BCCPP Blue Coat Certified Proxy Professional teaching | http://babelouedstory.com/ Mon, 23 May 2022 04:52:00 -0500entext/htmlhttps://www.uwyo.edu/uw/degree-programs/teaching-secondary-content-certificate.html

BCCPP teaching - Blue Coat Certified Proxy Professional Updated: 2023

Precisely same BCCPP questions as in real test, WTF!
Exam Code: BCCPP Blue Coat Certified Proxy Professional teaching June 2023 by Killexams.com team
Blue Coat Certified Proxy Professional
BlueCoat Professional teaching

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BCCPA Certified Proxy Administrator V3.03
BCCPP Blue Coat Certified Proxy Professional

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Blue Coat Certified Proxy Professional
Question: 201
Which method of controlling downloads of certain file types works fastest on ProxySG?
A. Apparent Data Type
B. MIME Type
C. File extension
Answer: C
Question: 202
Which of the following statements are true about ProxySG Protocol Detection feature? (Choose all that apply)
(a) Protocol detection is performed on the server’s response.
(b) Protocol detection is performed on the client’s request.
(c) Enabling Detect Protocol option will automatically enable early intercept attribute in proxy services.
(d) Protocol detection is performed by looking at the TCP port number.
A. a & b only
B. b & c only
C. c & d only
D. ALL of the above
Answer: D
Question: 203
url.regex=!.html$ d DENY
What is the effect of the above CPL code?
A. Deny any URL that ends with html
B. Deny any URL that does not end with html
C. Deny any URL that ends with htm or html
D. Deny any URL that does not end with htm or html
Answer: B
Question: 204
Which of the following statements are true about dynamic bypass list? (Choose all that apply)
(a) Configured polices will not be enforced on client request if the request matches an entry in the bypass list.
(b) Dynamic bypass entries are lost when ProxySG is restarted
(c) If request made to a site in a forwarding policy is in the bypass list, the site is inaccessible
(d) Dynamic bypass parameters can be configured on Management Console and CLI.
A. All of the above
B. a, b & c only
C. b, c & d only
D. a, c & d only
Answer: B
Question: 205
You can NOT use a self-signed certificate when intercepting SSL traffic.
A. True
B. False
Answer: B
Question: 206
What criterion is NOT used to determine location awareness of a ProxyClient
A. IP address range
B. Virtual NICs IP address range
C. The IP address of the closest AND concentrator
D. DNS server IP address
Answer: C
Question: 207
Which of the following are true when attempting to deny access to file types?
A. MIME type objects are matched against the Content-type request header; File Extension objects are
matched against the GET response header; Apparent Data Type objects are matched against request data.
B. MIME type objects are matched against the Content-type response header; File Extension objects are
matched against the GET request header; Apparent Data Type objects are matched against response data.
C. MIME type objects are matched against the Content-encoding response header; FileExtension objects are
matched against the GET request header; Apparent Data Type objects are matched against response data.
D. MIME type objects are matched against the Content-type response header; File Extension objects are
matched against the GET request header; Apparent Data Type objects are matched against request data.
Answer: C
Question: 208
Which of the following steps have to be performed to support Kerberos Authentication? (Choose all that apply)
(a) A virtual URL that resolves to the IP of the ProxySG.
(b) Registering the BCAAA as a Service Principal Name.
(c) Configuring IWA Realm.
(d) Configuring Explicit Proxy.
A. All of the above
B. None of the above
C. a, b & c only
D. b, c & d only
Answer: D
Question: 209
Which of the following statements are true? (Choose all that apply)
(a) The SGOS object store utilizes a directory structure so that objects in cache can be accessed rapidly
(b) Information about a single object in cache be retrieved from the Management console or the CLI
(c) There are two object caches, the object cache which resides on disk and the object cache which resides in RAM
(d) The SGOS object store is separated by protocol (HTTP cache, FTP cache, etc.)
A. a, b & c only
B. a, c & d only
C. b, c & d only
D. All of the above
Answer: A
Question: 210
The ProxySG acts as both an ICAP client and ICAP server.
A. True
B. False
Answer: A
Question: 211
Which of the following statements are true about Reverse Proxy deployment?(Choose all that apply)
(a) Forwarding hosts in the forwarding file must be defined as "server" style
(b) Default-scheme in forwarding file is supported
(c) Protocol conversion between HTTPS <- ->HTTP are automatic
(d) ProxySG should be set with default DENY policy
A. a, b & c only
B. a, c & d only
C. b, c & d only
D. All of the above
Answer: B
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Whether you're looking for career advancement courses to Excellerate your professional prospects or customized training for a team of corporate employees, Collat Professional Education is ready to partner with you to elevate your potential and achieve desired results.

Wed, 19 Oct 2022 13:57:00 -0500 en-gb text/html https://www.uab.edu/business/home/programs/professional-education
Curriculum and Teaching Professional Certification

Welcome to the Elementary &amp; Secondary Education Professional Certification Program

The Curriculum and Teaching Professional Certification program develops educators who exert leadership in their school settings and with their colleagues. Our program operates on three main philosophical tenets: teaching as inquiry, teaching as curriculum making, and teaching for social justice. Students in our program graduate with a master of arts degree in either secondary or elementary education with New York State Professional Certification in grades 1-6 or 7-12 in English, Social Studies, Science, Technology, or Mathematics. With careful planning and advisement, the program can be completed in one year starting in the fall semester or the summer, or in 17 months if starting in January. The program may also be taken part-time. Initial Certification is a pre-requisite for admission.

Our Master of Arts in Elementary Education are 32-credit programs which can lead to professional certification as a grades 1-6 teacher in New York State.

Our Master of Arts in Secondary Education are 32-credit programs, which can lead to professional certification as a grades 7-12 teacher in New York State in the areas of English, Social Studies, Science or Mathematics.

Admissions Information


Tue, 06 Sep 2022 10:30:00 -0500 en text/html https://www.tc.columbia.edu/curriculum-and-teaching/curriculum-and-teaching-professional-certification/
Teacher Professional Development

COVID-19 Contingency Notice

If possible, the program will run as expected and described. However, given the COVID-19 pandemic, the program format may change. This may result in the program being virtual or a hybrid of virtual and on-campus. The program’s duration may also be impacted. We will provide updates as more information becomes available closer to the program start date. For additional details, please see below.

All teachers participating in a summer program or internship at Fred Hutch must be fully vaccinated* against COVID-19, and agree to follow all COVID-19 safety guidelines while on campus. Proof of vaccination will be required.

*Please note that only the primary series of a COVID-19 vaccine is required; booster vaccines are not required at this time.

At the Fred Hutch Science Education Partnership, we provide professional development for secondary school science teachers to help broaden their understanding of life science research, enrich their pedagogical practices and support their growth as teacher-leaders. In order to borrow kits and supplies, teachers must complete the Summer SEP professional development workshop. However, all secondary science teachers are welcome to attend our school-year workshops or access our curriculum resources. To get updates on our programs and teaching resources, sign up for our mailing list here.

Learn more about the Science Education Partnership (SEP) at Fred Hutch

Teaching Lab

Work with colleagues, lead teachers, and SEP staff learning the key concepts and techniques used in research laboratories, and participate in discussions about integrating research and biotechnology into the classroom.

Research Lab

Join your mentor scientist in their lab to work on a project based on their research. Possible syllabus of study include genetics, genomics, immunology, molecular biology and cancer biology.

Classroom Prep

Customize an SEP Kit activity to fit the particular pedagogical needs of your classroom with support from SEP staff and lead teachers.

2023 Program Dates

  • Virtual Orientation Sat, June 17th, 2023 (times TBD)
  • Summer Session (exact times TBD)
    • Week 1: SEP Training in Spokane Mon - Fri, July 10-14, 2023 (location TBD)
    • Week 2: Mentored Research at Fred Hutch in Seattle Mon-Fri, July 17-21, 2023
    • Week 3: Virtual Training Sessions &amp; Work Time Mon-Fri, July 24-28, 2023
  • Fall Kickoff Day on Sat, September 16, 2023 (times TBD)
  • Reflection Day on Sat, May 4, 2024 (times TBD)

Teacher Info Sessions

Please e-mail rwu@fredhutch.org to attend a virtual info session. Program Manager Regina Wu will be present to talk more about the program and answer any questions you may have. If none of these times work for you, e-mail the address listed to schedule a time that works better for you.

  • Wed 3/29, 3:00-3:30pm PT
  • Wed 4/12, 3:00-3:30pm PT

April 20, 2023: Notification of acceptance
May 12, 2023: Opening Day workshop virtual session 
July 10-28, 2023: SEP Summer Session at Fred Hutch in Seattle (Mon-Fri 9am-4pm)
September 16, 2023: Fall Kickoff (times TBD)
May 4, 2024: Reflection Day (times TBD)

*All times are tentative and will be confirmed closer to the dates


During the program, participants are required to:

  • Keep a laboratory notebook
  • Prepare a curriculum project
  • Participate in program evaluation
  • Commit to attending ALL scheduled days

In addition, your district must commit one day of release time, or equivalent, as evidence of support for your application.

  • Participants receive a $1,500 participation award for the professional development experience.
  • Upon completion of all program requirements, participants may purchase five hours of graduate level credit or fifty clock hours through through the University of Washington Department of Genome Sciences.
  • Ongoing access to SEP kits, resources, technical support and surplus lab supplies for WA teachers who have completed training (in person at the SEP summer session)

The SEP Hutch Access Award provides financial support for teachers who either:

  1. Come from racial and ethnic backgrounds historically underrepresented in the sciences
  2. Serve a large (&gt;50%) student population from such backgrounds
  3. Face other significant barriers to access (for example, teachers who live in areas with limited access to scientific resources or who would otherwise not be able to attend our professional development session)

We provide a minimum of two scholarships in the amount of $3,000. If you would like to be considered, please fill out the Hutch Access Award supplemental application when you apply to the program.

Program perks:

  • Participants receive a $1,000 stipend for the professional development experience.
  • Upon completion of all program requirements, participants may earn five hours of graduate level credit (at low cost) through the University of Washington Department of Genome Sciences or 50 clock hours through WSTA.
  • Ongoing access to SEP kits, resources, technical support and surplus lab supplies.

Your search for "" did not match any of our events. Please try another event term or combination of terms and filters.

Thu, 11 May 2023 12:01:00 -0500 en text/html https://www.fredhutch.org/en/education-training/teachers-students/science-education-partnership/teacher-professional-development.html
Teaching Writing

Who should attend?

Teachers, adminstrators, literacy specialists and coaches, and paraprofessionals.

What is the format?

Courses are online with live synchronous sessions and weekly self-paced activities.

When are the courses offered next?

Courses are offered in the Summer, Fall, and Spring.  For information about upcoming offerings, please see the "Courses" section below. 

Can schools or districts pay by purchase order?

To pay for multiple registrants via purchase order, please email lynchschoolpce@bc.edu.

Will participants receive Professional Development Points?

Participants who complete all required coursework will receive 15 PDP's.


Thu, 20 Jan 2022 08:47:00 -0600 en text/html https://www.bc.edu/bc-web/schools/lynch-school/sites/professional-continuing-education/learners/k-12/teaching-writing.html Student Teaching Evaluation

Formal Evaluation by the Site director:

Site directors serve as the main liaison between Drexel University and the school where the teacher candidate is placed.  The site director is expected to visit the teacher candidate a minimum of six times during a term, and will observe teacher candidate a minimum of four times formally. Site directors will also conduct an introductory meeting as well as a final grade meeting. However, additional observations may be necessary, depending on the overall progress of a teacher candidate. Site directors will combine their observations with feedback from the mentor teacher to fully assess the teacher candidate.

 Site directors will provide a written assessment after each observation using the Daily Observation Evaluation Form found in Appendix C. Site directors complete a formal PDE 430 Form at the midterm and at the end of the student teaching experience (Appendix E). The site director will consult with the mentor teacher and the seminar instructor to determine a grade for the teacher candidate, which will be given to the seminar instructor, who will assign the final course grade based on both the site director’s grade and work done in the seminar course. 

Site directors use an evaluation form to assess teacher candidates during the placement. Click on the following link to download a copy of the PDE 430 document [PDF].

The teacher candidate is evaluated in 4 domains:

  • Planning and Preparation
  • Classroom Environment
  • Instructional Delivery
  • Professionalism

The teacher candidate is given feedback throughout the placement on these 4 domains, but is formally assessed twice by the Site director via the PDE 430 form. The score ranges from 1– 12, but the student must earn at least a 1 in each domain to pass. The first formal evaluation is formative and at the mid-term of the teacher candidate’s student teaching placement, giving the teacher candidate an opportunity to Excellerate in certain areas. The final evaluation is summative and is the final score (1 - 12) (see Appendix D). The scores for each evaluation are not added together, but viewed as separate scores and the Site Director also indicated the types of evidence used to evaluate each domain (i.e. lesson plans or student conference observations). Each domain includes performance indicators that reflect the candidate’s level of competence in that domain. Ex., the teacher candidate’s ability to plan lessons and curriculum units may be reflected by the teacher candidate’s content knowledge, knowledge of academic standards, knowledge of students, how to use this for instruction, and so on.

Students that score less than a total of 4 or who score a 0 in any of the four domains on the midterm evaluation will meet with the Site Director, Program Director, and a Field Placement Officer to discuss placing the student on academic probation and further to determine (a) if additional support is needed to help the student teacher reach proficiency; (b) if the placement must be discontinued; or (c) if the placement might be extended to allow more time for the student to demonstrate proficiency in each domain.

Students that score less than a total score of 8 on the final evaluation will meet with their Site director and the School of Education’s administration to determine if the candidate’s student teaching experience a) will be extended, with support, until the candidate gains and demonstrates sufficient mastery of course requirements to be successful in being assessed on a new final PDE 430 evaluation, OR b) must be repeated in a subsequent term through formal re-application and course.

Formal Evaluation by the Mentor Teacher:

The mentor teacher will be asked to provide the teacher candidates with ongoing constructive feedback throughout the 13-week student teaching experience in all areas including; planning and preparation, classroom environment, instructional delivery and professionalism. Mentor teachers are asked to identify a “standing meeting time” with the teacher candidate (most conducive to the mentor teacher’s schedule) to hold ongoing discussions regarding expectations, planning and general feedback on progress.

In addition, the mentor teacher is asked to complete both a midterm and final evaluation for the teacher candidate. The Mentor Teacher Evaluation Form should be completed during week 6 and week 13 of the placement. The form (please see Appendix D) requires the mentor teacher to evaluate the teacher candidate according to the four domains for novice teachers developed outline within Charlotte Danielson’s Framework for Teaching. These ten professional teaching standards have served as a set of guiding principles for the teacher candidates throughout their School of Education coursework at Drexel University. The mentor teacher is asked to review the document (both at midterm and final) with the student and then submit one copy to the site director. The site director will use the mentor teacher’s evaluation(s) as a significant component in determining the student’s overall grade. 

The Professional Seminar

 A critical component of the Student Teaching Practicum is the weekly professional seminar. EDUC 410: The Undergraduate Student Teaching Seminar and EDUC 540: The Graduate Student Teaching Seminar central purpose is to enrich and complement the field experience of the teacher candidate. Through guided discussions in seminar class, teacher candidates are able to grow as educators through critical self-reflection. In this setting, the teacher candidate is able to reflect upon one’s classroom experiences, connect to earlier acquired content and educational theory and set personal goals for improvement. Students are also able to collaborate with fellow teacher candidates, sharing ideas, advice and strategies. Attendance and participation at all seminar meetings are mandatory, and ultimately demonstrate the teacher candidate’s commitment to continued professional development. Seminar Instructors will collaborate with site directors in determining the teacher candidate’s overall grades for the experience.


Student Teaching Seminar Assignments:

Stuent Teaching Seminar Assignments include, but are not limited to the following:


  • Classroom Management Plan
  • Lesson Plans/Units of Study
  • Journaling
  • Philosophy of Education
  • Reflective Papers
  • Designing/Constructing an Interactive Bulletin Board
  • Creating an Authentic Assessment and Assessment Tool (e.g. rubric)
  • Video-taped lesson(s)
  • Professional Teaching Portfolio

The Professional Teaching Portfolio:

The final assignment for the Student Teaching Seminar is to design a professional portfolio that illustrates the successes that occurred during the student/intern teaching field experience. The rubric detailing the organization criteria for this will be sent out prior to the start of the student teaching experience.

The Student Teaching Seminar: Emphasis on Best Practices:

 The student teaching seminar portion of EDUC 410: Student Teaching &amp; Seminar and EDUC 540: Graduate Student Teaching &amp; Seminar courses are designed to meet Danielson’s Framework for Teachers is characterized by research-based best practice that includes:


  • Active learning in a problem-solving environment;
  • The integration of learning technologies as mind tools;
  • The use of multiple intelligences and learning styles to reach all learners;
  • Facilitation of student voice and ownership in the learning process;
  • Development of critical and creative thinking in all subjects;
  • Performance-based assessments; and
  • Collaborative and cooperative learning that facilitates multiple perspectives.

The Student Teaching Seminar course help to develop and further enhance each teacher candidate’s teaching knowledge, skills and abilities through field placement, supervision and reflective practice. Each week, the students share their experiences through journal entries, participate in workshops and team meetings, learn about resources, reflect on what they are learning and present their case studies.


Sun, 30 Jan 2022 21:55:00 -0600 en text/html https://drexel.edu/soe/resources/student-teaching/field-placement-office/Stage-IV-Student-Teaching/Student%20Teaching%20Evaluation/
Continuing Education Requirements Framework

All who earn a new certification are required to earn continuing education units (CEU) over the 5-year term of their certification to be able to recertify or upgrade to the next level. All ecologists who were certified prior to 2021 are permitted to recertify or upgrade one time without fulfilling the requirement, but are required to complete the CEU afterward.*

CEU will be self-reported by participants on an annual basis through the ESA account. Participants are required to adhere to the ESA Code of Ethics in all activities related to their profession, including when reporting professional development.

Interpretive leeway will be given to participants to identify suitable professional development opportunities per the requirements. Beginning in spring 2021, ESA will publish and regularly update a roster of approved training providers and other opportunities in the Professional Development Calendar, and participants are encouraged to favor those opportunities, but any suitable scientific or professional content will be approved, including credits earned toward certifications offered in the professional practice and application of related scientific disciplines.


You must achieve 44 CEU across the categories as described below. Minima are the lowest number of CEU in a category that must be reported per review period; maxima are the highest number that will count toward your recertification or upgrade. You can of course complete more as you feel is beneficial to your professional development, but don’t report them toward your total requirement of 44 CEU, and don’t report more than 70 CEU across all categories.

Category Minimum Maximum
Category I: Professional Education and Training 14 24
Category II: Oral Communication 0 14
Category III: Written Communication 0 14
Category IV: Service 0 14
Category V: Human Dimensions 4 4
Total 44 70

In the spirit of continuing education, some activities are capped per event or year with the aim of distributing effort and professional development across multiple activities and multiple years. Ecologists certified by ESA are encouraged to seek development opportunities from a broad array of sources, and at least 50% of all units reported in Category I must be earned through activities provided by organizations other than ESA. This is to encourage broader professional scientific development and support organizations that support our certification program.

The time period in which you are eligible to earn CEU begins the day after your application due date and ends at the due date of your application for recertification or an upgrade. For instance, the application due date in 2021 was February 1; any CEU-eligible activity after that date can be reported and counted toward the requirements. Note that any participation in continuing education following application does not certain approval of your application, and cannot be included in your application.

Category I: Professional Education and Training

Category I(a) includes scientific education and training that contributes to your professional development as a practicing ecologist. Training may be virtual or in-person.

At least 14 CEU per reporting period must involve education or training in ecology or closely related subjects. Examples include academic or professional development activity in ecology, environmental science, biogeoscience, evolutionary biology, conservation, botany, mycology, entomology, data management, statistics, etc.

Category I(b) includes professional development in key skills for a professional ecologist. Training may be virtual or in-person.

Up to 10 additional CEU per reporting period may involve education and training in leadership, teamwork, project management, resource management, research management and administration, etc., or in allied fields that support your professional development as an ecologist, such as proposal or grant writing.

Category Minimum Maximum
I(a): Scientific education and training 14 24 (of 24)
I(b): Professional education and training 0 10 (of 24)
Total 14 24

You may report up to 24 CEU for Category I toward your total requirement per reporting period.

Activities CEU
Participation in courses or symposia sponsored or conducted by commercial organizations, professional organizations, government agencies, employers, or postsecondary institutions Up to 4 per course or event, counting 0.25 per hour of attendance/participation
Attendance at oral or poster presentations at annual or semiannual meetings or special conferences of professional societies, educational organizations, etc. Up to 4 per course or event, counting 0.25 per hour of attendance/participation
Attendance at in‑house professional development events or similar Up to 4 per year, counting 0.25 per hour of attendance/participation
Attendance at seminars conducted by experts in the subject matter Up to 4 per year, counting 0.25 per hour of attendance/participation

Category II: Oral Communication

Includes training and practice in the communication of scientific research, data and outcomes via oral presentation. Examples include courses in public speaking or meeting facilitation, or applied instances like oral or live presentations at scientific conferences, teaching a scientific course or providing expert testimony. Includes virtual or in-person presentation. Activities should relate to your professional growth as an ecologist.

You may report up to 14 CEU for oral communication toward your total requirement. There is no required minimum.

Activities CEU
Author/coauthor of an oral or poster presentation at a professional scientific meeting 2 per presentation
Organizer or instructor of a short course, symposium, special session or workshop 4 per event
Instructor of a quarter- or semester-length course up to 10 per course counting 0.25 units per hour of instruction
Participation as a panelist or subject matter expert in a short (e.g., hour-long) event 1 per event
Presenting ecological or professional syllabus to another technical or non-technical audience (e.g., presenting a report to clients, community groups, invited talk) 2 per event
Testifying as an expert witness before a court or government body 4 per event

Category III: Written Communication

Includes writing, editing, reviewing and publishing on syllabus in ecology and related sciences. Content can include papers for peer-reviewed journals, professional reports, and scientific communication for non-technical audiences (including scientifically rigorous journalism). Teaching this content to others is included, as is participating in or providing training on best practices in science communication. Activities should relate to your professional growth as an ecologist.

You may report up to 14 CEU for written communication toward your total requirement.

Activities CEU
Author/coauthor of a peer-reviewed journal article 4 per article
Author/coauthor of a book chapter 2 per chapter
Author/coauthor of a book 10 per book
Editor/coeditor of a book 8 per book
Author/coauthor of an ecology-related article for a non-scientific publication such as a magazine, newspaper, etc. 2 per article
Author/coauthor of an article-length other technical report (e.g., client work products, monitoring reports, complex ecological permit applications, expert reports, etc.) 3 per report
Peer reviewer or editor of an article that has been submitted for publication or a grant application that has been submitted to an agency or organization for funding 1 per article or grant application
Reviewer of abstracts for submission to a scientific meeting 1 per review period (e.g., you reviewed several abstracts for the ESA Annual Meeting)
Book reviewer for a professional publication 1 per review

Category IV: Service

Includes service to a professional scientific society, public science programs, environmental advocacy groups and similar organizations. Activities should relate to your professional growth as an ecologist as you apply your skills as a scientist or leader.

You may report up to 14 CEU for service toward your total requirement.

Activities CEU
Holding a governing office (president, board member, committee chair) for a scientific or technical organization, including editors-in-chief or associate editors 8 per year
Serving on a committee or task force in a scientific or technical capacity 4 per year
Leading a public science program (e.g., coordinating a volunteer monitoring program, leading a school workshop on plant identification) Up to 8 per program counting 0.25 units per hour engaged
Participating in a public science program (e.g., a volunteer monitoring program, a school workshop on plant identification) Up to 4 per program counting 0.25 units per hour engaged
Mentoring in a scientific organization or educational program (e.g., mentoring a research student, intern, or young professional, or participating in youth mentorship in STEM), or as part of an institutional program (e.g., at your university) Up to 8 per year counting 0.25 units per hour engaged

Category V: Human Dimensions

This category must be fulfilled in addition to the other minimum 40 units. Ecologists certified by ESA should seek ongoing professional development in such syllabus as diversity, inclusion and equity; anti-sexual harassment; scientific or professional ethics; and community engagement.

You must report exactly 4 CEU for human dimensions toward your total requirement (if the total of your activities in this category exceeds 4, just report 4).

Activities CEU
Participating in a training in any of the Human Dimensions subjects described above 0.5 per hour of engagement
Teaching or providing written materials for a training in any of the Human Dimensions subjects described above 2 per session

*If, for instance, you hold a certification that was issued in 2018, you may upgrade or recertify in 2023, but will need to earn CEU moving forward. By 2026, all program participants will be required to earn and report their CEU.

Mon, 23 Nov 2020 17:11:00 -0600 en-US text/html https://www.esa.org/certification/continuing-education-requirements-framework/
Foundations of Teaching for Learning: Being a Professional No result found, try new keyword!A professional development opportunity not to be missed. This course will emphasise what you can do to act professionally. This includes developing your own philosophy of teaching and making sure ... Wed, 15 Dec 2021 00:41:00 -0600 text/html https://www.usnews.com/education/skillbuilder/foundations-of-teaching-for-learning:-being-a-professional-0_w8XFGTVyEeWW9BKhJ4xW0Q A High-Quality Teaching Force

Linda Darling-Hammond of Stanford University examined the strategies used to develop and support high-quality teaching in three cities from different nations on three separate continents. The cities—Melbourne, Singapore, and Toronto—have developed a number of productive policies and practices that aim to create strong teaching and school leadership workforces in very different contexts.

What are some of the strengths of these systems? 

Melbourne has established professional standards for teacher registration (known as certification or licensure in the United States) and accreditation of preparation programs, and has recently increased the incoming supply of teachers with a range of service scholarships and incentives for entry. The Victoria Department of Education and Early Childhood Development has launched a variety of partnerships with universities to transform preparation—in particular to create much stronger clinical preparation in collaboration with partnership schools. It has also invested in leadership development for teacher leaders and prospective principals, with a focus on whole school improvement.

The province of Ontario also instituted a comprehensive induction program for new teachers that includes professional development and appraisal, as well as an appraisal program for all teachers that focuses on development and growth based on the OCT standards. The Toronto District School Board has added other elements to the induction requirements to create a strong entry system for new teachers. Professional learning opportunities are both individual and collective, and are tied to research-based strategies for school improvement. These policies are intended to complement the strong initial preparation that all teachers receive, and they have served to reverse an exodus from the teaching profession.

Singapore augments its strong initial preparation and induction with a highly developed performance management system that spells out the knowledge, skills, and attitudes expected at each stage of a teacher’s career and, based on careful evaluation and intensive supports, provides a series of career tracks that teachers can pursue. This enables teachers to become mentor teachers, curriculum specialists, or principals, thereby developing talent in every component of the education system.

The systems in all three jurisdictions are continually being refined as needs in various areas emerge.

What can we learn from these systems?

Leaders in Melbourne/Victoria, Singapore, and Toronto/Ontario all believe that getting the right people into teaching and preparing them well is a critical piece in teacher development. All of these systems have worked to strengthen their capacity to recruit strong teachers.

Once selected, applicants for teaching in each jurisdiction go through preparation programs that are guided by professional teaching standards and that are increasingly tied to practice in the schools. Each of the three jurisdictions has recently adopted standards that describe the knowledge and skills that teachers programs are expected to impart and that candidates are expected to acquire.

When new teachers enter the profession, they experience significant induction supports. In Singapore, beginning teachers receive two years of coaching from expert senior teachers who are trained by the National Institute of Education (NIE) as mentors and are given released time to help beginners learn their craft. In Ontario, a recently enacted New Teacher Induction Program (NTIP) provides a range of supports, including orientation, mentoring, and professional development focused on key areas of need identified by new teachers, including classroom management, communication with parents, assessment and evaluation, and work with special-needs students. In Victoria, the Victoria Department of Education and Early Childhood Development and the Victoria Institute on Teaching collaborate to support early career mentoring.

In addition to providing strong initial preparation for teachers and creating working conditions that encourage retention, each of these jurisdictions provides opportunities and support for teachers to develop their knowledge and skills, to Excellerate their practice, and to grow as professionals.

One of the most significant aspects of the educator development systems in Melbourne/Victoria, Toronto/Ontario, and Singapore is their investment in leadership development and support. These systems recognize that high-quality leadership strengthens teaching by providing skillful guidance and creating a school vision that teachers share. There are career-ladder programs help to create a strong profession.

Read the full report. 

Sat, 05 Mar 2016 04:39:00 -0600 en text/html https://asiasociety.org/education/high-quality-teaching-force
Mathematics Teachers’ Professional Development and Teaching Statistics

Eurivalda Santana – Universidade Estadual de Santa Cruz (UESC)
Irene Cazorla – UESC
Célia Barros Nunes – Universidade Estadual da Bahia (UNEB)
José Aires de Castro – Universidade Federal do Ceará (UFC)
Juscileide Braga de Castro – UFC
Dennys Leite Maia – Universidade Federal do Rio Grande do Norte (UFRN)
Rodrigo Lacerda de Carvalho – Universidade Federal do Cariri (UFCA) 

The goal of this project is to understand how a formative intervention informs elementary and middle school math teachers’ professional development (their knowledge and teaching of statistics) and how it affects their students’ knowledge about statistical concepts. We focus on statistical literacy because of its importance and urgency; statistical literacy is a way to use statistics as a tool for understanding the world and the Base Nacional Comum Curricular (BNCC) mandates the teaching of statistics from the elementary school years in Brazil starting in 2019-2020. Our formative intervention research study will be conducted in the context of university-school partnerships through professional learning communities (PLC) involving teachers and researchers from five public universities in three different states in Northeastern Brazil. We will analyze statistical content knowledge by means of two diagnostic instruments, one for teachers and another for students, and document teachers’ perceptions about their teaching practices, student learning, and equity issues. Additionally, data will be generated through the videotaping of professional learning community meetings and field journals documenting PLC meetings and teachers’ practices. Data analysis will engage quantitative and qualitative methods. In the PLC, teachers will design lessons based on the investigative cycle and implement them with students. After each implementation, teachers and researchers will collaboratively reflect on their practices and plan new lessons. We will be focusing on teachers' personal annotations about their practices and on students’ responses to their lessons. Quantitative data will include comparison of students’ performance via pre- and post-diagnostic instruments. Qualitative data analysis will involve the categorization of teachers’ statistical knowledge, teaching practice, and understanding of equitable student learning. The proposed research seeks to contribute to a model of professional development that at once attends to teacher and student learning.

Video: Port Irene e José Aires

Sat, 18 Dec 2021 12:11:00 -0600 en text/html https://www.tc.columbia.edu/rtl/grantee-projects/mathematics-teachers-professional-development-and-teaching-statistics/
Teaching Secondary Content – Graduate Certificate

The UW teaching secondary content certificate prepares you to qualify for a Wyoming teaching certificate and begin your career as a middle or high school teacher. (Your coursework can also be applied—12 credit hours—to a UW master’s degree in curriculum and instruction.)

In this three-semester program offered during consecutive summer, fall and spring terms, you will acquire a foundation in educational theory and teaching methods, while also gaining real-world teaching experience through practicums and student teaching. Even better, you will be learning in small classes from faculty that were former K-12 teachers, who know what it’s like to face a classroom for the first time. In this personalized learning environment, you will discover your own voice as a teacher while also learning the theories and best practices that will make you an inspiring educator.

Leverage your undergraduate degree in one of these content-area certifications:

These are just some of the classes you might take as a secondary education student at the University of Wyoming:

  • Foundations of Education for a Diverse Society
  • The Art and Science of Teaching
  • Introduction to Special Education
  • Methods II
  • Advanced syllabus in Pedagogy
  • Seminar in Assessment

View the full graduate certificate in Teaching Secondary Content program curriculum.


The UW graduate certificate in teaching secondary content program provides the coursework and experience for grades 6-12 Wyoming state licensure. It also prepares you for a career in which you will make a profound difference in students’ lives.

Here are some of the careers in which UW secondary education graduates are making a contribution:

Secondary Education Careers

UW School of Teacher Education graduates can hold titles such as:

  • Secondary language arts instructor
  • English teacher
  • Mathematics teacher
  • Science teacher
  • Middle school teacher
  • High school teacher
  • Teacher/coach
  • Lead teacher
  • Department head
Students using Mursion
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Teaching Secondary Content Graduate Certificate Program Highlights



Wyoming ranks #10 in the nation for highest starting teacher salary according to NEA teacher salary data

As a post-baccalaureate secondary education student, you are taking the bold step to enter a field where you can inspire young people to explore the far reaches of their curiosity and take up the mantle of lifelong learning for the greater good.

Here are some reasons to consider the University of Wyoming for your secondary teaching studies:


The UW College of Education is nationally accredited by the Council for the Accreditation of Educator Preparation (CAEP).

Earn Credit Towards A Master's

Apply your coursework towards a master of arts degree in education with concentrations in curriculum and instruction or literacy education.


Study with award-winning faculty who have also served as classroom educators.



Take part in two practicums (10 hour and 30 hour) before you start your student teaching experience.


Grant Support

Consider investigating grant support– for example the SWARMS program that targeted to those with expertise in science and mathematics.

Teaching Simulation

Put your newly minted teaching skills to the test—and receive feedback—through our special virtual reality system, Mursion.

Study Teaching Abroad

Do your student teaching in the U.S. or complete a portion of your student teaching requirement abroad. UW offers student teaching opportunities in Mexico, Europe, Australia, Asia, Central America and other locales.

University of Wyoming Lab School

Spend time learning and observing in UW’s very own K-9 public school on campus. This student-centered environment provides you with your own learning laboratory for practicums and student teaching.

High-Tech Teaching

Take advantage of the potential to work in UW’s Shell 3-D Visualization Center, where College of Education faculty have been designing immersive educational experiences.

UW Conferences

Participate in UW’s annual education-focused conferences, which expose teachers statewide to the latest research and best practices in education law and policy, literacy education, English as a second language and dual language immersion.


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