- Work With Us
- English Blog
How to Prepare Project Certificate with Examples
Hello friends. Today we are present here with an important topic. Today’s topic is project certificates. Yes, all of us know the importance of submission.
On this day, we take the sign of our teachers or HODs on the certificate. But sometimes we do not know how to prepare this certificate. And we are not able to take the sign on that day.
Many of us then get very nervous. But now you do not need to get worried about this problem. Because our today’s topic is based upon this problem only. Yes friends, today we are going to discuss the ‘Project or Assignment Certificate ‘.
In the last of this article, we are giving you some formats of these certificates. So read this article carefully. And write your own certificate and earn valuable marks. So let’s get started.
How to Prepare Project Certificate
Let’s first see, how to write a project.
How to write the project?
This completely depends upon the topic of the project. All the valuable information about the topic that should be covered in the project is a must. Arrange your information in a systematic way.
Information you gather must be true and topic related. Decide how you want to represent your project. You can use some tables, diagrams, flow charts or pictures also. Decorating the project is also an important thing.
Make a rough idea on paper about the points to cover in the project. It gathers material and information. Try to present information in short words. Write it points to point.
What is a project or assignment certificate?
It is a certificate that is attached to the project or assignment. When you complete a given project or assignment then you have to take a signature on this certificate. This signature may be of the teacher’s or HOD or both.
What is the need for Project Certificates?
In schools or colleges, a teacher gives us some topics to write projects on it. This is because they want to see our thoughts or knowledge about that particular topic.
These projects also carry some marks. So it is very must to complete these projects. Anyhow students complete these projects. But finally, on the day of submission, they can not submit the project. Because teachers ask for the certificate. At this time we need this certificate, to get maximum marks.
How to write Project Certificate?
It depends on the topic of the project. There are different types of these certificates. You can see some examples given below:
Project Certificate Format 1.
This is to certify that …….(your name)…….. of class ….(your class)….. has successfully completed his/her project on topic …….(project name)…….. as prescribed by Mr./Miss/Mrs./Prof……….(teacher’s name)………. during the academic year….(year)……. as per the guidelines given by…..(department name)…….
Sign of external
Teacher’s name ( )
Project Certificate Sample 2.
This is to certify that the ……(project name)…….. is submitted by the ………(your name)……. under the supervision of …..(your teacher’s name)……in the academic year…..(year)……….
Sign of teacher Sign of external
Sample of Project Completion Certificate 3.
This certificate is given to ……(your name)………. for successful submission of the project on the topic……(project name)………. under the department of ……(department name)………. for the academic year…..(year)………..
Department name Sign of external
- Cover your project book properly.
- Use colorful pens and pencils.
- Try to write in good handwriting.
- Use the project charts.
In this way, you can earn more marks. Other than the above if you have any idea then you can apply. Finally, we only say that a neat and clean project is better to get good marks.
Project Certificate Quiz Answers
Ans: The well-organized project is always interesting. Make sure that your project book is neat and clean.
Ans: Decorate your project as per the project topic. This will help you to get more marks.
Ans: You will find the answer in the article. Add diagrams, pictures, and tables to it.
Ans: Yes. It is proof of your project completion.
RELATED ARTICLES MORE FROM AUTHOR
How to stop procrastinating students.
Report Writing on Annual Day
Starting lines for anchoring
50 quick report card comments.
Report writing on Annual Sports Day
Leave a reply cancel reply.
Save my name, email, and website in this browser for the next time I comment.
- Terms and Conditions
- Skip to primary navigation
- Skip to main content
- Skip to primary sidebar
- Skip to footer
Professional Educator Standards Board
A-Z Topic Index
The Professional Educator Standards Board (PESB) works to ensure that Washington’s students have courses and support services from appropriately credentialed educators. One way PESB does this is through assignment policy: matching teacher endorsements with courses, and matching certificates with educator roles.
Assignment policy is set at the state level but offers local flexibility. School districts may set their own additional hiring requirements as long as state policy is also met. While districts are allowed flexibility under state assignment policy to meet workforce needs, it is important to prioritize student access to appropriately credentialed educators.
State and federal policy beyond course and endorsement matches provide specific criteria in certain program and content areas. In addition, certain organizations set requirements for their associated courses. See options for specific content areas and programs below.
Remote learning and alternative schedules
Assignment policy provides districts flexibility in considering remote learning, alternative schedules, mastery based learning, new calendars, and other options.
Assignment policy for teachers is based on the matching of endorsements to courses. The mode of instruction, such as remote or hybrid learning, does not change the underlying table matching endorsements to CEDARS course codes. Districts must still follow the same policy for placing teachers out-of-endorsement: school board approval and a plan of support for the teacher.
As school schedules and modes of instruction are modified in response to public health concerns, school districts should be prepared to consider assignment policy. School board approval is required for out-of-endorsement assignments, and for conditional certificates. The assignment of educators is generally handled by district and building administrators, and human resources staff.
Changing schedules for the upcoming school year may result in a relatively large number of teachers out-of-endorsement. While districts are allowed flexibility under state assignment policy to meet workforce needs, it is important to prioritize student access to appropriately credentialed educators.
Matching endorsements with courses
PESB establishes a table matching teacher endorsements to courses. This assignment tool can be used to determine which courses are matched with which endorsements so that a teacher remains in endorsement. Course names and codes are published annually by OSPI CEDARS .
- For questions on matching endorsements to courses, certificate types to roles, or on using the PESB assignment table, contact PESB at [email protected] .
- For questions on district reporting requirements, student program area assignment requisites, or course names and course codes, contact the OSPI Title II, Part A program office at [email protected] .
A teacher may teach outside of their endorsement area if certain conditions are met. If individuals are assigned outside of their endorsement area, the following need to happen:
- The out-of-endorsement assignment needs to be approved by the local school board.
- The district and the teacher mutually develop a written plan of support for the teacher.
- Teachers are not subject to nonrenewal or probation based on evaluations of their teaching effectiveness in the out-of-endorsement assignments.
Teachers with a residency, professional, emergency, transitional, endorsed initial, or endorsed continuing certificate may teach out-of-endorsement under this policy. For other certificates types, please see the “Certificate types and assignment policy” section below ( WAC 181-82-110).
Plans of support for out-of-endorsement teaching
Plans of support for out-of-endorsement teaching must be mutually developed by the teacher and the school district. The written plan needs to provide the teacher with a reasonable amount of time for planning and studying related to the out-of-endorsement assignment.
These plans might include mentoring, time for lesson planning, PLC time with teachers in the content area, taking a course, independent study, and so on. The plan does not have to include acquiring the endorsement, although it may ( WAC 181-82-110).
Educational staff associates (ESAs)
Educational staff associates (ESAs) provide education and health services to students in Washington State. There are nine ESA roles. Educators must hold the ESA certificate specific to their role. For example, school counselors must hold a school counselor ESA certificate. Learn more about ESA assignment policy .
A district may contract with an external provider who does not hold an ESA certificate unless they are supporting students with services as listed under an individualized education program (IEP). ESA certification is required in order to provide specially designed instruction or related services under an IEP ( WAC 392-172A-02090 ).
All contracted providers serving in these roles must hold the relevant state or national license. The requirements of state or national licensing, in addition to the school ESA certificate, differ for each of these roles. Though they are not required to do so, many school districts choose to require ESA certification or other conditions as part of a personal services or agency contract.
The OSPI Special Education office can respond to inquiries on specially designed instruction or related services at 360-725-6075 or [email protected] .
Telepractice: ESAs providing services through telepractice are subject to the same Washington ESA certification and licensure regulations as those providing in-person services. There are no Professional Educators Standard Board (PESB) regulations that would prevent any of the Washington State educator roles from practicing virtually.
Some other states require individuals providing telepractice services to have the appropriate certificate for both the state they are providing services from, and the state they are providing services to, so it is important for individuals to inquire with both states.
If funded by the Legislature, paraeducators must receive training on the Fundamental Course of Study and the General Paraeducator Certificate by their district.
A subject matter certificate or an advanced paraeducator certificate is not a prerequisite for a paraeducator working in any program ( RCW 28a.413.080 and RCW 28a.413.090).
Adding an endorsement
Educators who already hold a teacher certificate can add an endorsement through one of the following pathways:
- Test only: Certain endorsements can be added by passing a content knowledge assessment.
- Program plus test: Other endorsements require completion of an approved endorsement program in addition to passing a content knowledge assessment.
- National Board certification: Some endorsements can be added through achieving National Board certification .
Learn more about applying to add an endorsement through the OSPI certification office.
Financial support for adding an endorsement: The educator retooling conditional loan scholarship provides financial support to Washington State certified educators seeking to add a teaching endorsement in a shortage area. Learn more about the educator retooling conditional loan scholarship .
Guidance for grade levels
Some endorsements include a developmental level: early childhood, elementary, or middle level ( WAC 181-82-201 ). These levels are provided for guidance purposes only, and are not requirements for educator placement. School districts can consider the following when pairing a teacher’s endorsement with a grade designation:
- Early childhood: Birth to third grade
- Elementary: Kindergarten to grade eight
- Middle level: Grade four to grade nine
Additional requirements for specific content areas and programs
Some content areas and programs have specific certification and endorsement requirements in addition to the matching of endorsements with courses.
Options are available to address staffing shortages in special education. Individuals who have completed some, but not all, of the requirements for a special education endorsement might qualify for a pre-endorsement waiver or a temporary out-of-endorsement placement.
A pre-endorsement waiver allows an individual to perform the duties of a special education teacher, such as writing IEPs. The requirements for this waiver include an application to the OSPI special education office and completing 24 quarter credits (16 semester credits), or the equivalent in clock hours, applicable to a special education endorsement ( WAC 181-82-110(4) and 392-172A-02090(2)(a) ).
A temporary out-of-endorsement assignment is handled at the district level. A special education endorsed teacher in the district must design and supervise the instruction, as well as monitor and evaluate the progress of students assigned to the unendorsed teacher. This temporary assignment requires a mutually agreed upon written plan of support and school board approval. The school district is responsible for determining that the assigned teacher has completed nine quarter hours (six semester hours) of course work applicable to a special education endorsement ( WAC 392-172A-02090(2)(b) ).
Visit the OSPI special education office website to learn more about the pre-endorsement waiver, the temporary out-of-endorsement placement, and how to apply.
Career and Technical Education (CTE)
Instruction of cte courses.
Educators must have a CTE certificate with a broad area or specialty area specific to the CTE course they are instructing. These certification requirements may be tied to funding. For information on requirements for instructing CTE courses, please contact the OSPI Career and Technical Education office , and see the CTE CIP code (course code) and V-code (area code) chart (PDF).
CTE teachers instructing non-CTE courses
Educators who have completed Plan 1 (college and university) route CTE programs, and hold residency, professional, or continuing teacher certificates may teach non-CTE courses on the same out-of-endorsement basis that other teachers can. These educators may also add endorsements in the same way as other teachers.
Educators who have completed Plan 2 (business and industry) route CTE programs, and hold an initial or continuing CTE teacher certificate, may not teach non-CTE courses. In order to teach non-CTE courses, these individuals must obtain a residency or conditional teacher certificate.
CTE certificates with math applied, science applied, or designated science applied areas are matched with all the non-CTE courses as these same teacher endorsements.
Individuals who hold or have held a continuing CTE teacher certificate are eligible to apply for a substitute certificate, and with this substitute certificate, they may substitute in non-CTE courses.
School districts make the decision as to whether or not a teacher librarian needs to hold a library media endorsement. Learn more about the policy details (document).
English language development
Classroom teachers funded through the English language development program (Transitional Bilingual Instruction Program or TBIP) are required to hold bilingual education or English language learner (ELL) endorsements. Please contact the OSPI bilingual education program for more information.
Outside of the TBIP program, regular out-of-endorsement policy applies.
Title I, Part A
Title I, Part A is a federal program designed to provide all children with the significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. The OSPI Title II, Part A program office at [email protected] can provide information on the professional qualification and notification requirements for this program.
Providers of Braille instruction must demonstrate competency in Unified English Braille.
Certificated providers of Braille instruction hold an educator certificate and are assigned to provide instruction in Braille to students.
Classified providers of Braille instruction produce Braille materials or provide instruction in Braille to students. They work under the supervision of certificated staff.
What are the requirements for providers of Braille instruction?
Successful completion of one of the following:
- the Braille competency test developed by Washington State School for the Blind, or
- the National Literary Braille Competency Test
Each school district is responsible for monitoring the appropriate assignment of providers of Braille instruction. Individuals have one year from the date of hire to successfully pass the testing requirements. Individuals must pass a recertification exam every five years.
- Ogden Resource Center with the Washington State School for the Blind
- The National Certification in Unified English Braille
- Board materials (folder) on Braille standards
- WAC 181-82-130
- WAC 392-172A-02090(1)(f)
- RCW 28A.155.105
- Senate Bill 1078
Dual credit provides students with the potential to earn high school and college credit at the same time.
Dual credit courses have state level requirements for teachers including specific endorsements or types of certificates, and they may also have program-specific requirements. For example, Advanced Placement (AP) and International Baccalaureate (IB) courses are matched with Washington State endorsements in the same way that other courses are.
Endorsement matches for these courses are found using PESB’s assignment tool , and out-of-endorsement policy can apply.
- In addition to state endorsement requirements, the College Board sets criteria for the teaching of AP courses .
- Similarly, there are other requirements in addition to state endorsements for teaching IB courses .
School districts interested in offering dual credit should consult with the specific program of interest, and further questions can be directed to the OSPI dual credit office .
Schools who participate in, or are interested in Cambridge International, can visit their website for requirements for teaching CI .
Teachers assigned to teach College in the High School (CHS) need to be approved by the college or university supporting the high school course. Colleges and universities who participate in CHS post their specific teaching requirements on their website and are responsible for determining policies and practices for these courses.
Online learning can be offered through approved online school programs and course providers. In these online programs, the instructors are required to hold a Washington State teacher certificate, and out-of-endorsement policy applies as it would to in-person learning. Find out more from the OSPI online learning office.
Contracted third party online course providers are required to provide instructors with a Washington State teacher certificate and an endorsement in their content area.
All districts providing remote instruction must ensure that all teachers hold a valid Washington State teacher certificate even if they are not using an OSPI approved online provider. RCW 28A.410.025 .
First Peoples’ Language, Culture, and Oral Traditions Certification
First Peoples’ languages are falling silent. This is a loss to the cultural heritage of the affected tribes and to the cultural resources of Washington State. Teaching First Peoples’ languages can be a critical factor in successful educational experiences and promoting cultural sensitivity for all students. Find out more about First Peoples’ certificates .
PESB maintains government-to-government agreements with the sovereign tribal nations who set the specific requirements for these certificates, but the certificates themselves are Washington state teacher certificates.
PESB does not set policy on compensation, but there is nothing in PESB policy that would imply a different compensation scale for holders of First Peoples’ Certificates than for holders of any other teacher certificate.
Teachers holding a First Peoples’ language, culture, and oral tribal traditions certificate may only be assigned to the language(s)/culture(s) on the certificate unless they also hold a valid teacher certificate with other endorsement areas ( WAC 181-78A-700 ; WAC 181-79A-140 ).
Courses from a number of other programs appear in the PESB assignment tool , including Bridges to College Math and English , Project Lead the Way (PLTW) , and the Reserve Officer Training Corps (ROTC) .
For all of these programs, assignment policy applies as it would to other courses, and individuals should consult the individual program for program-specific requirements.
Certificate types and assignment policy
Teachers with residency, professional, transitional, emergency, endorsed initial, or endorsed continuing certificates are eligible for placement on an out-of-endorsement basis (document). Teachers with a permit for a certificate are subject to the assignment policy for that specific certificate.
Limited and substitute certificates
Limited certificates require the request of a school employer and application by the educator. Individuals with a limited certificate may only serve in the district which requested the certificate ( WAC 181-79a-231 ).
Conditional. Teachers with conditional certificates may not be placed out-of-endorsement. However, school districts may request additional endorsements for conditional certificates through the OSPI certification office .
Conditional CTE. Educators must have a CTE certificate with a broad area or specialty area specific to the CTE course they are instructing. These certification requirements may be tied to funding. For information on requirements for instructing CTE courses, please contact the OSPI Career and Technical Education office, and see the CTE CIP code (course code) and V-code (area code) chart (PDF). Find out more about the requirements and request process for conditional CTE certificates .
Transitional. Teachers with a transitional certificate are eligible for placement on an out-of-endorsement basis. Find out more about transitional certificates .
Emergency substitute. Individuals with emergency substitute certificates may only serve as substitutes if the district has exhausted or reasonably anticipates it will exhaust its list of qualified substitutes. Emergency substitute certificates do not hold an endorsement, and as such, the individual is neither in- nor out-of-endorsement. Learn more about emergency substitute certificates .
Intern substitute. Individuals with an intern substitute certificate can serve as substitutes in the absence of their cooperating teacher(s). They may serve only in the classroom(s) to which they have been assigned as a student teacher or intern. Intern substitute certificates do not hold an endorsement, and as such, the individual is neither in- nor out-of-endorsement. Find out more about intern substitute certificates .
Substitute. The “lifetime” substitute certificate is not a limited certificate and the application for this certificate can be initiated by the individual. Individuals with a substitute certificate may serve in any district in the state. Substitute certificates do not hold an endorsement, and as such, the individual is neither in- nor out-of-endorsement.
A substitute may serve in one assignment during the absence of regularly certificated staff for up to one hundred eighty days in a school year.
If an individual with a substitute certificate serves in a single assignment for more than thirty days, the employer must develop a plan of professional learning that is appropriate to the assignment and designed to support professional growth. This plan must enhance the teacher’s instructional knowledge and skills in order to assist students in meeting the state learning goals. The plan must be developed within fifty days of beginning of the assignment ( WAC 181-79a-232 ).
Learn more about the requirements for obtaining a substitute certificate .
Old Capitol Building 600 Washington Street SE Olympia, WA 98504-7236
[email protected] [email protected]
Sign up with your email address to receive news and event information.
- Search for:
- Compensation and Benefits
- Recruiting and Hiring
Teacher Certification: Part 4—Temporary Classroom Assignment Permit
April 26, 2021 • Cheryl Hoover
Part four of the teacher certification series focuses on the temporary classroom assignment permit (TCAP) used at the secondary level for a certified teacher assigned to teach one to four classes outside of their certification.
A TCAP can be activated for a secondary assignment in Grades 7–12 (Title 19 Texas Administrative Code (TAC) §230.77 ). To be eligible for this permit, the teacher must be certified at the secondary level, hold an all-level certificate, or have an elementary/4–8 certificate for middle/junior high school assignment in Grades 7–8.
Additionally, 12 semester hours must be completed in the specific subject area(s) to be taught. For science or mathematics, the individual must have completed 15 semester hours. The teacher also must register for the next available content examination.
Activating a TCAP
A permit form must be completed and signed by the individual and the superintendent or authorized representative. Districts are not required to file the TCAP form with the Texas Education Agency (TEA), but documentation must be maintained in the employee’s personnel file. No fee is required.
The permit is valid for only one school year and is not renewable unless it’s issued for fewer than 90 calendar days before the last day of instruction. This permit can’t be used for special education, bilingual education, or English as a second language assignments.
For an individual not meeting TCAP semester hour requirements, or assignments exceeding four class periods, the district may request a hardship approval by sending a letter to TEA. TEA will not grant approval if a teacher has six or fewer hours in the subject area.
The TCAP provides district flexibility by assigning a current certified teacher to one or more class periods outside of their current certification. It is a cost-effective approach because it does not require a fee to activate and can be processed locally unless a hardship exists. Additional information may be found in the TEA resources District Permit Reminders and Which Permit Should I Choose .
Cheryl Hoover is an HR consultant at TASB HR Services. Send Cheryl an email at [email protected] .
Stay up to date with all the latest HR news and trends by joining the HRX mailing list!
Tagged: Certification, Employment, Hiring, "Teacher certification"
It is a certificate that is attached to the project or assignment. When you complete a given project or assignment then you have to take a
Please note that special education teachers can only teach students who are in the grade levels in which their certificate is valid, with the exception of
What teachers should not rush to students? Special Education Teaching. Assignments and Certification. Certification for other Project Designers and.
certification, an advanced professional certificate, or a certificate issued ... namely, public high school-level teachers whose main teaching assignment is
1 If the teacher holding this certificate meets the federal definition of highly qualified for a core academic subject, he or she may teach.
Special Education Teaching Assignments and Certification ... teachers can only teach students who are in the grade levels in which their certificate.
One way PESB does this is through assignment policy: matching teacher endorsements with courses, and matching certificates with educator roles.
ASSIGNMENTS. CERTIFICATES. NOTES: (A) Teachers assigned prior to the 1991-92 school year are required to complete a minimum of 90 clock-hours of in-service
Second Language assignments, the following options present flexibility for some of the ... program that has been issued an SBEC certificate.
A TCAP can be activated for a secondary assignment in Grades 7–12 ... certificate for middle/junior high school assignment in Grades 7–8.