Certifying T&I Teachers.

Certifying T&I Teachers. Quality, particularly its relationship to teacher preparation, is ahot topic in the academic environment. Various initiatives--such asnational certification national certificationLab medicine A voluntary form of regulation that affirms that a person has the knowledge and skill to perform essential tasks in a given field, in the lab or in nursing; NC is granted by nongovernmental agencies or associations with , alternative certification and efforts toprofessionalize pro��fes��sion��al��ize?tr.v. pro��fes��sion��al��ized, pro��fes��sion��al��iz��ing, pro��fes��sion��al��iz��esTo make professional.pro��fes teaching--have increased emphasis on the development ofindicators of quality for the continuing professional development CPD is the means by which members of professional associations maintain, improve and broaden their knowledge and skills and develop the personal qualities required in their professional lives. ofteachers. Nowhere has this been more evident than in trade and industrial(T&I) education. The National Association of Industrial andTechnical Teacher Educators (NAITTE NAITTE National Association of Industrial and Technical Teacher Educators ) has worked diligently to craftstandards of quality for the certification of secondary T&Iteachers. The standards are designed as a guide for state educationagencies certifying T&I teachers and seek to establish benchmarksfor the improvement of teacher education programs nationwide. These standards are intended to serve as principles to directaction and not as a mandate that all T&I teacher education programsmust meet. Historically, T&I teachers have had perhaps the mostdiverse range of experience and educational preparation of any educatorsseeking certification. Some have years of occupational experience withlittle or no postsecondary education while others may be collegegraduates with no work experience. This has led to a wide variance inteacher preparation programs and state certification requirements forT&I teachers. The standards suggested by NAITTE are documented in "Standardsof Quality for the Preparation and Certification of Trade and IndustrialEducation Teachers," an article that outlines two types ofstandards. The first type addresses the process, or delivery, of T&Iteacher education as a lifelong series of professional developmentactivities. The second category examines instructional and curricularaspects. Levels of certification NAITTE has developed three levels of proficiency for T&Ieducation. These are: * Associate teacher: completion of a two-year technicalassociate's degree as��so��ci��ate's degreen.An academic degree conferred by a two-year college after the prescribed course of study has been successfully completed. program and verified work experience oroccupational certification through a recognized agency. * Qualified teacher: completion of a bachelor's degree programfrom a state and/or nationally accredited accreditedrecognition by an appropriate authority that the performance of a particular institution has satisfied a prestated set of criteria.accredited herdscattle herds which have achieved a low level of reactors to, e.g. program. * Master teacher: possession of a master's degree master's degreen.An academic degree conferred by a college or university upon those who complete at least one year of prescribed study beyond the bachelor's degree.Noun 1. with fiveyears of successful teaching experience. The NAITTE standards proposethat a teacher meeting this level be granted permanent T&Icertification. Instructional standards Instructional standards comprise six broad areas that addresscurricular content and instructional aspects of T&I teaching. Theseareas, designed to assist an associate-level teacher in reaching thequalified teacher status Qualified Teacher Status (QTS) is required in England and Wales to become, and continue being, a teacher in the state and special education sectors. Similar statuses exist in the rest of the United Kingdom (Scotland and Northern Ireland), but under different names. , are. * Instruction: T&I teachers should have the skills necessary toemploy a wide range of instructional methods to engage students in thelearning process, to integrate vocational and academic concepts, tocoordinate classroom and work-based learning and to articulate secondaryand postsecondary programs. * Curriculum: T&I teachers must teach the curriculum andreinforce development and instructional planning skills that incorporatework-related and technical aspects of a given occupation. * Special populations of students: T&I teachers must beprepared to address the instructional assistance requirements of specialneeds students. * Laboratory organization and management: All T&I teachersshould be competent in the organization and management of their lab inorder to reflect industry standards, promote student learning andprovide a safe learning environment. * Linkages with stakeholder stakeholdern. a person having in his/her possession (holding) money or property in which he/she has no interest, right or title, awaiting the outcome of a dispute between two or more claimants to the money or property. groups: The success of every T&Iprogram hinges on securing the support of relevant stakeholders StakeholdersAll parties that have an interest, financial or otherwise, in a firm-stockholders, creditors, bondholders, employees, customers, management, the community, and the government. , such asparents, teachers, administrators, business and industry personnel,postsecondary institutions and legislators. * Projection of a positive public image: T&I teachers mustdevelop objectives for their programs that are congruent con��gru��ent?adj.1. Corresponding; congruous.2. Mathematicsa. Coinciding exactly when superimposed: congruent triangles.b. with the needsof business and industry. They must use advisory committees, assiststudents with obtaining employment or further education and performother duties that will maintain positive relations with critical supportgroups. These six areas have competency indicators for making certificationassessments and for evaluating T&I teacher education programs. TheNAITTE standards represent a first step in developing a set ofconsistent, widely accepted principles for the preparation andcertification of secondary T&I teachers. Implementation of such principles will ensure that all T&Iteachers, be they novices or those with years of experience, will havethe skills to meet the needs of all their students. For more information on the standards, explore the NAITTE Web siteat: http://osu.orst.edu/dept/naitte/. Tom Walker is a professor and director of Temple University'sCenter for Vocational Education vocational education,training designed to advance individuals' general proficiency, especially in relation to their present or future occupations. The term does not normally include training for the professions. Professional Personnel Development inPhiladelphia, IN THIS REPORT This Division Report details technical and industrial (T&I)teaching certification standards designed by The National Association ofIndustrial and Technical Teacher Educators. Chris Zirkle, field editor of this Division Report, is an assistantprofessor in the School of Technology at Indiana State University Indiana State University,main campus at Terre Haute; coeducational; est. 1865 as a normal school, became Indiana State Teachers College in 1929, gained university status in 1965. There is also a campus at Evansville (opened 1965). inTerre Haute Terre Haute(tĕr`ə hōt, tĕr`ē hŭt), city (1990 pop. 51,483), seat of Vigo co., W Ind., on the Wabash River; inc. 1816. .