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CTEL California Teacher of English Learners test Questions | http://babelouedstory.com/

CTEL test Questions - California Teacher of English Learners Updated: 2023

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Exam Code: CTEL California Teacher of English Learners test Questions November 2023 by Killexams.com team

CTEL California Teacher of English Learners

California Teachers of English Learners (CTEL)

Program Leading to Certification to Teach



The Commission is the agency of California government that licenses teachers and other professionals
who serve in the public schools. As the policy-making body that establishes and maintains standards for
the education profession in the state, the Commission is concerned with the quality and effectiveness of
the preparation of teachers and other school practitioners. On behalf of the education profession and
the general public, one of the Commissions most important responsibilities is to establish and
implement strong, effective standards of quality for the preparation and assessment of teachers who
will teach English learners.



AB 2987, passed in 1992 (California Education Code sections 44253.1- 44253.6), created a two-tiered
teacher certification structure for teaching English learners. Known as the Bilingual, Crosscultural,
Language and Academic Development Examination and Certificate, this structure has been in effect
from 1994 to the present, and it consists of the following six tests or domains:

• Test 1: Language Structure and First- and Second-Language Development;

• Test 2: Methodology of Bilingual Instruction, English Language Development and Content Instruction;

• Test 3: Culture and Cultural Diversity;

• Test 4: Methodology for Primary-Language Instruction;

• Test 5: The Culture of Emphasis; and

• Test 6: The Language of Emphasis (listening, reading, speaking, and writing)

The first tier, called Crosscultural, Language and Academic Development (CLAD) Certificate, authorizes
instruction for English Language Development (ELD) and Specially Designed Academic Instruction in
English (SDAIE). Candidates must pass the first 3 Tests (above) to earn this certification. The second
level, called the Bilingual Crosscultural, Language and Academic Development (BCLAD) Certificate,
authorizes instruction in ELD and SDAIE as well as instruction for primary-language development and
content instruction in the primary language. Candidates must pass all six tests in order to earn the
BCLAD Certificate.



The Standards of Program Quality and Effectiveness for Professional Teacher Preparation Programs were
also referenced by the panel in its development of the CTEL Knowledge, Skills, and Abilities and the CTEL
Program Standards. This was to ensure that content of CTEL Programs and the CTEL Examination were
closely aligned with the relevant content in the 2042 multiple and single subject teaching credential,
since all of these routes lead to an equivalent English learner authorization. The standards of the
national professional organizations such as those adopted by TESOL (Teachers of English to Speakers of
Other Languages) also served as a guide and provided a comprehensive perspective for panel members



The ELIDT developed two types of standards to guide institutional responses and expert review for CTEL
Programs. The first type, called “Program Design Standards”, make up Category I of the CTEL Program
Standards. These standards inform institutions about the organizational structures and resources
required for sponsorship of a CTEL program. Category II of the Standards Specific to CTEL Programs
provides guidance on the instructional content of the curriculum as well as the competencies that
candidates must demonstrate in order to meet the requirements of the CLAD Certificate. These
standards, called the “Candidate Competency Standards” are closely aligned with the CTEL Knowledge,
Skills, and Abilities.

Once the ELIDT completed the draft CTEL standards, Commission staff worked with formatting and
organization in order to align with the most currently-developed standards of quality for teacher
preparation. The Commission adopted the Standards of Quality and Effectiveness for California
Teachers of English Learners (CTEL) Programs Leading to CLAD Certification on November 30, 2006.


Language and Language Development

Domain 1:

Language Structure

and Use

Phonology and Morphology

Syntax and Semantics

Language Functions and Variations

Discourse

Pragmatics

Domain 2:

Additive Language

Development

Theories, Processes, and Stages of Language Acquisition

Theories, Models, and Processes of Second-Language Acquisition

Cognitive, Linguistic, and Physical Factors Affecting Language

Development

Affective Factors Affecting Language Development

Sociocultural and Political Factors Affecting Language

Development

Assessment

and

Instruction

Domain 1:

Assessment of

English Learners

Principles of Standards-Based Assessment and Instruction

Role, Purposes, and Types of Assessment

Language and Content-Area Assessment

Domain 2:

Foundations of

English

Language/Literacy

Development and

Content Instruction

Foundations of Programs for English Learners

Foundations of English Language Literacy

Instructional Planning and Organization for ELD and SDAIE

Components of Effective Instructional Delivery in ELD and SDAIE

Effective Resource Use in ELD and SDAIE

Domain 3:

Approaches and

Methods for ELD

and Content

Instruction

ELD – Approaches and Methods

ELD – Listening and Speaking

ELD – reading and Writing

Specially Designed Academic Instruction in English (SDAIE)

Culture and

Inclusion

Domain 1:

Culture and Cultural

Diversity and Their

Relationship to

Academic

Achievement

Cultural Concepts and Perspectives

Cultural Contact

Cultural Diversity in California and the United States

Crosscultural Interaction

Domain 2:

Culturally Inclusive

Instruction

The Role of Culture in the Classroom and School

Culturally Inclusive Learning Environment

Family and Community Involvement

Culturally Inclusive Curriculum and Instruction
California Teacher of English Learners
Teacher-Certification California test Questions

Other Teacher-Certification exams

CSET California Subject Examinations for Teachers
CTEL California Teacher of English Learners
NYSTCE New York State Teacher Certification
FTCE Florida Teacher Certification Examination
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Teacher-Certification
CTEL
California Teacher of English Learners
https://killexams.com/pass4sure/exam-detail/CTEL
A. A predicate adjective
B. A predicate nominative
C. A predictive phrase
D. The object of a preposition
Answer: A
Question: 8
Why might English Learners be confused by compound words, when they understand the
meanings of the individual words?
A. For English Learners, nouns have a strong imagistic component. Juxtaposing two words, such
as sheepdog, causes confusion because they visualize two different objects superimposed.
B. The confusion comes in which word comes first. Why sailboat and not boatsail? Bookstore
and not storebook?
C. The confusion comes in why only certain combinations are permissible. If sheepdog is
acceptable, why isn't mousecat or singbird?
D. Compound words composed of familiar words don't always have a predictable meaning.
Answer: D
Question: 9
Most English Learners have a plethora of
difficulties when they first begin to read in English.
One reason is because:
A. Some letter blends, such as sch, are illogical.
B. If the primary language also uses the Roman alphabet but is phonetically regular, early
reading confusion is to be expected.
C. All vowels have numerous possible ways of being pronounced.
D. All the above.
Answer: D
Question: 10
What strategy can a teacher use to simultaneously increase vocabulary and heighten syntactical
understanding in her English Learners?
3
A. Teach students several synonyms for words they already know.
B. Teach students several homonyms for words they already know.
C. Teach students several antonyms for words they already know
D. Teach students prefixes and suffixes.
Answer: D
4
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Teacher-Certification California test Questions - BingNews https://killexams.com/pass4sure/exam-detail/CTEL Search results Teacher-Certification California test Questions - BingNews https://killexams.com/pass4sure/exam-detail/CTEL https://killexams.com/exam_list/Teacher-Certification California Commission on Teacher Credentialing to answer questions about executive order suspending testing for teacher

The California Commission on Teacher Credentialing is hosting an informational webinar at 2 p.m. June 1 on the executive order issued by Gov. Gavin Newsom Saturday that suspends testing for teachers impacted by the coronavirus.

The order allows eligible teacher candidates to earn preliminary credentials without taking either the California Teaching Performance Assessment or the reading Instruction Competence Assessment. It also allows students to enter teacher preparation programs without passing the California Basic Education Skills Test and teacher candidates to enter internship programs without passing required tests in the California Subject Examinations for Teachers because testing centers were closed.

Click on the link to join the webinar.

 Sun, 31 May 2020 22:30:00 -0500 en text/html https://edsource.org/updates/california-commission-on-teacher-credentialing-to-answer-questions-about-executive-order-suspending-testing-for-teacher Required tests roadblock for many aspiring California teachers

Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action

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Nearly half of California’s potential teachers struggle to pass a gauntlet of standardized tests required for them to earn a credential, making it more difficult for the state to put a dent in a persistent teacher shortage.

But that could change soon, as officials at the California Commission on Teacher Credentialing look to reform the entire landscape of tests that teachers have to take to enter the profession.

While the issue of student testing has always received considerable attention, the tests prospective teachers in California must take have received far less. It is an issue that is attracting more attention recently, as state education leaders begin to acknowledge these tests as major stumbling blocks to attracting new teachers to the profession. At the same time, educators have to ensure that reforming the testing regimen, which could include eliminating some tests, doesn’t lower the standards for basic proficiency that these tests are supposed to ensure.

About 40 percent of students seeking to become teachers provide up because they fail to pass the required tests at various steps along the path to getting their credential, according to data from the California Commission on Teacher Credentialing. For prospective math or science teachers, that number climbs to 50 percent.

The tests that future teachers are required to take vary depending on what they plan to teach, but there are four assessments that almost all must take:

  • California Basic Educational Skills Test, or CBEST, which tests reading, math and writing skills and is usually taken before a student is accepted into a teacher preparation program.
  • California Subject Examinations for Teachers, referred to as CSET, tests subject knowledge. Elementary school and special education teachers earn a multiple subject credential by passing a trio of tests — in science and math; reading, language, literature, history and social science; and physical education, human development and visual and performing arts. Middle and high school teachers earn single subject credentials in areas such as art, biology or English by passing at least one subject exam.
  • Reading Instruction Competence Assessment, which tests reading instruction, is required for elementary and special education teachers before they obtain a credential.
  • California Teaching Performance Assessment, which measures how well teacher candidates assess students, design instruction, organize subject matter and other skills. The test must be taken by all teachers, except special education teachers, before they can earn a credential.

Reforming the testing process could also mean economic relief for some teacher hopefuls, especially those who have had to take a test multiple times. Tests can cost anywhere from $99 for a single subject test each time it is taken to $247 for the three tests that make up the CSET: Multiple Subjects Test. The CBEST costs $41 if a paper test is taken and $61 if a test is taken by computer.

When students take those tests depends on the teacher preparation program in which they are enrolled. For instance, some teacher preparation programs require that students pass the CSET before admission, while some allow students to enroll first, then require they pass the test before they begin student teaching.

“I am most concerned by the amount of testing we put teachers through in order to get them credentialed,” said Mary Vixie Sandy, executive director of the California Commission on Teacher Credentialing.

Amber Wilson is currently teaching special education at a middle school in Twin Rivers Unified in Sacramento on a short-term staff permit, while she is working to earn her full credential in a teacher preparation program offered by the Sacramento County Office of Education. In California public and private universities, county offices of education and school districts can be approved by the state’s credentialing commission to offer teacher preparation programs.

Wilson, 27, failed the CSET tests required for a multiple subject credential the first time she took them. She passed two of the three tests the second time she tried, but failed the math and science test. Wilson tried a third time, edging closer to the passing score of 220 with each attempt.

The pressure on Wilson continues to build as the deadline to pass the test looms. If she doesn’t pass the test by the end of the school year she will lose her place in the teacher preparation program, as well as the short-term staff permit. Wilson expects to meet with district officials to discuss her status in February.

The short-term staff permit that Wilson has allows a school district to fill a needed position when a certificated teacher can’t be found for it. Students on a short-term staff permit have one year to pass the CSET while they teach in the classroom. 

Those tests seem to be the biggest hurdle for teachers.

Although the CSET had an overall cumulative passing rate of 80.8 percent between 2003 and 2017, the cumulative passing rates for single subject tests varied from 96.9 percent for one in preliminary educational technology to 7.9 percent on the test for prospective teachers of English learners. The cumulative passing rate is the percentage of people who pass the test over a specific period of time, including those who take the test more than once.

“The CSET stands as a significant barrier to enrollment in many teacher education programs, especially in high-need fields such as mathematics and science,” said Linda Darling-Hammond, chair of the California Commission on Teacher Credentialing.

Wilson said she has refused to provide up, taking a test preparation class, making flash cards and answering practice questions online for the math and science test. In November she took the test for the fourth time. Her score went down. “I got really anxious and didn’t do well on the test,” she said.

Wilson is paying for her teacher preparation program with a state grant from the California Classified School Employee Teacher Credentialing Program, which helps so-called “classified” employees like bus drivers, office workers and campus monitors who don’t have a teaching credential to become teachers.

In some cases, the CSET has become an obstacle to implementing that program. For example, the Riverside County Office of Education hasn’t been able to distribute all of the money the state has provided for tuition because some prospective teachers could not pass the tests required to join the program, said Barbara Howard, director of Teacher Innovation for the county office. She said at least 5 percent of the students in the program finish their bachelor’s degrees and satisfy all of the other requirements needed to start their teacher preparation program, but can’t pass the CSET.

The state currently offers alternatives to taking some of the credentialing tests and may consider adding other options to testing.

The CBEST, for example, can be waived if a student scores at least a 500 on the SAT English test and at least 550 on the SAT math exam, or scores a 22 or higher on the ACT English test and a 23 or higher on the ACT math exam. The test also can be waived if a student passes the CSET: Multiple Subjects test, plus a related writing examination, or earns a 3 or above on specific high school Advanced Placement tests.

In some cases, the CSET can be waived if students pass commission-approved coursework, aligned to each test, while they are earning their undergraduate degrees. 

With a persistent teacher shortage in California, officials at the California Commission on Teacher Credentialing are looking to reform teacher testing. Earlier this year members of the commission discussed the issue and decided to take a closer look at what teachers should know about the subjects they are teaching and how that should be measured.

Teaching credential candidates and others in the education community have called for more alternatives to taking the CSET, like allowing some university degrees or a combination of coursework and exams to meet the requirement, Sandy said.

Alternate pathways to prove competency and better ways to align teachers’ tests to what is being taught in today’s classrooms are two of many things the commission will consider over the next year, Darling-Hammond said. That could mean changing the tests, or even eliminating some, she said.

“Our job is to make sure teachers know the content in a way, and teach in a way, that can help students learn,” Darling-Hammond said.

The commission will likely form a panel or task force to study the issue over the next year, she said. The goal is to increase the number of people who want to be teachers in a state with a serious teacher shortage, while maintaining standards, Darling-Hammond said. 

Although new tests, if approved, are years away, other changes — like accepting coursework or university degrees instead — could come sooner, commission officials said.

Substitute teacher Sandra Veit Gagain, of Roseville, said the credentialing commission should be careful not to lower its standards as it attempts to address the state’s acute teacher shortage.

“I know they need to have more teachers, but we need to hold the standards high, like we do for our students,” she said.

Veit Gagain returned to school a little over a decade ago to start a second career as a teacher. She passed all her credentialing tests the first time. “I struggled a little,” she said. “I hadn’t looked at math for a long time. It was challenging, but it was something I needed (in the classroom).”

She works part-time as a substitute because of caretaking responsibilities at home, but Vet Gagain said she plans to return to the classroom as a full-time teacher next year.

Stephanie Biagetti, chair of the teacher credentialing program at Sacramento State, doesn’t believe the tests are too difficult or too numerous. Students who do not pass all the required tests by the time they are due to start student teaching typically add a semester of field experience, which entails observing or assisting teachers in their classrooms, and take that time to study for the test, she said.

Wilson is excited to hear that the credentialing commission is considering alternatives to the CSET. She would like the commission to consider allowing students who failed the test multiple times to take a class instead to prove competency.

“It was definitely a big financial burden,” Wilson said of the testing. She said she has spent about $1,000 on the tests — $500 for just the math and science test.

Despite the cost, Wilson said she will not provide up. “It’s not a matter of if I pass, it’s when,” she said.

If she can’t pass the test before the spring deadline, Wilson said she plans to work as a substitute teacher next school year, or return to her paraeducator position and then try to re-enroll in the teacher preparation program at the Sacramento County Office of Education at a later date.

“If it could happen before February that would be great,” she said.

 Sun, 20 Jan 2019 10:00:00 -0600 en text/html https://edsource.org/2019/required-tests-roadblock-for-many-california-teacher-candidates/607239 Teacher Education Handbook

Successful completion of the program requirements and passing scores on the required state-certification exams allow students to be certified to teach in the specific content area(s). All certification programs require a minimum 3.0 GPA at completion of the program and graduation in order to receive certification.

Please refer to this handbook for questions regarding the education program at Lycoming College. Teacher certification through the Lycoming College Department of Education is designed to meet the licensure requirements of the Commonwealth of Pennsylvania. If you choose to get certified in another state, it is your responsibility to determine what credentials, including testing requirements, are needed.

This handbook is updated yearly in accordance with Pennsylvania Department of Education guidelines.

 Tue, 21 Nov 2017 00:50:00 -0600 en text/html https://www.lycoming.edu/education/handbook.aspx California’s teacher credentialing agency wants to help aspiring educators get certified No result found, try new keyword!The path to becoming a teacher in California ... on standardized exams such as the ACT, SAT and various College Board Advanced Placement tests. Skubal’s team fields questions every day from ... Sun, 29 Oct 2023 12:00:00 -0500 en-us text/html https://www.yahoo.com/news/california-teacher-credentialing-agency-wants-154224291.html CPA test Guide: Everything You Need To Know About the New test In 2024

Editorial Note: We earn a commission from partner links on Forbes Advisor. Commissions do not affect our editors' opinions or evaluations.

If you’re on your way to becoming a Certified Public Accountant (CPA), you might be losing some sleep over the Uniform CPA Examination®.

We don’t blame you. After all, the pass rates for each test section range from about 40% to 60%, according to the American Institute of Certified Public Accountants (AICPA®)—not the best prognosis. The CPA test is difficult and time-consuming, but passing it is the most important step of CPA licensure. And at the end of the day, becoming a CPA is worth it to many professionals.

Earning the CPA credential opens doors to high-paying, advanced accounting careers in numerous industries. The 2024 CPA test comes with a few changes compared to previous years, so make sure to stay in the know if you plan to sit for the test in or after 2024. We’ve outlined the new test here to help you research and prepare.

What Is the CPA Exam?

The Uniform Certified Public Accountant Examination, also known as the Uniform CPA test or CPA Exam, is for accountants pursuing CPA licensure. Many employers seeking highly trained accountants require a CPA license, which involves rigorous coursework and skill testing to earn.

AICPA develops the CPA exam, and the National Association of State Boards of Accountancy (NASBA) and its included state boards of accountancy assist with reviewing applications, administering the test and reporting scores.

The CPA test consists of four sections, testing candidates on Topics like taxation, financial planning, auditing and accounting technology.

What’s New About the CPA test in 2024?

The 2024 CPA test introduces a new “discipline” section, including three options:

  • Business analysis and reporting (BAR)
  • Information systems and controls (ISC)
  • Tax compliance and planning (TCP)

Candidates choose one of the three disciplines to test on. Candidates must also test within the three required Core sections:

  • Auditing and attestation (AUD)
  • Financial accounting and reporting (FAR)
  • Taxation and regulation (REG)

The 2024 version of the CPA test eliminates the business environment and concepts (BEC) section and transitions some portions of FAR and REG into the new disciplines. Since the BEC section was the only one to include a written essay, the essay portion is eliminated from the 2024 CPA exam.

Additional changes include replacing an Excel spreadsheet with a JavaScript-based spreadsheet, implementing new task-based research simulations and eliminating multistage adaptive testing.

CPA test Requirements

Each state board of accountancy within NASBA sets its own requirements to sit for the CPA exam, so criteria may vary among states. However, many state boards require at least the following from candidates before they’re eligible to take the CPA exam:

  • Be at least 18 years old
  • Have a 120-credit bachelor’s degree in accounting or a bachelor’s degree with a certain number of credits in non-introductory accounting courses and business courses
  • Submit official school transcripts, a credit evaluation application and proof of residency

Education requirements vary the most among state boards of accountancy. For instance, Georgia only requires test candidates to have a bachelor’s degree with 20 semester hours in non-introductory accounting courses. However, Rhode Island sets more specific stipulations for CPA test applicants who don’t have a graduate degree in accounting, including at least 24 accounting semester hours covering distinct subjects like auditing and tax accounting.

CPA test Structure

The three cores and three disciplines of the CPA test each include both multiple-choice questions and task-based simulations. The test lasts 16 hours in total—four hours per section—and candidates can take different sections of the test on different days rather than in one sitting.

Still, test takers must complete and pass all four sections within 18 months—usually beginning on the day a candidate takes their first passed section—to pass the exam. We explore the four sections in detail below.

Auditing and Attestation

The AUD section tests a candidate’s understanding of the technical and ethical aspects of auditing for public and private entities. AUD also covers reporting requirements, risk assessment strategies, obtaining evidence and ethical responsibilities for CPAs.

AUD is divided into four content areas:

  • Area I: Ethics, professional responsibilities and general principles
  • Area II: Assessing risk and developing a planned response
  • Area III: Performing further procedures and obtaining evidence
  • Area IV: Forming conclusions and reporting

Financial Accounting and Reporting

The questions and tasks in the FAR section target three content areas:

  • Area I: Financial reporting
  • Area II: Select balance sheet accounts
  • Area III: Select transactions

Within these sections, candidates prove their ability to prepare and analyze financial statements, balance sheets with various types of income and expenses, correct accounting errors, and navigate the differences in financial accounting and reporting for for-profit and nonprofit companies.

Taxation and Regulation

The REG section explores tax laws for businesses and individuals within the United States, ensuring that CPA candidates understand the significance of and procedures for compliance. Candidates work with taxation technology and resources to analyze data and determine the correct processes for accuracy and completeness.

This section includes five content areas:

  • Area I: Ethics, professional responsibilities, and federal tax procedures
  • Area II: Business law
  • Area III: Federal taxation of property transactions
  • Area III: Federal taxation of individuals
  • Area III: Federal taxation of entities

Discipline

CPA candidates must choose one of three disciplines as the fourth section of the CPA exam.

Previous versions of the CPA test included the BEC section, which explored corporate governance, information technology, financial and operations management, and economic concepts. The discipline section replaces BEC, allowing candidates to test in an area of interest or advanced skill.

This section offers the following testing areas:

  • Business analysis and reporting: BAR expands on several concepts in FAR, including data collection sourcing, financial analysis and reporting, while closely examining business analysis and local and state governmental accounting.
  • Information systems and controls: ISC focuses on secure and accurate data collection, storage and analysis procedures used in accounting. Candidates must demonstrate knowledge of information technology audits, security threats and mitigation, and security regulations.
  • Tax Compliance and Planning: TCP digs deep into taxation for individuals and entities beyond what’s included in REG. TCP Topics and tasks include calculating estimated tax payments, reviewing shareholder debts and investments, and distinguishing types of business entities for tax purposes.

How Is the CPA test Scored?

CPA test scoring weighs the scaled scores of multiple-choice questions and task-based simulations of each section equally at 50% of the total score. The only exception is the ISC discipline, in which multiple-choice questions make up 60% of the score and task-based simulations account for 40%.

Each test goes through a multi-step review process to ensure scoring accuracy.

How Hard Is the CPA Exam?

If AICPA’s pass rate data is any indication, this is a hard test. During the first two quarters of 2023, these were the pass rates for each section of the CPA exam:

  • REG: 59.22%
  • AUD: 47.68%
  • FAR: 42.30%
  • BEC (eliminated from the 2024 exam): 58.25%

How To Study for the CPA Exam

The CPA test process is long and rigorous, so planning can be the key to passing each section. Before you begin studying, plan your timeline carefully.

In what order do you want to take each section? How will you space out the various sections to provide yourself ample study time? Keep track of test application deadlines, and think about when you should schedule study sessions. Also, consider whether you’ll need to take some time off work.

AICPA’s test Blueprints offer an excellent starting point for your test prep. The blueprints walk you through each section of the CPA exam, filling you in on what to expect and what to study.

CPA test Study Resources

AICPA offers official resources for continuing education for practicing accountants. Though you aren’t yet a CPA, you might find these materials helpful while studying for your CPA exam. They are categorized into many of the same Topics you’ll work with on the exam, like auditing and financial reporting, and many are free or discounted for AICPA members.

You can also practice with a shortened sample test from AICPA, which familiarizes you with the CPA test software.

Several other online resources are available to help you study for the CPA exam, although it’s important to ensure courses and materials are up to date and designed or taught by credentialed instructors. AICPA hosts a database of CPA test preparation resources, including costs and user ratings for each to help you narrow your options.

CPA test Study Methods

Preparing for the CPA test takes significant motivation and focus, and studying with other CPA test candidates could help you stay on track. Consider looking for study group participants at work, through your local professional organization or from your graduating class. You might also find nearby candidates through social media groups.

Collaborate with your study group members to decide which materials you’ll use, whether you’ll host meetings in person or online, and how often you’ll study so everyone can stay on track.

If you’d like to study solo, find a quiet, dedicated space for sessions and make room in your schedule for several hours of test preparation each week. Consider getting support from a trusted colleague or mentor when necessary.

Frequently Asked Questions (FAQs) About the CPA Exam

Is the CPA harder than the bar?

The CPA test and bar test are both known for their challenging content. However, based on the passing rates for each, the CPA test generally appears more difficult to pass than the bar. Depending on the jurisdiction, the July 2023 bar test saw pass rates ranging from 58% to 92%, according to the National Conference of Bar Examiners. The highest cumulative passing rate for any section of the CPA test during the first two quarters of 2023 was 59.22%.

How many questions are in the CPA exam?

The CPA test comprises between 250 and 282 multiple-choice questions, plus 28 or 29 task-based simulations, depending on the discipline section you choose. ISC has the most questions and simulations in total, followed by TCP and BAR.

 Tue, 31 Oct 2023 02:14:00 -0500 Amy Boyington en-US text/html https://www.forbes.com/advisor/education/cpa-exam-guide/ Licensure and Certification Disclosures
Alabama

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Education Leadership* (*AL professional leadership certificate-Class A 30-credit masters’ degree and completion of a state-approved approach to certification), MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Secondary Education with STEM Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration 

State Specific Requirements

Alabama participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include documentation of meeting comparable test requirements. Educational administration and instructional support applicants must meet specific experience requirements.

For MEd students - Alabama does not recognize "endorsements". A person may seek additional certification in certain fields if they; 1) currently hold an Alabama Professional Educator Certificate in a teaching field; AND 2) verifies 2-yrs classroom teaching experience in grades P-12; AND 3) passes the appropriate Alabama prescribed Praxis subject area test.

Learn more about Alabama state board teaching certification requirements.

Alaska

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students - If an endorsement is completed outside of Alaska, the applicant must be eligible to gain a comparable endorsement or certificate, including any required testing, for that state. This method requires two years of teaching experience in the content area and passing scores on the endorsement-related content area exam. Only where content area exam(s) have been identified may endorsements be added with this method.

Learn more about Alaska state board teaching certification requirements.

Arizona

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Arizona state board teaching certification requirements.

Arkansas

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – When coursework has been completed through an out-of-state university, the area must first be applied to the out-of-state license.

Learn more about Arkansas state board teaching certification requirements.

California

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, BA Middle School Mathematics, BA Middle School Science, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about California state board teaching certification requirements.

Colorado

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Colorado participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements for applicants with less than 3-years' experience include: 1. Educator preparation program approval from an accredited institution; 2. Degree in content area; 3. Supervised student teaching or internship experience; 4. State-approved alternative educator prep program.

SNHU has not completed the program approval process in Colorado.

Learn more about Colorado state board teaching certification requirements.

Connecticut

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Connecticut participates in the NASDTEC Interstate Agreement and jurisdiction-specific requirements for an inexperienced teacher with less than 30 months of experience within the past 10 years under an appropriate certificate include: 1. Documentation of completion of a bachelor's degree from an accredited college/university; 2. Recommendation from state-approved teacher preparation program documenting completion of a program; 3. Verification of appropriate experience under a teaching certificate from the district(s) where service was provided (if applicable); 4. Copy of an appropriate certificate covering service time (if applicable); and 5. Successful passage of state-adopted or equivalent out-of-state assessments (unless exempted per statute).

For MEd students – Applicants requesting endorsements to serve as an intermediate administrator or supervisor, a superintendent of schools, or a reading and language arts consultant must complete a state-approved planned program of educator preparation at an accredited college or university, leading to a formal institutional recommendation for certification.

The SNHU School of Education works with students to ensure the coursework requirements in Connecticut are met.

Learn more about Connecticut state board teaching certification requirements.

Delaware

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Delaware state board teaching certification requirements.

District of Columbia

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd Leadership

Learn more about District of Columbia state board teaching certification requirements.

Florida

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Florida state board teaching certification requirements.

Georgia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Georgia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Moral fitness or character; 2. Acceptable license, as determined by our agency; 3. Assessments; 4. Experience; 5. Course in exceptionalities for certain fields.

For MEd students – Endorsements can only be added from Georgia approved programs.

SNHU has not completed the program approval process in Georgia.

Learn more about Georgia state board teaching certification requirements.

Hawaii

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

Learn more about Hawaii state board teaching certification requirements.

Idaho

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

For MEd students – Endorsements can only be added from Idaho approved programs.

Learn more about Idaho state board teaching certification requirements.

Illinois

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Illinois participates in the NASDTEC Interstate Agreement and provides a Professional Educator License (PEL) Checklist for Out of State Applicants which states that upon evaluation, additional documentation may be requested by the Illinois State Board of Education (ISBE) prior to the license being issued. The process includes creating an account; consideration for all areas listed on the valid, comparable out of state license; official transcript; and a copy of the valid out of state license. School support personnel (except for school nurse) and administrative endorsements require completion of a master's degree or higher.

Learn more about Illinois state board teaching certification requirements.

Indiana

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Indiana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include content and pedagogy tests, current CPR/AED/Heimlich certification and suicide prevention training. Once requirements are met, a 2-year license is issued.

For MEd students – Endorsements can only be added from Indiana approved programs.

Learn more about Indiana state board teaching certification requirements.

Iowa

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Iowa participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Specific coursework; 3. Program approval (state-approved).

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

SNHU has not completed the program approval process in Iowa.

Learn more about Iowa state board teaching certification requirements.

Kansas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kansas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid license; 2. Recency, which equals credit hours or experience within the last 6 years; 3. Testing – similar out-of-state tests accepted.

For MEd students – Endorsements can only be added from Kansas approved programs.

SNHU is unable to determine the similarity of out-of-state tests.

Learn more about Kansas state board teaching certification requirements.

Kentucky

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Kentucky participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. GPA; 2. Mentoring, student teaching or practicum in teacher prep program; 3. Look for approved, accredited teacher-prep program; 4. Holds or has held a valid certificate from state where teacher program was completed; 5. Post-baccalaureate coursework or degrees for advanced level certification; 6. Moral character and fitness; 7. Assessments for new teachers.

For MEd students – Endorsements can only be added from Kentucky approved programs.

SNHU has not completed the program approval process in Kentucky.

Learn more about Kentucky state board teaching certification requirements.

Louisiana

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

For MEd students – Endorsements from out-of-state programs require a transcript review and are decided on a case-by-case basis.

Learn more about Louisiana state board teaching certification requirements.

Maine

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Maine participates in the NASDTEC Interstate Agreement and has the Jurisdiction-specific requirement of specific coursework.

The SNHU School of Education works with students to ensure the coursework requirements in Maine are met.

Learn more about Maine state board teaching certification requirements.

Maryland

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Maryland participates in the NASDTEC Interstate Agreement, however, it only has full reciprocity for approved out-of-jurisdiction teacher preparation programs. Jurisdiction-specific requirements include: 1. Required degree (transcript); 2. Tests; 3. License; 4. Verification of satisfactory experience less than 3 years.

SNHU has not completed the program approval process in Maryland.

Learn more about Maryland state board teaching certification requirements.

Massachusetts

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

State Specific Requirements

Massachusetts participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passing the Communication & Literacy MTEL test; 2. Passing any subject matter MTEL test(s.; 3. For core academic licenses, possession of a Sheltered English Immersion (SEI. Endorsement. SEI is required for an Initial (level 3. license, those that pass the test can get a preliminary (level 1. license and advance when they earn SEI.

The SNHU School of Education works with students to help them identify which MTEL exams they need to take that meet both the New Hampshire and Massachusetts testing requirements since Massachusetts does not recognize Praxis, however the New Hampshire Department of Education recognizes MTEL exams in lieu of Praxis.

Learn more about Massachusetts state board teaching certification requirements.

Michigan

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Michigan state board teaching certification requirements.

Minnesota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Minnesota only requires the passing of content and pedagogy exams for individuals licensed based on teacher preparation from another state. For some licensure areas, specifically in low-incidence special education fields, the content test taken outside of Minnesota may meet our requirement. Additionally, an individual with a professional license from another state that has not completed teacher preparation, may meet the requirements of a Minnesota Tier 3 license if they also have 2 years of teaching experience.

Learn more about Minnesota state board teaching certification requirements.

Mississippi

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Mississippi state board teaching certification requirements.

Missouri

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Missouri state board teaching certification requirements.

Montana

Education Programs that Meet the Requirements

BA Elementary Education

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education; MEd Leadership

State Specific Requirements

Montana participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: PRAXIS II scores, degrees, character and fitness, and credit count if not CAEP/NCATE approved EPP.

The SNHU Elementary Education program is CAEP accredited.

Learn more about Montana state board teaching certification requirements.

Nebraska

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Nebraska participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Content test; 2.Human relations course; 3. Special education course; 4. Valid certificate from other state; 5. Transcripts and institutional verification by college of endorsement; 6. Fingerprint clearance.

Learn more about Nebraska state board teaching certification requirements.

Nevada

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Nevada state board teaching certification requirements.

New Hampshire

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Early Childhood Special Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd Leadership CINADM, MEd Leadership in Curriculum Administration, MEd Leadership in School Administration, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Hampshire state board teaching certification requirements.

New Jersey

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about New Jersey state board teaching certification requirements.

New Mexico

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New Mexico participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree or higher; 2. Completion of a standard or alternative educator preparation program; 3. Current license; 4. Must take New Mexico assessments if they have not used their license to teach in another state.

Learn more about New Mexico state board teaching certification requirements.

New York

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

New York participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Must have completed a comparable state approved program in the subject and grade level; 2. Bachelor's degree; 3. Undergraduate GPA of 2.5; 3. Paid full-time experience of 3 years within the last 5 years in the cert area and grade level; 4. New York State exams and workshops; 5. Moral character.

SNHU has not completed the program approval process in New York.

Learn more about New York state board teaching certification requirements.

North Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Special Education

State Specific Requirements

North Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: Completion of an approved educator preparation program.

SNHU has not completed the program approval process in North Carolina.

Learn more about North Carolina state board teaching certification requirements.

North Dakota

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about North Dakota state board teaching certification requirements.

Ohio

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Ohio participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing or other forms of assessment; 2. Supervised and evaluated pre-service or professional experience; 3. Program approval comparability.

SNHU has not completed the program approval process in Ohio.

Learn more about Ohio state board teaching certification requirements.

Oklahoma

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Oklahoma state board teaching certification requirements.

Oregon

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Oregon participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Bachelor's degree; 2. An active, valid license from the state where teacher preparation was completed; 3. Fingerprint-based background check; 4. Content area assessment; 5. The Protecting Student and Civil Rights in the Educational Setting requirement; 6. Official transcripts.

Learn more about Oregon state board teaching certification requirements.

Pennsylvania

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Pennsylvania participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Grade point average; 2. Content assessment(s); 3. Basic skills if undergraduate; 4. GMC questions; 5. State-approved program

SNHU has not completed the program approval process in Pennsylvania.

Learn more about Pennsylvania state board teaching certification requirements.

Rhode Island

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Rhode Island participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing; 2. Program approval comparability; 3. Valid teaching license.

SNHU has not completed the program approval process in Rhode Island.

Learn more about Rhode Island state board teaching certification requirements.

South Carolina

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

South Carolina participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Valid Stage 1 or 2 license; 2. Passing score on a content examination; 3. Clear federal and state background reports; 4. Comparable area of certification.

Learn more about South Carolina state board teaching certification requirements.

South Dakota

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Reading, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

M.Ed. in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

South Dakota participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Testing (Praxis); 2. Educational program comparability; 3. State statutorily required coursework; 4. Moral fitness; 5. Citizenship; 6. Valid experience in classroom; 7. Valid license in other state ; 8. Post-baccalaureate coursework/degrees; 9. National Board Certification; 10. Pedagogy verification.

SNHU has not completed the program approval process in South Dakota.

Learn more about South Dakota state board teaching certification requirements.

Tennessee

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Tennessee state board teaching certification requirements.

Texas

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Texas participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Completion of a state-approved preparation program; 2. Minimum of a bachelor's degree issued by an accredited institution of higher education; 3. Issuance of a standard certificate by the state department of education.

SNHU has not completed the program approval process in Texas.

Learn more about Texas state board teaching certification requirements.

Utah

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements

MEd in Curriculum and Instruction with a concentration in Reading

State Specific Requirements

Utah participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Passage of the appropriate Utah approved content knowledge assessment at Utah's established passing score OR passage of a reasonably equivalent assessment used for this purpose by another state; 2. Content and pedagogy coursework reasonably equivalent to Utah's required coursework; 3. Completion of some type of student teaching, internship or employment placement.

SNHU has not completed the program approval process in Utah.

Learn more about Utah state board teaching certification requirements.

Vermont

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements 

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

Learn more about Vermont state board teaching certification requirements.

Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Cannot Be Determined Meet the Requirements 

MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Education Leadership, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration

State Specific Requirements

Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Be at least 18 years of age; 2. The appropriate fees as determined by the Virginia Board of Education and complete the application process; 3. Have earned a baccalaureate degree; 4. Possess good moral character and be free of conditions outlined in Part VII (8VAC20-23-720 et seq.) in the Licensure Regulations for School Personnel; 5. Official student transcripts; 6. Out-of-state license(s), the endorsement area and any additional documentation received with the license(s); 7. Certification of Child Abuse and Neglect Recognition and Intervention Training. An individual may request a waiver must submit a “Request for a Waiver Form”; 8. Individuals seeking initial licensure shall complete awareness training on the indicators of dyslexia, as that term is defined by the Board pursuant to regulations, and the evidence-based interventions and accommodations for dyslexia; 9. Individuals Seeking an Initial License with Endorsement(s) in an Area of Career and Technical Education: Industry Certification Credential (Career and Technical Educators Only); 10. Individuals Seeking an Initial License with an Endorsement as a School Counselor: Training in the Recognition of Mental Health Disorder and Behavioral Distress (School Counselors Only); 11. Individuals seeking initial licensure with an endorsement as a school counselor must include verification of this statutory required training in the recognition of mental health disorder and behavioral distress, including depression, trauma, violence, youth suicide and substance abuse. Refer to Superintendent’s Memo #313-17 for additional information on training options to meet this requirement; 12. Effective August 23, 2019, a school leader's licensure assessment prescribed by the Virginia Board of Education shall be met for all individuals who are seeking an endorsement authorizing them to serve as principals and assistant principals in the public schools; 13. Every teacher seeking an initial license in the Commonwealth with an endorsement in the area of career and technical education shall have an industry certification credential, as defined in 8VAC20-23-10, in the area in which the teacher seeks endorsement. If a teacher seeking an initial license in the Commonwealth has not attained an industry certification credential in the area in which the teacher seeks endorsement, the Virginia Board of Education may, upon request of the employing school division or educational agency, issue the teacher a provisional license to allow time for the teacher to attain such credential.

Learn more about Virginia state board teaching certification requirements.

Washington

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Washington participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include: 1. Transcripts showing bachelor's or higher degree; 2. Verification of teacher preparation program completion; 3. Basic skills and endorsement area testing; 4. Fingerprinting submitted to Washington State Patrol and FBI for background check.

Learn more about Washington state board teaching certification requirements.

West Virginia

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

West Virginia participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements if licensed in another state include: 1. Minimum grade point average; 2. Official transcripts; 3. graduation from an accredited institution of higher education; 4. Student teaching experience or equivalent documented experience.

Learn more about West Virginia state board teaching certification requirements.

Wisconsin

Education Programs that Do Not Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership, MEd in Secondary Education with STEM Education

State Specific Requirements

Wisconsin participates in the NASDTEC Interstate Agreement, however, jurisdiction-specific requirements include the following: 1. Teachers can bypass jurisdiction-specific requirements if they have a valid license from another jurisdiction and one-year of licensed experience; 2. Teachers who hold a valid license from another jurisdiction but do not have a year of licensed experienced are strongly encouraged to obtain the experience on a 1-year Wisconsin license and then apply for a 3-year provisional license, which leads to a lifetime license.

Learn more about Wisconsin state board teaching certification requirements.

Wyoming

Education Programs that Meet the Requirements

BA Early Childhood Education, BA Elementary Education, BA English Education, BA Middle School Mathematics, BA Middle School Science, BA Secondary Mathematics, BA Social Studies & Education, BA Special Education, MEd Clinical Dual Certification Early Childhood Education & Early Childhood Special Education, MEd Clinical Dual Certification Elementary Education & Special Education, MEd in Secondary Education with STEM Education

Education Programs that Do Not Meet the Requirements

Cert of Advanced Grad Studies in Curriculum and Instruction, Cert of Advanced Grad Studies in District Leadership, Cert of Advanced Grad Studies in Educational Leadership, MEd in Curriculum and Instruction, MEd in Curriculum and Instruction with a concentration in Dyslexia Studies and Language Based Learning Disabilities, MEd in Curriculum and Instruction with a concentration in Online Teaching, MEd in Curriculum and Instruction with a concentration in Reading, MEd in Curriculum and Instruction with a concentration in Special Education, MEd in Curriculum and Instruction with a concentration in Technology Integration, MEd Leadership

Learn more about Wyoming state board teaching certification requirements.

All jurisdictions that participate in the NASDTEC Interstate Agreement may choose to have additional requirements for educators who are coming from another jurisdiction. The additional requirements are known as "Jurisdiction Specific Requirements" (JSRs). When applicable these are noted in the State Specific Requirements column.

 Thu, 30 Jul 2020 16:51:00 -0500 en text/html https://www.snhu.edu/consumer-information/state-authorizations/licensure-and-certification-disclosures Transition to Teaching as a Second Career

Transition to Teaching as a Second Career

Drexel University School of Education

There are few careers that are as rewarding and in demand as the field of teaching. In Pennsylvania, approximately 1.8 million students attending schools in 500 public school districts. According to the US Department of Education, Pennsylvania is facing a shortage of credentialed teachers in high need subject areas such as STEM (Science, Technology, Engineering and Mathematics), special education, and English as a second language. In regard to STEM, Pennsylvania has set a goal to increase enrollment in STEM subjects by 10,000 by 2020 by expanding STEM offerings in public schools. Drexel is a proud partner in this effort and is working with the School District of Philadelphia to create a pipeline of STEM teachers in city schools through our Philadelphia Teacher Residency Program.

Whether you are interested in teaching STEM, ABA careers, or any other subject, Drexel has several educational programs to help you complete the courses needed to earn teacher certification.

If you are changing careers or if you’ve come to the realization that the field you earned a degree in is not for you, Drexel University can help you make a smooth transition into a career in teaching.

How to Make a Career Change to Teaching

When starting your career in teaching, you need to decide which subject area is the right fit for you and your strengths. For example, if you are interested in helping children develop their skills in an elementary school setting in PA, then an elementary education level (Pre-Kindergarten - 4 or Grades 4-8 in a single or dual subject areas e.g. math/English, science/English or Math/Science) is the credential you will need. Likewise, if you have a strong interest in biology, and wish to teach in a high school in PA, then you will need a secondary teaching certification in Biology (Grades 7-12).

Drexel students can choose from multiple paths to earning teacher certification. You can choose to earn a teaching credential through a bachelor’s or master’s degree program that embeds teacher certification requirements, or by enrolling in post-bachelor’s teaching certification only program.

Do you Need a Master’s Degree to Teach?

No, you do not need a master’s degree in order to become a K-12 teacher. There are many alternative pathways to become a licensed educator. Students who have a bachelor’s degree may enroll in a teacher certification program. At Drexel, students in the teacher certification program take only the courses required by the Pennsylvania Department of Education for teacher certification.

Students without a bachelor’s degree can enroll in our BS in Education program. Drexel is happy to ease the transition to teaching by offering courses online or on-campus to fit the student’s schedule and learning preferences.

Drexel’s Field Placement Office works with teacher education students to place them in a school that is convenient for them so they can earn the required number of hours of student teaching.

Students may choose to enroll in Drexel’s MS in Teaching Learning and Curriculum: Teacher Certification Track to obtain additional knowledge about teaching and learning. The benefits of a master’s degree in education include a higher salary as a teacher, and the ability to enroll in a principal certification program in the future.

I want to be a Teacher in Pennsylvania, but don’t have a Bachelor’s degree

In order to teach in a classroom in Pennsylvania, you will need to have a bachelor’s degree. Drexel offers our Bachelor of Science (BS) in Education program both on-campus and online, giving you flexibility to choose the program that best fits your needs. Within the BS in Education program, you can choose which teaching certification area you would like to pursue. Upon successful completion of the program, you will be recommended to the Commonwealth of Pennsylvania for an initial teaching credential and be on your way to transition to a teaching career.

I want to be a Teacher in Pennsylvania and have a Bachelor’s degree (but not in Education)

Students with a bachelor’s degree have 2 options to earn teacher certification. You can choose to enroll in the Master of Science in Teaching Learning and Curriculum: Teacher Certification Track, or enroll in one of Drexel’s post-baccalaureate, state-approved teacher certification only programs. The biggest difference between the Master’s program and the certification program is the number of credits. Students enrolled in a teacher certification program take only the state-required courses for a specific teaching credential and usually complete the program faster than students in the Master’s program. The core of the Master’s program are the courses required by the State for certification. The additional courses required to round out the degree provide a more robust education preparation experience, possible additional teaching credentials and, in most cases, a higher salary upon completion. Most school districts pay higher salaries to teachers with a master’s degree in education than teachers with a bachelor’s degree.

Types of Teaching Certifications

Drexel University offers a wide range of teacher certification options for those looking to get into teaching, including:

  • Early Childhood/Elementary Education (grades PreK-4)
  • Elementary Education/Middle Grades (grades 4-8)
    • Math & Science
    • Math & English
    • Science & English
  • Secondary Education (grades 7-12)
    • Biology
    • Chemistry
    • Earth and Space Science
    • English
    • General Science
    • Mathematics
    • Physics
    • Social Studies

Drexel also offers additional certifications and endorsements for previously certified teachers to ‘add-on’ to their initial teaching certificate including:

  • Advanced Teaching and Curriculum Certificate
  • Autism Spectrum Disorders Endorsement
  • Instructional Technology Specialist Certification
  • Mathematics Learning and Teaching Certificate
  • Reading Specialist Certification
  • School Principal Certification
  • School Superintendent (offered within the EdD program)
  • Social, Emotional and Behavior Wellness Endorsement
  • Special Education Certification
  • Special Education Leadership Certification
  • STEM Education Endorsement
  • Teaching English as a Second Language Certification

Obtaining another state’s equivalent teaching credential is fairly straightforward if you are interested in teaching outside of Pennsylvania and earn your initial teaching license through Drexel University. Requirements vary slightly from state to state, but most require a Program Verification form or letter from the PA teacher certification program you completed and appropriate scores on any state-required content area exam. You should check with your state’s department of education to determine what is required to obtain the non-PA’s equivalent credential once recommended for PA teacher certification by Drexel. Drexel University Online has created a Teaching Certificate Interstate Reciprocity and Transfer Guide with links to transfer policies from every state.

Teacher Certification Programs at Drexel University

Drexel University School of Education offers a wide variety of bachelor’s and graduate online teaching certification programs to prepare students for successful careers in the classroom.

Current Teacher Certification Programs

BS in Education (online or on-campus)

The BS in Education is ideal for those who do not have a bachelor’s degree but would like to earn teacher certification. The program is offered as an on-campus program at Drexel University or entirely online. Students complete coursework required for teacher certification by the Pennsylvania Department of Education, as well as a variety of field experiences, co-ops, and student teaching. The online program prepares students for the PA Pre-Kindergarten through Grade 4 (PreK-4) teaching credential at the conclusion of the BS degree program or PreK-4 with special education certification. The on-campus program prepares students for all teacher certification tracks including pre-school, elementary, middle, and secondary grades, as well as special education. The on-campus program typically takes 4-5 years to complete while the part-time online, degree completion program generally takes anywhere from 2.5 to 5 years to complete depending on how many credits the candidate has taken elsewhere transfers into Drexel’s program.

Post Baccalaureate Teacher Certification (elementary, middle, or secondary grades)

Drexel’s post-baccalaureate teacher certification programs are ideal for students who already have a bachelor’s degree and want to earn PA teaching certification in early childhood/elementary (prek-4), elementary/middle grades (4-8), or secondary (7-12) grades. Students take courses part-time online and are required to complete student teaching experiences. The elementary certification program (42 credits) typically takes up to 2.5 years to complete, while the secondary certification program (30 credits) takes 2 years to complete.

MS in Teaching Learning and Curriculum: Teacher Certification track (elementary or secondary grades)

Students looking to earn teaching certification online and a master’s degree should choose Drexel’s MS in Teaching Learning and Curriculum- Teacher Certification track program. Students complete the same courses offered in the post-baccalaureate teacher certification program, as well as additional master’s level courses. Students typically choose this track to better develop their teaching skills, as well as potentially earn a higher salary as a teacher with a master’s degree in education. Students can choose to take courses required for elementary (prek-4) or secondary (7-12) teacher certification. The program ranges from 45-47.5 credits and typically takes 2.5 – 3 years to complete.

Graduate Intern Teaching program

Drexel University’s Graduate Intern Teaching program is ideal for those who currently work in a classroom in Pennsylvania, but are not yet certified. To be considered for the program, students must have a bachelor’s degree in an area related to the subject they want to teach, i.e. a bachelor’s degree in biology for someone who is seeking to become a biology teacher, as well as pass the appropriate Praxis content area test required for PA teacher certification. Students in the program take graduate courses required to PA teaching certification and can be completed in 9-16 months.

Philadelphia Teacher Residency program (Grades 4-8 and secondary grades 7-12) math and science subjects)

The Philadelphia Teacher Residency Program is a full-time, 12-month accelerated teaching program that prepares students to teach STEM subjects Philadelphia schools. Students work side-by-side with a mentor teacher in their chosen certification area for a full year while completing courses required for PA teacher certification. Students can choose to earn teacher certification or take additional classes to earn a master’s degree after they are certified in the areas of teaching, learning and curriculum.

In some cases, grant funded opportunities become available to help provide highly qualified candidates with financial support to the candidate while they complete their full-time, teacher residency under the guidance of a Mentor Teacher.

Learn more about a mid-career switch to teaching by requesting more information about our programs.

Students who complete a Drexel University teacher certification program are offered 2-years of free post-program support from faculty in the School of Education who can assist in areas such as lesson planning, classroom management, best practices for reaching unique students, and more.

If you have questions about any of Drexel’s teacher certification programs, or if you would like to start an application, please visit our Admissions page.

Learn more about a mid-career switch to teaching by requesting more information about our programs.

Teaching Salaries in PA: What to Expect

Teaching salaries in Pennsylvania vary widely between school districts. According to the US Bureau of Labor Statistics, the average teaching salary in Pennsylvania was $61,730 for an elementary school teacher and $64,380 for a secondary school teacher. Several factors impact how much a teacher is paid including years of service in their district, level of education, additional certifications and endorsements. Teachers can earn higher salaries by earning a higher education degree like a master’s degree, and/or earning additional certifications in a field that will make themselves more desirable to a school i.e. special education, ESL, reading specialist, etc.

Why I Teach

Here are a few testimonials from Drexel University School of Education alumni on why they choose to become a teacher:

To be a teacher means to be a positive influence on every on every student, every single individual. You have to know their strengths, and weaknesses and their personality styles. To be a teacher is to be a motivator, to be a lover of knowledge and to implement that on other students.

-Angelique Giannascoli
BS in Elementary Education ‘16

The unique community of young educators, mentor teachers, site directors, facilitators, and professors created by the Philadelphia Teacher Residency Program has been invaluable to my first year teaching and I believe it is the most important asset to the program

-Ethan Rioux
Philadelphia Teacher Residency Program Graduate

If you have questions about any of Drexel’s teacher certification programs, or if you would like to start an application, please visit our Admissions page.

 Sat, 13 Oct 2018 00:21:00 -0500 en text/html https://drexel.edu/soe/resources/career-path/transition-to-teaching/ Teacher Education

Programs

Teachers College offers a wide variety of educational experiences for teacher education students at the preservice and in-service levels. Programs are field-based, offering practica, internships, and student teaching. Academic departments offer programs that lead simultaneously to a master’s degree and to eligibility for New York State certification for teaching in elementary or secondary schools, as well as for specific subjects and to special populations (see sections below on additional New York State Department of Education (NYSED) requirements for initial teacher certification). Some of these programs also offer New York State teacher certification with a bilingual extension. The programs typically require a minimum of an academic year and a summer term to complete degree requirements. Applicants need not have included courses in education in their undergraduate programs, but inadequate preparation in the proposed teaching field may necessitate additional coursework to meet admission, certification or graduation requirements.

For a complete list of teacher preparation programs, please go to: http://www.tc.columbia.edu/admissions/areas-of-study/teacher-education-and-teacher-certification/

Office of Teacher Education

The Office of Teacher Education (OTE) offers many services to teacher education students and programs at Teachers College.  For example, OTE including conducts professional development workshops, provides information regarding certification requirements, offers information sessions on New York State Teacher Certification Exams, and supports students with student teaching requirements. Most importantly, OTE oversees and manages the certification process, recommending candidates for certification once all institutional and NYS requirements are met.

Student Teaching and Observation

Candidates for initial certification must complete a student teaching experience. This experience may take place in one, two, or even three settings, based on requirements set by NYSED and the student’s TC teacher education program. The student teaching experiences are structured to enable each student teacher to gradually develop pedagogical competence and skill, and typically begin with observation of an experienced cooperating teacher followed by incremental assumption of responsibility as the term progresses. The College provides on-site supervision to ensure that students are well-supported during this component of their teacher preparation program.

Student teachers are required to obtain clearance to commencestudent teaching and to carefully review the “Student Teaching Handbook.” A general orientation to student teaching is offered by OTE in the beginning of each semester. Please go to the “Student Teaching” tab of our website at www.tc.edu/ote for a full list of workshops, packets, and handbooks. 

New York State Certification

Teachers College has an array of programs which, upon successful completion, lead to an institutional recommendation for New York State Certification at the initial or professional level.  Students enrolled in programs that lead to New York State Certification are responsible for becoming knowledgeable about New York State Certification requirements and regulations. The New York State Education Department (NYSED) mandates the teacher certification requirements that are needed for program completion and graduation. These requirements are listed below.

Content Core.  NYSED specifies general Content Core requirements according to the certification area.  For example, students in the MA program in Mathematics that leads to initial certification (7-12) are required to be Mathematics majors at the undergraduate level or hold 30 credits in pure mathematics.  For more information about these content core requirements, please refer to the NYSED website http://www.highered.nysed.gov/tcert/, the Office of Teacher Education Website at www.tc.edu/ote or call the OTE Office at 212.678.3502.

Child Abuse Identification Workshop. Students may fulfill this requirement at Teachers College by taking a workshop offered through Continuing Professional Studies (CPS) in collaboration with the Office of Teacher Education.  For a list of dates and times, please go to the CPS Website at www.tc.edu/cps. Students may also fulfill this requirement at Teachers College by taking HBSS4116, Health Education for Teachers, which is offered by the Department of Health and Behavior Studies.  Alternatively, students may opt to take an on-line or in-person workshop offered by approved NYSED vendors.  This requirement must be met prior to degree conferral. For information about these workshops, please go to http://www.op.nysed.gov/training/caproviders.htm.

School Violence Intervention and Prevention Workshop. Students may fulfill this requirement at Teachers College by taking a workshop offered through Continuing Professional Studies (CPS) in collaboration with the Office of Teacher Education.  For a list of dates and times, please go to the CPS Website at www.tc.edu/cps. Students may also fulfill this requirement at Teachers College by taking HBSS4116, Health Education for Teachers, which is offered by the Department of Health and Behavior Studies.  Alternatively, students may opt to take an on-line or in-person workshop offered by approved NYSED vendors.  This requirement must be met prior to degree conferral. For information about these workshops, please go to http://www.p12.nysed.gov/sss/ssae/schoolsafety/save/SVPIWP_location.html.

Dignity for All Students Act (DASA) Workshop. Students may fulfill this requirement at Teachers College by taking a workshop offered through Continuing Professional Studies (CPS) in collaboration with the Office of Teacher Education.  For a list of dates and times, please go to the CPS Website at www.tc.edu/cps. Students may also fulfill this requirement at Teachers College by taking HBSS4116, Health Education for Teachers, which is offered by the Department of Health and Behavior Studies.  This course may be offered on-line; however, to fulfill the DASA requirement, students must complete 3 hours of in-person preparation. In addition, a list of NYSED approved providers is available at http://www.highered.nysed.gov/tcert/certificate/dasa-applicant.html.  This requirement must be met prior to degree conferral.

Autism Workshop (only for students seeking certification in special education/teaching students with disabilities). Students fulfill this requirement at Teachers College by taking a course specified by their programs.

New York State Teacher Certification Exams (NYSTCE):  Please see the chart below for exams required by certificate type. 

Initial Teaching
  • Educative Teacher Performance Assessment (edTPA)
  • Educating All Students Test (EAS)
  • Content Specialty Tests (CST)

Initial School Building Leader
  • School Building Leader Assessment (SBL) Part I & Part II
  • Educating All Students Test (EAS)

Professional School Building Leader
  • School District Leader Assessment (SDL) Part I & Part II
  • Educating All Students Test (EAS)
  • research and inquiry methods and the relationship between research and practice;
  • the continuum of lifelong learning and issues of professional concern;
  • subject-matter/disciplinary content;
  • learners and learning;
  • curriculum and teaching;
  • processes and strategies of effective communication and collaboration; and
  • foundations of democracy, equity, and schooling.

For more information regarding NYSTCE test registration and schedules please see the NYSTCE website at: http://www.nystce.nesinc.com/.

For more information regarding NYSED test requirements by certificate title and grade level, please see the NYSED website at: http://eservices.nysed.gov/teach/certhelp/CertRequirementHelp.do.

Please note that Teachers College programs lead to New York State certification.  If you would like to seek certification in another state, please contact that state’s Department of Education regarding requirements.

Applying for Certification

Students who are in programs leading to teacher certification must complete a two-step process.

Step 1: Create a NYSED TEACH account, and apply and pay for the teaching certificate(s) via the NYSED TEACH online system at: www.highered.nysed.gov/tcert.

Step 2: Submit a completed Institutional Recommendation Data Form (IRDF) to the OTE. The IRDF can be found on the OTE website at: http://www.tc.columbia.edu/office-of-teacher-education/office-of-teacher-education/certification/institutional-recommendation/.

Once all requirements have been met, and the Office of the Registrar has notified the Office of Teacher Education that candidates have been cleared for graduation, TC’s Certification Officers will electronically submit the institutional recommendation for certification via the NYSED-TEACH online system.

Students who are in the Literacy Specialist, reading Specialist programs must provide proof of either completion of an approved teacher preparation program or of a valid teaching certificate. Students who are in the Summer Principals Academy program must provide proof of teacher certification and hold a minimum of three (3) years of full-time classroom teaching/PPS experience.  If you have questions about this requirement, please contact the Office of Teacher Education at 212.678.3502 or ote@tc.columbia.edu.

Teacher Education Standards at Teachers College

Consistent with the College’s long tradition of serving the needs of urban and suburban schools in the United States and around the world, the vision and purpose of professional education at Teachers College is to establish and maintain programs of study, service, and research that prepare competent, caring, and qualified professional educators (teachers, counselors, psychologists, administrators and others). This vision is based on three shared philosophical stances that underlie and infuse the work we do:

Inquiry stance: We are an inquiry-based and practice-oriented community. We and our students and graduates challenge assumptions and complacency, and embrace a stance of inquiry toward the interrelated roles of learner, teacher, and leader in P-12 schools.

Curricular stance: Negotiating among multiple perspectives on culture, content, and context, our graduates strive to meet the needs of diverse learners, both students and other adults, in their school communities.

Social justice stance: Our graduates choose to collaborate across differences in and beyond their school communities. They demonstrate a commitment to social justice and to serving the world while imagining its possibilities.

Expectations of Teacher Education Candidates at Teachers College

Our candidates are inquirers/researchers who have breadth of knowledge and a variety of tools to ask questions about educational environments. They reflect on and continually evaluate the effects of their choices on others (children, families, and other professionals in the learning community).

Lifelong Learners:  Our candidates are continually engaged in learning and research. They take responsibility for their professional growth and seek/create learning opportunities for themselves and others.

Learner-Centered Educators:  Our candidates understand their subject matter/disciplines, learners and learning, and curriculum and teaching. They create learning experiences that foster development and achievement in all students.

Effective Collaborators:  Our candidates actively participate in the community or communities of which they are a part to support students’ learning and well being.

Advocates of Social Justice and Diversity:  Our candidates are familiar with legal, ethical and policy issues. They provide leadership in advocating for children, families, and themselves in a variety of professional, political, and policy-making contexts.

Expectations of Teacher Preparation Programs at Teachers College

Teachers College programs preparing teachers and other professional school personnel ensure that candidates have the knowledge, skills, and dispositions required for effective teaching. By the conclusion of the program, candidates demonstrate:

Knowledge and Understanding of:

Skills in:

  • self-critique and reflection;
  • use of research and inquiry methods and application of research to practice;
  • planning, implementation, and evaluation of professional growth;
  • planning, implementation, and evaluation of curriculum/services;
  • communication and collaboration; and
  • addressing inequalities in the classroom, school and society.

Dispositions/Commitments to:

  • inquiry and reflection;
  • the profession, ethics, and lifelong learning leadership;
  • the fullest possible growth and development of all students;
  • cooperation and collaboration; and
  • social justice and diversity.

Jaffe Peace Corps Fellows Program

The Jaffe Peace Corps Fellows Program recruits outstanding Returned Peace Corps Volunteer educators who are passionate about making long-term commitments to teach in New York City’s public schools. Since 1985, the program has recruited and prepared more than 750 urban educators. As the Paul D. Coverdell Fellows (formerly Fellows/USA) flagship teacher preparation program, we provide full scholarships covering all tuition expenses. Upon completion of our 13-week Intensive Summer Institute, new Jaffe Peace Corps Fellows teach full-time as salaried teachers of record in NYC public schools for a minimum of four years. All related Master's degree requirements are completed at Teachers College within two to three years. We prepare teachers for a variety of grade levels and subject areas. For more information, please review the Program website www.tc.edu/pcfellows or call 212-678-6622.

Teacher Opportunity Corps (TOCII)

The Teacher Opportunity Corps (TOCII) program is a New York State Education Department grant funded program designed to increase the number of New York State teachers from underrepresented backgrounds. To be eligible for TOC II at TC, candidates must be New York State residents who are enrolled in a TC teacher education program that leads to certification.  Participants are provided with tuition assistance for coursework at Teachers College.  All participants engage in a 10 month internship from September-June at one of our local partnership schools, seminars with renowned TC faculty who are committed to culturally sustaining pedagogies, and professional development opportunities that suit the needs and inquiries of the TOC cohort. 

Teaching Residents at Teachers College (TR@TC)

This 18 month intensive, full-time program prepares those who wish to teach in high-need New York City public schools. With support from the U.S. Department of Education, the Teaching Residents at Teachers College (TR@TC) program was developed to ensure that Teaching Residents receive exceptional preparation and multiple supports, while enrolled in a Master’s degree program leading to initial NYS teaching certification. Teaching Residents receive generous stipends. Upon graduation, alumni benefit from induction support for at least two years, while they fulfill their commitment to teach in a high-need urban school in New York City for a minimum of three years. For more information please visit: www.tc.edu/teachingresidents.

 Sat, 12 Sep 2020 23:44:00 -0500 en text/html https://www.tc.columbia.edu/catalog/resources/teacher-education/ Office of Teacher Education

Upon entrance to Teachers College:

  • Create a New York State TEACH account to begin tracking your progress toward certification; for a tutorial on how to create a TEACH account, click here. 
  • Meet with an advisor to make sure you are enrolled in a program that leads to certification.

Throughout TC experience

  • Complete all certification exams and certification workshops associated with your certification area.  We strongly recommend that you complete your workshops and exams prior to your last semester at TC. 

Before Student Teaching

After Each Student Teaching Placement

Final Semester at Teachers College

 

Key Resources

2023-2024 Student Teaching Handbook  

2023-2024 Student Teaching Packet

Record of Hours Form 

Guidance for Obtaining Digital Signatures on OTE Forms

Record of Hours 

Each semester, student teachers must keep track of their hours using the Record of Hours Form.  At the end of the semester, this form is signed by both the student teacher and the cooperating teacher, and sent to ote@tc.edu for record-keeping.  OTE processes these forms and shares them with the registrar so that the registrar can update the student teacher's transcript and degree audit.  A formal record of student teaching hours is required for both graduation and the institutional recommendation for certification.  In addition, students in teacher certification programs that include field experience or practicum courses should be sure to complete a Record of Hours form for each course and send it to ote@tc.edu;  all hours for these courses are categorized as field experience hours.  

2023-2024 Record of Hours Deadlines:

Fall 2023 Record of Hours Form

December 14th for graduating students

December 21st for continuing students

Spring 2024 Record of Hours Form 

April 25th for graduating students

May 2nd for continuing students

Record of Hours Form

Video Tutorial: Completing the Record of Hours Form for Student Teaching

Video Tutorial: Completing the Record of Hours Form for a Field Experience 

TC Student Teaching Evaluation

The TC Student Teaching Evaluation was co-constructed by a team of teacher educators here at Teachers College, with the support of TC's Office of Accreditation and Assessment. It is a required final evaluation tool for student teachers in teacher education programs across the college; please consult your program's student teaching coordinator for details on the use of this tool in your program.  

TC Student Teaching Evaluation

Consent Forms for Filming

Some student teachers may be interested in filming components of their student teaching experience for a TC assignment, feedback from their field supervisor, or a professional portfolio.  Consent is required prior to filming of any kind.  

NYC DOE Media Consent Form for Student Teachers

The form above was created by our partners at the NYC DOE for videorecordings in the classroom for student teaching supervisors or student teaching assignments.  It does NOT provide you with permission for any other uses, and you should never share classroom video with anyone other than your approved TC supervisor, course instructor, or course peers (if an assignment calls for it) within an approved and secure TC platform such as the TC Google Drive, TC Canvas, or TC GoReact account.   Classroom videos should also only be stored on secure TC platforms (above) and not on personal devices. 

OTE Consent Form for edTPA Filming in Classrooms

If you choose to complete an edTPA, you will need to use a form that explicitly names this potential use.  Please find an example below.  Translations of this form can be found on the 2023-2024 Certification Exams course in Canvas.

Friendly Cover Letter Template for Filming Consent Form  

When asking for consent for filming, some student teachers may want to send along a more personalized introduction that explains a bit about themselves and why they are seeking permission to film in the classroom. See below for a demo cover letter that can be added to the OTE Consent Form for Filming in Classrooms. 

OTE Consent form for Filming a Cooperating Teacher or Other Adult

Some student teachers may be interested in filming their Cooperating Teacher engaged in best practices, or asking their Cooperating Teacher to film themselves engaged key practices such as classroom set-up and analysis of student work.  The consent form below can be used to gain consent to film one's Cooperating Teacher.

Student teachers should keep copies of completed consent forms in their own files.

For Student Teaching Coordinators

If you are running an orientation for student teachers in your program, feel free to use or adapt the Office of Teacher Education’s Introduction to Student Teaching Powerpoint!

 Tue, 03 May 2022 22:28:00 -0500 en text/html https://www.tc.columbia.edu/office-of-teacher-education/students/student-teaching/




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