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UNESCO is launching a Teacher Education Course on Climate Change Education for Sustainable Development (CCESD) in late 2011

In a nutshell, the course is designed to give teachers confidence in facilitating  CCESD inside and outside the classroom so that they can help young people understand the causes and consequences of climate change, bring about changes in attitudes and behaviors to reduce the severity of future climate change, and build resilience  in the face of climate change that are already present.

First, it helps teachers to understand the causes, dynamics and impacts of climate change through a holistic lens. Second, teachers are exposed to a range of pedagogical approaches that they can use in their own school environment. This includes engagement in whole school and school-in-community approaches. Third, teachers can develop their capacities to facilitate students’ community based learning.  Fourth, teachers can develop future oriented and transformative capacities in facilitating climate change mitigation, adaptation, and disaster risk reduction learning..    

Four years of study by the organization found that job prospects and job security for special education doctorates remain high and stable. But despite the economy and the outlook for jobs in other fields, the demand for special education faculty continues to outstrip the supply. Aside from training new special education teachers, special education faculty conduct the kind of research that informs instruction, so the lack of faculty is a double whammy, the study found. in addition, the training of special education teachers is becoming more complex. Some programs now include instruction about multitiered interventions, such as response to intervention; differentiated instruction; and universal design for learning.

The Obama administration announced a new $185 million competition Friday that would reward colleges for producing teachers whose students perform well on standardized tests. The competition would require states to provide data linking collegiate teaching programs inside their borders to the test scores of their graduates' students. Under the proposal, to be eligible for the money, states would have to ratchet up teacher-licensing exams and close persistently low-performing teacher-training programs.

In a news conference Friday, Secretary of Education Arne Duncan noted that that nearly two-thirds of new teachers report feeling unprepared to run classes. "What if 62% of our new doctors felt unprepared to practice medicine?" said Mr. Duncan, adding that "the status quo is unacceptable."

Evidence is mounting that teacher quality is the biggest in-school determinant of student achievement. Yet the nation's colleges of education are a patchwork of programs that vary in quality. Each state sets its own admissions, graduation and licensing requirements.

The State Board of Regents will consider letting alternative teacher training programs certify teachers, expanding the role that for decades has been exclusively performed by education schools

Another would change the requirements for teacher certification, like having more difficult content exams and classroom demonstrations.

While New York has had some alternative certification programs in place for years, like Teach for America and New York City Teaching Fellows, students are still required to take classes at education schools during the summer, nights and weekends to earn a teaching certificate.

The best part about being a teacher is that you get to remain a student forever. Teachers are lifelong learners. To be an effective educator, you must constantly pursue learning through workshops, conferences, on-site or online training modules, and seminars. Professional development can help teachers stay up-to-date with new trends and learn new techniques, strategies, and methods for dealing with various classroom challenges. But all professional development is not the same.

If you feel frustrated by not being able to find what you need, how about creating your own solutions? Every classroom challenge is as individual as the students in the class. Sometimes, instead of looking for solutions out there somewhere, it helps if a teacher learns to understand the challenge and experiments to find the answer that suits her class or students. Most teachers shy away from the word "research," thinking it is scholars' job to conduct research and come up with condensed data or analysis. But all of us are researchers, consciously or otherwise.

Teachers can do action research by formally defining a problem, drafting a hypothesis, collecting and organizing data, and coming to a conclusion about the effect of the hypothesized change. And the conclusion you derive will be more meaningful and effective because it deals with your challenges and your solutions, keeping in mind your circumstances and resources.