Why we should be worried about teacher certification: What we know about the new wave of teacher certification
When teachers get certified for new school-level skills, it can mean a big leap in their career and a major boost in their salary.
But new research from a group of leading academics and policy analysts finds that while certification is an important step in the development of teacher competency, the system itself has a long way to go.
In their report, “How to Get a Certified Teacher,” a group including Stanford University’s Stephen Guttentag, the University of California, Berkeley’s David L. Schwartz, the John F. Kennedy School of Government’s Christopher J. Schoen, the National Science Foundation’s Elizabeth A. Stott, the Harvard School of Public Health’s John B. Thornton, and the University at Buffalo’s Steven L. Tittler discuss how to get certified in teaching.
As we’ve seen in the past, in the last decade, the U.S. has seen a dramatic rise in teacher-led initiatives, from Teach for America to Teach Assist and Teach for the Future.
But there has also been a big drop in teacher training, especially in higher-level courses, the report notes.
The authors argue that this is partly due to a shortage of qualified teachers, with many programs focusing on high-level subjects or only offering two-year training.
But they also point out that the rise of private-school teachers, who often do not have access to a university degree, has created an even greater need for teachers.
The report says that despite these challenges, a small number of organizations and schools are currently investing in programs that would make it easier for teachers to get certification.
These programs include the Center for Teacher Education and Research (CTER), a nonprofit, nonprofit-based nonprofit organization that provides teacher-specific training for about 1,500 teachers in schools across the country, and a pilot program that is expanding across the United States.
CTER also is planning to expand to more states.
According to the report, this pilot program is already seeing positive results.
In 2015, CTER launched the first teacher certification program in the United Kingdom and other countries, and over the next year it plans to launch programs in other countries and schools around the world.
But the authors also say the pilot program needs to be expanded to more classrooms, with additional training and additional training on the job.
The CTER pilot is part of a broader trend toward the consolidation of teaching jobs, as more teachers are moving into higher-paid positions and into roles that are typically less flexible.
According a recent report from the American Association of School Administrators, in 2016, the number of public school teachers nationwide increased by almost 60 percent, while the number working in private schools decreased by almost 30 percent.
As more schools move from school districts to private institutions, it’s likely that teacher certification will fall behind.
The author of the report says there are two main reasons why the U: a lack of teachers and a lack in teacher education, and they’re connected.
In the U., teachers are still in a high-demand position and they need to be trained in a particular subject to help them succeed.
And because many teachers lack a college education, they may not be able to offer a career to a teacher who has a college degree.
So we have this disconnect between the need for education and the need to have teachers.
As the authors point out, this disconnect is especially worrisome because it creates the possibility that teachers who don’t have a college or university degree may not have a pathway to the middle class.
The second major problem with teacher certification is that it creates a sense of dependency, as the authors argue.
They point to a recent study from the University for Education Statistics that found teachers with fewer than five years of experience reported that they were “unable to maintain a job at their current level of income.”
They also point to the National Center for Education Research’s report, which found that one in three high school teachers have dropped out of high school because of lack of teacher training.
The study also found that nearly two-thirds of all teachers in America are either currently teaching at a high school or in an area with a high percentage of teachers.
“As the economy continues to improve and as the number and type of positions available increase, the demand for teachers will increase and so will the supply of qualified instructors,” the authors write.
“And if teacher training is not sufficiently robust, or if training is inadequate for a given position, then the number or quality of teachers will decline.”
If you or anyone you know needs help with a job, contact the National Association of Secondary School Principals (NASSP) at 1-800-722-5454.