INCA Education around the world
USA : Initial Teacher Training
7.4.1 Control and regulation
7.4.2 Types of training courses and institutions
7.4.2.1 Admissions
7.4.3 Trainers
7.4.4 Curriculum for initial teacher training
7.4.5 Qualifications and standards
7.4.5.1 Qualifications and entitlement to teach
7.4.5.2 Probationary periods
7.4.6 Post-qualification induction periods
Please note that the initial teacher training sections of the website were originally funded by the Training and Development Agency for Schools (TDA). They have not been updated since March 2009 and the information provided in them by have been superseded.
7.4 Fourth phase, post-compulsory upper secondary education (in schools), ages 14/15 - 17/18, [see 3.2.4]
7.4.1 Control and regulation
See section 7.2.1.
7.4.2 Types of training courses and institutions
See section 7.3.2.
7.4.2.1 Admissions
See section 7.2.2.1.
7.4.3 Trainers
See section 7.2.3.
7.4.4 Curriculum for initial teacher training
See section 7.2.4.
7.4.5 Qualifications and standards
See section 7.2.5. and 7.3.5. in addition.
Kentucky
The Educator Professional Standards Board (EPSB) requires all teacher training institutions to use the content standards of the relevant national specialist programme associations. The programme standards of the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), National Science Teachers Association (NSTA), National Council of Teachers of Mathematics (NCTM), National Council of Teachers of English (NCSS), and International Technology Education Association (ITEA) are used for secondary education. 192
The Essential Dimensions of Teaching (EDOT) set out the standards used to measure trainee effectiveness and to guide programme development for teacher training courses. All trainees (and qualified) teachers must:
- Demonstrate mastery of appropriate academic disciplines and a repertoire of teaching techniques.
- Demonstrate an understanding that knowledge of the learner's physical, cognitive, emotional, social, and cultural development is the basis of effective teaching.
- Incorporate a multicultural perspective which integrates culturally diverse resources, including those from the learner's family and community.
- Demonstrate knowledge of strategies for integrating students with special needs into the regular classroom.
- Use valid assessment approaches, both formal and informal, which are age-appropriate and address a variety of developmental needs, conceptual abilities, curriculum outcomes, and school goals.
- Organize and manage a classroom using approaches supported by research, best practice, expert opinion, and student learning needs.
- Use computer and computer-related technology to meet student and professional needs.
- Demonstrate an understanding that classrooms and schools are sites of ethical, social, and civic activity.
- Collaborate with the broad educational community including parents, businesses, and social service agencies.
- Engage in careful analysis, problem-solving, and reflection in all aspects of teaching. 185
Specific standards, endorsed by the National Council for Accrediation of Teacher Education (NCATE) and the learned societies for each content area, are used for approving secondary level programmes. 192
7.4.5.1 Qualifications and entitlement to teach
See section 7.3.5.1.
7.4.5.2 Probationary periods
See section 7.2.5.2
7.4.6 Post-qualification induction periods
See section 7.2.6
