Training, Other Qualifications, and Advancement [About this section] Back to Top

All 50 States and the District of Columbia require public school teacher/teaching profession to be licensed. Licensure is not required for teacher/teaching profession in private schools in most States. Usually licensure is granted by the State Board of Education or a licensure advisory committee. teacher/teaching profession may be licensed to teach the early childhood grades (usually preschool through grade 3); the elementary grades (grades 1 through 6 or 8); the middle grades (grades 5 through 8); a secondary-education subject area (usually grades 7 through 12); or a special subject, such as reading or music (usually grades kindergarten through 12).

Requirements for regular licenses to teach kindergarten through grade 12 vary by State. However, all States require general education teacher/teaching profession to have a bachelor’s degree and to have completed an approved teacher training program with a prescribed number of subject and education credits, as well as supervised practice teaching. Some States also require technology training and the attainment of a minimum grade point average. A number of States require that teacher/teaching profession obtain a master’s degree in education within a specified period after they begin teaching.

Almost all States require applicants for a teacher’s license to be tested for competency in basic skills, such as reading and writing, and in teaching. Almost all also require the teacher to exhibit proficiency in his or her subject. Many school systems are presently moving toward implementing performance-based systems for licensure, which usually require a teacher to demonstrate satisfactory teaching performance over an extended period in order to obtain a provisional license, in addition to passing an examination in their subject. Most States require continuing education for renewal of the teacher’s license. Many States have reciprocity agreements that make it easier for teacher/teaching profession licensed in one State to become licensed in another.

Many States also offer alternative licensure programs for teacher/teaching profession who have a bachelor’s degree in the subject they will teach, but who lack the necessary education courses required for a regular license. Many of these alternative licensure programs are designed to ease shortages of teacher/teaching profession of certain subjects, such as mathematics and science. Other programs provide teacher/teaching profession for urban and rural schools that have difficulty filling positions with teacher/teaching profession from traditional licensure programs. Alternative licensure programs are intended to attract people into teaching who do not fulfill traditional licensing standards, including recent college graduates who did not complete education programs and those changing from another career to teaching. In some programs, individuals begin teaching quickly under provisional licensure. After working under the close supervision of experienced educators for 1 or 2 years while taking education courses outside school hours, they receive regular licensure if they have progressed satisfactorily. In other programs, college graduates who do not meet licensure requirements take only those courses that they lack and then become licensed. This approach may take 1 or 2 semesters of full-time study. States may issue emergency licenses to individuals who do not meet the requirements for a regular license when schools cannot attract enough qualified teacher/teaching profession to fill positions. teacher/teaching profession who need to be licensed may enter programs that grant a master’s degree in education, as well as a license.

In many States, vocational teacher/teaching profession have many of the same requirements for teaching as their academic counterparts. However, because knowledge and experience in a particular field are important criteria for the job, some States will license vocational education teacher/teaching profession without a bachelor’s degree, provided they can demonstrate expertise in their field. A minimum number of hours in education courses may also be required.

Licensing requirements for preschool teacher/teaching profession also vary by State. Requirements for public preschool teacher/teaching profession are generally more stringent than those for private preschool teacher/teaching profession. Some States require a bachelor’s degree in early childhood education, while others require an associate’s degree, and still others require certification by a nationally recognized authority. The Child Development Associate (CDA) credential, the most common type of certification, requires a mix of classroom training and experience working with children, along with an independent assessment of an individual’s competence.

Private schools are generally exempt from meeting State licensing standards. For secondary school teacher jobs, they prefer candidates who have a bachelor’s degree in the subject they intend to teach, or in childhood education for elementary school teacher/teaching profession. They seek candidates among recent college graduates as well as from those who have established careers in other fields. Private schools associated with religious institutions also desire candidates who share the values that are important to the institution.

In some cases, teacher/teaching profession of kindergarten through high school may attain professional certification in order to demonstrate competency beyond that required for a license. The National Board for Professional Teaching Standards offers a voluntary national certification. To become nationally accredited, experienced teacher/teaching profession must prove their aptitude by compiling a portfolio showing their work in the classroom and by passing a written assessment and evaluation of their teaching knowledge. Currently, teacher/teaching profession may become certified in a variety of areas, on the basis of the age of the students and, in some cases, the subject taught. For example, teacher/teaching profession may obtain a certificate for teaching English language arts to early adolescents (aged 11 to 15), or they may become certified as early childhood generalists. All States recognize national certification, and many States and school districts provide special benefits to teacher/teaching profession holding such certification. Benefits typically include higher salaries and reimbursement for continuing education and certification fees. In addition, many States allow nationally certified teacher/teaching profession to carry a license from one State to another.

The National Council for Accreditation of Teacher Education currently accredits teacher education programs across the United States. Graduation from an accredited program is not necessary to become a teacher, but it does make it easier to fulfill licensure requirements. Generally, 4-year colleges require students to wait until their sophomore year before applying for admission to teacher education programs. Traditional education programs for kindergarten and elementary school teacher/teaching profession include courses—designed specifically for those preparing to teach—in mathematics, physical science, social science, music, art, and literature, as well as prescribed professional education courses, such as philosophy of education, psychology of learning, and teaching methods. Aspiring secondary school teacher/teaching profession most often major in the subject they plan to teach while also taking a program of study in teacher preparation. Teacher education programs are now required to include classes in the use of computers and other technologies in order to maintain their accreditation. Most programs require students to perform a student-teaching internship.

Many States now offer professional development schools—partnerships between universities and elementary or secondary schools. Students enter these 1-year programs after completion of their bachelor’s degree. Professional development schools merge theory with practice and allow the student to experience a year of teaching firsthand, under professional guidance.

In addition to being knowledgeable in their subject, teacher/teaching profession must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students’ educational and emotional needs. teacher/teaching profession must be able to recognize and respond to individual and cultural differences in students and employ different teaching methods that will result in higher student achievement. They should be organized, dependable, patient, and creative. teacher/teaching profession also must be able to work cooperatively and communicate effectively with other teacher/teaching profession, support staff, parents, and members of the community.

With additional preparation, teacher/teaching profession may move into positions as school librarians, reading specialists, instructional coordinators, or guidance counselors. teacher/teaching profession may become administrators or supervisors, although the number of these positions is limited and competition can be intense. In some systems, highly qualified, experienced teacher/teaching profession can become senior or mentor teacher/teaching profession, with higher pay and additional responsibilities. They guide and assist less experienced teacher/teaching profession while keeping most of their own teaching responsibilities. Preschool teacher/teaching profession usually work their way up from assistant teacher, to teacher, to lead teacher—who may be responsible for the instruction of several classes—and, finally, to director of the center. Preschool teacher/teaching profession with a bachelor’s degree frequently are qualified to teach kindergarten through grade 3 as well. Teaching at these higher grades often results in higher pay.