I found that it is usually easy to find information on the SDE website. However, I need your help with this one:
I have a bachelor's degree, I hold a valid TESOL K-12 certificate in Connecticut, I have completed these two courses:
FLA 518 Instruction for English Learners
SED 225 Introduction to Exeptionlalities
(these seem to be required)
"Individuals who hold a valid Connecticut certificate endorsed for bilingual education or TESOL are not required to hold a separate adult education endorsement for teaching English to Non-English Speaking Adults." (copied and pasted from SDE website)
Does this mean I do not need an additional certificate and I can just apply for openings in the state of CT?
If not, can I teach English to Non-Speaking Adults? If so, please direct me to the right link so I can fill the form that is necessary for this endorsement. I would like to start in the Fall but I could even start this summer if there are any openings.
On 5/23/10, Mel wrote: > Hello, > > I found that it is usually easy to find information on the > SDE website. However, I need your help with this one: > > I have a bachelor's degree, I hold a valid TESOL K-12 > certificate in Connecticut, I have completed these two > courses: > > FLA 518 Instruction for English Learners > > SED 225 Introduction to Exeptionlalities > > (these seem to be required) > > "Individuals who hold a valid Connecticut certificate > endorsed for bilingual education or TESOL are not required > to hold a separate adult education endorsement for teaching > English to Non-English Speaking Adults." (copied and pasted > from SDE website) > > Does this mean I do not need an additional certificate and > I can just apply for openings in the state of CT? > > > If not, can I teach English to Non-Speaking Adults? If so, > please direct me to the right link so I can fill the form > that is necessary for this endorsement. I would like to > start in the Fall but I could even start this summer if > there are any openings. > > > Thank You So Much >
I am president of World Language Exchange, based in Bridgeport CT and I am hiring ESL teachers for this fall for adults. Rate of pay is above average. 203-209-4662 or [email removed];
I am an innercity teacher moving to CT looking to work in a city district. I am bilingual, have lots of experience and lots to offer...however, it looks like none of the districts have posted any jobs that are not internal! When does CT release jobs to the general public? Whats the job market in those dstricts such as Hartford, New Britain??
On 5/29/10, Jenn wrote: > On 5/27/10, Susanna wrote: >> If you speak Spanish, here's a bilingual middle school >> opening for you: >> >> [link removed]!!
1. As student achievement and a greater understanding of curriculum have become more relevant, what are some ways you have found to apply curriculum to previous knowledge? 2. Technology seems to be the way in which education is steering itself. Some believe that technology can lead the way and eventually produce better schools, while others believe that there may be long-term consequences that are not being considered in the rush to use technology. What are your thoughts on this issue? 3. NCLB states that the equitable distribution clause requires states to take steps to “ensure that poor and minority children are not taught at higher rates as other children by inexperienced, unqualified, or out-of-field teachers.” What are you beliefs on this subject and why? 4. How do you view the NCLB act? What is your opinion on the matter? 5. In your years of experience do you feel that your teaching philosophy has helped or harmed your classroom? Have you had to change it? 6. How do you talk to a parent who may not agree with you as a teacher? 7. What steps do you take in the classroom to implement NCLB while obtaining Higher Order Thinking levels for those students? 8. How does your overall school mission coincide with your classroom philosophy that addresses a safe learning environment? 9. How do the styles/ methods you use today differ from those that you used when you first begin teaching, what brought about the change? 10. In your opinion what should the desired outcome (socially, economically, and politically) of the teacher be when teaching students?
The "being taught by out-of field teachers is not germane to poor areas.
There was an opening in my home district for a math teacher. I have a B.A. in math, and will be attending graduate school this fall for my M.A. in General Math. I wasn't even looked at for the position in this rural district in a somewhat upscale neighborhood. I bet if I were an engineering major with a whopping 30 credits in math instead of my 48, they would have rolled out the red carpet. Chances are, I'll be working in an inner city school in the fall.
Last September, I was offered a position in Fairfield County, put passed due to the distance consideration. I'm still waiting for Hartford to call me for an interview. (They must be busy whining about the "math teacher shortage")
So, the "you get the better teachers in the 'burbs" is a bunch of B.S.)
On 6/12/10, Diane Sachtleben wrote: > Please I would appreciate any teachers with the experience > of 3, 5, 10 & 15 years of experience to participate in > answersing these questions. I only > need 4 more teachers, one with 3 yrs exp, 5 yrs, 10 yrs, > and 15 yrs. Thank you in advance. > > 1. As student achievement and a greater understanding > of curriculum have become more relevant, what are some ways > you have found to apply curriculum to previous knowledge? > 2. Technology seems to be the way in which education > is steering itself. Some believe that technology can lead > the way and eventually produce better schools, while others > believe that there may be long-term consequences that are > not being considered in the rush to use technology. What > are your thoughts on this issue? > 3. NCLB states that the equitable distribution clause > requires states to take steps to “ensure that poor and > minority children are not taught at higher rates as other > children by inexperienced, unqualified, or out-of-field > teachers.” What are you beliefs on this subject and why? > 4. How do you view the NCLB act? What is your opinion > on the matter? > 5. In your years of experience do you feel that your > teaching philosophy has helped or harmed your classroom? > Have you had to change it? > 6. How do you talk to a parent who may not agree with > you as a teacher? > 7. What steps do you take in the classroom to > implement NCLB while obtaining Higher Order Thinking levels > for those students? > 8. How does your overall school mission coincide with > your classroom philosophy that addresses a safe learning > environment? > 9. How do the styles/ methods you use today differ > from those that you used when you first begin teaching, > what brought about the change? > 10. In your opinion what should the desired outcome > (socially, economically, and politically) of the teacher be > when teaching students? >
We currently have over 200 unique worksheets for the following topics: Addition Worksheets Subtraction Worksheets Multiplication Worksheets Division Worksheets Money Worksheets Telling Time Worksheets Fractions Worksheets Factors Worksheets Kindergarten Worksheets Greater Than Less Than Worksheets Place Value Worksheets Rounding Worksheets PEMDAS Worksheets Graphing Worksheets Radicals Worksheets Mean Mode Median Worksheets
I'm an American now living and teaching screenwriting & filmmaking in Vancouver.
My new primer, FILMMAKING WIZARDRY is available for teachers wanting to introduce filmmaking into their classrooms this fall. The book is a step-by-step guide to the filmmaking process, with lots of check lists and links to broaden your knowledge of the craft.
And, there's a special discount for teachers who buy in bulk too, so you can share the book with your students OR use it as a fund-raiser for your school!
Introduce some creative chaos to your classroom this fall and have FUN!
Hi, I am currently organizing a postcard exchange project for the 2010-2011 school year. (In case you don't know what this is, it is a chance for you to share really cool facts about your state with the 49 other states. You also get to learn about 49 other states and classrooms because you will in return get a postcard from each of the other states...See MoreHi, I am currently organizing a postcard exchange project for the 2010-2011 school year. (In case you don't know what this is, it is a chance for you to share really cool facts about your state with the 49 other states. You also get to learn about 49 other states and classrooms because you will in return get a postcard from each of the other states.) Great geography lesson! This year, we won't be starting this project until January 2011. Many people had a hard time getting started at the beginning of the school year last year. We had a really successful turnout though. I am just filling slots for the teachers who haven't reponded back that they want to participate again. I will be providing a lot of information and ideas to you as soon as the slots have all been filled. If you are interested in committing to this project, please email me and give me your full name, school name, school address, grade you teach, and an email address that you check frequently. I will respond back to you. Once you are on board, you will need to get 49 state postcards for the project. Start looking now!! Some have a hard time finding the postcards. You can also make your own at Vistaprint.com.
I also am organizing a leaf exchange project starting in October 2010. If you are interested in this project let me know and I will write your information down and get back to you as soon as I have at least 30 participants. You will need to think of at least three different types of trees that you could use. In a snipit, you would press enough leaves for at least 30 participants and then glue each one on a 6x6 card, which will need to be laminated and labled with both the tree name and state it comes from. More details to come. Please email if you are a serious participant. Thanks!
Notice how trhey want two years of URBAN teaching experience. Call up the CT DHE and ask why math is still considered a shortage area, and you will be told that "as long as the inner cities can't find math teachers, it is a shortage area". So what happens? Programs like ARC exist to address the "shortage problem", passing Praxis 2 scores are lowered, even though there are many applicants/position in the suburbs.
This is akin to lowering the MCAT requirements for med school, because we can't find enough physicians willing to work in Camden, N.J.
I still maintain that the applicant pool is full of those who took the Praxis 2 several times to pass, those who majored in economics, computer science and other "closely related (to math)" majors to get their whopping 30 credits in order to get certified.
As a math major (and a graduate student in math), I worked very hard to get where I am academically. I'm sick and tired of math beaing advaertised as a "shortage" area when it is NOT, as D.Craven correctly pointed out. See ya.
On 7/31/10, D. Craven wrote: > On 7/31/10, D. Craven wrote: I think Bridgeport is looking for math > teachers. I don't think they are requiring two years experience. >> On 7/28/10, Math teach wrote: >>> >>> Well, then, other distrcits in Hartford , New Britain STILL >>> claim to have a shortage of teachers, especially math/science. >>> >>> I was asked at an interview at a New Britain job fair why >>> I "wanted to teach in an inner city". Gee, Mr. Administrator: I >>> wanted to address the math teacher shortage so as to remove it >>> from the shortage classification, and maybe let math teachers >>> who know math teach math! >>> >>> In this day when we have many applicants for one position for >>> math, I don't think raising the passing Math Praxis 2 back to >>> 142 (or higher) is too much to ask. Cheers. >>> >>> On 7/27/10, Anonymous wrote: >>>> Keep in mind that this is Achievement First, a special kind of >>>> charter school, not the regular Bridgeport school district. >>>> They don't have a "shortage" and have always asked for 2 years >>>> of urban education experience. >>>> >>>> >>>> >>>> On 7/17/10, Math Teach wrote: >>>>> Yet another teaching vacancy in the inner cities: >>>>> >>>>> [link removed]
I have another friend who had a middle school math position via networking by her student teaching advisor and then was told they had to give it to a "tenured teacher whose position was eliminated".
Speaking of which, this year DHE only declared HIGH SCHOOL math as a shortage area, for the first time ever it took middle school math off the list.
On 8/02/10, Math Teach wrote: > > If Bridgeport STILL can't get enough math teachers, then perhaps they > should hire them on DSAP permits. > > I still maintain that the applicant pool is full of those who took the > Praxis 2 several times to pass, those who majored in economics, computer > science and other "closely related (to math)" majors to get their > whopping 30 credits in order to get certified. > > As a math major (and a graduate student in math), I worked very hard to > get where I am academically. I'm sick and tired of math beaing > advaertised as a "shortage" area when it is NOT, as D.Craven correctly > pointed out. See ya. > > On 7/31/10, D. Craven wrote: >> On 7/31/10, D. Craven wrote: I think Bridgeport is looking for math >> teachers. I don't think they are requiring two years experience. >>> On 7/28/10, Math teach wrote: >>>> >>>> Well, then, other distrcits in Hartford , New Britain STILL >>>> claim to have a shortage of teachers, especially math/science. >>>> >>>> I was asked at an interview at a New Britain job fair why >>>> I "wanted to teach in an inner city". Gee, Mr. Administrator: I >>>> wanted to address the math teacher shortage so as to remove it >>>> from the shortage classification, and maybe let math teachers >>>> who know math teach math! >>>> >>>> In this day when we have many applicants for one position for >>>> math, I don't think raising the passing Math Praxis 2 back to >>>> 142 (or higher) is too much to ask. Cheers. >>>> >>>> On 7/27/10, Anonymous wrote: >>>>> Keep in mind that this is Achievement First, a special kind of >>>>> charter school, not the regular Bridgeport school district. >>>>> They don't have a "shortage" and have always asked for 2 years >>>>> of urban education experience. >>>>> >>>>> >>>>> >>>>> On 7/17/10, Math Teach wrote: >>>>>> Yet another teaching vacancy in the inner cities: >>>>>> >>>>>> [link removed]
I have an interview this week with a school that uses reading and writing workshop by Lucy Calkins.I am already familiar with writing workshop. I was wondering if someone could tell me briefly what a reading block would look like if you did a reading workshop lesson plus guided reading and centers?
On 5/23/10, Mel wrote: > Hello, > > I found that it is usually easy to find information on the > SDE website. However, I need your help w...See More