Teacher Certification

Summary

  • 59 Companies
  • 0 Patents
  • 7 Use Cases
  • 17 Case Studies
  • 233 Science Papers
  • Total Funding

Companies

#Organisation NameIndustriesHeadquarterDescriptionFounded YearCompany TypeNum of Employees
1
Primary and Secondary Education
Marana, Arizona
THIS IS YOUR LIFE - YOUR FUTURE - THIS IS MARANA! Marana Unified School District’s highly qualified and nationally certified educators are committed to teaching the concepts and skills students need to be successful in college, career, and life. Offering a diverse educational experience for the 21st century, students benefit from computer based and technological programs, as well as participating in on-site athletic programs and extracurricular activities that are only offered through the Marana district. Marana is a Pre-K - 12th Grade school district northwest of Tucson, Arizona which encompasses over 500 square miles with 19 schools, and two currently under construction with anticipated completion in the Fall of 2016. With a graduation rate higher than state average, the District provides educational opportunities that also include online distance learning, a parent-partnered home schooling program, summer school, alternative settings, and Career and Technical programs. Additional Programs include: • Tuition Free / Open Enrollment • State Required Standards and Testing & Teacher Certification • K-12 Transportation Provided • Before and After School Programs (LEAP) • FREE Full-Day Kindergarten • State-of-the-Art Athletic Facilities • Preschool Program • State of the art professionally staffed library media centers at every school. • Learning facilities with high speed and wireless infrastructure. • Community Elected Board • Student AIMS scores HIGHER than State average • Graduation rate HIGHER than State average • Attendance rate HIGHER than state average • Student ACT scores HIGHER than State and National average. • State A+, National Blue Ribbon and Excelling schools. • Highly qualified, State, and nationally recognized teachers, Rodel Exemplary Principals. • Flinn and National Merit Scholars • Service Academy Appointments
-
Educational Institution
766
2
-
Detroit, MI
Founded by the Sisters, Servants of the Immaculate Heart of Mary (IHM) in 1905, Marygrove College is an independent college and a Catholic institution of higher learning. The College’s commitment to the city of Detroit comprises an institutional mission and vision for developing urban leaders. The main campus is situated on 53 wooded acres in northwest Detroit. Marygrove offers online and on-campus master's degree and certificate programs in: -Educational Leadership -Educational Technology -Human Resource Management -Master in the Art of Teaching -Master of Education + Teacher Certification -Professional Development for Teachers -Reading & Literacy -Social Justice -Special Education Web site: www.marygrove.edu Graduate Admissions: (313) 927-1821.
1905
Educational Institution
262
3
Education Management
Dubai
Deira International School is vibrant and oversubscribed school due to its popular location, outstanding facilities and spiralling English and IBDP curriculum. If you are interested in applying for a teaching position, please visit our 'Employment Opportunities' page for more information on 2016-2017 teaching and leadership roles. We particularly like to employ teachers who are enthusiastic about teaching, are flexible and team players, have strengths to share beyond their professional skills, and are dedicated to contributing to internationalism and multiculturalism. We currently have more than 80 student nationalities and 15 teacher nationalities in the school. Additionally, applicants will need to have the following: •Trained Teacher Certification (PGCE or similar) •Two years of relevant teaching experience •A degree or Masters in the subject area to be taught •Experience in the National Curriculum of England and Wales is an advantage •Experience with IGCSE or/and IBDP in the upper school is an advantage •Experience overseas and in an international curriculum is an advantage throughout the school, but not essential. Early applications are invited only via our DIS Employment Application Form. Click on the 'DIS Employment Application Form' link to download an application form for a teaching or educational leadership positions at DIS. www.disdubai.ae > Employment Opportunities
2005
Educational Institution
239
4
Education Management
New York, NY
The mission of the Great Oaks Foundation is to launch and support a network of charter schools that prepare students for college success through high-dosage tutoring. We seek to do this through the following core programmatic elements: Unrelenting College Focus We strive to ensure that every student receives a high-quality education through excellent teaching, individualized instruction, and an emphasis on strong relationships with students and their families. Our schools have a culture of high academic expectations, predicated on the belief that every child can learn and earn a degree from a four-year institution. Redefining High-Quality Teacher Training We want to create a pipeline of talented educators both within and beyond our network. Great Oaks offers a pathway to a Master’s degree and teacher certification through the Great Oaks Teacher Residency program. This program blends expertise in pedagogy, educational theory and real-world classroom training, led by the faculty of NYU Steinhardt’s School of Culture, Education, and Human Development. Investing in Communities The Great Oaks Foundation is committed to the vitality of the communities in which our schools operate. The shape this takes depends on the needs of the community and is facilitated through numerous collaborative partnerships.
2011
Educational Institution
191
5
Education Management
Midland, TX
Region 18 Education Service Center (ESC) is one of the twenty service centers in the state of Texas. Region 18 covers 37,553 square miles and includes 19 counties, 33 school districts, over 6,300 educators and approximately 81,000 students. The ESC is a non-regulatory agency and serves as a liaison between the Texas Education Agency and the local schools, playing a crucial role in the dissemination of information and training for both federal and state programs. In collaboration with our schools and communities the ESC works to promote quality instruction in order to maximize student performance and to increase the efficiency and effectiveness of school operations. Mission Statement: Our mission is to serve as a first-choice partner in meeting the educational needs of all students. Region 18 ESC provides professional development, showcases best practices, operates an alternative teacher certification program, and offers a diverse variety of other programs and services. EDLINK18 unites our schools through a technological network of services. Funding: Centers receive funding from state, local and federal sources. Regional education service centers do not possess tax levying or bonding authority and rely on grants and contracts for funding. Revenues are from these three sources.
-
Educational Institution
118
6
Education Management
John Stadler is an educator and start-up investor with seven years experience in China. He has been a principal, an investor, teacher, and Board member in several schools in China, ranging from Eton Academy (a kindergarten) to the Institute of Digital Design (a post-graduate training program in Animation, Visual Effects, and Compositing). Stadler wrote the first comprehensive consumer’s guide to international education in China – the Stadler’s Guide to Education for Beijing and Shanghai. He has investigated over 150 schools as due diligence for investments in the education sector in China. Prior to China, Stadler founded the Parker Charter School (www.parker.org) in Devens, Massachusetts (USA), where he was also a teacher. The school has grown in size and reputation; it is now one of the preeminent Essential schools (www.essentialschools.org) in the US; it has a long waiting list and students coming from nearly 40 districts in Massachusetts. In 1997 Stadler was one of the first teachers awarded the prestigious National Bureau of Professional Teaching Standards (www.nbpts.org) Master Teacher certification in High School Mathematics. Stadler was a co-founder or Director of several companies in Massachusetts, including Clearpoint Research Corporation, which grew from zero to $70M in revenue under his general management. Stadler is a graduate of Harvard College (AB in Economics, magna cum laude; 1975) and the Kennedy School of Government at Harvard (MPP, 1979; PhD student (ABD) 1980-1982).
-
Sole Proprietorship
72
7
E-Learning
Austin, Texas
We provide online study guides for teacher certification exams. Founded in 2011, 240 Tutoring has quickly grown to become a premier national provider of teacher certification exam preparation.
2011
Privately Held
38
8
E-Learning
Denton, Texas
At iteach we know that you want a rewarding career as a teacher, but traditional teacher certification can be complicated. We know you are busy, so we created a simpler path to teacher certification that you can complete at your own pace and on your own schedule. Over 15,000 people just like you have gotten certified through iteach. All you have to do is Apply, Train and Teach! Apply today at http://www.iteach.net/apply and you can be in your own classroom impacting lives in a matter of weeks. Don’t stay stuck in the rut of a lackluster career – get certified to teach and Leave Your Mark!
2003
Privately Held
36
9
Education Management
Goldsboro, NC
The North Carolina Christian School Association (NCCSA) is an educational association established to protect and preserve the freedom of Christian schools in the state of North Carolina, to provide them with quality programs and services, and to aid in the promotion, maintenance, and improvement of their moral, spiritual, and academic standards. The NCCSA was formed in 1992 when the North Carolina Christian School Activities Association (NCCSAA) and the corresponding legislative organization combined to form the NCCSA. The NCCSA State Office is headquartered in Goldsboro, North Carolina, where it employs a full-time staff to direct the various programs and services offered to its members. The NCCSA also maintains agreements with many contract-employees that assist the association in supervising areas such as athletics, fine arts, staff development, and other programs offered by the NCCSA. NCCSA members have access to quality programs for teacher certification and school accreditation and also a full-time state office with legal oversight in Raleigh and in Washington. Many NCCSA members take advantage of health and life insurance, student accident, dental, and liability insurance, 403(b)-retirement plans, and other excellent benefits. Many others participate in the numerous competition opportunities the association affords students in athletics and fine arts on the state and national level. The association provides outstanding opportunities for fellowship and instruction at its annual Educators’ Convention, Pastors’ and Administrators’ Conferences, Legislative Breakfast with our state representatives, and various other staff-enhancing events. Aside from the services provided, the main goal of the NCCSA is to serve our members in any way possible so that together we can provide quality Christian education for our students. Please let us know if we can be of assistance to you.
1992
Nonprofit
4
10
Health and Fitness
Larkspur
Certified Yoga Instruction since 1995 www.sunlightyoga.com ~Chair Yoga books ~Online Chair Yoga teacher certification training ~Yoga online courses ~Yoga for companies
1995
Self-Employed
4

Assignees

Science

Data limited by 2021

Top 10 cited papers

#Paper TitlePaper AbstractAuthorsFields of StudyYearCitation Count
1
Does Teacher Certification Matter? Evaluating the Evidence
The authors respond to Dan Goldhaber and Dominic Brewer’s article in the Summer 2000 issue of Educational Evaluation and Policy Analysis that claimed from an analysis of NELS teacher and student data that teacher certification has little bearing on student achievement. Goldhaber and Brewer found strong and consistent evidence that, as compared with students whose teachers are uncertified, students achieve at higher levels in mathematics when they have teachers who hold standard certification in mathematics. (The same was true to a somewhat lesser extent in science.) However, they emphasized their finding that, "Contrary to conventional wisdom, mathematics and science [students] who have teachers with emergency credentials do no worse than students whose teachers have standard teaching credentials " and suggested that certification be abandoned. This article critiques the methodological grounding for this finding and presents additional data on the characteristics of the small sub-sample of teachers in NELS data base who held temporary and emergency credentials. It finds that most of these teachers have qualifications resembling those of teachers with standard certification, and that those who have more education training appear to do better in producing student achievement. It also reviews the literature on teacher education and certification as the basis for evaluating Goldhaber and Brewer’s claim that states should eliminate certification requirements and proposes additional research that would illuminate how teacher education and certification operate-and could better operate-to enable teachers to succeed in their work.
Education, Psychology
2001
472
2
What We Know and Don’t Know from Peer-Reviewed Research about Alternative Teacher Certification Programs
This article examines the peer-reviewed literature on alternative teacher certification programs in the United States to see what can be concluded about who participates in these programs, where participants teach, how long participants stay, how participants’ teaching is evaluated, and how well participants are able to promote student learning.
Education, Psychology
2001
190
3
Teacher certification in Indonesia : a strategy for teacher quality improvement
This publication outlines the manner in which the teacher certification process mandated by the law on teachers and lecturers, was developed and is currently being implemented. It is an historical record of the events which took place over the three years from December 2005 to December 2008 and the impact of these events on education agencies and structures in Indonesia. The enactment of the teacher law took place against a backdrop of concern for the quality of education in Indonesia and in a context in which the roles of a number of teacher training agencies and structures were under review. Because of its comprehensive nature, the law will have a significant impact on many of these agencies and many of the policies currently in place. The manner in which these future polices may develop is addressed. This document examines the status of teachers at the time of the introduction of the teacher law: their quality, salary levels, and other available incentives. To some extent, it describes a poorly paid and ineffectively managed teaching service, both at the district and school level. The Third International Mathematics and Science Study (TIMMS) and Program for International Student Assessment (PISA) show evidence of poor overall student performance, which has implications regarding the quality of teaching. Attempts in the past to deal with this situation through salary increases, professional development courses and improvement in training, promotion possibilities, and other strategies are examined but found to have largely failed to achieve their goals, partly because they have been conceived and implemented in a piecemeal fashion. Only the teacher law has attempted to address the issue comprehensively by linking a varied range of strategies to the powerful incentive of a significant salary increase.
Political Science, Education
2009
128
4
Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction
Recent analyses challenge common wisdom regarding the superiority of private schools relative to public schools, raising questions about the role of school processes and climate in shaping achievement in different types of schools. While holding demographic factors constant, this multilevel analysis of National Assessment of Educational Progress (NAEP) mathematics data on over 270,000 fourth and eighth graders in over 10,000 schools examines differences among schools on five critical factors: (1) school size, (2) class size, (3) school climate/parental involvement, (4) teacher certification, and (5) instructional practices. This study provides nationally representative evidence that both teacher certification and some reform‐oriented mathematics teaching practices correlate positively with achievement and are more prevalent in public schools than in demographically similar private schools. Additionally, smaller class size, more prevalent in private schools, is significantly correlated with achievement.
2008
114
5
Research and Rhetoric on Teacher Certification
In October, 2001, the Baltimore-based Abell Foundation issued a report purporting to prove that there is "no credible research that supports the use of teacher certification as a regulatory barrier to teaching" and urging the discontinuation of certification in Maryland. The report argued that large inequities in access to certified teachers for poor and minority students are not a problem because research linking teacher education to student achievement is flawed. In July, 2002, the U.S. Secretary of Education cited the Abell Foundation paper in his Annual Report on Teacher Quality as the sole source for concluding that teacher education does not contribute to teacher effectiveness. The Secretary's report then recommended that requirements for education coursework be eliminated from certification standards, and attendance at schools of education and student teaching be made optional. This article documents the many inaccuracies in the Abell Foundation paper and describes the actual findings of many of the studies it purports to review, as well as the findings of other studies it ignores. It details misrepresentations of a number of studies, including inaccurate statements about their methods and findings, false claims about their authors' views, and distortions of their data and conclusions. The article addresses methodological issues regarding the validity and interpretation of research. Finally, the article presents data challenging the Abell Foundation's unfounded claims that uncertified teachers are as effective as certified teachers, that teacher education makes no difference to teacher effectiveness, that verbal ability is the most important determinant of teaching effectiveness, that private schools staffed by uncertified teachers are more effective than public schools, and that untrained teachers are more qualified than prepared teachers. It concludes with a discussion of the policy issues that need to be addressed if all students are to be provided with highly qualified teachers.
Education, Psychology
2002
101
6
Evaluating the Evidence on Teacher Certification: A Rejoinder
In "Does Teacher Certification Matter? Evaluating the Evidence " (appearing in this issue of Educational Evaluation and Policy Analysis), Linda Darling-Hammond, Barnett Berry, and Amy Thoreson, comment on our earlier piece, "Does Teacher Certification Matter? High School Teacher Certification Status and Student Achievement" (Educational Evaluation and Policy Analysis, Summer 2000). Unfortunately, the Darling-Hammond et al. piece does not accurately portray our original article, which is one of the first studies of the effects of teacher certification on student achievement that uses a national student level dataset in a multivariate framework. Here we discuss the portrayal of our paper, and argue that there are important policy questions about certification, and the teacher labor market in general, that ought to be addressed by researchers in a dispassionate way that focuses on rigorous, high quality empirical findings. As yet we do not believe there is enough information to draw strong conclusions about the impacts of certification on the teacher applicant pool or about the overall level of quality of the teacher workforce. Thus, it is important to ask questions about these issues so that research can be used to guide the development of sound public policy.
Education, Sociology
2001
97
7
Accuracy of Bias Review Judges in Identifying Differential Item Functioning on Teacher Certification Tests
The purpose of this study was to examine whether or not judges on bias review committees can identify test items that function differently for Black and White examinees. Judges (N = 42) on three bias review committees were asked to examine a set of items, and predict differential item functioning without empirical data. Test items from teacher certification tests in the content fields of Early Childhood, Administration and Supervision, and Middle Childhood were examined here. Each committee examined 40 items, and agreement between judgmental and empirical indices of differential item functioning were determined. The results of this study suggest that the agreement between the bias review judges and the empirical indices are generally not beyond what would be expected by chance, although each field had one to two judges who exhibited statistically significant agreement with the empirical indices of differential item functioning. Suggestions for future research on identification of biased items and the prac...
Psychology
1990
78
8
Life in the Fast Track: How States Seek to Balance Incentives and Quality in Alternative Teacher Certification Programs
The prospect of overseeing the rapid preparation of many participants in fast-track alternative certification programs presents several challenges for state education officials who seek to maintain, or even enhance, the quality of the state’s teaching force. This study examined a range of fast-track alternative teacher certification programs in 11 sites in three states—Connecticut, Louisiana, and Massachusetts. We found that participants were attracted by the incentives of the fast-track programs but also expected to have coursework and student-teaching experiences that would prepare them well to teach in September. Overall, candidates were satisfied with what the programs offered, though many wanted more preparation in content-based pedagogy and better student-teaching placements. There were advantages and disadvantages to centralized and decentralized approaches by the states to ensure quality of participants.
Education, Sociology
2005
46
9
Does teacher certification program lead to better quality teachers? Evidence from Indonesia
ABSTRACT This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample instrumental variable (TSIV) method to combine information from two different datasets. I find that there is no strong evidence of the effectiveness of certified teachers on student learning outcomes and teacher performance, as measured by student test scores, teacher test scores, teacher attendance, and teacher involvement in non-teaching side jobs.
Education, Psychology
2017
43
10
Pathways to Teacher Certification: Does It Really Matter When It Comes to Efficacy and Effectiveness?
ABSTRACT The pressure to provide qualified teachers for all students has resulted in reform efforts. including the upgrading of credential and course requirements, as well as the proliferation of so-called alternative routes to teacher certification, which seek to create differentiated pathways into the classroom. In the present study, we compared teacher candidates who followed three pathways leading to certification in adolescence education while attending the same university. A limited number of factors were held constant among pathways, and only factors inherent to the routes were varied. The dependent variables were (1) teacher effectiveness, as measured through Danielson's Observation Scale, and (2) teacher efficacy, as measured through Gibson and Dembo's Teacher Efficacy Scale. No significant differences in efficacy or effectiveness were found, suggesting that the policy of offering a variety of pathways leading to certification might be one that produces similarly qualified teachers.
Education, Psychology
2009
42

Top 10 cited authors

#AuthorPapers countCitation Count
1
5
1 574
2
2
1 224
3
2
1 224
4
1
875
5
1
875
6
1
875
7
1
472
8
1
472
9
5
298
10
1
190

Science papers by Year

Clinical Trials

  • Researches Count 0
  • Ongoing Studies 0
  • Total Enrollment

Use Cases

#TopicPaper TitleYearFields of studyCitationsUse CaseAuthors
1
Teacher Certification
Professional Licensing and Teacher Certification for Non-Citizens: Federalism, Equal Protection And A State’s Socio-Economic Interests
2018
Political Science
3
non-citizens: federalism, equal protection and a state’s socio-economic interests
2
Teacher Certification
Teacher Certification for Secondary Education and Teacher Training for Technology Education in Technical High Schools and Junior High Schools
2015
Education, Sociology
0
secondary education and teacher training for technology education in technical high schools and junior high schools
3
Teacher Certification
[An Act Concerning Teacher Certification for the State of Colorado; Senate Bill No. 43.].
1975
Political Science, Education
0
the state of colorado; senate bill no. 43.].
4
Teacher Certification
Versuch zur Erlangung einer Lehrbefahigung fur Neusprachler im Ausland durch eine bilaterale padagogische Ausbildung in Grossbritannien und Deutschland (An Attempt to Achieve Teacher Certification for Foreign Modern Language Teachers through Bilateral Teacher Education in Great Britain and Germany).
1972
0
foreign modern language teachers through bilateral teacher education in great britain and germany).
5
Teacher Certification
"Why Teacher Certification for School Psychologists?": Comment.
1960
Psychology
1
school psychologists?": comment.
6
Teacher Certification
"Why Teacher Certification for School Psychologists?": Comment.
1960
Psychology
1
school psychologists?": comment.
7
Teacher Certification
Why Teacher Certification for School Psychologists
1959
Psychology
1
school psychologists

Case Studies

#TitleDescriptionPDFYearSource Ranking
1
Impact of Teacher Certification Toward Learning Quality
by L Setiawati · 2020 · Cited by 2 — Impact of Teacher Certification Toward Learning Quality: A Case Study in Elementary School ... Available Online 13 January 2020. DOI: https://doi.
no
2020
280
2
IMPACT ON TEACHER CERTIFICATION TEACHER ...
by HA Nuraeni · 2017 — a) Atasan langsung, b) Bawahan, c) Peers ( rekan kerja sejawat), d) Evaluasi diri, e) Pelanggan.(Ali. Rohmad, 2014). Menurut Peraturan Menteri Negara ...
no
2017
10
3
THE INDONESIAN TEACHER CERTIFICATION POLICY
by I Syahril · 2016 · Cited by 11 — CHAPTER 1: SO MANY REFORMS, SO LITTLE CHANGE. 1. Teacher Quality in the Global Education Reform. 2. Teacher Certification in the Indonesian Educational ...183 pages
yes
2016
320
4
EJ801114 - Middle Level Teacher Certification in South Carolina
by DC Virtue · 2007 · Cited by 19 — This qualitative case study documents the process through which the state legislation developed, with a particular focus on how middle level teacher ...Education Level: Grade 7; Grade 8; Middle Sc...
no
2007
440
5
Middle Level Teacher Certification in South Carolina
by DC Virtue · 2007 · Cited by 21 — Darling-Hammond, L., Wise, A. E., & Pease, S. R. (1983). Teacher evaluation in the organizational context: A review of the literature.
yes
2007
1 360
6
Middle Level Teacher Certification in South Carolina - ebsco
by DC Virtue · 2007 · Cited by 19 — This qualitative case study documents the process through which the state legislation developed, with a particular focus on how middle level teacher ...
no
2007
620
7
Middle Level Teacher Certification in South Carolina - Taylor ...
by DC Virtue · 2007 · Cited by 19 — Middle Level Teacher Certification in South Carolina: A Case Study in Educational Policy Development. David C. Virtue University of South ...
no
2007
1 360
8
Middle Level Teacher Certification in South Carolina: a Case Study ...
RMLE Online— Volume 30, No. 10 Micki M. Caskey, Ph.D., Editor Portland State University Portland, Oregon 2007 • Volume 30 • Number 10 ISSN.
no
0
9
Middle Level Teacher Certification in South Carolina: A Case Study ...
This qualitative case study documents the process through which the state legislation developed, with a particular focus on how middle level teacher ...
no
6 650
10
Middle Level Teacher Certification in South Carolina: A ... - Ebsco
Authors: Virtue, David C.1; Source: Research in Middle Level Education Online; Document Type: Article. Abstract: South Carolina made a significant ...
no
620

Experts

Twitter

#NameDescriptionFollowersFollowingLocation
1
High Tech High
An integrated network of schools spanning grades K-12, housing a comprehensive teacher certification program and innovative Graduate School of Education @hthgse
16 822
3 188
San Diego
2
Texas Teachers of Tomorrow
Online Teacher Certification Program
7 058
296
Houston | DFW | Austin | San Antonio
3
Lakshmi Voelker
Creator of Lakshmi Voelker Chair Yoga in 1982. Teacher Certifications, DVDs, CDs. Get Fit Where You Sit!! All the benefits of yoga on a chair.
2 745
2 265
Palm Springs, CA, USA
4
James Hill Ukulele
James Hill Ukulele Initiative Teacher Certification Program, comprehensive training for ukulele teachers created and directed by @jameshillmusiq Tweets by admin
738
214
-
5
Jolan Joestar
UNT History Teacher Certification | Big Brain Haver | #BlackLivesMatter | love, music, wine, and revolution | Dark Souls Enjoyer
514
377
Denton, TX
6
NavaED
We specialize in teacher certification and educational leadership exams. FTCE | Praxis | FELE | SLLA
422
285
Estero, FL
7
Chris Babb
Trying to make a difference in the lives of others. Mindful Schools Mindful Teacher Certification Program, Class of 2020
235
401
New York, USA
8
Florida Teachers of Tomorrow
Online Teacher Certification Program
199
90
-
9
UCM College of Education
The College of Education is dedicated to preparing students for many of the teacher certifications available in Missouri and many other states.
189
110
Warrensburg, MO
10
Antoinetta (Netty) DeWit
former 16 year Managing Director, Premier's Correspondence, British Columbia BA (Ottawa U) and BEd (UBC) French Immersion Teacher Certification
117
86
British Columbia

Youtube Channels

#NameDescriptionReg DateViewsCountry
1
Resident and Distance Education Liberal Arts Degree Programs with a focus on the Environment and Social Justice. Offering BA, MA, PhD, and Teacher Certification - Located in Prescott, Arizona, Ranked among the top 31 liberal arts colleges in the West by U.S.News and World Report.
Tue, 19 Jun 2012
1 035 472
United States
2
Welcome to my video channel. Several playlists have been organized and compiled based on your needs. These are videos of CIRCO ETEREO (our entertainment production), AERIAL ARTS AMERICA, that includes it's yearly festival, the West Coast Aerial Arts Festival and AAA's educational training program for teacher certification. Other playlists include our aerial circus dance school and performing troupe, the RUBY KAREN PROJECT and the ORANGE COUNTY AERIAL ARTS. And on a personal note, I have videos of selected performances and friends and family activities. Feel free to contact us if you have any questions: www.rubykarenproject.com www.aerialartsamerica.org www.circoetereo.com
Thu, 8 Mar 2007
273 050
United States
3
TExES exam and TExES study guides to pass the TExES test. What I discovered after 7 years of learning how to pass teacher certification tests and use study guides for the TExES.
Sat, 1 Nov 2008
126 091
4
Hello, my name is Lauren Newman, and I am the library, media, and technology specialist at Northern Burlington County Middle School in Columbus, NJ. I am an Authorized Google Trainer and a Google Certified individual. I am working on obtaining my Google Teacher Certification this December (in Austin, I hope!). I have a passion for technology and using it to help my students and staff learn. I enjoy making tutorial videos. For most videos, I use software called Camtasia, which I highly recommend. Some videos (as noted by the ads in them) were made creating the web service PowToon. This is the educational YouTube channel I curate and maintain. To view older videos on my former YouTube channel at BookWorm1230, click the link below. I no longer update that YouTube channel and will be posting all future videos on this channel. Feel free to use any of my original videos with your students or staff. Please attribute me as the video creator when doing so.
Tue, 10 Sep 2013
103 474
5
안녕하세요🙌🏻 여러분의 한국어 선생님, 정 쌤입니다!👩🏻 이 Youtube 채널은 전 세계에서 한국어를 공부하는 학생들을 위한 한국어 교육 채널입니다📺 한국어나 한국에 대해서 궁금한 점이 있으면 언제든지 물어보세요🧞‍♀️ 그럼 우리 같이 재미있게 한국어를 공부해 볼까요? 렛츠 고~~~🚀🇰🇷💜 👩🏻‍🏫 정유진 (Yu-jin Jung / 鄭有真) 2014~ Korean Teacher🇰🇷 (Certificate Lv.2) 🏫 동국대학교 일반대학원 국제다문화학과 재학 중 👩🏻‍🏫 외국어로서의한국어학 학사&한국어 교원 2급 취득 👩🏻‍🎓 華東師範大學 (ECNU, Shanghai) 중국어과 졸업 현) 2020~ 한글파크(Hangeulpark) 공식 인플루언서 현) 2019~ 대만 Jella! TOPIK Ⅱ 쓰기 전문 강사 전) 2017~2020 종로YBM한국어 전임 강사 전) 2015~2017 CJ, 아모레퍼시픽 상해지사 한국어 출강 전) 2014~2017 중국 상해 한가람한국어교육센터 전임 강사 Instagram: korean_teacher_yujin Facebook Page: 정쌤한국어鄭老師韓國語 facebook.com/Youzhen.laoshi/
Fri, 3 Aug 2012
76 698
South Korea
6
~ Chair Yoga books 📚 ~ Yoga for companies & teams 🧘🏻‍♀️ ~ Chair Yoga teacher certification online 🪑 www.sunlightyoga.com Yoga provides great benefits, but only you know your own body and limits. Like any exercise, please consult your health care professional with any questions or concerns before starting any exercise program. When participating in any exercise or exercise program, there is the possibility of physical injury. Not all exercises in our videos are suitable for all persons.The creators of SunLight Yoga, by Stacie Dooreck, which includes all videos, classes, live and pre-recorded online classes, programs are not liable for any injury, accident, or health impairment befalling and viewer of these programs, or any individual utilizing the techniques suggested in this video. Stacie Dooreck is not a licensed medical care provider.
Fri, 21 Nov 2014
68 591
United States
7
Dancer freelance Teacher & Choreographer (UDO teacher Certificate 2020) Ceo: AlertStudio #Markichoreography
Wed, 15 May 2013
62 588
8
I'd like to share all about Korean language. Korean speaking, listening, reading, writing, Korean poem, novel, daily life etc. I'm a Korean lecturer and I've been teaching since 2001. * A first-degree Korean teacher certificate since 2006.
Tue, 28 Mar 2017
57 549
South Korea
9
I love exploring Fiber Arts & Creative Hand Crafts! Thank you so much for watching my videos! My intent is to create how-to videos that are filmed up close, and filled with helpful tips as I create. I will leave in the little issues and problems I might face while working on my project, because I believe we can all learn from them. I found it hard to find clear instructions online where I could actually see what they were doing, so hopefully my videos will help some of you out there. I recently completed the Craft Yarn Council Crochet Instructor and Teacher Certifications! I love nice comments, and if you have ideas for other videos I might be able to do, please let me know. I love creating from our Alpacas Fiber! Future videos could include more weaving projects, crochet, spinning yarn, sewing and other hand crafts. I love suggestions, too! Please help me continue, by giving me a Thumbs Up, and Subscribing, if you like what you see!
Mon, 23 Sep 2019
50 250
United States
10
About BYITC Make A Difference In The Life Of A Child By Training Their Minds To Think. Create An Inclusive Community And Improve Yourself! Here at British Youth International College, we are dedicated to teaching your children invaluable skills in different areas such as Abacus, English, and Coding. We teach kids in multiple age groups starting from 4 years old to 17 years old via e-learning through our online software. The courses have been designed keeping in mind the school development programs. We also provide Abacus teacher training and abacus teacher certification at British Youth International College, UK. We welcome school partnerships as well. Our course content has been created by Cambridge certified teachers who are experts in their respective domains. Byitc International (Opc) Private Limited 8929314372 [email protected] Subscribe to our channel: https://www.youtube.com/channel/UC8CDkzPUgwiL4oNbRQ-O85Q/featured?sub_confirmation=1
Wed, 10 Mar 2021
49 296
India