This document provides an overview of teacher education in the USA. It discusses the history and development of teacher education, including the transition from normal schools to colleges of education. It outlines the requirements to become a pre-primary, primary, secondary, or higher education teacher. These include obtaining an undergraduate degree, completing exams and certifications like Praxis I and II, and student teaching. It also discusses alternative certification routes and national board certification. The objectives of teacher education in the USA are to produce teachers who are committed to student learning and continuous self-improvement.

1. TEACHER EDUCATION IN
USA
(I,II)
PRESENTED TO: BY:
MISS HINA ARSHAD JAVERIA
AZAM
LECTURER 13144
TEACHER EDUCATION
CODE:808
RIPHAH INTERNATIONAL UNIVERSITY FAISALABAD CAMPUS.
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2. OBJECTIVES OF PRESENTATION
■ Students will be able to
■ Generally Familiar teacher education in USA
■ Teacher education certificates in USA
■ Policies in general
■ Objectives of teacher education in USA.
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3. INTRODUCTION
■ in 2015, the United States spent approximately $12,800 per student on
elementary and secondary education. At the post-secondary level, the United
States spent approximately $30,000 per student.
■ early part of the 20th century ,formal teacher training occurred in so-called
normal schools. which trained high school graduates to become teachers.
■ By the turn of the 20th century, universities began to establish schools and
colleges of education, in some cases through the incorporation of normal
schools.
■ Secretary’s 2016 :—“teacher preparation providers”—which are institutions or
organizations that offer one or more programs.
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4. TRAINING OF PRE-PRIMARY AND
PRIMARY/BASIC SCHOOL TEACHERS
■ license
■ Graduate
■ Teacher preparation institutes require multiple exams (subject matter, etc.) of
willing pre graduates.
■ undergraduate (bachelor's) level in order to qualify for entry-level certification,
plus satisfactory completion of a supervised practicum and the passing of
qualifying examination.
■ General education with arts or science subjects.
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5. TRAINING OF SECONDARY SCHOOL
TEACHERS
■ The basic pre-certification requirements for secondary teachers are the same as for
elementary school teachers.
■ A major difference is that secondary school teachers are certified as competent in
one or more academic or vocational subjects and spend their careers concentrating
on these subjects.
■ All States certify teachers according to subject specializations as well as grade
levels/ranges.
■ Special education teachers are trained in most States in specialized programs at
both the undergraduate and graduate levels and are also separately certified.
Special education teachers are also certified according to specialty, e.g. Education
of the deaf, education of the visually impaired, etc. As well as the degree of severity
of the handicap with which they are trained to work.
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6. TRAINING OF HIGHER EDUCATION
TEACHERS
■ Requirements that institutions set may vary depending on the level at which the
faculty are expected to teach, the subject or field to be taught, whether research
is to be conducted, whether a professional license or qualification is required,
and whether the position is full- or part-time and tenure-track.
■ The general requirement is either a terminal research degree (phd or equivalent)
in the subject of specialization or, for some professional and clinical faculty, the
appropriate professional qualification plus a record of successful practice and
applied research.
■ (like civil servants)
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7. TEACHER CERTIFICATES
■ Praxis: (1 & ii)
■ the Praxis I and II are designed to measure basic skills as well as content
specific knowledge.
■ The Praxis I, also known as the Pre-Professional Skills Test, is required by
many colleges and universities for admission into teacher education
programs.(provide feasible date n time)
■ The Praxis II is taken before full teacher licensing. The individual tests vary
in length (1, 2, or 4 hours) and up to three tests may be taken on one test date.
With over 120 different content area tests, ranging from agriculture to world
history,
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8. STUDENT TEACHING
■ An advocate of public schools, Horace Mann once stated, “Teachers teach
because they care. Teaching young people is what they do best. It requires long
hours, patience and care.”
■ What is Student Teaching?
■ The National Council on Teacher Equality describes student teaching as the
“final clinical experience” for teacher candidates on the path to becoming
certified teachers. These semester-long placements often occur during a
candidate’s senior year in college or, for those pursuing teaching later in life,
during graduate school.
■ In addition to working with mentor teachers, student teachers are usually
assigned student teaching supervisors from their colleges. Student teaching
supervisors typically observe student teachers weekly and regularly give them
feedback from their observations.
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9. ALTERNATIVE TEACHER
CERTIFICATION
■ Alternative certification is a term used to describe a relatively new way to obtain
state-granted teaching certificates. It began in the 1980’s, when states first
started predicting widespread teaching shortages. It has grown into a well-
regarded way for non-certified college graduates to become certified.
■ Alternative certification, just like traditional certification, is a route that leads to a
teaching certificate/license, which is granted by a particular state’s department
of education.
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10. NATIONAL BOARD FOR PROFESSIONAL
TEACHING STANDARDS AND NATIONAL
BOARD CERTIFICATION
■ State offer a voluntary form of teacher certification referred to as National
Board Certification or, less commonly National Board Teacher Certification.
It is not necessary to be able to teach in the United States, but offers perks and
distinctions that a normal state issued teacher certification does not.
■ To be eligible for an NBPTS certification you must:
■ Hold a bachelor’s degree
■ Have completed at least 3 full years of teaching/counseling experience
■ Possess a valid state teaching/counseling license for that period of time, or, if
teaching where a license is not required, have taught in schools recognized and
approved to operate by the state
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11. SPECIAL EDUCATION TEACHER
JOBS
■ Special education is a teaching method used to ensure that students with
learning, behavioral, emotional or social disorders do not fall behind on their
educational development. (ADHD)
■ Special education instructors use adapted technology, accessible lesson plans
and individualized teaching procedures to accommodate the particular needs of
students.
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12. TESOL (Teacher of English to
Speakers of Other
Languages (TESOL) )■ Allows teachers to work with non-native English speakers, both in the United States
and abroad.
■ Fields in TESOL Education
■ ESL (English as a Second Language).
■ TESOL (Teachers of English to Speakers of Other Languages)
■ TEFL - Teaching English as a Foreign Language –.
■ ESP - English for Specific Purposes – This field is most commonly associated
with Adult ESL education, and is often taught at the university level.
■ TESOL/ESL Specializations – TESOL and ESL are unique in that they can qualify
you to work with adults as well as children of all grades.
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13. TEACHER EDUCATION POLICIES
■  The typical traditional preparation program requires 100 hours of supervised
clinical experience and 600 hours of student teaching, while alternative route
programs do not require such training.
■  The two largest traditional teacher preparation programs enroll over 30,000
prospective teachers, and both are online programs: Grand Canyon University and
the University of Phoenix.
■  The large majority of enrollees in teacher preparation programs are white, non-
Hispanic; such students comprise 74% of enrollees at traditional programs, 65% at
alternative programs based at an IHE, and 59% at alternative programs not based
at an IHE.19 Comparable figures for African-American enrollees are 18%, 16%, and
9%.
■ Teacher education curriculum should me more rigorous
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14. TEACHER EDUCATION OBJECTIVES
IN USA
■ Following objectives are involved in accomplished teaching.
■ Teacher are Committed to Students and their Learning
■ Teachers Know the Subjects They Teach and How to Teach Those Subjects to
Students.
■ Teachers are Responsible for Managing and Monitoring Student Learning.
■ Teachers Think Systematically about Their Practice and Learn from Experience.
■ Teachers are Members of Learning Communities.
■ Quality teacher education for quality student education.
■ Support teachers and school leaders in providing a world-class education for every
student.
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15. REFERENCES:
■ TEACHER EDUCATION (M.ED)AIOU
■ Https://www.ets.org/praxis/
■ Https://www.ed.gov/teacherprep
■ Https://fas.org/sgp/crs/misc/R45407.pdf) Teacher Preparation Policies and
Issues in the Higher Education Act)
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16. Thank you
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