Download or read book How to Become an Oregon Teacher written by Oregon Univ. System, Eugene and published by . This book was released on 2006 with total page 40 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this Advising Guide is to assist pre-college, community college, college, and university students and faculties in understanding the admission and program requirements in becoming a teacher in Oregon. The Guide is designed to help prospective teachers know where to start, what is involved, how to become involved, and who to contact with questions. The Guide provides answers to many of the frequently asked questions regarding how to become a teacher. It provides information on the basics of licensure, teacher preparation programs, transferring from an Oregon community college, and financial aid. It directs students to the appropriate contact persons on Oregon two- and four-year campuses for additional information and advice. Appended are: (1) Teacher Standards and Practices Commission; (2) Oregon Approved Teacher Preparation Programs; (3) Other Educator Licenses--Graduate Programs; (4) Teacher Preparation Programs: Endorsements; (5) Teacher Preparation Institutions: Contact Person List; and (6) Community College Contact Person List. [This publication was adapted from "How to Become an Oregon Teacher," O-QAT, October 2002 and "An advising guide for XCC Students Who are Interested in Becoming a Licensed School Teacher," Marjorie Enneking, 2003.].

Download or read book Oregon Rules and Regulations Governing the Certification of Teachers written by Oregon. State Board of Education and published by . This book was released on 1962 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teacher Training in Oregon High Schools written by John Conrad Almack and published by . This book was released on 1921 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Oregon Teachers Monthly written by and published by . This book was released on 1899 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Oregon Teachers Monthly written by and published by . This book was released on 1915 with total page 680 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Oregon Teacher Standards and Practices Commission written by Oregon. Teacher Standards and Practices Commission and published by . This book was released on 1996 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Rural Teacher Education written by Michael Corbett and published by Springer Nature. This book was released on 2020-02-15 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book examines challenges associated with the education of teachers in and for rural places. It offers a new perspective with respect to how Canadian educators are shifting the conversation toward a hopeful discourse concerning how educators can foster meaningful rural learning environments, which will contribute to building stronger rural communities and regions. A central focus of the book is emerging reconceptualization of education, place and indigeneity in Canadian education in the wake of the Truth and Reconciliation Commission Though the challenge of addressing rural teaching and learning lies partly in the nuances and complexities of unique places, there are also common threads that affect virtually all communities in rural, regional and remote educational, cultural, economic, and social geographies. Chapters in this collection provide current research in Canadian rural education including examples and stories from the field – contributed by teachers, administrators, and superintendents – on the challenges and creative opportunities that they have discovered in their own rural context, giving hope and inspiration for what is possible. The book will appeal to all readers interested in rural education and teacher education, as well as to those concerned with educational inequality and indigenous education.

Download or read book Oregon Teachers Monthly written by and published by . This book was released on 1918 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Guidelines for Developing a Community College Teacher Education Program in Oregon written by Daniel Bentley Dunham and published by . This book was released on 1971 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt: The primary purpose of this study was to develop guidelines for planning a preservice preparation program which would encompass the critical issues in community college teacher education identified in the related literature and by national and state authorities. The secondary purpose was to suggest a plan for a community college teacher education program in Oregon by using the guidelines as the primary basis for a theoretical model of a university teacher education program. Procedures used in the study included identifying apparent critical issues in related literature and securing judgments from two panels of national and state authorities on the importance of these and other issues in planning and developing a preservice preparation program for community college teachers. A modification of the Delphi Technique used in conducting surveys of national and state panels of experts achieved procedural objectives for securing judgments on issues and provided comments and suggestions for additional issues not found in the literature. The Technique was useful in producing increasingly higher levels of agreement by panel members on refined statements, through successive rounds of surveys. Findings of the study were based primarily upon pooled data from both panels of experts. Agreement within and between panels on individual items was analyzed, and comparisons were made to assess congruity with issues extracted from related literature. Findings were summarized in a priority list of critical issues. Priority was based upon high to low agreement level judgments of experts and congruity of those judgments with issues identified in the literature. Guidelines were based primarily upon the priority list of critical issues. Guidelines 1. Field experience or internship in a community college should be provided all prospective community college teachers. 2. Preparation programs should be sufficiently comprehensive to provide for mastery of subject matter in a substantive field leading to a master's degree and for emphasis upon courses or experiences in: a. Use of teaching aids and techniques. b. Philosophy and objectives of the community college. c. The community college student, his nature, needs and background. d. Effective communication, participation in faculty activities and decision making groups and adequate functioning beyond the classroom. e. Understanding and use of research in teaching. 3. Selected teachers presently working in community colleges should be involved in the planning and design of preservice preparation programs. 4. The attitudes of community college administrators toward preservice preparation of their teachers should be determined, and the administrators should be involved in program planning and development. 5. If universities are to have a primary role in providing preparation programs for community college teachers, present teacher education programs should be studied in depth, and, where findings indicate needed changes, recommendations should be made for modification, expansion or adjustment of such programs. 6. Adequate systems for selection and recruitment of prospective community college teachers should be developed. 7. Cooperative arrangements between community colleges and universities should be developed in order to maximize the effectiveness of: content and professional preparation; internships and field experiences; planning, development and review of programs; use of physical and personnel resources between institutions, and; overall coordination and communication of the teacher education program. 8. Effective systems for follow up and evaluation of teachers should be developed cooperatively by universities, community colleges and related resource agencies. 9. Roles, responsibilities and resources of related educational, public and private agencies should be determined and plans made for their involvement in program planning, development and implementation. 10. Sole dependence upon community college inservice programs for preparation of prospective teachers should be avoided. 11. Collectively, community colleges can provide an important source of information and resources for preservice preparation programs. 12. Programs for the preservice preparation of community college teachers should be designed with built-in flexibility in order to retain sensitivity to the changing and special needs of the community college. The guidelines are the primary conclusion of the study. Other conclusions are based upon additional findings not encompassed by the guidelines. Certain implications for program development in Oregon are presented on the basis of related elements found in the process of conducting the study. Recommendations A theoretical model of a community college teacher education program in Oregon is proposed as the cumulative recommendation of the study. The model is based upon the findings, the guidelines developed from critical issues and the conclusions and implications presented. Six major elements in the theoretical model include: 1. Program Planning, Development, Implementation and Review Responsibility II. Administration and Governance III. Instructional Program IV. Field Relations V. Teacher Recruitment and Selection VI. Follow Up and Evaluation of Teachers.

Download or read book Becoming a Teacher written by Melinda D. Anderson and published by Simon & Schuster. This book was released on 2020-09-01 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: An illuminating guide to a career as a teacher written by acclaimed journalist Melinda D. Anderson and based on the real-life experiences of a master teacher—essential reading for anyone considering a path to this profession that changes lives. Go behind the scenes and be mentored by the best in the business to find out what it’s really like, and what it really takes, to become a teacher. Educators are the bedrock of a healthy society, and the exceptional ones have a lasting impact. The best teachers surpass mere instruction to cultivate and empower students beyond school. In LaQuisha Hall’s classroom, students are “scholars,” young ladies are “queens,” and young men are “kings.” The Baltimore high school English teacher’s pioneering approach to literacy has earned her teacher of the year accolades, and has established her as a visionary mentor to the young black men and women of Baltimore. Acclaimed education writer Melinda D. Anderson shadows Mrs. Hall to reveal how this rewarding profession changes lives. Learn about Hall’s path to prominence, from the challenging realities of her rookie year to her place of excellence in the classroom. Learn from Hall’s inspiring approach and confront the critical issues of race, identity, and equity in education. Here is how the job is performed at the highest level.

Download or read book Oregon Teachers Monthly Volume 21 written by Oregon State Teachers' Association and published by Legare Street Press. This book was released on 2023-07-18 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explore the world of American education in the late 19th century with this fascinating publication. The Oregon Teachers Monthly provides an insightful look into the challenges and triumphs faced by teachers in Oregon at the time. With a focus on practical classroom advice, this volume is an invaluable resource for anyone interested in the history of teaching and education in the United States. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Download or read book Standards for the Approval of Oregon College and University Teacher Education Programs written by Oregon. Teacher Standards and Practices Commission and published by . This book was released on 1974 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Toward Excellence in Oregon Teacher Education written by and published by . This book was released on 1981 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The New Teacher Book written by Terry Burant and published by Rethinking Schools. This book was released on 2010 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.

Download or read book Objectives Course Content and Preparation of Teachers for Psychology Classes in Oregon High Schools written by Robert Joseph Kremer and published by . This book was released on 1968 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Problem The purpose of this investigation was to examine the status of high school psychology in the state of Oregon by comparing Oregon high school psychology with (1) general information from the literature, (2) information obtained from a survey of 130 high school psychology teachers in the United States, (3) information obtained from 31 psychologists known to be interested in high school psychology, and (4) information obtained from the Oregon State Department of Education. Procedure A questionnaire was developed, validated, and sent to 37 teachers of high school psychology in Oregon as identified by the Oregon State Department of Education. All teachers returned the questionnaire. Information from the questionnaire was compared with similar information from the literature, from 130 psychology teachers in the nation, from 31 psychologists, and from the Oregon State Department of Education. The Chi Square test was used to compare the differences between the Oregon teachers and the other groups. Since the information from the Oregon State Department of Education was not appropriate for the Chi Square test, the Spearman Rank Correlation Coefficient was also computed for all the data. Finally, the data provided by the Oregon teachers were used to establish groups based on selected variables. Size of school, length of the course, experience of the teachers, other courses taught, and the future plans of the students were the variables used. Findings The results of the Spearman test show that the objectives stressed in high school psychology classes in Oregon are not like those stressed or considered to warrant emphasis by the three criterion groups. Considering the individual objectives, all three groups indicate that they would stress the Scientific objective to a significantly greater degree than the Oregon teachers do. Both the psychologists and the national teacher sample disagree with the emphasis placed by the Oregon teachers on the Learning, Family Living, and Philosophy of Life objectives. There is no area where all three criterion groups agree with the Oregon teachers. Only in the Individuality course content area do all three criterion groups agree with the emphasis by the Oregon teachers. Only in the Learning and Thinking area do all three groups disagree with the Oregon teachers. Although the psychologists and the national teacher sample indicate significantly more time should be spent in the Learning and Thinking area, the Oregon State Department of Education indicates that less time should be spent in this area than the Oregon teachers actually spend. Using the Spearman test, two of the criterion groups agree with the national teacher sample and the Oregon State Department of Education. Both of these groups are adequate predictors of the content of psychology as taught in Oregon while psychologists are not. Establishing certification requirements for teachers of high school psychology seems to be a very difficult task. Psychologists generally want to set the standards too high for psychology teachers to meet. The Oregon State Department of Education makes no effective statement concerning required preparation. Yet the Oregon teachers are generally prepared better than the average of psychology teachers in the United States. Comparing various groups of Oregon teachers to each other revealed very little difference in the content of the courses or the objectives for the course no matter what variables were used to divide the groups. Summary and Conclusions On the basis of the data collected, little similarity was found between the three criterion groups and the Oregon high school psychology teachers. The present study points to the necessity of more research on high school psychology, the need for more specific training, and the desirability of an organization of high school psychology teachers.

Download or read book Teaching Oregon s Children written by Oregon. Department of Education and published by . This book was released on 1957 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Character Education a Manual for Oregon Teachers written by Oregon. Office of Superintendent of Public Instruction and published by . This book was released on 1930 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: