EDU 303 Computers and Technology in Education

As we enter the 21st Century, the world of education is undergoing significant changes. In the next few years, many teachers, possibly over 2 million nation-wide, who began teaching in the late 1960s and early 1970s will be retiring. It is anticipated that the number of teachers graduating from traditional university teacher education programs will be far short of the number needed to

programs

place retiring teachers.

Unfortunately, most of the research conducted about the relationship between teacher certification and student performance has been inconclusive and, therefore, it is more difficult to cite statistics to prove one side or the other in this debate.

A relaxation in teacher certification laws could allow these professionals to enter the education sector more quickly.

In the coming years, more and more teachers are planning on retiring and there will be a large deficit in the number of available teachers. Offering alternative routes to teacher certification (such as Teach for America) could encourage more people to pursue a career in education and fill this deficit.

Alternative certification programs started in the mid-1980s to respond to the teacher shortage.

Participants identified five primary areas of concern. Participants commonly felt that they were not adequately prepared to teach the subject for which they were seeking licensure. Participants did not feel that they understood how to teach low-income students of color, who were commonly the students they encountered in their first teaching jobs. Clinical experiences typically involved teaching in a summer school setting. Participants found it difficult to find teaching experiences that were subject-appropriate and mentors who were willing and able to guide them. Statewide programs had the most trouble securing timely jobs for participants due to their lack of partnerships with local school districts. Participants were particularly disappointed about this, as they often viewed the prospect of a secured job as an incentive of their chosen program. Many participants felt they did not receive strong follow-up support on the job, from their fellow teachers and principal.

The program enables individuals to begin teaching while continuing to work toward the requirements of the provisional educator license, which is the standard license in Ohio.

If you are applying for licensure in social studies, integrated language arts or integrated science, you will need to have 60 credit hours of coursework in the content area. In some cases, work experience may substitute for courses.

This instruction must include supervised field experience

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Bachelor's degree from an accredited institution of higher education Minimum grade point average - 2.5 in six semester hours of professional education coursework Passing score on basic state skills test or equivalent Other - Has completed a major (30 S.H.) in the subject area to be taught, OR evidence of extensive work experience directly related to the area to be taught;

Must successfully complete the Praxis II

Ohio Senate Bill 5 would prohibit state employees, including public school employees as well as emergency services personnel and others, from collectively bargaining for wages and benefits

opponents argue the proposal strikes at the core of the rights of workers who are essential to the functioning of a civil society.

Hays argued that the bill takes aim at unions that advocate on his behalf so that he can advocate for his students and that without that bargaining ability, his pupils would undoubtedly suffer.