of anticipated robust policy activity in K-12 education and teacher education (e.g., possible re-authorization of the Elementary and Secondary Education Act, adoption of the Common Core Standards, new teacher certification performance assessments, etc.), it is important to understand the ways in which the current federal law, focused primarily on K-12 education, has also shaped teacher preparation programs. Paying attention to the dynamics involved in such context that his article introduces the articles of EPAA/AAPE’s Special Issue on Preparing Teachers: Highly Qualified to Do What?
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Никоненко, Наталія. "ЕВОЛЮЦІЯ СТАНДАРТІВ ПІДГОТОВКИ КВАЛІФІКОВАНОГО ВЧИТЕЛЯ СПЕЦІАЛЬНОЇ ОСВІТИ У США." Педагогічні науки: теорія, історія, інноваційні технології, no. 7(101) (September 28, 2020): 250–63. http://dx.doi.org/10.24139/2312-5993/2020.07/250-263.
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The systemic transformation of educational forms for children with special educational needs in the United States is considered one of the basic categories of the evolution of American education system and the corresponding changes in the system of teacher training for such children. The public awareness of the need to teach all children resulted in changes in the federal and state legislation, which directly affects the development of the education system, especially the availability and quality of education for all children, training teachers to work with them and implemented in various forms of interaction between students and teachers. Educators should be able to interact effectively with students with special educational needs, to self-actualize in the profession, and at the same time to find jobs in the profession easily, as their qualifications meet the requirements of the labor market, so developing corresponding standards becomes extremely important. The study of the American experience in the training of special education teachers provides a historical and comparative analysis of relevant standards. As a result of the analysis, conclusions were made about the dependence of special education teachers’ training standards on social, political, economic and other factors that determined the characteristics of care and education for people with disabilities, and thus directly influenced the formation of special education teachers’ training system in the United States. The analysed standards were adopted in different eras of special education teachers’ preparation: categorical orientation era (until late 1970s), noncategorical (1980-1990), and inclusive ones. The current content and organization of special education teacher training and inclusive education in the United States comply with the special teacher code of ethics, professional standards, and standards for the training, retraining, and certification of special education teachers according to their specialization. The purpose of this work is to study the specifics of standards for preservice special education teachers’ preparation in the USA as well as comparing the experience in Ukraine and formulating proposals for the domestic educational system reformation.
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Horner, Robert H., Susan M. Diemer, and Karen C. Brazeau. "Educational Support for Students with Severe Problem Behaviors in Oregon: A Descriptive Analysis from the 1987–1988 School Year." Journal of the Association for Persons with Severe Handicaps 17, no. 3 (September 1992): 154–69. http://dx.doi.org/10.1177/154079699201700304.
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Oregon has been identified as a leader in maintaining students with severe disabilities in regular school environments (Danielson & Bellamy, 1989). This paper presents descriptive data from a survey completed by teachers of students with severe disabilities in Oregon during 1988. The survey was designed to determine if students with severe disabilities who engage in problem behaviors are placed in regular school settings in Oregon, and what organizational variables were used to assist such students to be part of regular schools. The survey of teachers working with students with severe disabilities was conducted in collaboration with the Oregon Department of Education. Seventy-five percent of the teachers responded to the survey. They identified 184 students as having severe intellectual disabilities and severe problem behaviors (0.4% of all students in the state receiving special education support). The teachers reported that the major extra support for students with severe problem behaviors was in the form of additional teaching assistants. The teachers reported that they did not feel adequately prepared in their preservice training to deal with students with severe problem behaviors, and did not feel there were adequate resources for supporting such students. When queried about educational outcomes, however, the teachers reported that over 90% of students with severe problem behavior spent some portion of each school day socially integrated with students who were not disabled, and that over 40% of the students with problem behaviors spent some time each week physically integrated through community-based instruction. The paper discusses the challenge faced by schools as they attempt to build the capacity to support students with more significant behavior problems.
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Pregot, Michael V. "Principals’ Depth of Perception of Knowledge on Special Education Programs: How Much Do They Really Know?" International Journal of Educational Reform 30, no. 1 (October 29, 2020): 3–20. http://dx.doi.org/10.1177/1056787920967114.
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In this study, research centered on the degree to which principals felt knowledgeable about basic generic leadership as well as special education functions. Current principals were selected from the 2018 state DOE databases from five states—Georgia, New York, Michigan, Vermont, and Oregon representing a wide demographic base. Ten (10) functions were generic leadership functions such as budget preparation or evaluating teachers while ten (10) others were related to special education such as authorship of Individual Education Plan (IEP’s) or Response to Intervention (RTI) strategies. Data suggest that a moderate difference exists with higher ratings attributed to generic leadership functions.
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Carver-Thomas, Desiree, and Linda Darling-Hammond. "The trouble with teacher turnover: How teacher attrition affects students and schools." education policy analysis archives 27 (April 8, 2019): 36. http://dx.doi.org/10.14507/epaa.27.3699.
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Addressing teacher turnover is critical to stemming the country's continuing teacher shortages. It is also important for school effectiveness, as the academic and financial costs of teacher turnover to student learning and district budgets are significant. Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted. The study finds higher turnover rates in the South; among mathematics, science, special education, English language development, and world languages teachers; in schools serving students of color and from low-income families; and among teachers of color. The study also finds that several factors are associated with higher turnover rates, including lack of administrative support, teacher salaries, and alternative certification. The paper reviews policy strategies that can address teacher turnover.
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Bettini, Elizabeth, Loretta Mason-Williams, and Brian R. Barber. "Access to Qualified, Well-Supported Principals Across Alternative Educational Settings and Neighborhood Schools." Journal of Special Education 53, no. 4 (February 21, 2019): 195–205. http://dx.doi.org/10.1177/0022466919831302.
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Principals bear primary responsibility for supporting teachers. Principal leadership is especially important in alternative educational settings (AES; e.g., alternative schools, self-contained special education schools) that serve students with more substantial learning and behavioral needs, often with less-qualified and experienced teachers. We examined principals’ qualifications (i.e., principal certifications, preparation, and experience) and professional learning opportunities across AES and neighborhood schools. Analyzing data from the 2011–2012 Schools and Staffing Survey, we found that AES principals are, on average, less qualified than neighborhood school principals in terms of their experience, preparation, and administrative certification. Furthermore, AES principals have less access to professional development opportunities. Results are consistent with prior investigations that indicate an inequitable distribution of personnel resources in AES compared with neighborhood schools.
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Washburn, Erin K., and Candace A. Mulcahy. "Morphology Matters, but What Do Teacher Candidates Know About It?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 3 (October 16, 2018): 246–62. http://dx.doi.org/10.1177/0888406418806649.
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Skilled reading is a complex process in which many subskills are involved, including an awareness of the morphological structure of language. Morphological awareness is the ability to understand how words are broken into meaningful units (e.g., affixes, root words). Explicit and systematic teaching of morphological concepts are reported to help striving readers, particularly those in upper elementary, middle, and secondary grades, with reading. To teach morphological concepts and their relation to reading, teachers need to have both awareness and knowledge of morphology. In the present study, general and special education teachers’ knowledge of morphological concepts are examined. Results indicate that teachers, regardless of type of certification (general vs. special education) or grade level (elementary vs. secondary), have difficulty identifying morphemes in both simple and complex words. Suggestions for what and how teacher educators can integrate the teaching of morphological concepts into teacher preparation contexts are provided.
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Kearney, Christopher A., and V. Mark Durand. "How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State." Exceptional Children 59, no. 1 (September 1992): 6–11. http://dx.doi.org/10.1177/001440299205900102.
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This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.
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Smith, Stephen W., Daniel V. Poling, Megan R. Worth, Sherry J. Zhou, and Gregory G. Taylor. "Verbal Aggression Among Students With Emotional and Behavioral Disorders: Teacher Perceptions of Harm, Levels of Concern, and Relationship With Certification Status." Journal of Emotional and Behavioral Disorders 28, no. 4 (December 31, 2019): 209–22. http://dx.doi.org/10.1177/1063426619885862.
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Students who exhibit emotional and behavioral disorders (EBD) typically have high frequencies of disruptive and noncompliant behavior including physical and verbal aggression (VA). Physical aggression attracts great concern from school professionals yet VA is often overlooked, despite being a highly pervasive and harmful social act. We surveyed 279 first to 12th grade teachers of students with EBD to assess their perceptions about the harmfulness of VA, students’ intent to harm, their concern about the frequency and/or intensity of VA, and concern about types of verbally aggressive messages. We investigated if these perceptions differed when teachers considered students with EBD compared with typical peers and if special education certification related to responsiveness to VA. The majority of teachers reported that VA was either somewhat or very harmful and perceived students with EBD to be just kidding around and not intending to hurt others when perpetrating VA. Compared with noncertified colleagues, certified teachers reported more concern about VA, more intent to harm when students with EBD exhibit VA, and they were more likely than their noncertified counterparts to report the use of a structured intervention/curriculum to reduce VA. We discuss implications for special education teacher preparation and offer suggestions for further research.
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Kafi, Badrul. "THE INFLUENCE OF CERTIFICATION PROGRAM ON TEACHER PERFORMANCE AT THE YAYASAN DARUL FALAH PAJARAKAN PROBOLINGGO." MANAGERE : Indonesian Journal of Educational Management 1, no. 1 (April 4, 2020): 112–23. http://dx.doi.org/10.52627/ijeam.v1i1.4.
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The implementation of teacher certification is expected to have an impact on improving the quality of learning and the quality of education on an ongoing basis. But the fact that often happens that the certification allowance often does not work with the initial goal for improving teacher performance. If you carefully examine the Law of the Republic of Indonesia Number 14 Year 2005 regarding teachers and lecturers, it will be seen that the law contains an increase in the welfare of teaching staff which is characterized by functional benefits, special allowances, and professional teaching allowances. Thus, this study aims to describe the performance of certified and uncertified teachers and find out whether there is a difference in the performance of certified teachers and uncertified teachers at the Yayasan Darul Falah Pajarakan Probolinggo. The results of research was found that; (1) the performance of teachers in the Darul Falah Pajarakan Probolinggo foundation is classified as good with a high categorization of 11.7%, a high of 82.3%, and a moderate of 5.8%, and (2) There is a difference between the performance of certified teachers with the performance of teachers who are not certified in the foundation fostered by Darul Falah Pajarakan Probolinggo as proven by the calculated F value of 13,147 with a significance value of 0.001 is 0.05.
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Farmer, Stephen S. "The Collaborative Career Adjustment Project (CCAP): A Model to Recruit and Retain Speech-Language Pathologists in Rural Communities." Rural Special Education Quarterly 13, no. 3 (September 1994): 18–21. http://dx.doi.org/10.1177/875687059401300304.
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The Collaborative Career Adjustment Project (CCAP) is a program that was developed in 1990 to provide the required undergraduate Communication Disorders leveling courses to Master's degree students working as regular and special education teachers in rural areas of New Mexico. It allows licensed teachers to continue teaching while at the same time taking the courses necessary to change careers from education to speech-language pathology. The program retains the accreditation standards of the American Speech-Language-Hearing Association (ASHA) so that students who complete the program will meet academic and clinical requirements for national certification and state licensure. The CCAP recruits from the population of individuals who have chosen a rural lifestyle and who want to expand their career options within their communities.
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González Crespo, Rubén, and Daniel Burgos. "Special issue on alternative reality and analytics for learning:." Ingeniería Solidaria 13, no. 21 (January 1, 2017): 5–7. http://dx.doi.org/10.16925/in.v13i21.2092.
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One of the main challenges in modern education is to blend formal official learning with a huge variety of content provision, group discussion, self-entrepreneurship, user’s own portfolio, and long lists of possibilities off-the-classroom. Informal learning happens anytime, anywhere. We strongly believe that formal learning does too. The cornerstone is to find the right balance between both contexts. The effective integration of Open Educational Resources with formal lessons, or between traditional lectures and live multi-user conferences, or even more, between spontaneous forum contributions outside the learning management system, and the official activities towards certification, will make the difference: the actual change of an educational paradigm. And this could be so for every single shareholder of the educational community, from teachers to tutors, from support staff to managers, from content providers to learning designers and, of course, from students to graduates.
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Ruslin, Rusli. "Professional Endorsement of Teachers and its Influence on the Improvement of Learning Achievement of Students: Perspectives of Teachers." INTERNATIONAL JOURNAL OF CONTEMPORARY ISLAMIC EDUCATION 1, no. 1 (November 22, 2019): 125–46. http://dx.doi.org/10.24239/ijcied.vol1.iss1.8.
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Teacher endorsement (well-known as teacher certification in Indonesian basic and secondary education) is essentially aimed to improve the quality of Indonesian education. In this context, the government of Indonesia has paid special attention to three required qualities of teachers: competences, work motivation, and their well-beings (The Law No. 14, 2005). Since the role of teachers is central to the improvement of learning achievement of students, this study discusses the concept of teacher endorsement, the views of teachers regarding professional endorsement in relation to different tasks of teachers, and its influences on the improvement of students’ learning achievement. The study uses qualitative approach where three types of data collections techniques are employed: document reviews, semi-structured interviews, and observations. The findings of the study show that professional teacher endorsement program had not yet fully supported the improvement of teachers’ professionalism as required by the Law No 14, 2005. Besides, the understanding of teachers about requirements for being professional was still underprivileged leading to poor learning achievement of their students. Therefore, the study informs the needs for educational stakeholders to provide continuous counselling, motivation, and guidance for teachers in order for them to take this matter into serious accounts which in the end would help the government of Indonesia achieve its educational goal.
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Fink Chorzempa, Barbara, Michael D. Smith, and Jane M. Sileo. "Practice-Based Evidence: A Model for Helping Educators Make Evidence-Based Decisions." Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 1 (April 12, 2018): 82–92. http://dx.doi.org/10.1177/0888406418767254.
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Within their teacher preparation courses and field experiences, preservice teachers are introduced to numerous instructional practices, not all of which are considered research-based. For this reason, instruction in how to evaluate the effectiveness of one’s practices is essential, but it is often a lacking component of initial certification programs. In this article, a flexible, problem-solving model for collecting and reflecting on practice-based evidence (PBE) is described. The model, utilized in a graduate program in Special Education, was designed to assist teacher candidates in evaluating the effectiveness of the practices they implement to optimize students’ learning outcomes. Implications for practice in the K-12 environment are also provided.
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Soenarto, Sunaryo, Sugito Sugito, Suyanta Suyanta, Siswantoyo Siswantoyo, and Marwanti Marwanti. "VOCATIONAL AND SENIOR HIGH SCHOOL PROFESSIONAL TEACHERS IN INDUSTRY 4.0." Jurnal Cakrawala Pendidikan 39, no. 3 (October 14, 2020): 655–65. http://dx.doi.org/10.21831/cp.v39i3.32926.
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The teacher certification program has been implemented since 2007, yet the society has not optimally experienced the quality improvement of secondary education in Industry 4.0. This study aims to examine vocational and senior high school teacher professionalism in the age of Industry 4.0 in developing learning. This study employed the survey method with quantitative descriptive analysis. The sample of this study was taken from two provinces in Indonesia, namely Yogyakarta Special Region and West Borneo. The data were collected from 113 vocational and senior high school teachers using random purposive sampling. The instruments used in this research were open-ended and close-ended questionnaires. The results of this study show that there is still a low number of teachers with a Master’s degree; however, teachers participate in various capacity building training programs. Moreover, the most common training programs for the teachers are on classroom action research, scientific journal publications, curriculum development, and updating teaching materials. Furthermore, it is found that the number of journal articles published by vocational and senior high school teachers in the two provinces is still low, and as a result, bottleneck problems may occur in their career promotion.
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Garifullin, Ruslan, Vadim Shinkarev, and Ajnur Sabirov. "Building professional competence of physical culture educators in higher education institutions." SCIENCE AND SPORT: current trends 7, no. 4 (December 2019): 76–84. http://dx.doi.org/10.36028/2308-8826-2019-7-4-76-84.
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Aim of the research: to explore the possibility of building professional competence of physical culture educa- tors in higher education institutions. Methods and organization of the research: theoretical modeling, interpretation, survey and diagnostic meth- ods, expert assessment, observation, pedagogical experiment, mathematical processing of research outcomes. The study involved 30 teachers of the Department of physical education and sports and coaching staff in Ka- zan State University of architecture and civil engineering. At first, we selected the tools and methodology of the study. Secondly, we designed a competency development model for physical culture educators in higher education institutions. The third step included experimental research on building professional competence of educators with consideration of the developed model. Research results: At the beginning of the experiment, we identified the professional competence baseline for the educators in the control and experimental groups. Building competence of teachers in the control group was carried out by means of advanced training courses on the «standard» program. The program included lec- tures and seminars on various program modules. The course was terminated with a final certification project on the selected topic. Teachers in the experimental group participated in the professional development pro- gram based on the competency development model. At the end of training, we re-identified previously studied indicators and compared the data. The results of the study revealed that the level of professional competence of teachers in the experimental group had considerably increased relative to the control group. Conclusion. The results of the study demonstrated that «standard» professional development programs avail- able in higher education institutions are not enough for effective teaching competence enhancement. It is essential to have a special training technology, which is implemented in the developed educational model of teaching competence enhancement.
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Landsbergis, Paul, Jeanette Zoeckler, Zerin Kashem, Bianca Rivera, Darryl Alexander, and Amy Bahruth. "Organizational Policies and Programs to Reduce Job Stress and Risk of Workplace Violence Among K-12 Education Staff." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 27, no. 4 (November 10, 2017): 559–80. http://dx.doi.org/10.1177/1048291117739420.
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We examine strategies, programs, and policies that educators have developed to reduce work stressors and thus health risks. First, we review twenty-seven empirical studies and review papers on organizational programs and policies in K-12 education published from 1990 to 2015 and find some evidence that mentoring, induction, and Peer Assistance and Review programs can increase support, skill development, decision-making authority, and perhaps job security, for teachers—and thus have the potential to reduce job stressors. Second, we describe efforts to reduce workplace violence in Oregon, especially in special education, including legislation, collective bargaining, research, and public awareness. We conclude that to reduce workplace violence, adequate resources are needed for staffing, training, equipment, injury/assault reporting, and investigation. Third, we discuss collective bargaining initiatives that led to mentoring and Peer Assistance and Review and state legislation on prevention of bullying and harassment of school staff. Finally, we present a research agenda on these issues.
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Vakorina, L. Yu, O. G. Prikhodko, and O. V. Yugova. "Psychological-medical-pedagogical commissions in the context of inclusive education: Key evaluation indicators." RUDN Journal of Sociology 19, no. 4 (December 15, 2019): 814–24. http://dx.doi.org/10.22363/2313-2272-2019-19-4-814-824.
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The education of children with disabilities is one of the priorities of the Russian social-economic development. The article considers the current issues in the organization of the activities of the psychological-medical-pedagogical commissions (hereinafter - PMPC) that provide comprehensive support for children with disabilities and act as the first stage in the process that determines the further individual educational route of each child. The article presents the results of the monitoring of the Federal Resource Center (hereinafter - FRC PMPC) created in April 2018 to provide organizational-methodological assistance to the managers and specialists of the PMPC; comparative data on the central and territorial PMPCs, their total number by regions (including its growth as compared to 2017), staff, managers’ education, place of work and premises; the total number of children examined and their age, the ratio of primary and secondary examinations, their reasons and who initiated them; information on the children who were examined, have limited health abilities and need special educational facilities or special conditions for passing the state final certification; the share of children to whom adapted educational programs were recommended. The authors describe activities of the commissions’ specialists, principles and methods of their teamwork, and identify aspects of the PMPC activities that need to be improved: the deficit of sign language teachers, visual impairment specialists and doctors, and PMPC’ insufficient equipment for conducting examinations.
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Elrod, G. Franklin, Benita H. Cahalane, and Joanne Combe. "A Rural Work Experience Model that Works: Lessons from the Real World." Rural Special Education Quarterly 16, no. 3 (September 1997): 11–18. http://dx.doi.org/10.1177/875687059701600303.
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Transition education for students with disabilities means different things to different educators based upon the communities in which they reside. Thus, teachers often bring pre-conceived notions to the school setting about what constitutes an effective school-to-work program. The Skills Training Program described in this article takes site-based work experiences to the rural communities in which students live and builds a bridge between school and the job site. Special educators from rural and remote school districts in eastern Oregon surveyed local employers and designed a model to implement a work experience program for students with disabilities in an area with limited employment resources. This article describes the organizational process of this tri-county work experience model and reports on the outcome of enhancing associated work skills.
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Shprakh, V., S. Gorbacheva, and M. Golubchikova. "Development of Additional Professional Medical Education Organisation in Accordance with the Principles of Quality Management." Medical University 2, no. 2 (June 1, 2019): 45–48. http://dx.doi.org/10.2478/medu-2019-0008.
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Abstract Issues of education quality have acquired special relevance since the beginning of the 20th century. Implementation of the idea of quality in the educational organisation is promoted by use of the international ISO standards regulating quality of the management system. Certification of a quality management system in an organisation ensures its sustainable development. Experience of such work exemplified by additional medical education organisation is presented in the article. The present paper addresses approaches to implementation of the following quality management principles: customer focus; leadership; involvement of people; process approach; continuous improvement; evidence-based decision making; relationship management; system approach to management. The structure of processes in the medical education institution is presented including the major process “Professional training and retraining in the field of health care”, main (core) processes: “Educational activities” and “Scientific activities”; management processes: “Strategic planning”, “Documentation management”, “Records management”, “Internal audits”, “Nonconformity management”, “Corrective and preventive actions”, “Monitoring and measurement of processes and educational services”, “Quality management system analysis by senior management”; supporting processes: “Personnel management”, “Work environment management and information support”, “Financial and economic support”, “Library services”, “Methodical support of the educational process and training for teachers”, “Publishing activities”. All processes are designated in a consistent model with special codes, which helps to streamline the document management system in the organisation.
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Pelleriti, Margherita. "The validation of the listening comprehension test tasks in the Certificate of English for Primary Teachers: An extension study." Language Learning in Higher Education 10, no. 1 (July 31, 2020): 111–28. http://dx.doi.org/10.1515/cercles-2020-2018.
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AbstractThis paper investigates the validation of the computer-based listening subtest in the Certificate of English for Primary Teachers (CEPT), which is addressed to in-service primary teachers who work in state Italian schools. Since 2004, these teachers, specialists in other subjects, have been asked by the Italian Ministry of Education to teach English to their pupils. Training courses for different CEFR levels and certification have been devised by Italian universities for in-service teachers who are then allowed to teach English in primary schools. This study will briefly illustrate the new requirements set by the European Council in terms of foreign language teaching and learning from an early age. A profile of the foreign language teacher will then be presented and a more detailed analysis of the Italian situation will be provided. The paper then presents the CEPT administered in the Emilia-Romagna region, Italy, by the Language Centre of the University of Modena and Reggio Emilia, with a special focus on the listening subtest. In order to validate the listening test tasks, a mixed methods study was conducted. In particular, the results of the listening subtest administered in June 2015 to 67 candidates and in June 2017 to a new sample of 354 test takers have been statistically analysed and semi-structured interviews have been conducted with a test developer, a teacher trainer and a test taker. In order to shed light on the content relevance and coverage of the CEPT listening subtest under investigation, the judgement expressed by three experienced University English language instructors has been analysed. The results of the quantitative and qualitative data gathered confirm the validity of the CEPT listening subtest. Implications for future research are provided.
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Griffith, Kimberly G., and Mark J. Cooper. "Are Educational Administrators Prepared to Meet the Needs of Employees with Disabilities?" Rural Special Education Quarterly 21, no. 3 (September 2002): 21–28. http://dx.doi.org/10.1177/875687050202100305.
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Although educational administrators have been aware of the needs of students with disabilities since the 1970s, many are still not familiar with the legal rights of school employees with disabilities. Attitudes toward individuals with disabilities as well as knowledge of the Americans with Disabilities Act (ADA) may be factors that influence the recruitment of qualified persons with disabilities into the education profession. The purpose in conducting this study was to determine the extent of the relationship of administrators' attitudes toward disabilities and their knowledge of the Americans with Disabilities Act. Respondents in the study were currently employed as educational administrators and/or educators completing educational administration certification requirements. Results from the study indicated there was a significant relationship between attitudes toward persons with disabilities, experience with individuals with disabilities, personal characteristics and employment characteristics. Both attitudes and knowledge of the ADA were found to be lower for respondents in educational administration positions. Educators who have disabilities are valuable to our schools. Their presence can influence the perceptions and attitudes of coworkers and students as well as provide a role model for students to live their lives fully integrated into our society. A creative look at inclusion of educators with disabilities in our rural schools may be the answer to our search for competent and caring special education teachers.
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Bielikova, N., and O. Tomaschuk. "Contemporary approaches to the professional training of future masters of secondary education in physical culture." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 7(127) (November 27, 2020): 18–23. http://dx.doi.org/10.31392/npu-nc.series15.2020.7(127).03.
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Currently, special attention should be paid to the issue of humanities masters training, in particular, future physical culture teachers and lecturers, who take an active part in the formation of a healthy lifestyle of student youth. The article grounds contemporary approaches to the professional training of future masters of secondary education in physical culture in the higher education institutions of Ukraine. The normative arrangement of master's status in the system of positions and activities, related to the effective establishment of the interaction of educational services sphere and labour market, remains the most problematic issue today. In the situation of absence of an educational standard for speciality 014 Secondary Education (Physical Culture) by the second (master's) level of higher education, currently, in the domestic educational space, there is a wide range of approaches to understanding the status and specifics of the organization of professional training of physical culture secondary education future masters. The analysis of the informational content of the state educational electronic resource of Unified State Electronic Database on Education (USEDE) allowed determining that 30 Ukrainian higher education institutions including national universities, pedagogical and specialized higher educational establishments carry out the training of such specialists. The process of defining the specifics and status of a master's degree in the training of secondary education physical culture specialists developed by various teams of authors differs by diverse approaches concerning the understanding of its peculiarities. The variety of educational and professional programs of their training is manifested in the content, structure, variable part ensuring, and different approaches to practical training and organization of state certification. The increase of training efficiency of physical culture secondary education masters for pedagogical activity consists in constant updating of the content, the establishment of an expedient ratio of semantic and practical activity components, and use of the newest pedagogical, informational and computer technologies. The realization of scientific support of the educational process will contribute to the formation of future specialists’ pedagogical orientation and interest to the professional and pedagogical knowledge.
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Pukalo, Mariia, and Yurii Prokhorovskyi. "Training professionals in repairing and maintaining electric vehicles in Ukraine." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2019, no. 2 (127) (August 29, 2019): 7–13. http://dx.doi.org/10.24195/2617-6688-2019-2-1.
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The purpose of the article is to analyse the market of the environmentally friendly cars in Ukraine within the training of specialists in repairing and maintaining electric vehicles in Ukraine. Taking into consideration international trends, the prospects for their use in Ukraine are very relevant. However, the speed of the adoption of legislative decisions leads to the inhibition of this process. As a result, the infrastructure is not developing in this direction. The potential buyer of an electric vehicle pushes away the purchase of an electric vehicle due to the lack of service, since it is almost impossible to find highly skilled personnel who can service and repair electric vehicles. Therefore, the issue of the personnel support within this area remains unsolved. The content of the notions “competence” and “specialist in the repair and maintenance of electric vehicles” have been determined. A specialist of the specified profile should be an expert on the scheduled maintenance of electric vehicles; be good at certification issues, diagnostics and repair of high-voltage batteries and electronic systems, maintenance of chargers, repair of hybrid installations, etc. The educational institutions where training specialists in repairing and maintaining electric vehicle is carried out have been analyzed. There are many educational institutions which provide training in the area of “Automobile Transport”; however, the training of specialists in maintaining and repairing electric vehicles has not been not carried out within this area. A great number of unsolved issues substantiate the reason for the above said: the legislative framework, material, technical and methodological support, including the issues devoted to the training of university instructors majoring in special disciplines as well as to the internship courses intended for the teachers and masters of practical training within the system of professional (vocational) education. The curriculum on the discipline “Hybrid and electric transmission of vehicles” has been elaborated and proposed. The proposed curriculum involves the mastering of theoretical and practical knowledge and skills in determining the characteristics of hybrid and electric transmission of vehicles; it can serve as a professional qualification program for training specialists in the repair and maintenance of electric vehicles in Ukraine. Keywords: electric vehicles, hybrids, specialists in the repair and maintenance of electric vehicles, competence, curriculum.
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Mollenkopf, Dawn L. "Creating Highly Qualified Teachers." Rural Educator 30, no. 3 (November 28, 2018). http://dx.doi.org/10.35608/ruraled.v30i3.447.
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The “highly qualified teacher” requirement of No Child Left Behind has put pressure on rural school districts to recruit and retain highly qualified regular and special education teachers. If necessary, they may utilize uncertified, rural teachers with provisional certification; however, these teachers may find completing the necessary certification difficult due to time, distance, and geographic barriers. The University of Nebraska at Kearney has been able to address this need by: (1) creating access to the university’s certification program, (2) providing professional supports, (3) tailoring assignments, projects, and field based practicum experiences and (4) building capacity for rural teachers who have completed certification to mentor others in their regions.
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Ellis, Jason. "Exceptional Educators: Canada’s First Special Education Teachers, 1910–45." Historical Studies in Education / Revue d'histoire de l'éducation, September 26, 2018. http://dx.doi.org/10.32316/hse/rhe.v30i2.4627.
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The article examines the personal backgrounds and professional lives of Canada’s earliest special education teachers. It considers the approximately 340 women and men who, between 1910 and 1945, taught special education classes in the public elementary schools of Toronto and Vancouver—the first two systems in the country to offer special education programs. Twelve selected special educators are discussed in more depth based on traces of their lives found in an eclectic array of sources, including school reports, the census, and vital records. The article considers early special educators’ gender; teacher training, certification, extra qualifications, and length of service; and their relationship as non-disabled adults to children with disabilities. It discusses each of these factors in light of what it can tell us about the uniqueness of early special educators and what in turn the personal and professional stories of these individuals can tell us about the history of special education.RésuméCet article explore les antécédents personnels et la vie professionnelle des premiers enseignants en éducation spécialisée au Canada. Il prend en compte les quelque 340 femmes et hommes qui, entre 1910 et 1945, ont donné des cours d’éducation spécialisés dans les écoles primaires publiques de Toronto et de Vancouver — les deux premiers systèmes scolaires au pays à offrir des programmes d’éducation spécialisée. Cet article s’intéresse particulièrement au profil de douze éducateurs spécialisés dont il est possible de suivre la trace à partir d’un ensemble de sources éclectiques incluant les rapports scolaires, les recensements, et les registres d’état civil. Il prend en compte le genre des premiers éducateurs spécialisés, la formation des enseignants, la certification, les qualifications supplémentaires, le nombre d’années de service, ainsi que la relation de ces adultes non handicapés avec des enfants ayant une limitation fonctionnelle. Chacun de ces facteurs est analysé à la lumière de ce qu’ils peuvent révéler à propos du caractère unique des premiers éducateurs spécialisés, de même que ce que leurs histoires personnelles et professionnelles révèlent sur l’histoire de l’éducation spécialisée.
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Everling, Kathleen M., Julie A. Delello, Frank Dykes, Joanna L. Neel, and Bernadine Hansen. "The Impact of Field Experiences on Pre-service Teachers’ Decisions Regarding Special Education Certification." Journal of Education and Human Development 4, no. 1 (2015). http://dx.doi.org/10.15640/jehd.v4n1a8.
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Reeves, Linda M. "Exploring Factors toward Pursuing a Career in Special Education." Journal of Contemporary Educational Research 2, no. 5 (November 22, 2018). http://dx.doi.org/10.26689/jcer.v2i5.480.
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This study explored factors influencing an individual’s decision to pursue a career in special education.  Twenty-one graduate students in the Southeast who were enrolled in a master’s degree program in special education participated in a survey.  The survey consisted of nine questions that allowed the participants to provide information about (a) their background, (b) factors which contributed towards pursuing a career in special education, and (c) recommendations for university teacher preparation programs to effectively recruit more special education teachers.  The results were summarized quantitatively.  The majority of the participants were pursing special education certification as a second career.  Although their backgrounds varied, they all reported having prior experiences with individuals with disabilities which influenced their decision.  In addition, the most frequently stated recommendation for university teacher preparation programs to recruit special educators was to provide more exposure and experiences with individuals with disabilities.  Overall, the results highlighted the importance of experiences with individuals with disabilities in influencing one’s decision to pursue a career in special education. Â
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Austin, Vance, Stephen Caldas, Micheline Malow, and Andrew Ecker. "School Administrators’ Perceptions of Critical Teacher Skills." Excelsior: Leadership in Teaching and Learning 13, no. 3 (2021). http://dx.doi.org/10.14305/jn.19440413.2021.13.3.05.
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Forty school administrators in the Lower Hudson Valley of New York State were surveyed about the characteristics of preservice and novice teachers believed most critical. These administrators represented a broad and socio-demographically diverse cross-section of rural, suburban and urban school districts. The administrators collectively rated establishing rapport with students and behavior management as the most critical skills for preservice and new teachers to possess. Examining roles separately, assistant principals valued rapport with students and creating effective lessons as most important, whereas principals rated effectively communicating with parents and guardians, and reflecting on teaching performance as being most important. The most frequently cited reason for not hiring or reappointing a candidate was lack of engagement with students. An ability to collaborate with colleagues as well as competence in working with students with disabilities and ELLS represent skills administrators also valued in teacher candidates. Furthermore, administrators identified authentic classroom experiences prior to student teaching as invaluable preparation for the classroom and a “difference-maker” in the quality and effectiveness of preservice teacher candidates. Finally, administrators noted areas of current and future job demand; need and growth areas for teachers were reported to be STEM and STEAM, Special Education, Bilingual/Language Education, and Dual Certification.
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Mikhailova, Evgenia, Olga Chorosova, Rozalia Gerasimova, and Galina Solomonova. "FORECASTING AND DESIGNING THE DEVELOPMENT OF REGIONAL ADDITIONAL PROFESSIONAL EDUCATION IN YAKUTIA." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (February 22, 2019). http://dx.doi.org/10.17770/sie2019vol1.3901.
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Socio-economic development plays a huge role in improving the quality of education. The challenges that modern society presents to labor personnel contribute to the systematic and mobile development of the system of additional professional education. Modernization of the Russian education system is aimed at improving the quality of the pedagogical process. In this regard, at each level of education, the main criterion is the educational result and the assessment of its quality. Objective: to predict the main trends in the development of regional vocational education based on a study of its current state in conjunction with the development of the modern labor market and the national qualifications system and the design of an optimal model for a regional system of continuing professional education. The Republic of Sakha (Yakutia), being part of the Far Eastern Federal District, has its own specific features, including extreme climatic and geographical conditions, remoteness of settlements from the centers, poorly developed transport system and significant population rarefaction, causing socio-economic characteristics and etc. Each natural-climatic zone with its own conditions requires special approaches and technologies in human life and methods of farming. At the same time, the economy of the most northern region of Russia can be characterized as dynamically developing. Today, the republic's leadership has determined the main direction of development of the northern region of Russia: Yakutia needs its own non-primary sector economy, creative industry. In this regard, at the present stage, the formation of the Republic of Sakha (Yakutia) is facing the task of transforming the education system, introducing a new standard for all levels of education, involving from early age to scientific knowledge, the formation of high intelligence, the ability to think freely, outside subject areas, modern competence, focus on "smart economy". Analysis of the scientific literature suggests that one of the main methodological issues of the research is the problem of the readiness of the individual for professional activity, to integrate into the modern labor market. At the same time, the analysis of scientific and pedagogical literature has shown that the issues of forming effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the introduction of the national qualifications system of Russia in the conditions of the region need theoretical understanding and justification. When studying the site materials, we paid attention to the presence in the topics of dissertation research of terms related to additional professional education, continuing professional education, adult education, the development of a regional system of additional vocational education and related organizational mechanisms and regulations, the development of additional professional education in the context of the introduction of a national qualifications system and its elements, modeling or application m cluster principle in the development of additional vocational education. The results of the analysis suggest that the formation of effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the implementation of the National Qualifications System of the Russian Federation is relevant, relevant and requires targeted research. In those years, 80 doctoral and 1,404 doctoral dissertations were announced, of which 32 doctoral and 120 doctoral dissertations deal with various aspects of additional professional (in the overwhelming majority, advanced training) and continuing professional education, adult education. A number of dissertation research, both Ph.D. and doctoral, conducted from 2013–2018, is devoted to studying the interaction of education and the labor market. The regional system of continuing education as a resource for the professional development of the personality was studied in the doctoral dissertation of Ya.A. Ilinskaya; dissertations are defended, highlighting various aspects of teacher development, the formation of their readiness for certain activities: inclusive education of children (I.V. Vozniak), formation and implementation of a personalized electronic educational environment in the conditions of additional professional education (V.B. Klepikov), development support of the spiritual and moral world of orphans (N.F. Yakovlev), development management of intellectually gifted students in the system of continuing professional education (R.R. Bikbulat ov) and others; socio-pedagogical conditions of continuous vocational education support (I.O. Ibragimov, M.S. Zadvorna, E.L. Makarova, A.V. Krasnoslobodtsev, O.S. Korkina, etc.); issues of development of professional success of teachers, professional competencies and professional improvement (M.S. Britkevich, N.V. Ganzha, L.V. Chernikova), organizational and pedagogical conditions for the development of modern additional professional education (V.S. Dmitrieva), modernization of the system certification of students of professional educational organizations in the conditions of the formation of the Russian national qualifications system (S.A. Efimova). Thus, there is reason to believe that the issues of forecasting and designing, as well as the formation of effective mechanisms and regulations for the development of a regional system of additional professional education in the context of the implementation of the national qualifications system of Russia in the region require a focused study.