Get Schooled

By teach overseas

September 14, 2006 08:52 AM | Link to this

I’m not sure if what I did to become certified is considered alternative- but I had been out of college for a few years working when I decided to become a teacher. I entered the Georgia State University accelerated teacher training program. It is designed for people with a college degree in the area they wish to teach and now want certification. You needed college transcripts, references, GRE scores and an interview. It was an intense 18 month full time program and at one point we were student teaching and taking classes in the evening. We graduated with a Masters in Education and everyone in the class got a job shortly thereafter.

However, 10 years later, there are only 4 of us from that group who are still teaching.

By Buffalo Bob

September 14, 2006 09:19 AM | Link to this

Patti,

One of the reasons for the high turnover of altenative teachers is the initial time period one has to become certified.

I taught for 3 years and when I hadn’t finished my requirements I lost my certificate and couldn’t teach anymore.

According to Georgia Professional Standards they told me I had to take something like 16 college course to get my certification.

Obviously this has to occurr part-time. It was darn near impossible for me because I coached 2 sports, (which was less of an option and more of a if you want to be hired we need coaches).

So try coaching, being a first year teacher, which means prepping everyday and just learning how to teach and you can imagine how much time this leaves for taking classes at night.

The great irony, however, is that after my third year - I had enough experience to really feel comfortable and have a firm grasp on classroom management and great subject knowledge and some prove techniques and that’s when they let me go! Even though I had taken most of my courses, it was non-neg. and I lost my certificate.

But think about this, they let all these new teachers teach for 3 years, giving students inexperienced, and in general, less effective teachers. Then boot them when they start to become better educators for a new crop of inexperienced teachers!

I don’t know the answer, because teachers should be credentialed, but maybe they could look at individuals on a case-by case basis.

By Yellawood

September 14, 2006 09:23 AM | Link to this

See the problem with that program is for someone older like in their late 40’s who can take and intensive 18 months out of their lives especially with kids at home? Especially for a low paying job at the end of it. And what if you have been home raising kids for 22 years and have no professional references? I’m sorry but I know for a fact the teachers teaching my kids aren’t THAT qualified. I dont believe the hype that there is a teaching shortage here because why would you have to jump through all these hoops. I mean I can see some shadow training and maybe a year of interning but those of us the didnt go the ED route in college usually had a harder course load than those doing teaching. And yes I respect what teachers do otherwise I wouldn’t want to be one but this is a farce.

By KA

September 14, 2006 09:30 AM | Link to this

How many courses are needed to get certified for someone with an advanced degree like a PhD., M.D. or J.D.?

By KA

September 14, 2006 09:32 AM | Link to this

How many courses are needed to get certified for someone with an advanced degree like a PhD., M.D. or J.D.?

By Leia

September 14, 2006 09:42 AM | Link to this

What school system allows first year teachers to win Teacher Of The Year? In Gwinnett - you have to be on the job at least 3 years!

By jim d

September 14, 2006 09:46 AM | Link to this

While I applaud Georgia’s efforts to place qualified teachers in every classroom to meet NCLB requirements, I do have a few concerns.

“Highly Qualified” Does Not Ensure High Quality: NCLB’s current definition focuses predominantly on content knowledge, ignoring critical knowledge and skills that teachers must possess to improve student learning and I’m not sure if the alternative certification process is doing the job of assuring these skills actually exist in applicants for these programs.

I know people that are brilliant when it comes to being able to perform certain math equations that I’ll never be able to perform. But they would have no clue how to get that across to kids in the classroom.

I believe teachers must know what they are teaching, but that they also need to know a great deal about the communities in which they are working and specific skills for working with hard-to-reach students and their families. Since schools with the greatest needs are schools in depressed economical neighborhoods with a vast majority of students qualifying for F/R lunches How are these new teachers going to connect? What will the true retainage rate be of teachers that do have the ability? Will they stay or transfer out at the first opportunity? Will teachers that stay just be the ones that are just looking for an escape from corporate America? How will this improve these schools?

Since only time will tell, I guess we need to be prepared to lose a whole generation of students to yet another educational fad.

I find that unacceptable!

By luvs2teach

September 14, 2006 10:15 AM | Link to this

My alternative path to teaching was a long and winding road! It took me three and half years (which was a problem, because my provisional certificate was only good for three) to become fully certified through a patchwork quilt of classes, tests, and programs. Like Buffalo Bob, I almost lost my certificate, and had to get a waiver – luckily a high needs area (middle school science) in a title 1 school and a terrific principal helped.

I started on the provisional route on the advice of a friend (who is no longer teaching, BTW) by taking the Praxis II for 6 – 12 general science. This was bad, because I did not have the coursework required, although I did for middle grades – so it took another check to the testing folks and another check to the PSC to remedy that! Also, my first paycheck was a shock, because I didn’t know that provisionally certified teachers were paid on a different, lower scale.

My first year I took state required staff development classes and math classes through a Title II Math and Science Initiative. The staff development classes were free and the Title II program reimbursed you when you completed the class. Meanwhile, I was looking for an appropriate program.

It was difficult because of my unique situation. MAT programs, or Master’s of Arts in teaching required traditional student teaching – I couldn’t do that; I already had a job – plus they were mostly cohort style. Traditional Master’s programs didn’t work because I needed a Bachelor’s in Education. TAPP didn’t work because I was hired on my own, and not through the program. Eventually, I found the Georgia Responds program at the State University of West Georgia. It took me a little over two years to complete (mainly because I had to wait for certain classes to be offered). I liked that some of the classes were graduate courses, and I can use towards my Master’s. I also liked how they did their internship (in lieu of student teaching). It was a full year, and the second semester included a seminar class where you discussed issues that came up in teaching – personally, I think that was a far more effective way to learn that traditional student teaching. I think ed programs should look at becoming 5 year programs, with that being the final year – student teach first, then internship.

Ironically, it was in my final months of the program that the PSC changed the alternative route – now, if you took the Praxis in your subject and the Praxis in Teaching Theory and passed, you could be certified. They also changed the 3 year provisional to a 5 year non-renewable – I think they realized that 3 years was not enough.

I recommend checking out the PSC’s site on Alternate Certification, in addition to researching programs at local colleges. You can also see if your neighborhood school or county school system has any people you can talk to. Try subbing – it will get you some experience as well as get you in contact with teachers and administrators – helps with getting hired. The PSC used to do a transcript evaluation (like everything else - $20 – M.O., not a check) – I don’t know if they still do, but that’s a good place to start.

Now I am mentoring a new TAPP teacher so I’ve come full circle.

By SNY

September 14, 2006 10:19 AM | Link to this

Okay everyone, I just printed off some study material for the GACE!! I’m very excited, but some of you are scaring me. I’m glad that I am getting the truth, but the truth seems to be so scary.

By luvs2teach

September 14, 2006 10:21 AM | Link to this

jim d - your comment is absolutely valid, but what’s ironic is that the whole “highly qualified” brouhaha came about because of criticisms that teachers were being taught too much ed theory and not enough content! Not to mention, teachers teaching out of their content areas.

Karen - you may not need to take any classes at all. You could probably pass the required tests and be certified.

By JustMe

September 14, 2006 10:30 AM | Link to this

There is no way to answer your question, KA. Every degree has different courses. And, I would doubt that a PhD in chemistry contains any education courses at all, for example. This is where the college or alternative program comes into play - they look at your transcripts and figure out what is missing that you have to take.

I would suggest going to your local college that has an education department to get their help.

By JustMe

September 14, 2006 10:39 AM | Link to this

jim d

In every profession, there are people that look great on paper. Their resume is outstanding. They may have great references. But, when they start the job it just doesn’t work out.

The same is true in the teaching profession. Why would it be different?

There are people that have all of the teaching “credentials” but end up not being “good teachers” and are therefore really not “quality” teachers.

If you can find a way to fix this problem, not only for the teaching profession but for any profession, then it would be a million dollar idea!

If you hire a computer programmer that turns out to be a bad employee, do you blame his/her college? Do you blame the computer programming profession?

By IOC

September 14, 2006 10:50 AM | Link to this

Hum another Dr appt today Karen? LOL just admit you dont work already.

By luvs2teach

September 14, 2006 11:07 AM | Link to this

I reread the PSC site about alternative routes. There are three basic ways:

All three require the system to request the certificate, which means you need to have a job. The MAT programs are considered traditional routes and you probably couldn’t do it while employed as a teacher (but that might be a good option for a stay-at-home-mom looking for a new career before going back to work).

Most require a minimum GPA of 2.5 (which is ironic, becuase many traditional ed programs only require 2.0 for acceptance). You can also exempt the Praxis I if you have a high enough SAT or GRE score. The subject area PRaxis are being phased out and replaced by the GACE - I don’t know anything about that test.

The system is having issues, so if this posts twice, I apologize.

By JustMe

September 14, 2006 11:57 AM | Link to this

Here is a tip for people with college degrees looking to become certified to teach…..

Check out multiple places. Possibly the DeKalb County TAPP wants you to take 10 courses while APS TAPP only wants you to take 6 courses. Possibly GA State wants you to take 5 courses and student teach while UGA wants you to take 13 courses. The requirements vary, so it is well worth your time to go to different places and select what is right for you.

Of course, you also need to consider travel distance to the place as well as cost. Most school system courses are free to employees while, of course, you would have to pay at GA State.

If you live in/near Atlanta, there are many options for you to explore. I would not recommend trying to go directly to the PSC! You can try to find information on their web site, but even that is challenging.

The easiest, but most expensive, is to go to a college with an education department for assistance. The more difficult, but least expensive, is to work for a school and go through their alternative certification program.

By JustMe

September 14, 2006 11:59 AM | Link to this

luvs2teach,

I think that you hit the nail on the head! What was happening was that administrators/principals would hire any certified teacher and then schedule them to teach subjects that were out of their field. This was not the fault of the teacher. How could a certified art teacher teach a math class?

The NCLB highly qualified teacher requirement was to stop administrators from forcing teachers to teach out of their field.

By teach overseas

September 14, 2006 12:07 PM | Link to this

Yellawood-

There is a difference between people who have a BA, a MAT and a MEd. For a masters degree, You need all those requirements just to get into grad school. Then you spend all that time in school, go out and do student teaching, and then go back to school. THEN you take the PRAXIS tests. You will take at least one- probably more in your content area, a test of general skills (reading, writing and math) and then another one in pedagogy (do you know how to teach?). If you pass all of them, then you can go and apply for a job. And yes, unless you are sped, high school math or science, you will be expected to coach at least one sport and sponsor at least one club. (New teachers get the ones no one else wants!)

So yes, teachers (at least those with master’s degrees) really are that qualified.

By jim d

September 14, 2006 12:53 PM | Link to this

Just me,

Not to be argumentative but the fact is I would fire a bad employee within the first week. Think a school system would do that? Hell man, do you even think they’d know before year end?

Keep in mind: in the private sector a poor employee would only be able to screw things up temporarily, until fixes were in place. A bad teacher on the other hand can cause permant, irreversible damage to literally hundreds of kids.

By JustMe

September 14, 2006 01:03 PM | Link to this

teach overseas…..

Be careful when you post things as you did in your recent posting. The requirements to teach in GA seem to change year to year.

It is my understanding, that starting this year, the State of GA will no longer use the PRAXIS, but some other test.

Your point is the same: fully certified teachers are qualified. It is just a caution for you not to make a statement that may currently not be true!

Also, in my school, special ed teachers, math teachers, and science teachers are all expected to do the “extra” stuff such as coaching, sponsor clubs, do hall duty and everything else as all of the other teachers. So, your statement about this is likely due to your individual experience with a specific school or school system. It is not true across the State of GA.

By V for Vendetta

September 14, 2006 01:05 PM | Link to this

jim, you make a good point, but I think the positives outweight the negatives. I myself am a transplant from the business world. I took the PRAXIS test, passed, and was hired on a provisional certificate. Now I am working on a Masters degree. Sure, there could be some bad seeds that make it into the classroom through alternative certification, but I think most people know what they are getting into. Otherwise, why would they choose to teach?

I agree they need to look at each of these new teachers carefully and think about the implications of what they can or cant do in the classroom, but people also need to realize these are people coming into a profession most people want to leave.

Side note: why is IOC still here? What kind of pathetic life do you have when you scan blogs looking for places to make assinine comments?

By jim d

September 14, 2006 01:05 PM | Link to this

Just me,

I don’t recall exactly where I read this or who the author was but it was something that has stuck with me.

“Teachers affect eternity because they never know where their influence will stop.”

I’ve always taken that to mean a good influence OR a poor one.

By jim d

September 14, 2006 01:14 PM | Link to this

V,

When you weigh the consequences of hiring a poor teacher, it just seems to important to ignore.

By JustMe

September 14, 2006 01:17 PM | Link to this

jim d

I agree with you about how a bad teach can impact many kids. That is the nature of the profession and there is not much we can do about that (change the nature of the profession).

However, bad teachers really are regularly “fired.” However, since teachers are contract employees, this means that their annual contract is simply not renewed. And, yes, this happens more often than you realize. Over my 5 years of teaching, I know of about 20 teachers that did not get a new contract when theirs expired.

The primary reason why school systems don’t simply “fire” a bad teacher after one week is because they have to find a replacement. Unlike a company where they can have a vacancy for months at a time, a class of 30 students cannot go without a teacher (even a bad one) for even one day. And, in case you haven’t read the news, there is a major teacher shortage in GA.

Another reason is because teachers have a contract for one year. The teacher cannot simply quit and the school cannot simply say “you’re fired” in the middle of the contact. There are major legal ramifications if they do.

To be honest, I am constantly amazed how your postings show that you have these very firm opinions and beliefs about what happens in a school and the reality is that you haven’t a clue. Why don’t you come and substitute teach for a couple of days? You would probably learn a great deal about the profession.

By jim d

September 14, 2006 01:25 PM | Link to this

V,

Now that’s an interesting observation that may warrant closer scrutiny.

“people also need to realize these are people coming into a profession most people want to leave”

Can’t help but wonder why? Why would anyone leave a decent paying job to enter a field that everyone else is trying to escape from?

Since, according to those trying to escape, it’s not the money, working conditions suck and administartive support is non-existant about the only thing left is a decision to try to make a difference. When that fails as it surely will, based on recent history, Will they become disillusioned and jump ship, returning to their previous occupations and what becomes of the students they failed to reach while they were teaching?

By jim d

September 14, 2006 01:44 PM | Link to this

Just me,

And Your ability to pass judgement based on a few blog posts never ceases to amaze me.

You obviously know little of me or my participation within my local school system.

But that’s quite OK, I get a good chuckle from every post you make to this blog accusing me of ignorance.

To tell you the truth though, I suspect I have a better working knowledge of what’s going on inside than you do. Well unless you’re in administration in the school I’m involved with.

By IOC

September 14, 2006 01:48 PM | Link to this

V you must be the husband. I have a memory like an elephant and I remember KA got on me for not getting out there and working because after all she did. RIGHT. But really I don’t want to be so off topic but why is the blog on ED not working?

By jim d

September 14, 2006 02:03 PM | Link to this

Just me,

Since we insist upon contracts for teachers, why do you suppose we don’t include an escape clause for new hires, in the event they’re not working out? Why do we wait a year?

As for subbing the class if we were to release a teacher, we always seem to have an abundance of adminstrative help in the office that could have a clause added to their’s to require they teach when called upon to do so,or until a permanent replacement could be found.

We may be fortunate at our school but we have a list of Qualified teachers waiting for a call to come to work.

By luvs2teach

September 14, 2006 02:06 PM | Link to this

jim d - and I would like to add, not only have I seen teachers with contracts not renewed, but I saw tw teachers fired before the end of the year in a school I was working in. One was provisional, the other went through a traditional program.

I also saw a altcert (don’t know if he was TAPP or not)teacher walk off the job after three weeks. I know another who lasted two years at my school before leaving - I’m not sure if she got another job teaching or left the profession completely.

On the positive side, one of my former co-workers (she changed schools to be closer to home, but she still teaches) was a altcert from the business world - both my children had her, and she was fabulous!

This is my 6th year, and I’m not making plans to do anything else (but never say never).

It can work, but you have to be realistic - if you’re going into it for the time off, you probably won’t make it. If you going into it with idealistic dreams of touching the future, the reality might be tough to take. If you know some teachers to talk to and have experience with kids in some setting (subbing, coaching, boy/girls scouts, volunteering in the school) you will have a more accurate picture, but it’s still very different than those experiences.

By Buffalo Bob

September 14, 2006 02:17 PM | Link to this

Luv2teach,

I was hired with a 3-year non-renewable. However, during the last year of my 3-year non-renewable they changed the non-renewable to five years - but WOULDN’T grandfather aleady existing ones in. So I wasn’t allowed another year to finish my courses.

Also, if you have taken no education courses during undegrad - you must take two full-time years worth or get a master in ed, which requires an ed undergrad.

However, I saw this coming and prepared for it - so it worked out okay.

By jim d

September 14, 2006 02:25 PM | Link to this

Hey Luv,

Rarely have I seen one fired unless it was for refusing to change some loser jock’s grade after he slept through class.

And nowhere have I argued this is a bad program, merely that I have some reservations and that it warrants close scrutiny. But then I think all hiring of teachers’ warrants a closer look. I’m sick of opening up the paper only to discover another pedophile charge being leveled against a teacher that had been dismissed for, shall we say, other indiscretions from several other schools where they’d taught.

By J

September 14, 2006 03:38 PM | Link to this

I’m trying to switch careers to become a math teacher. I think as a Georgia Tech Engineering graduate that I’m a great candidate, but I haven’t had any luck finding a position. I’ve applied online since early summer for Cobb County. No luck. Any suggestions?

By luvs2teach

September 14, 2006 04:06 PM | Link to this

Buffalo Bob - that was exactly what happened (they wouldn’t grandfather in my 3 year) that resulted in my having to get a waiver - I was lucky that I had a principal and county office that worked with me on that.

Jim d - I can only share what I have experienced persoanlly, and that is that I have indeed seen people fired before the year was up. On the flip side, my son had a terrible teacher in the 8th grade who couldn’t pass the Praxis (she had an Ed. degree, though), and she stayed through the entire horrible year - when I refer to the few bad teacher my kids had, she’s number 1.

By JustMe

September 14, 2006 05:01 PM | Link to this

J

Here is what you should do…. First, select a school where YOU want to teach. Don’t rely on the school system main offices. You do the research to find a school where you think that you would be happy. There are a number of web sites that rank schools and give tons of data about schools.

Next, you should polish up your resume, dress appropriately, and drive to that school. Sit in the main office until you speak directly to the principal. Smile and say to the secretary, “I will just wait. I am in no rush.” Don’t settle for an assistant principal or any one else.

Then, you will finally get your foot in the door. Treat this as a first interview. Hand the principal your resume. Tell them how highly you think of their school and how you want to teach there and no where else. Be open and honest about how you have a Tech degree and are highly qualified to teach math, but you simply don’t have the education courses and need to go though an alternative certification process. Share any teaching experiences that you have had and also any opportunities that you have had supervising around that age of kids.

Close by saying that you really want them to keep you in mind when a math position becomes available. And, in the meantime, you want to substitute for that school. Ask them how to get qualified to become a sub.

That principal will be so impressed, they will fall all over themselves to try to help you. If that principal really likes you, they will push you through the red tape in the main offices and sometimes even through the GA PSC. Often, principals get as frustrated with the main offices as the applicants.

After a while, if you haven’t heard back, you can call that school just to say “hello” to the principal. And, you can then go to your second choice of schools and do the same process.

DO NOT try to go through any school district offices in person or online. They are paper pushers that hate their jobs and will not help you at all.

By Lisa B.

September 14, 2006 05:15 PM | Link to this

J, If you go to www.teachgeorgia.com, you can look for math openings. South Georgia ALWAYS needs math teachers!

FYI to those looking at alternative certification. At this time, Georgia pays teachers at a higher rate for holding master’s degrees. My master’s is in Business Admin, but I still recieved a T5 certificate. It’s my understanding that in the future Georgia will only pay for Master’s degrees in the field in which teachers teach. For example, my master’s would have to be in Early Childhood rather than Business for me to receive the higher pay. If you have a master’s in something besides education, you may want to go ahead and jump into teaching to get your pay grade grandfathered in.

By Jeff

September 14, 2006 05:21 PM | Link to this

Most of y’all know my story, but the short version:

Earned a Computer Science degree. Was in a position with a National organization that required me to be in school an extra semester, started the Ed program. Had a CS job offer that was DOUBLE the pay of first year teachers with comparable benefits (in some ways, even better!). Turned it down, told them I wanted to be a teacher. Went hardcore into the Ed program. Left it after 2 weeks in Student Teaching. Took the PRAXIS II tests two months after leaving, began looking for a job. Spent the 11 months and 2 weeks looking for a job, went to roughly 80 interviews in almost every corner of the state. (The only area I didn’t touch was NE GA, and that was simply because no one ever called me for an interview in that area.) FINALLY found a position. Stayed at that school through the end of the school year, left to come down South.

All that said: In my case, I have to do InTech (though I’m going to try to test out), take an EXC class (which I had while in the Ed program… STILL don’t understand why PSC is saying I still need one!), and “complete an approved program”. So I’m eyeing the Masters in Instructional Technology -MAYBE a Secondary Math - at Columbus State, and I’ve recently been making some contacts over there that can hopefully get me ready and/or in.

For those asking about altcert: In SecMath/ SecSci/ SpecEd, the altcert routes are a little more streamlined and/ or prevalent. The Secondary cert will allow you to teach in anything from 6-12 (though I am learning from experience that if you teach 6-8 with a Secondary, you WILL run into things you were never trained in, such as teaching reading). All I can say is this: stay focused, stay determined, and stay patient. Once you get your foot in the door - even if it is a situation where the school is desparate and you’re the only application - things get MUCH easier as far as getting the full cert….

By JustMe

September 14, 2006 05:23 PM | Link to this

jim d

Well, I am no lawyer. But, if I were to guess…. if there was an escape clause that allowed a school to fire a teacher without penalty of the school, then there would have to be one to allow a teacher to leave without penalty of the teacher. And, I do not think that a school would go for that.

As for your idea about someone in the office coming into a classroom if a teacher were fired? Are you kidding? Imagine that you are a parent of one of those students. Okay, so there was a “bad” teacher. But then you here that they are gone and now your child’s teacher is a secretary without a college degree? Or how about an assistant principal with a degree in PE that is teaching Chemistry? Is that really something that you would want?

If your school truely has a list of qualified teachers that can walk through the door at the drop of a hat to teach the appropriate subject, then you and your school are truely blessed. That is very much the exception to schools in GA. My high school has had vacant math positions for 6 weeks now (since the year began) because we cannot find qualified high school math teachers. The positions are temporarily filled by long-term subs that we trust, but certainly are not proficient in math sufficently enough. And, my school is ranked in the top 15 high schools in the State of GA and is nationally ranked by Newsweek!!

Finally, contracts can be broken by the school if the teacher’s behavior warrents it - drug use, felony arrest, and other behaviors will get teachers fired on the spot.

By jim d

September 14, 2006 05:36 PM | Link to this

Perhaps we should make ignorance a felony so we can fire them for that.

As for the subs. Wow, are you aware of where they come from anyway and what they bring to the table as far as their education? Sometimes it really isn’t much!

And release or escape clause wouldn’t be a problem becuase y’all have explained how dedicated these folks are. They’d never walk and if they did, so what? They obviously wouldn’t have made it anyway if they care that little. Forcing them to stay benefits the kids how?

By OldSchool

September 14, 2006 05:51 PM | Link to this

Jeff, try to test out of InTech if you can. I sat through the entire class, completed most of the tasks EXCEPT for the lesson plans, and then tested out.

It was mostly a course in how to use software that was not even available to me in my lab. I was not given access to the entire Office suite and that made getting proficient in some of the programs difficult (I use Macs at home and PCs at school. There are no Macs at our school.)

The test I took was largely Microsoft Office. I wasn’t real impressed with it at all and much less so with the InTech course. I teach AutoCAD, Inventor, 3D Studio Max, and hope to get Chief Architect soon. I can put together an informative powerpoint and know how to properly present it. InTech was of very little use for me.

By luvs2teach

September 14, 2006 06:07 PM | Link to this

Jeff - test out if you can! I wish the test out option had been available for me 4 years ago - I was already extremely computer comfortable and proficient - I was already putting streaming video into my powerpoints and I had my own website, yet, I had to sit through a class on how to do a slide layout.

The worst part was we had to develop these technology based lesson plans which need to be kept for 5 years. First, most of the lessons I developed then used software or websites which are now obsolete, and second, access to technology is the problem I have, not training or willingness to learn it.

I did get some minor things out of the class (I try to never leave a class without learning anything new) and my instructors were fine, but I wish they had the test out option then.

By EducatorX3

September 15, 2006 01:39 PM | Link to this

Wow…so many answers to the same question. No wonder there is confusion!

JustMe…not all central office folks are paper-pushing job haters. I used to be a central office administrator and I loved my job. I was responsible for teacher quality - among lots of other things - and I was able, and more than willing, to help folks who wanted to become teachers. Maybe I was the exception, but I don’t think so. I am sorry that you have obviously not had a good experience with central office folks.

Jeff - your system can only have you teaching Reading until the end of this school year without having a certificate in Reading. After that, unless there is another waiver, all middle school teachers must be highly qualified. Also, I agree with those who have said to test out of InTech. The original purpose of the program has long been lost. Take the test!

By Jeff

September 18, 2006 04:58 PM | Link to this

Ex3:

I’m not “officially” teaching reading. It is called “Study Skills”, but for the first nine weeks (which fortunately ends next week!) I am supposed to be teaching reading during that class. Its not THAT big of a deal. Half the time I extend my math class into that class anyway, and the rest of the time I’ve had them reading the book and doing vocab type things. I haven’t EVEN bothered teaching them anything like context, plot, or any of the “reading class” subjects… they DO have an official reading class for that afterall!!