Worthy New Instructor Competitor.

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Overseen by the American Association of Colleges for Teacher Education (AACTE) ... MNTC in Elementary Education (Pre-K 6) Scores in upper quartile in ...
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Worthy New Teacher Candidate Invitational Meeting of The Education and Policy Leadership Center Monday, August 2, 2004 Philadelphia, Pennsylvania

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Mid-Atlantic Regional Teachers Project (MARTP) Delaware District of Columbia Maryland New Jersey Pennsylvania Virginia

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MARTP History Founded in 1998 by the Laboratory for Student Success (LSS), the Maryland State Department of Education, and the Council for Basic Education. Overseen by the American Association of Colleges for Teacher Education (AACTE). Financed by gifts from LSS, MSDE, the Heinz Foundation, and the Education Commission of the States.

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MARTP Goals License correspondence Teacher tutoring programs Common norms for exchange affirmation Pension transportability Regional assignment for "Commendable New Teachers"

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Goals for the Meritorious New Teacher Candidate Designation: Attract best and brightest into instructing. Empower territorial correspondence. Empower fabulousness in readiness. Upgrade the educator supply in Mid-Atlantic. Lessen wearing down of scholastically skilled new educators.

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Characteristics of the MNTC It surpasses fundamental licensure necessities of every state. It is a discretionary certification. It requires magnificent execution over various areas. It incorporates quick track reaction and, when in all actuality, full territorial correspondence for the span of the permit.

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MNTC Designations MNTC Designation accessible at three levels, however just in those zones for which there is a Praxis II content test. Rudimentary – center subjects Middle School – content range High School – content region

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MNTC Criteria 1 – Performance in the Professional Education Program 2 – Evidence of Content Knowledge 3 – Evidence of Verbal Skills

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1 st Criterion - Performance in the Professional Education Program RATIONALE: Those who have elevated requirements for all understudies and have occupied with very much composed and directed field encounters will probably enhance understudy learning.

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first Criterion - Performance in the Professional Education Program Candidates must: Achieve a base 3.5 GPA in undergrad proficient studies program, or 3.7 GPA in a graduate project. Complete a base 400 hours of administered clinical experience, of which no less than 300 hours are coordinated instructional understudy educating.

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Performance in the Professional Education Program, proceeded with Meet most elevated standard of both college boss and collaborating educator. Get a suggestion by the school or institute of instruction.

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2 nd Criterion - Content Knowledge RATIONALE: Teachers who have an abnormal state of dominance of their topic (particularly science and arithmetic) are well on the way to succeed in enhancing understudy learning.

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2 nd Criterion - Content Knowledge MNTC in Elementary Education (Pre-K – 6) Scores in upper quartile in math, science, social studies and ELA in the Praxis II Content Knowledge for Elementary Teachers test. MNTC in Middle School Education (6 or 7 – 9) Scores in upper quartile in the Praxis II content test in his or her claim to fame region. Has scholarly major or minor in the branch of knowledge, with least GPA of 3.5 in those courses.

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Content Knowledge , proceeded with MNTC in Secondary Education (9-12) Scores in upper quartile in the Praxis II content test in his or her forte region. Has scholarly major in the branch of knowledge he or she will educate, with a base 3.5 GPA in those courses.

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3 rd Criterion - Verbal Skills RATIONALE: Numerous investigations of exceedingly powerful instructors have found a solid positive relationship between\'s their viability and their verbal aptitudes.

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3 rd Criterion - Verbal Skills Score in the upper quartile of understudies broadly on the verbal segment of the SAT, ACT or GRE.

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MNTC Process – Issues MARTP will address Application made by graduate and program. No difficult work for state divisions. States facilitate authorizing. Qualified educators allowed full territorial correspondence. Assignment legitimate for span of the permit. Accessible for new participants in pilot states in fall \'04 – not retro-dynamic.

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INCENTIVES Exceeds "very qualified instructor." Promotes brisk affirmation handling and enlisting. Advances local portability. Grows educator pool across the nation. Keeps up territorial correspondence benefit.

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IMPLICATIONS Encourage instructor readiness projects to take a stab at brilliance. Upgrade the instructor supply in the Mid-Atlantic district. Improve instructive value by giving a component to attract these instructors to low-performing, high-destitution schools.

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IMPLEMENTATION State training pioneers approve and underwrite the MNTC. Educate instructor ed programs & hopefuls. Educate regions & schools. Dispatch pilot in Delaware, Maryland, and Virginia – Spring 2004. Arrangement media battle for full dispatch.

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Contact Information For more data on the MNTC and other MARTP ventures, visit: www.martp.org/mntc Diana Rigden, Director Mid-Atlantic Regional Teachers Project (MARTP) American Association of Colleges for Teacher Education 1307 New York Avenue NW, Suite 300 Washington, DC 20005 202-293-2450; fax: 202-457-8095; drigden@aacte.org

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