Professional Program Standards and Requirements

To qualify their preparation programs for educators, institutions of higher education and other educational entities must meet predetermined statewide requirements. These programs establish the program of study and content for preparation courses as well as the levels of proficiency candidates must meet in order to be eligible for licensure. State boards of education have varying degrees of authority based on state statute and governance models.

In order to be approved as listed in 290-3-3-.02, programs must show content and pedagogical knowledge, have linical partnerships and practice, prove candidate quality, recruitment, and selectivity, have program impact, and provide quality assurance and continuous improvement.

Teacher preparation programs in Alaska will be approved based on the standards set by the National Council for Accreditation of Teacher Education.

The standards presented in this policy shall be the basis for approved teacher preparation programs.

California uses it's own standards, but if other state or national standards are found to be comparable, they can be substituted. § 44225.7. Fully prepared teachers; approval of candidates where fully prepared teachers are unavailable — As used in this section, a “fully prepared teacher” means an individual who has completed a teacher preparation program. For purposes of this subdivision, a “teacher preparation program” means either a set of courses, including supervised field experience, or an equivalent alternative program, that provides a curriculum of systematic preparation for serving as an educator in California public schools.

In order for a teacher preparation to be approved, the program must have a comprehensive admission system, continuing screening, in-depth coursework, 800 hours of field experience, and continual assessment.

Connecticut House Bill No. 6292. An Act Concerning Teacher Education Programs — Under current law, the State Board of Education has established four professional teaching standards competency areas. The bill requires candidates to also complete training in how children learn and develop socially and emotionally. Programs should meet standards put forth by NCATE and be accredited. Connecticut state-approved educator programs may lead to a bachelor’s degree or a graduate degree. All applicants must have a minimum of a bachelor’s degree to meet educational requirements. If you completed an educator program in another state, you may still be eligible for a Connecticut teaching certificate.

To be approved, all teacher preparation programs must meet the outlined requirements for program entry, clinical experiences, instruction and content, program completion, and candidate evaluation.

The State Superintendent of Education shall develop policies or directives setting forth objective and verifiable standards for the approval, renewal, and revocation of approval by the OSSE of teacher preparation and practicing teacher programs in the District of Columbia that qualify candidates to earn a Regular Teaching Credential.

Florida teacher preparation programs are accredited based on three standards: program candidate and completer quality, field clinical practices, and program effectiveness.

Programs must meet the following requirements for approval: admission requirements, recommendation for the pre-service certificate, program content and curriculum requirements, requirements for partnerships, and field and clinical experiences, testing requirements, and program completion requirements.

To qualify for initial educator certification in Guam, all candidates must: An Initial Educator Certificate may be issued to an applicant who presents evidence of the following: 1. Earns a degree from an approved Educator Preparation Program from an accredited college or university, or 2. From an approved Educator Preparation Program from a recognized foreign institution of higher learning recognized by the U.S. Council for Higher Education Accreditation (CHEA) or its successors. 3.

All Hawaii State Approved Teacher Education Units must obtain accreditation from a national teacher education governing body approved by the U.S. Department of Education and by Hawaii Teacher Standards Board.

Under rules set forth by the Idaho State Department of Education Teacher Certification, in order to become a certified teacher in the state, you must have at least a bachelor’s degree either from an accredited teacher preparation institution in Idaho or from an accredited college or university that uses National Council for Accreditation of Teacher Education (NCATE) standards for teacher preparation. Your teacher preparation program must also conduct a technology assessment on all teacher applicants, to make sure you are proficient in technology skills necessary in the classroom. During your Idaho teacher preparation program, expect to participate in student teaching.

To be an approved teacher preparation program, each must meet content and social and emotional learning standards as well as produce candidates from "shortage areas."

Teacher preparation programs in Indiana must be aligned to NCATE and InTASC standards.

Preparation programs must meet standards before being approved.

In order to be approved, programs must follow the outlined accreditation process.

In order to be approved, a teacher preparation program must meet all the standards listed.

Institutions must present a written summary of program guidelines that include the requirements outlined in the document in order to be approved.

Chapter 114 outlines the standards and procedures for the review and approval of educational personnel preparation programs in Maine.

Accreditation is not a condition of program approval. The State Superintendent's decisions are based on recommendations from the Program Approval and Assessment Branch .The Department shall approve standards that are performance based, reflect contemporary thinking, and are supported by research, best practice, and expert opinion. All Maryland-approved programs for teacher certification shall also include reading courses in early childhood, elementary, secondary, PreK—12, and generic special education (all levels) under COMAR 13A.12.01. 11A(5)(a)—(c)

Institutions must follow the program approval standards for their teacher preparation program approval.

The Michigan Department of Education requires the completion of a bachelor’s degree program, at minimum, from a state-approved teacher preparation program in order to be eligible for a teaching certificate. If you attended a teacher preparation program in another state, the Michigan Department of Education will recognize your credentials as long as that teacher preparation program is recognized for certification purposes by the Department of Education in that state. If you attended college in a foreign country, the Michigan Department of Education reserves the right to request a course-by-course evaluation of your credentials at the time of your online application for certification. Programs must be accredited and meet standards as determined by CAEP.

The board shall implement new systems of teacher preparation program evaluation to assure program effectiveness based on proficiency of graduates in demonstrating attainment of program outcomes. Teacher preparation programs including alternative teacher preparation programs under section 122A.245, among other programs, must include a content-specific, board-approved, performance-based assessments. The Minnesota Department of Education Educator Licensing Division expects all applicants for teaching licensure in the state to graduate from a state-approved teacher preparation program and hold a minimum of a bachelor’s degree. Additionally, you must complete a Human Relations course, which is included in all Minnesota approved teacher preparation programs.

The Office of Educator Licensure of the Mississippi Department of Education will license qualified candidates who hold at least a bachelor’s degree and who have graduated from a state-approved teacher preparation program. If you graduated from a teacher preparation program in another state, Mississippi will accept your academic credentials as long as the National Council for Accreditation of Teacher Education (NCATE) has accredited the program. If you attended college in another country, you must have your academic credentials evaluated by one of the member agencies of the National Association of Credential Evaluation Services (AAFCS, NAEYC, NCATE, or NASDTEC). This evaluation must be turned in when you apply for teacher licensure in Mississippi.

Before you are accepted into a Missouri educator preparation program, you must pass the College Basic Academic Subjects Examination (CBASE). This examination assesses your knowledge and aptitude in five areas: writing, mathematics, language arts, social studies and science. You must achieve a score of at least 235 on each section of the CBASE to pass. Missouri requires all educators to pass the content area/subject area examination pertaining to the area in which they wish to become certified to teach.

Section 10.58.501 outlines twelve teaching standards that all successful candidates must demonstrate.

All the professional teacher education program requirements are listed in section 004 regarding personnel, faculty, and coursework.

The teacher preparation program course study must be aligned to the Interstate Teacher Assessment and Support Consortium standards.

Standards for professional preparation programs and learning facilitation standards are listed and must be met to be an approved program.

The State of New Jersey Department of Education’s Office of Certification and Credentials expects that as a candidate for teacher certification, you hold at least a bachelor’s degree earned from a teacher preparation program within a New Jersey college or university or from any regionally accredited college or university. You must also maintain a cumulative GPA of at least 2.75 or 2.5, dependent on the particular program. Certain endorsements require additional coursework. Before you enroll in a teacher preparation program, you may be asked to pass the Praxis I Basic Skills Exam in reading, writing and mathematics.

As an applicant for teacher licensing, you are expected to have at least a bachelor’s degree from a regionally accredited college or university offering an approved educator preparation program. If you completed a teacher preparation program in a college/university outside of New Mexico, your credits will usually be accepted as long as the program and institution are regionally accredited and approved by that state’s Department of Education.

General requirements, admission requirements, introductory components, and the in-service component requirements are outlined in the policy and must be followed in order to be approved.

To be approved, programs must meet the following 6 standards: knowledge, skills, and dispositions, assessment system and evaluation, field experiences and clinical practice, diversity, faculty qualifications, performance, and development, and program governance and resources.

To be approved, teacher preparation programs must follow the guidelines outlined for student teaching, college supervisors, cooperating teachers, and the program approval standards.

In order to be approved, teacher preparation programs must incorporate coursework and experiences aligned to the competencies outlined in the attached policy.

In order to be approved, teacher preparation programs must follow the competencies listed in the attached policy.

Teacher preparation programs must prove candidate demonstration of advance knowledge, skills, professional dispositions and cultural competencies necessary to promote the academic, career, personal and social development of pre-kindergarten to grade 12 students.

The standards of program design, applicants and candidates, and faculty are used to evaluate teacher preparation programs.

Rhode Island adopted five standards for teacher preparation programs.

In order to be an approved teacher preparation program in South Carolina, programs must meet the performance-based standards as established by the National Council for Accreditation of Teacher Education.

In order to be an accredited teacher preparation program, programs must meet preparation standards outlined in chapter 24:53:02.

In order to be approved, teacher preparation programs must follow 6 standards: knowledge and skills pertaining to all areas, communications, humanities and arts, social science and culture, science and technology, and mathematical concepts and applications.

In order to be approved, a teacher preparation program must include the components of entity commitment to adequate preparation of certification candidates, program standards, and community collaboration; criteria for admission to an EPP; curriculum; program delivery and evaluation; and a plan for ongoing support of the candidates.

In order for a teacher preparation program to be approved to give licenses, they must be accredited and meet the following criteria.

To be approved in Vermont, teacher preparation programs must meet administrative, student teaching, and other requirements outlined in the policy.

In order to be approved, teacher preparation programs need to follow the following 4 standards.

Five teacher preparation program standards were approved by the Washington legislature.

In order to be approved, all programs must address three components: preprofessional skills, content specialization, and professional education.

Teachers need to meet approved standards, so therefore teacher preparation programs must address these standards.

The state has an agreement with CAEP to use their standards. The Wyoming Professional Teaching Standards Board (PTSB) requires all teachers to complete a regionally or nationally recognized teacher preparation program to teach in a Wyoming school district.