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CAREER IN TEACHING Career and Job Highlights for Preschool,
Kindergarten, Elementary and High School Teachers
Public school teachers must meet three requirements before teaching:
receive licensure in their state, complete an approved teacher education
program, and have no less than a bachelor’s degree.
Alternative licensing programs are offered in numerous States, especially
for positions that are hard to fill, to draw people into the teaching
profession.
There will be plenty desirable job openings as many teachers retire over
the next ten years, most notably at the secondary school level. These job
opportunities will somewhat vary depending on the geographic location of
the school and subject area being taught.
Career Overview for Secondary Education Teachers
As they try different methods to help students learn and apply concepts in
subjects such as math, history, or science, teachers facilitate
interactive discussions and activity-based approached learning. To help
children grasp abstract concepts, solve queries, and develop critical
thinking skills, they may use “manipulatives” or “props”. Teachers may use
more sophisticated materials with older children such as computers,
science equipment, or other electronics.
Students work in groups and attempt to solve problems together as more and
more teachers place emphasis on collaboration. This trend results
conscience efforts made by educators to prepare students for the
workforce. Students must be able to work with their peers, adjust to
changing technology, and have logical reasoning skills to be ready for the
transition into the work place. Students develop these skills in the
environment established by their teacher.
Children’s development is greatly affected by preschool, kindergarten, and
elementary school teachers. The way they view themselves and the world is
shaped by what they learn and experience during these early years. This
image can influence the degree of success children attain in their later
years at work, school, or in their personal lives. Children are introduced
to math, language, science and social studies by their preschool,
kindergarten, and elementary school teachers. These teachers use various
techniques to help their students learn these basic skills, such as
videos, computers, artwork, music, games, and other activities.
Interactive activities and play help preschool children learn. Preschool
teachers use children’s play to teach many important concepts. Stories,
rhyming games, and role play develop language and vocabulary; sharing
crayons with a neighbor while coloring increases social skills; and
teaching the children how to mix colors when painting or count beads as
they are strung on a necklace introduce scientific method and mathematical
concepts. Hence preschool teachers help their students learn though
creative activities such as music, movement, art, and in other less formal
approaches. The class may be structured for both small-group lessons and
individual instruction. Kindergarten teachers use these types of hands-on
teaching techniques as well, although academics begin to take an
increasing role. Concepts that were introduced in preschool, such as
phonics, numbers, colors, and letter recognition are taught primarily at
the kindergarten level.
Generally one group of students has one elementary school teacher that
instructs them in many subjects. In some areas, a classroom is shared by
two teachers who work as a team, sharing responsibility for the group of
students with each other. Some elementary schools have teachers that
instruct one subject to many students, these are usually special subjects
such as physical education, music, art, or reading. Although it is
becoming more popular, a small number of classrooms are multileveled,
where teachers instruct a group of students who are all at different
learning levels.
Students study the subjects introduced in elementary school more in depth
with their middle school teachers and secondary school teachers. Students
are introduced to the world at this level. Middle and secondary school
teachers instruct in a single subject area, such as English, French, math,
chemistry, or choir. They may also teach courses that focus on occupations
or careers. Educators, who teach students field-specific skills in areas
such as mechanics, healthcare, computer technology, and wood work, are
called vocational education teachers, or also career and technical or
career-technology teachers. The courses they teach are often in skill
areas that local employers are seeking and lead to internship and
employment opportunities for students. Businesses and companies may also
provide funding for the program and offer suggestions for the curriculum.
These programs are frequently built and supervised largely by vocational
teachers. Middle and secondary school teachers may also have other
responsibilities in addition to their classroom including involvement in
career guidance and job placement centers and conducting post graduation
follow-up reports with students.
Many teachers use a wide range of technology aids in their classes
including videos, the use of overhead projectors, power point
presentations and other computer generated programs, audio clips, and many
other tools. Computers bring a wide range of resources to the class room
such as the Internet and educational software which allow students to
participate in interactive learning. Students can use the Internet to
communicate with students all over the world or find vast amounts of
information for research projects. Computers are commonly used to teach
basic math or language skills. Most teachers use computers to perform
clerical duties as in recording grades, and as an easy way to communicate
with administration and other teachers in the school, parents and
students. Some teachers even have their students submit their work via the
e-mail, or electronic mail. It is important that teacher’s computer skills
are constantly updated so they take advantage of the newest technology in
their classrooms.
As minority populations increase in most parts of the country, many
teachers work with students from diverse religious, racial, and ethnic
backgrounds. Teachers must know how to work effectively with a varied
student body. To help teachers be successful some schools provide
workshops to help teachers enhance their awareness and understanding of
different cultural issues. Regardless of the specific cultural make-up of
their classroom, many teachers include multicultural subject matter into
their curriculum.
Teachers use many strategies to help meet the particular needs of their
students and help them learn. They may prepare lectures for the group or
work one-on-one with students. There are many tasks that teachers must
perform both in and out of the classroom. During class they assign
homework, administer tests, listen to student presentations, and manage
student behavior. Teachers spend out of class time making lesson plans and
examinations, grading assignments and tests, preparing report cards,
answering any student questions, and meeting with parents or other staff
members to share concerns they may have about their students. Teachers
always must monitor and evaluate their student’s progress and potential
and are being asked to do so using new testing methods. Instead of having
a multiple choice test indicate student learning, teachers may have
students compile a portfolio of their artwork, or writings to evaluate
their performance in these areas.
Teachers have obligations outside of their classroom which might include
supervising homerooms and study halls, accompanying students on field
trips, or monitoring extracurricular activities such as dances or class
events. If teachers discover students with physical or mental problems
they refer them to the proper service to get help. There are also
workshops and education conferences for teachers to attend.
A recent trend in school administration is site-based management. This
program has allowed teachers and parents to play a bigger part in helping
make management decisions for the school. Teachers at many schools help
make decisions about textbooks, teaching techniques, the budget, and
planning curriculum.
Secondary Education and Teacher Career Training and Job Qualifications
Teaching licenses for public school educators are required in every state
in the country and in the District of Columbia. Employees at private
schools need not be licensed. The State Board of Education or a licensure
advisory committee typically awards licensure. There are specific licenses
designed for the grade level teachers work at. A license to teach the
early childhood grades applies to preschool though third grade, an
elementary license includes grades one through 6 or 8, the middle grades
include grades 5 through 8, and there are secondary-education subject
licenses for grades 7 though 12. There are also licenses for teaching a
special subject, music or physical education for example, which usually
apply to grades kindergarten though 12.
Each State has different requirements to earn a regular license that
allows you to teach kindergarten though grade 12. Although every state
requires general education teachers to complete an approved teacher
training program that has a certain number of subject and education
credits and have a bachelor’s degree. Qualifications such as technology
training and a certain grade point average are requirements in some
states. Teachers in many States must earn a master’s degree in education
within a particular amount of time after they start teaching.
Before applicants can obtain a teacher’s license they must pass
examinations that test their competency level of basic skills, such as
teaching, reading, and writing, in almost every State. In addition,
teachers in almost all States must demonstrate proficiency in their
subject as well. Performance-based systems for licensure are popular as of
late, where teachers must not only pass a test in their subject matter but
must also demonstrate adequate teaching performance over an extended
period of time to gain a provisional license. Teachers must attend
workshops and other continuing education programs to renew their teaching
license in most States. There are reciprocity arrangements in most States
that make it easier for licensed teachers in one State to receive
licensure in another.
Those who have bachelor’s degrees in subjects they can teach but have not
taken the education classes necessary for a regular teaching license can
receive a license through alternative programs in most States. These
alternative licensure programs were initially created in response to
teacher shortages in particular subjects, such as science and mathematics.
Since then people who are in transition from another career to the
teaching profession or those who have recently graduated from college are
attracted into teaching by the alternative licensure programs. There are
programs that quickly launch people into teaching with provisional
licensure. If they demonstrate adequate improvement while working for 1 or
2 years under the careful supervision of experienced educators, and are
also taking education classes before or after the school day, they earn a
regular licensure. Other programs grant licensure to college graduates
once they have completed classes they lack for a license. Participants in
this program can usually obtain licensure after 1 or 2 semesters of
full-time study. There are programs that award a teaching license as well
as a master’s degree in education to teachers who need licensure. When
schools cannot attract qualified teachers to fill positions States may
offer emergency licenses to applicants without regular licenses.
Teachers of vocational and academic subjects share many of the same
requirements for teaching in many States. Although some States will grant
licensure to vocational education teachers without a bachelor’s degree as
long as they can demonstrate competency in their field. This is due
largely to the importance placed on knowledge and practice in the field
which can be obtained without necessarily having a degree. However these
teachers may be required to complete a certain amount of education
courses.
Preschool teachers have different licensing requirements in each State.
Private preschool teachers have generally lower requirements to meet than
public preschool teachers. Depending on the State requirements could range
from receiving certification by a nationally recognized authority to
having an associate’s degree or a bachelor’s degree in early childhood
education. The most common type of certification is the Child Development
Associate (CDA) credential. To receive this credential, applicants must
have a combination of classroom training, experience working with
children, and pass a general competency test.
Professional certification may be offered to kindergarten though high
school teachers whose proficiency exceeds that required for a license. A
voluntary national certification is offered by the National Board for
Professional Teaching Standards. Teachers must first have sufficient
experience in the field to become nationally accredited; then they must
demonstrate their abilities by assembling a portfolio of their work in the
classroom and pass a written evaluation and assessment of their teaching
knowledge. Depending on the age of the students they work with and
possibly on the subject they teach, teachers may presently become
certified in many areas. For instance, teachers may become certified as
early childhood music specialists or obtain a certificate for teaching
Math to late adolescents (ages 15 to 18). National certification is
recognized by all States, and many offer special benefits to teachers with
this qualification. Fee waivers for continuing education and certification
courses and salary raises are examples of these benefits. Nationally
certified teachers may carry their license from one State to another as
well.
Currently there are more than 550 teacher education programs in the United
States that are accredited by the National Council for Accreditation of
Teacher Education. Students are not allowed to apply to admission to
teacher education programs until their sophomore year at many 4-year
colleges. Education programs designed for future kindergarten and
elementary school teachers typically include courses in general subject
areas, such as art, music, social science, physical science, math, and
juvenile literature, in addition to professional education courses in
subjects such as multicultural education, philosophy of education,
behavior and learning theories, and teaching methods. Students planning on
teaching at the secondary level generally major in a subject they want to
teach while also participating in a teacher preparation program. Computer
and other technology classes are part of the mandatory curriculum for
accredited teacher education programs. A student-teaching internship is
part of most programs.
Some universities form partnerships with school districts to create
professional development schools. After completing a bachelor’s degree,
students enter this one year teaching program where they experience a year
of teaching at an elementary or secondary school, while continuing
professional training at the university. These programs are found in many
States.
Teachers must have many other skills in addition to knowledge in their
subject to be successful teachers. They must have good report with their
students and be able to foster trust and confidence in them. The ability
to communicate and understand their students’ emotional and academic needs
is critical. Teachers should have the flexibility to apply different
teaching strategies to cater to individual needs and cultural differences
to help students achieve high standards. They need to be resourceful,
tolerant, trustworthy, and organized. Teachers need to work well with all
people, not just their students but parents, other faculty members, and
people in the community as well.
Teachers may become curriculum consultants, school librarians, reading
specialists, or guidance counselors with a little extra training. Although
there may be many applicants for few positions, teaches may advance to
become administrators or supervisors. Teachers with a lot of experience
can become senior or mentor teachers in some systems, earning higher
salaries for the added duties. In addition to their own teaching
responsibilities they act as a mentor to guide and assist new or less
experienced teachers. Preschool teachers usually begin as assistant
teachers, and can advance to be a teacher, then a lead teacher—who
generally instruct more than one class—and lastly, to director of the
center. Bachelor’s degree holders who teach preschool are usually
qualified to teach kindergarten though third grade as well. It typically
pays more to teach at these higher grades.
Teacher Job and Employment Opportunties
Over the next 10 years employment openings for teachers will range from
good to excellent, depending on the subject taught, grade level, and
geographic location. A large number of teachers are expected to retire
which will be the cause for many of the openings. Other openings will
result from the high turn over rate of new teachers, particularly those
working in poor, urban schools. In some locations competition for
qualified teachers is expected to continue, causing schools to offer more
bonuses and higher pay to lure teachers from other districts and States.
A major factor affecting teacher demands is student enrollment numbers.
Enrollments are predicted to increase at a slower rate than in the past
though 2012. Fewer young children will begin school after students from
the baby-boom generation grow older. Average employment growth for
preschool through secondary grade teachers will be a result. Obviously
estimated enrollments will differ depending on the geographic location of
the school. The most substantial enrollment growth will be in the
fast-growing States in the South and West, most notably in New Mexico,
Alaska, Hawaii, Texas, California, Georgia, and Idaho. Enrollments that
remain fixed or drop are projected in the Northeast and Midwest.
Employment opportunities for teachers also depend on the subject they
teach and the location of the school they wish to teach at. Many inner
city schools tend to be overcrowded, badly equipped, and have a large
percentage of their student body living under the poverty rates; rural
areas have a hard time catching the attention of and holding on to enough
teachers because of their remote location and relatively low salaries,
openings at these types of schools should be more readily available than
in suburban areas. Many school districts are having a hard time finding
qualified teachers in some subject areas such as math, bilingual
education, foreign languages, and science—especially chemistry and physics
at the present time. Middle schools and secondary schools are also in need
of vocational teachers in various fields. Teaching specialties including
physical education, social studies, and general elementary education have
a sufficient amount of teachers. Applicants with teaching licenses in
multiple states who aren’t tied down to teaching in one specific area
should have a distinctive advantage in finding a job. Efforts to recruit
minority teachers should increase to reduce the disparity between minority
teachers and rising enrollments of minority students. ESL and bilingual
teachers are becoming progressively more in demand as growing numbers of
non-English-speaking students enroll in school. Other factors in teacher
employment depend on action taken by the State and local government such
as expenditures for education and legislation aimed to increase the
quality of education. For example, some States have passed initiatives to
limit class size (especially in early elementary grades), require
preschool for 4-year-olds, and implement all-day kindergarten. These
measures all require additional teachers especially at the preschool and
early elementary school levels. A recent Federal legislation that is
affecting teachers is the No Child Left Behind Act. Although impacts of
this act is still unfolding, and some are surely still unknown, the
emphasis it places on making certain all school employ only qualified
teachers may result in an increase in financial support for schools that
presently lack such teachers.
Reports of better job prospects, increased pay, more teacher involvement
in school policy, and more public interest in education is expected
contribute to an increased teacher base. The number of advanced degrees
awarded in education has risen steadily in recent years. A number of
States have implemented strategies that will encourage more students to
become teachers in response to a current teacher shortage in some areas
and in preparation for the loss of many teachers as they retire.
Additionally, those completing alternative certification programs,
substitute teachers, and individuals undergoing a career shift to teach
all have the potential for permanent employment in the education field.
B.ED COLLEGES IN MAHARASHTRA
| Name |
Course |
Min. Eligibility |
Phone/Email |
Dur.
(yrs) |
Seats |
| Tilak
College
of
Education, Tilak Road, Pune-30 Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
Email:
dyregacademic@
unipune.ernet.in |
*** |
*** |
Adarsha Comprehensive College of
Education & Research
Karve Road, Ernadawana, Pune-4 Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
|
1 |
160 |
| Adhyapak Mahavidyalaya Awari Smurti
Shikshan Sanstha, Sirapeth, Umred Road, Nagpur 440009 Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
|
1 |
80 |
Bombay University, Dept. Of
Education,
Vidyanagri, Kalina,
Mumbai 400098 |
Bachelor of Education (B.Ed) |
Graduation |
|
1 |
20 |
Bombay
Teacher's
Training
College,
Colaba, Mumbai - 39. Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
Ph : 22-22047160
22828899
Email: info@bttc.edu |
*** |
*** |
Pantwalawalkar College of
Education,
Deogad Smt Neerabai Jagannath Parkar Vidyalaya, Deogad Sindhudurg -
416 613 Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
Ph : 02364-42194 |
*** |
*** |
Chembur Comprehensive College Of
Education,
Ram Krishna Chembur Marg, Chembur, Mumbai 400071 Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
Ph : 2522 1439 |
1 |
100 |
| Guru Nanak College of Education and
Research, Bhandup Shivajee Talav, Tank Road, Bhandup(West), Mumbai -
400 078 |
Bachelor of Education (B.Ed) |
Graduation |
Ph : 25946050 |
1 |
80 |
| Gurukrupa College of Education and
Research , Kalyan Ramkrishna Nagar, A Wing, Poornima Campus, Murbad
Road Kalyan - West, Thane: 412 301 Maharashtra |
Bachelor of Education (B.Ed) |
Graduation |
Ph : 95251-2328408 |
1 |
*** |
Anjuman-I-Eslam's Akbar Peerbhoy
College of Education,
Vashi Sector-10A, Plot No 15, Vashi, New Mumbai - 400 703 Maharashtra
|
Bachelor of Education (B.Ed) |
Graduation |
Ph: -27800169 |
*** |
*** |
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