BCCPP teaching - Blue Coat Certified Proxy Professional Updated: 2023 | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Precisely same BCCPP questions as in real test, WTF! | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Exam Code: BCCPP Blue Coat Certified Proxy Professional teaching June 2023 by Killexams.com team | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Blue Coat Certified Proxy Professional BlueCoat Professional teaching | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other BlueCoat examsBCCPA Certified Proxy Administrator V3.03BCCPP Blue Coat Certified Proxy Professional | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Our BCCPP exam braindumps are collected from real exams and carefully assembled in PDF and VCE exam simulator. Our BCCPP BCCPP exam will provide you exam questions with correct answers that reflect the real exam. We have made arrangements to engage you to pass your BCCPP exam with over the top marks. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
BlueCoat BCCPP Blue Coat Certified Proxy Professional https://killexams.com/pass4sure/exam-detail/BCCPP 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 For More exams visit https://killexams.com/vendors-exam-list Kill your exam at First Attempt....Guaranteed! | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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. Welcome to the Elementary & Secondary Education Professional Certification ProgramThe 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. Admissions Information/media/media-library-2018/images/program-admissions-info-boxes/resized-Admission-Info-4-lg-1.jpg|/media/media-library-2018/images/program-admissions-info-boxes/resized-Admission-Info-5-lg.jpg|/media/media-library-2018/images/program-admissions-info-boxes/resized-Admission-Info-1-lg.jpg|/media/media-library-2018/images/program-admissions-info-boxes/resized-Admission-Info-3-lg-1.jpg|/media/media-library-2018/images/program-admissions-info-boxes/resized-Admission-Info-2-lg.jpg|/media/media-library-2018/images/program-admissions-info-boxes/resized-Admission-1-lg-1.jpg 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 Summer SessionOur year-round program includes a 3-week professional development program (the Summer Session) in which participants learn molecular biology skills with colleagues from all across Washington state, work alongside scientist-mentors in their laboratories, and develop a curriculum project to share their experiences with their students. Teaching LabWork 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 LabJoin 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 PrepCustomize an SEP Kit activity to fit the particular pedagogical needs of your classroom with support from SEP staff and lead teachers. 2023 SEP Summer Application (Spokane Pilot Edition)Middle or high school science teachers, if you are interested in learning molecular biology skills with other teachers, working alongside scientist-mentors in their laboratories, and developing a curriculum project to share your experiences with your students, apply to be part of SEP Cohort 2023! This year we will be hosting SEP Summer is a new format geared towards supporting teachers in Eastern Washington. Teachers that apply must be able to attend full day sessions in Spokane for one week. In week two, teachers will come to Fred Hutch to meet and work in their mentor’s research lab. Support for lodging in Seattle will be provided. In week three, teachers will have asynchronous time to work on their curriculum project and virtual workshops throughout the week. The application for SEP Cohort 2023 is now open. Click the link below to apply.  To view a preview of the application download this PDF. The PDF is the preview of the application and not the actual application. Please DO NOT fill out the preview and submit it in place of the online application. Application due date extended! Applications now close March 31st, 11:59 pm PST. The Recommendation & Support Form is due by April 7th, 2023 11:59 pm PST. 2023 Program Dates
Teacher Info SessionsPlease 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.
April 20, 2023: Notification of acceptance *All times are tentative and will be confirmed closer to the dates  During the program, participants are required to:
In addition, your district must commit one day of release time, or equivalent, as evidence of support for your application.
The SEP Hutch Access Award provides financial support for teachers who either:
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:
School Year WorkshopsSEP offers workshops throughout the school year that are open to all teachers, participation in SEP Summer Session is not necessary. Your search for "" did not match any of our events. Please try another event term or combination of terms and filters. Last Modified, May 20, 2023 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.  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:
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: Â
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 & Seminar and EDUC 540: Graduate Student Teaching & Seminar courses are designed to meet Danielson’s Framework for Teachers is characterized by research-based best practice that includes: Â
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.  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. RequirementsYou 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.
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 TrainingCategory 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.
You may report up to 24 CEU for Category I toward your total requirement per reporting period.
Category II: Oral CommunicationIncludes 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.
Category III: Written CommunicationIncludes 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.
Category IV: ServiceIncludes 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.
Category V: Human DimensionsThis 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).
*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. 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?ÂMelbourne 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. Authors Abstract
Video: Port Irene e José Aires
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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.
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Leverage your undergraduate degree in one of these content-area certifications:
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These are just some of the classes you might take as a secondary education student at the University of Wyoming:
View the full graduate certificate in Teaching Secondary Content program curriculum.
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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:
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Secondary Education Careers
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