New York State Teacher Certification Process A Better Understanding Presented by: Edward A. Salina, Jr., Ed.D. Superintendent of Schools
Origins of Certification The first school dedicated to teacher training in America was created in 1839 In Massachusetts. It operates today as Framingham State University. As time went on it was more and more accepted that teachers should be trained in subject matter and teaching methods. Certification exams were eventually created and originally intended to be managed by superintendents and teachers. In 1980 only a few states required aspiring teachers to pass a test for certification. By 1990, 39 states required passing an exam in order to receive teaching certification and all 50 states approve the content of teacher education programs.
Types of Teacher Certification Provisional Certification : Originally the initial certification that was given to a teacher who held a Bachelors Degree. This was abolished in February of 2004. Provisional Certification Leads To……………….. Perm anent Certification: Was received upon the completion of a Masters Degree and was valid for life .
Types of Teacher Certification I nitial Certification: Considered the “entry level” certificate for classroom teachers. Is valid for 5 years. Provisional Certification Leads To………………. Professional Certification: Advanced level certificate for classroom teachers. Will be continuously valid upon the completion of the state mandated professional development hours on a 5 year cycle.
Exam ple: Person “A” Seeks I nitial Certification in K-6 Elem entary Education ( College Recom m ended) Completion of a NY State registered program. Written recommendation for certification by Higher Education Program (college). NYS Teacher Certification Exam: Liberal Arts and Science Test ( LAST ): Assesses knowledge and skills in five areas. NYS Teacher Certification Exam: Elementary Assessment of Teaching Skills ( ATS-W ): Assesses professional and pedagogical knowledge at the early childhood (Birth- Grade 2) and childhood (Grades 1- 6) levels. Content Specialty Test ( CST ): Assesses knowledge and skills in the subject of the certificate sought. Fingerprint Clearance: Candidates applying on or after July 1, 2001, must be cleared by the New York State Education Department through a fingerprint-supported criminal history background check. At this point, the candidate is eligible for I NI TIAL CERTI FI CATION.
Exam ple: Person “ A” Has I nitial Certification & Seeks Professional Certification Candidate earns Master’s Degree from accredited higher education Program. Key Point: twelve credits must be earned in relation to the area of certification or a graduate degree in Education. 3 Years full-time classroom teaching experience: includes experience earned in a public or approved nonpublic preschool or elementary, middle, or secondary school. One year documented mentoring experience. Candidate has five years to achieve steps 1-4. Individual applies and receives Professional Certification – Yay!! Your first professional development period begins on July 1 following the effective date of your Professional teaching certificate.
Maintaining Professional Certification Teachers who hold “Professional” certification must complete 175 hours of professional development every five years. By doing so it maintains the validity of the certification. Not completing the professional development requirements will result in the expiration of the teachers certification. Records must be kept seven years and be made available to the New York State Education Department in the event of an audit. Every 5 years the clock resets in order to maintain valid certification.
W hat Activities Count Tow ard 1 7 5 Professional Developm ent Hours? Analyzing student data and student work to determine needed changes in the delivery of instruction. Participating in reviews of class performance data over time to make decisions about one's own professional development, based on student outcomes Collaborating with other teachers and teaching assistants to examine case studies of student work and development Participating in courses and other learning opportunities delivered from many providers, such as institutions of higher education, teacher centers, BOCES, school districts and independent professional development service providers. Publishing in educational journals Developing and presenting a major paper
W hat Activities Count Tow ard 1 7 5 Professional Developm ent Hours? Coursework linked to improvement of instructional technique or content knowledge, which may or may not be in pursuit of a teaching or advanced teaching degree. Completing coursework for more advanced certification or certificates in additional areas or in accordance with teaching assignment requirement for extension to certification. Participating in regional scoring of State assessments, assessing student portfolios Creating and assessing teacher or teaching assistant portfolios Engaging in research projects (includes online research) Curriculum planning and development Developing or collaborating on the development of new programs and instructional methods
W hat Activities Count Tow ard 1 7 5 Professional Developm ent Hours? Service as a mentor, support teacher, helping teacher, or peer coach Service as a cooperating teacher for a student teacher or field internships; including attendant meetings and processes. Participation in study (collegial) circles such as "Critical Friends" activities, structured guided reflection activities focused on student learning Participating in formal programs of peer coaching or participation in peer review Participating in Professional Development School activities or other school-college teacher development partnerships Serving on CDEP (Comprehensive District Education Plan), or DCEP (District Comprehensive Education Plan), or CEP (Comprehensive Education Plan), or other school leadership activities or committees.
W hat Activities Count Tow ard 1 7 5 Professional Developm ent Hours? Delivering professional development (e.g. conducting workshops, job-embedded modeling and coaching, providing pre-service teacher preparation courses) Pursuing National Board certification or re-certification (either as candidate or provider of support) Service/ designation as Master Teacher Engaging in Sabbatical work related to content specialty or enhancement of teaching strategies. NYSTCE "assessor" or test development committee member Development of Statewide curriculum Service as an elected officer in professional organizations Service as teacher center director Service on the State Professional Standards and Practices Board
Professional Certifications Points to Consider W hat is the responsibility of the school district? Public school districts and BOCES are responsible for planning and providing appropriate professional development for holders of Professional and Teaching Assistant III certificates, as for all teachers, as part of the district’s professional development plan. How should districts plan their professional developm ent ? It is recommended that the district consult with the certificate holder and jointly consider the activities, events, and coursework identified by the certificate holder to be completed each school year. This includes professional development that is not district-sponsored, for example, a graduate course related to the teacher’s certificate area. It is recommended that such consultation occur annually at a minimum, and thereafter as frequently as needed, as on the occasion of an adjustment to planned activities. W hat happens to a certificate holder w ho fails to record enough professional developm ent hours? Any Professional or Teaching Assistant III certificate holder who fails to complete the required professional development requirement becomes subject to due process and risks the loss of his or her certificate.
Certification & Tenure: 2 SEPARATE Systems Certification : indicates that an Tenure : is the statutory individual has successfully completed right to hold office or coursework and passed exams in subject matter and pedagogical understanding in employment and receive the order to enter teaching profession. benefits and emoluments of the position. In most circumstances, public school districts must hire certified teachers. In general, tenure is a three Most new hires hold an initial certificate. year process. Those teachers must work full-time for three years and earn their Master’s May extend the time to 4 years Degree within five years. The broad purpose of tenure is Hence, it takes between three and five to protect worthy instructors years to earn professional certification. from arbitrary dismissal. In essence, often times schools award tenure to teachers holding initial certification with the expectation the teacher will earn professional certification. A teacher with initial certification that fails to earn / apply for professional certification is no longer certified, therefore, ineligible for tenure track teacher employment.
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