This site belongs to UNESCO's International Institute for Educational Planning


IIEP Learning Portal

orientation course in teacher education

Search form

  • issue briefs
  • Improve learning

Teacher education and learning outcomes

This brief examines the impact of teacher education on the quality of education. It provides suggestions of how educational planners and decision makers can improve the effectiveness of initial teacher education programmes and continuing professional development (CPD) to improve teaching quality.

Many countries are unable to recruit and train enough teachers to provide universal access to both primary and secondary education (Education International and Oxfam Novbib, 2011; UNESCO IICBA et al., 2017). Some countries hire unqualified and/or untrained teachers to fill the gap. (ADEA, 2016). Globally, 85 per cent of primary teachers were trained in 2018, whereas in sub-Saharan Africa, only 64 per cent of primary and 50 per cent of secondary teachers were trained in 2018–17 (UIS, TTF, and GEMR, 2019).

Sustainable Development Goal target 4.c seeks to increase the supply of qualified teachers (Education 2030, 2016). Five of the seven indicators relate to teacher training or qualifications. However, teacher education programmes vary between countries regarding length, content, modality (school or institution based), and entry requirements (OECD, 2018; UIS, 2017). Countries define the status of a ‘qualified teacher’ differently, making data comparisons difficult (UIS, 2017). Furthermore, ‘qualified’ does not necessarily equate to being trained to teach (target 4.c.1, 4.c.3) (Bengtsson et al., 2020).

What we know

Quality teachers a key role improve learning outcomes (Cosentino and Sridharan, 2017). Analysis from sub-Saharan Africa found that teacher content and pedagogical knowledge significantly improve student achievement (Bold et al., 2017).

Research on the direct impact of pre-service teacher education and CPD is inconclusive. Initial training is not always adapted to the challenges teachers face (Best, Tournier, and Chimier, 2018), and the effectiveness of the few evaluated in-service CPD programmes is mixed (Popova et al., 2019).

Research is inconclusive about the minimum academic level required for teaching, especially at primary level. Some studies show that beyond a certain threshold, academic level has moderate or no effects on primary level learning outcomes (Best, Tournier, and Chimier, 2018). Conversely, a study in sub-Saharan African countries demonstrated that teachers with upper secondary education affect learners more positively than those with lower secondary education (Bernard, Tiyab, and Vianou, 2004). However, ‘in India, pre-service teacher training and holding a Master’s level qualification were found to have a significant positive correlation to learner outcomes’ (UNESCO, 2019: 47).

Pre-service education can improve effectiveness. Practice must be linked to theory for recruits to apply their knowledge and skills in a classroom setting before teaching full-time (OECD, 2018; UNESCO, 2019). ‘The most effective teacher training courses involve active, experiential, practice-based learning focusing on outcomes rather than inputs. These courses consider trainee teachers as “reflective practitioners”, who learn both by doing and reflecting on their practice’ (UNESCO, 2019: 48).

Instruction type and quality matter more than participation (Martin, 2018; OECD, 2018; Taylor and Robinson, 2019). Effective training includes a specific subject focus, initial face-to-face aspect, follow-up, and participatory practices for everyday teaching activities. CPD opportunities linked to career progression, salary increases, or other incentives are more likely to be successful (Martin, 2018; Popova et al., 2019).

Classroom management and pedagogical skills help develop more effective teachers. Classroom management, providing feedback, learner-centred practices, and flipped classrooms appear to have a positive impact on learner performance. Pre- and in-service teacher education programmes could develop these skills (Best, Tournier, and Chimier, 2018). CPD programmes focusing on subject-specific pedagogy could enhance learning significantly (Popova et al., 2019).

Teacher education best functions as part of a continuum, that includes pre-service training, induction and mentoring of new teachers, and CPD (Education Commission, 2019; Martin, 2018; OECD, 2019; Popova et al., 2019; Taylor, Deacon, and Robinson, 2019; UNESCO, 2019; UNESCO IICBA et al., 2017; VVOB, 2019). Ministries of education, schools, and teacher training institutions should coordinate their training efforts and opportunities (UNESCO, 2019), and embed CPD into career structures (Tournier et al., 2019: 68) for teachers to continuously gain new skills.

Collaborative practices are important. Activities that combine CPD and colleague collaboration facilitate both the teachers’ need for competence and relatedness (Tournier et al., 2019). Some countries have established professional learning communities to support collaborative learning and mentor new teachers and senior staff (Jensen et al., 2016).

Lack of capacity and coordination.  Many countries lack the resources to provide pre-service training to enough new teachers due to limited training facilities; too few well-trained, qualified educators; and the inability to provide supervised school placements (Taylor and Robinson, 2019). Some programmes do not align with national curricula or national education policies and do not prepare teachers for the real world (Westbrook et al., 2013). Other issues include planning pre-service training alongside recruitment strategies and existing teacher needs (UNESCO, 2019).

There is a gap between research-supported CPD and that provided by many government-funded, at-scale programmes (Popova et al., 2019: 2). In-service training, especially in low- and middle-income countries (LMICs) is often ineffective and does not meet teachers’ needs (Popova et al., 2019; UNESCO IICBA et al., 2017; World Bank, 2018). Follow-up training, and monitoring and evaluation of effectiveness are often non-existent (Taylor and Robinson, 2019; UNESCO IICBA et al., 2017; World Bank, 2018).

Difficulties in balancing pre-service professional development programmes.  Teacher education programmes often struggle to balance theory and practice, content knowledge, pedagogical content knowledge, and pedagogy (Taylor and Robinson, 2019). Some programmes rely too much on theoretical teaching teach theory rather than giving students classroom experience (Popova et al., 2019; UNESCO, 2019). High-performing systems typically incorporate more practical training into their pre-service programmes (OECD, 2018). Many teachers in LMICs lack the minimum subject matter knowledge to teach (Popova et al., 2019; Taylor, Deacon, and Robinson, 2019). This typically stems from low entry requirements to pre-service training or shorter programmes.

Lack of qualified motivated candidates entering teacher education programmes. Underperforming education systems produce too few quality candidates to create a new cohort of quality teachers (Taylor, Deacon, and Robinson, 2019; Taylor and Robinson, 2019). Minimum entry requirements should attract candidates with a sufficiently high level of education while still guaranteeing sufficient candidates to meet needs (UNESCO, 2019). In some contexts, it is already difficult to attract candidates, and raising entry standards could reduce numbers further.

Cost, sustainability and coherence.  Central challenges include cost and sustainability. Resources are required to build more training facilities; hire, train, and support teacher educators; and offer higher salaries to attract better candidates. Some LMICs use assistance from NGOs or other international organizations to mitigate this issue, but most of these programmes are unsustainable (Martin, 2018; Taylor and Robinson, 2019). This raises coordination and consistency issues for programmes provided by different NGOs and other organizations, especially in crisis-affected contexts (Richardson, MacEwen, and Naylor, 2018).

Equity and inclusion

A lack of proper training leaves teachers unprepared to treat vulnerable populations (girls, students with disabilities, ethnic minorities, or displaced students) fairly and equitably. Training helps teachers to understand exclusion and discrimination and to adapt inclusive teaching methods to suit students with different learning needs (Education Commission, 2019; UNESCO, 2019). Especially in crisis and refugee settings, teachers are often not prepared to offer specialized psychosocial support; do not have pedagogical skills for multigrade classrooms; and are unable to deal with potentially dangerous classroom situations, special needs learners, and/or learners who have missed a significant amount of school (Richardson, MacEwen, and Naylor, 2018). Research is focusing more on the importance of training teachers to enhance their own social-emotional learning, manage stress, build resilience, and better support learners (Schonert-Reichl, 2017).

Entry standards for teacher education programmes do not always address equity across gender, ethnic backgrounds, or candidates with disabilities, which may affect learning outcomes (Education Commission, 2019; UNESCO, 2014, 2019). Teachers who closely identify with their students through culture, language, or ethnicity can impact learning positively (UNESCO, 2014).

Policy and planning

  • Establish recruitment and selection strategies that attract quality and diverse candidates. Targeting selected groups (based on gender, ethnicity, or geographical location) and offering merit scholarships can make teaching more attractive (Education Commission, 2019; UNESCO, 2019). Selection practices should consider basic academic achievement level, overall capabilities, motivation, and attitude (Education Commission, 2019; UNESCO, 2019).
  • Improve access and quality of pre-service teacher education and prepare teacher educators. Policy design often overlooks appropriate qualifications for teacher educators and their access to professional development (UNESCO, 2019). They should understand active learning methods and pedagogy; support training; apply various active teaching methods, techniques and processes; have practical classroom experience; and be involved or at least informed of research in their area of expertise (UNESCO, 2019: 48–49).
  • Obtain teacher input when designing training programmes. To ensure that in-service training meets the needs of teachers, input from the teachers themselves should be sought (Cosentino and Sridharan, 2017; Tournier et al., 2019; VVOB, 2019). This also provides teachers with a sense of empowerment and can help improve their motivation (Tournier et al., 2019; Consentino and Sridharan, 2017), especially in crisis and displacement settings, where teachers are rarely trained to face complex situations and have few opportunities to learn from others (Chase et al., 2019).
  • Balance theoretical and practical aspects of teacher training. Training should provide practical guidance and avoid overly theoretical content (OECD, 2018; UNESCO, 2019). School-led training conducted by principals or senior teachers can be effective and save costs (Martin, 2018). Partnership guidelines between teacher training institutions and schools can validate training and give candidates practical experience (Education Commission, 2019 UNESCO, 2019; World Bank, 2018).
  • Include the development of social-emotional competencies during pre- and in-service teacher training. These influence teaching effectiveness, mental and emotional well-being, and willingness to continue teaching (Jennings, Frank, and Montgomery, 2020; Zakrzewski, 2013), and improve students’ academic learning and mental health (Bayley et al., 2021, Duraiappah and Sethi, 2020). Understanding how behaviour and emotion affect teaching and learning helps teachers confidently create a positive learning environment (Schonert-Reichl, 2017 as cited in Jennings, Frank, and Montgomery, 2020). CPD that deepens knowledge of social-emotional theories, concepts, and activities for teachers to improve their own social-emotional competencies can provide a model for students and create a positive learning environment (Jennings, Frank, and Montgomery, 2020).
  • Integrate information and communications technology (ICT) and digital literacy skills. Most creative solutions during COVID-19 closures relied on technology-based education (Vincent-Lancrin, Cobo Romaní, and Reimers, 2022), underscoring the importance of ICT skills and digital literacy in classrooms. Teachers need to understand digital technologies to support their pedagogy and content knowledge, student learning, and assessment and collaboration with peers (Unwin et al., 2020). Pre-service training and CPD in ICT skills should include competency assessment, hardware and software familiarization, ongoing training, hands-on instruction, and examples of pedagogical ICT use (UNESCO, 2018). Providing teachers with support and training to use different technologies improve teachers’ pedagogy whether schools are open or closed (UNICEF, 2021).
  • Continuously build additional teacher skills and expertise. Probationary periods and mentorship can support new teachers and provide additional training while settling in the classroom (OECD, 2018; UNESCO, 2019; World Bank, 2012). Individual CPD plans can address specific career needs and help teachers take responsibility for their CPD (UNESCO, 2019).
  • Provide ongoing support and post-training monitoring to sustain school-based training. Effective, practical follow-up and actionable feedback help translate the knowledge teachers gain into practice. A supportive environment, peer-to-peer exchanges, communities of practice, and interschool collaboration also help build sustainable training. ‘In-person, on-site coaching is an effective way to deliver advice on classroom practice, and coaching should be the core of any good professional development programme’ (UNESCO, 2019: 52). Peer mentoring, observation, and lesson preparation meetings can also be used to support school-based CPD (UNESCO, 2019).
  • Integrate inclusive education into all CPD programmes. Specific courses and inclusive pedagogy can be mainstreamed into all professional pre- and in-service courses (Lewis and Bagree, 2013). Teacher development should take place primarily in classrooms; connect to and build on in-school expertise; create cooperative spaces; and engage teachers in developing a common language of practice (UNESCO, 2017).
  • Plan financial resources for CPD in advance. Include training expenses in education budgets: ‘An annual CPD allocation per teacher, adjusted for purchasing power parity, including the cost of paying to supply teachers where necessary, may be a strategy to finance CPD’ (UNESCO, 2019: 53).

Plans and policies

  • Uganda:  The National Teacher Policy
  • United Nations Relief and Works Agency for Palestine Refugees (UNRWA):  Teacher Policy
  • UNESCO. 2019. Teacher Policy Development Guide

ADEA (Association for the Development of Education in Africa). 2016. Policy Brief: In-service Teacher Education in Sub-Saharan Africa. Abidjan: AfDB.

Bayley, S.; Wole, D.; Ramchandani, P.; Rose, P.; Woldehanna, T.; Yorke, L. 2021. Socio- emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. RISE Working Paper Series, no. 21/082.

Bengtsson, S.; Kamanda, M.; Ailwood, J.; Barakat, B. 2020. ‘Teachers are more than “supply”: Toward meaningful measurement of pedagogy and teachers in SDG 4’. In: A. Wulff (ed.), Grading Goal Four (pp. 214–237). Leiden: Koninklijke Brill NV.

Bernard, J.M.; Tiyab, B.K.; Vianou, K. 2004. Profils enseignants et qualité de l’éducation primaire en Afrique subsaharienne francophone : Bilan et perspectives de dix années de recherche du PASEC. Dakar: CONFEMEN.

Best, A.; Tournier, B.; Chimier, C. 2018. Topical Questions on Teacher Management. Paris: IIEP-UNESCO.

Bold, T.; Filmer, D.; Martin, G.; Molina, E.; Rockmore, C.; Stacy, B.; Svensson, J.; Wane, W. 2017. What do Teachers Know and Do? Does it Matter? Evidence from Primary Schools in Africa. Policy Research Working Paper, no. 7956. Washington, DC: World Bank.

Chase, E.; Kennedy, E.; Laurillard, D.; Abu Moghli, M.; Pherali, T.; Shuayb, M. 2019. A Co-designed Blended Approach for Teacher Professional Development in Contexts of Mass Displacement. New York, NY: INEE.

Cosentino, C.; Sridharan, S. 2017. Improving Teacher Quality: Lessons Learned from Grantees of the Partnership to Strengthen Innovation and Practice in Secondary Education. Washington, DC: Mathematica Policy Research.

Duraiappah, A.K.; Sethi, S. 2020. ‘Social and emotional learning: The costs of inaction’. In: N. Chatterjee Singh and A.K. Duraiappah (eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 187–218). New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Education 2030: Incheon Declaration and Framework for Action for the Implementation for Sustainable Development Goal 4: Ensure Inclusive and Equitable Quality Education and Promote Lifelong Learning. 2016.

Education Commission. 2019. Transforming the Education Workforce: Learning Teams for a Learning Generation. New York, NY: Education Commission.

Education International; Oxfam Novib. 2011. Quality Educators: An International Study of Teacher Competences and Standards. Brussels: Education International.

Jennings, P.; Frank, J;. Montgomery, M. 2020. ‘Social and emotional learning for educators’. In: N. Chatterjee Singh and A.K. Duraiappah (eds.), Rethinking Learning: A Review of Social and Emotional Learning for Education Systems (pp. 123–154). New Delhi: Mahatma Gandhi Institute of Education for Peace and Sustainable Development.

Jensen, B.; Sonnemann, J.; Roberts-Hull, K.; Hunter, A. 2016. Beyond PD: Teacher Professional Learning in High-Performing Systems. Washington, DC: National Center on Education and the Economy.

Lewis, I.; Bagree, S. 2013. Teachers for All: Inclusive Teaching for Children with Disabilities. Brussels: International Disability and Development Consortium.

Martin, J. 2018. UNICEF Think Piece Series: Teacher Performance. Nairobi: UNICEF Eastern and Southern Africa Regional Office. 

OECD (Organisation for Economic Co-operation and Development). 2018. Effective Teacher Policies: Insights from PISA. Washington, DC: OECD Publishing.

––––. 2019. A Flying Start: Improving Initial Teacher Preparation Systems. Washington, DC: OECD Publishing.

Popova, A.; Evans, D.K.; Breeding, M.E.; Arancibia, V. 2019. Teacher Professional Development Around the World: The Gap Between Evidence and Practice. CGD Working Paper 517. Washington, DC: Center for Global Development.

Richardson, E.; MacEwen, L.; Naylor, R. 2018. Teachers of Refugees: A Review of the Literature. Berkshire: Education Development Trust and IIEP-UNESCO.

Schonert-Reichl, K.A. 2017. ‘Social and emotional learning and teachers’. In: Future of Children, 27(1), 137–155.

Taylor, N.; Deacon, R.; Robinson, N. 2019. Secondary Level Teacher Education in Sub-Saharan Africa. Teacher Preparation and Support: Overview Report. Mastercard Foundation.

Taylor, N.; Robinson, N. 2019. Secondary Education in Sub-Saharan Africa. Teacher Preparation and Support Literature Review. Mastercard Foundation.

Tournier, B.; Chimier, C.; Childress, D.; Raudonyte, I. 2019. Teacher Career Reforms: Learning from Experience. Paris: IIEP-UNESCO.

UIS (UNESCO Institute of Statistics). 2017. Improving the Global Measurement of Teacher Training.  Background paper prepared for the 2017/8 Global Education Monitoring Report, Accountability in Education: Meeting our Commitments.

UIS (UNESCO Institute for Statistics); TTF (International Task Force on Teachers for Education 2030); GEMR (Global Education Monitoring Report) Team. 2019. World Teachers’ Day 2019: Fact Sheet.

UNESCO. 2014. Advocacy Toolkit for Teachers to Provide a Quality Education. Paris: UNESCO.

––––. 2017. A Guide for Ensuring Inclusion and Equity in Education. Paris: UNESCO.

––––. 2018. UNESCO ICT Competency Framework for Teachers. Paris: UNESCO.

––––. 2019. Teacher Policy Development Guide. Paris: UNESCO.

UNESCO IICBA (International Institute for Capacity-Building in Africa); Education International; International Labour Organization; Association for the Development of Education in Africa; African Union; Dept. of Human Resources, Science and Technology; Forum for African Women Educationalists. 2017. Teacher Support and Motivation Framework for Africa: Emerging Patterns. Addis Ababa: IICBA.

UNICEF. 2021. Reopening with Resilience: Lessons from Remote Learning during COVID-19. Florence: UNICEF Innocenti Office of Research - Innocenti.

Unwin, T.; Naseem, A.; Pawluczuk, A.; Shareef, M.; Spiesberger, P.; West, P.; Yoo, C. 2020. Guidance Note 10 Prioritising Effective and Appropriate Teacher Training from the Report: Education for the Most Marginalised Post-COVID-19: Guidance for Governments on the Use of Digital Technologies in Education.

Vincent-Lancrin, S.; Cobo Romaní, C.; Reimers, F. (eds.). 2022. How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers. Paris: OECD Publishing.

VVOB. 2019. Annual Report 2018: Unlocking the Potential of Teachers and School Leaders for SDG4. Brussels: VVOB.

Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. 2013. Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review. Department for International Development.

World Bank. 2012. What Matters Most in Teacher Policies? A Framework for Building a More Effective Teaching Profession. Washington, DC: World Bank.

––––. 2018. World Development Report 2018: Learning to Realize Education’s Promise. Washington, DC: World Bank.

Zakrzewski, V. 2013. 'Why Teachers Need Social-emotional Skills'.  Mahatma Gandhi Institute of Education for Peace and Sustainable Development

Related information

  • International Task Force on Teachers for Education 2030
  • In-service teacher training
  • Pre-service teacher training

How to Become a Licensed or Certified Teacher

Teaching jobs typically require completion of a state-recognized teacher education program.

How to Become a Teacher

High school students and teenagers go back to school in the classroom at their high school.

Getty Images

Many K-12 teachers appreciate the opportunity to inspire children to believe in themselves, think for themselves and discover their unique talents.

If you're looking for a career that will allow you to leave a positive legacy and contribute to your community, then a job as a K-12 teacher may be a great fit, especially if you enjoy interacting with children and appreciate the intense energy, curiosity and sincerity that are often hallmarks of youth.

"There's nothing like working with a young person and helping them work toward a productive, fulfilling life," says Stanton Wortham, dean of Boston College's Lynch School of Education and Human Development .

Teachers serve a noble purpose by ensuring that important ideas are passed down from one generation to the next, Wortham suggests. "In 100 years, I surely hope the scientific method and basic moral values – I hope those things are still with us, and if so, it's because of somebody who taught some young person something."

Here is a guide for potential teachers who are wondering whether this profession is right for them and who want to know what type of training and talent are required for this field.

How to Decide Whether to Become a Teacher

It's unwise to pursue a career as a teacher if you lack an interest in helping people or if you don't get along well with children, says Claudia Lyles, the CEO of Keystone Academy Charter School in Philadelphia.

Lyles, who has a doctorate in education, says that when she evaluates job candidates for teaching positions, she is particularly intrigued by candidates who have a significant amount of service work experience, such as a stint in the Peace Corps.

"The service component is important because, as a teacher and as an educator, you are in service to a community," she says. "Teaching is not as cut-and-dry as other professions. We do become very involved with our students and with the surrounding communities and with the families."

People who are well-suited to the teaching field tend to be humanitarians who have a deep desire to improve society and strong concern for the well-being of people in general, Lyles says. A generous disposition is a must for future teachers, because one of the core missions of teachers is to "help children develop into good citizens," Lyles says.

"The common trait I have found in most successful teachers is that they genuinely like kids," she says. "I mean, you really have to like children and young people in order to do the job. You can't be iffy about it. And what I've found over the years is the people who just aren't all that tuned into kids (don't) make it in the profession. A lot of them leave."

Educators caution against becoming a teacher if money is your highest priority, since there are many jobs that require a similar amount of education as the teaching profession does but lead to much higher salaries.

"Teacher compensation varies greatly from state to state and in some cases district to district," Jennifer Russell, chair of the education department at William Peace University in North Carolina, wrote in an email, where she is also an associate professor of education. "Starting salary in the US can be anywhere from $35,000 a year to $55,000 a year."

Russell, who is an associate professor of education and has a doctoral degree in education, added: "Having been in education for over 30 years myself, most people choose this profession because it is a calling. Most teachers teach, because they love what they do. They enjoy making a difference in the world."

According to the U.S. Bureau of Labor Statistics, the median annual salary among U.S. kindergarten and elementary school teachers was $60,660 in 2020. That same year, the median compensation among middle school teachers was $60,810, and the median earnings for high school teachers added up to $62,870.

Russell notes that schools sometimes pay teachers with graduate degrees $2,500 to $10,000 more per year than those same teachers would receive if they had only a bachelor's degree.

According to educators, K-12 public schools generally pay better than K-12 private and parochial schools, though this is not necessarily true at the most prestigious private academic institutions, and parochial K-12 schools tend to pay the least of all.

Karen Aronian, a New York education expert who earned an education doctorate at Columbia University's Teachers College in New York City, says a career as a teacher is ideal for people who intend to pursue outside interests in their off hours, such as writing or acting, and she says that it is also ideal for parents, since teachers tend to have days off from work around the same time their children have leave from school.

"Teaching is a great foundational profession," Aronian says, adding that one great way for someone to determine whether a job as a teacher would be enjoyable is to volunteer with children and gauge how the experience feels.

The Key Steps of Teacher Training and How Long It Takes to Become a Teacher

There are many paths into the teaching profession. Some people enter the field immediately after receiving a bachelor's degree in education , which typically takes four years, while others decide to become teachers after pursuing a career outside the education sector.

Not all teacher training programs are the same. Some are based at universities and others are connected to charter school networks. There are also teacher residencies that allow students to apprentice for a master teacher who serves as a mentor while the student takes education classes.

University-based teacher training programs usually include significant theoretical coursework surrounding child development and the history, psychology and philosophy of education, and the faculty at those programs generally are a mix of educators and researchers, Wortham explains.

However, programs that aren't affiliated with a university tend to focus less on theoretical discussions and debates, and the majority of the faculty at those programs are educators, he says.

Gwyneth Price, dean of Clarion University of Pennsylvania 's College of Education, Health and Human Services, notes certain indicators of quality teacher training programs.

"Good programs have courses that give a solid foundation: educational psychology, multicultural education, English as a Second Language, adolescent or developmental psychology, content literacy, teaching with technology, among others," Price wrote in an email. "Further into the programs, courses become more specialized by content and grade level but should include assessment, instructional techniques, content specific methods courses, and classroom management. Additionally, a focus on special education should be woven into every curriculum."

Price, who has a doctorate in educational psychology and spent 15 years as a K-12 teacher, notes that undergraduate programs in education tend to be more general than master's degrees in the field.

A college major in education is not mandatory in order to become a U.S. teacher in a K-12 school. However, future K-12 teachers must complete a state-sanctioned teacher education program of some kind, whether it confers a formal degree or not, in order to qualify for state licensure. Full-time, post-baccalaureate teacher education programs sometimes confer a master's degree and usually last for at least a year

Students in teacher education programs can expect to practice teaching under the supervision of an experienced educator and can anticipate learning about various teaching methods, experts say.

"The programs are rigorous and involve a lot of writing, reflection and lesson planning," Leena Bakshi, a doctorally-trained educator who teaches at Claremont Graduate University in California and the University of California—Berkeley Graduate School of Education , wrote in an email. "Our students walk away with a clear vision for teaching, instructional plans, and even family engagement plans to carry out in their first year of teaching."

Though requirements for teaching licenses differ from state to state, the following qualifications generally are mandatory for a teaching career:

  • A bachelor's degree.
  • Completion of a state-approved teacher education program.
  • A successful background check.
  • Passage of a general teacher certification or licensure exam.
  • A solid score on a subject test that concentrates on the focus area of the aspiring teacher.

The Rewards and Challenges of Teaching

Education school faculty note that teaching well requires tremendous skill.

Presenting a lesson to a classroom filled with rambunctious kids and convincing them all to listen and participate is a feat in and of itself, but the most talented educators have the ability to totally command a room, education professors say. A great teacher is a fabulous performer and engaging storyteller who can captivate and engage his or her audience.

"Education is an agent of change, and education can be transformational for any student, no matter what their socioeconomic background is," says Tom Ryan, principal of Cristo Rey Boston High School, a Catholic institution in Massachusetts that serves low-income students .

While teachers do have some nice perks, including a significant amount of vacation time, they also face some hassles in the workplace, according to experts. For instance, it can be difficult for a teacher to serve the needs of all the students in a class if those students have differing amounts of knowledge and skill.

Figuring out how to assist students with learning disabilities or language difficulties is not a small task, either, nor is providing emotional support to students coping with adversity in their personal lives, which can cause them to struggle academically, experts say.

"There are 'cons' to every profession," Price says. "For teaching, I’m sure many people would point out the mountain of paperwork, the lack of funding, the school boards with agendas, or the parents who are unsupportive. But with time, patience and perspective, one learns to navigate in the rough waters when focused on the sea of students who need your attention."

One satisfying aspect of teaching in K-12 schools, according to current and former classroom teachers with experience at those schools, is the opportunity to inspire children to believe in themselves, think for themselves and discover their unique talents.

"I still receive messages from my students that I have taught more than a decade ago," Bakshi says. "They are now starting companies, leading the tech world, and doing so many awesome things and I get to proudly say that this person was my student! That societal impact is priceless."

Searching for a grad school? Access our complete rankings of Best Graduate Schools.

Top Social Work Grad Programs

Close up of older woman and caretaker holding hands.

Tags: teachers , education , students , colleges , graduate schools

You May Also Like

Work with disabled populations.

Rachel Rizal Feb. 27, 2024

orientation course in teacher education

Schools That Teach Integrative Medicine

Ilana Kowarski and Cole Claybourn Feb. 27, 2024

orientation course in teacher education

Biggest Factors in Law School Admissions

Gabriel Kuris Feb. 26, 2024

orientation course in teacher education

Medical School Application Mistakes

Ilana Kowarski and Cole Claybourn Feb. 23, 2024

orientation course in teacher education

Convince MBA Programs of Fit

Jarek Rutz Feb. 22, 2024

orientation course in teacher education

What Is a Good MCAT Score?

Ilana Kowarski and Sarah Wood Feb. 22, 2024

orientation course in teacher education

Premeds and Extracurricular Activities

Zach Grimmett Feb. 21, 2024

orientation course in teacher education

Public Admin vs. Public Policy Degree

Miki Tanikawa Feb. 20, 2024

orientation course in teacher education

Deciding Where to Apply for Law School

Gabriel Kuris Feb. 20, 2024

orientation course in teacher education

6 Traits of Successful MBA Candidates

Anayat Durrani Feb. 15, 2024

orientation course in teacher education

  • Departments

OTC Education Department

  • Arts, Sciences and Business
  • Technical Education
  • Health Sciences
  • Online Programs
  • Adult Education
  • All Degrees & Certificates
  • Catalog & Program Archive
  • Future Students
  • Current Students
  • Financial Aid
  • Tuition & Fees
  • Scholarships
  • Payment Information
  • Plaster Manufacturing Center
  • Employer Services
  • Workforce & Short-Term Training
  • Career Services
  • Chancellor’s Welcome
  • Board of Trustees
  • Strategic Plan
  • Human Resources
  • OTC Foundation
  • Grants Development

OTC Teacher Education and Orientation to College Department

The mission of The OTC Teacher Education and Orientation to College Department is two-fold: train future educators to effectively teach levels PK-12 and prepare college students for the rest of their higher education journeys.

Teaching is an important, rewarding profession requiring careful preparation, patience and a passion for seeing young learners grow. Our experienced faculty love sharing their years of wisdom with OTC education students. By investing in future teachers, we’re investing in our community’s future.

We offer the Associate of Arts in Teacher Education Degree Program with 12 specific areas of emphasis. This degree is designed for students planning to transfer to a four-year institution to earn a bachelor’s degree and certification to teach grades PK-12. Students with a love of learning and a passion for education should consider this program. We also offer orientation courses for new college students or those returning after a break from their studies. Our goal in these courses is to help students feel at home here at OTC and confident they can handle any academic challenge.


Education courses, associate of arts in teacher education, suggested course sequence, substitute teacher training, pathways for paras pre-apprenticeship information, mission statement.

Teacher Education strives to provide all pre-service teacher education students with the knowledge and skills necessary to become informed and thoughtful professionals capable of teaching a wide array of students and specializations in diverse settings by meeting the mid-level Missouri Standards for the Preparation of Educators (MoSPE).

Program Learning Outcomes

  • Students will utilize cultural frameworks to consider curriculum planning that supports all learners.
  • Students will develop lesson plans that are mindful of diverse students and student experiences.
  • Students will   develop hypothetical classroom management processes that create learning communities based out of respect and discovery with an emphasis on modeling.
  • Students will express confidence as professional educators by asking appropriate and assertive questions and demonstrating curiosity within the context of coursework, employment, or educator development.

Test alert.

Teaching and Teacher Leadership

A teacher smiles as he works with his students

Contact Information

Connect with program staff.

If you have program-specific questions, please contact the TTL Program Staff .

  • Connect with Admissions

If you have admissions-related questions, please email [email protected] .

Admissions Information

  • Application Requirements
  • Tuition and Costs
  • International Applicants
  • Recorded Webinars
  • Download Brochure

A groundbreaking approach to teacher education — for people seeking to learn to teach, for experienced teachers building their leadership, and for all educators seeking to enhance their practice and create transformative learning opportunities.

Teachers change lives — and at the Harvard Graduate School of Education, you can be part of the change. The Teaching and Teacher Leadership (TTL) Program at HGSE will prepare you with the skills, knowledge, support, and professional network you need to design and lead transformative learning experiences, advance equity and social justice, and generate the best outcomes for students in U.S. schools.

The program’s innovative approach is intentionally designed to serve both individuals seeking to learn to teach and experienced teachers who are deepening their craft as teachers or developing their leadership to advance teaching and learning in classrooms, schools, and districts. 

And through the Harvard Fellowship for Teaching , HGSE offers significant financial support to qualified candidates to reduce the burden of loan debt for teachers.

Applicants will choose between two strands:

  • Do you want to become a licensed teacher? The Teaching Licensure strand lets novice and early-career teachers pursue Massachusetts initial licensure in secondary education, which is transferrable to all 50 states and Washington, D.C. Licensure candidates have two possible pathways — you can select a preference for either the residency fieldwork model or the internship fieldwork model . The residency model is for people ready to make an immediate impact as a teacher; the internship model offers a more gradual path.
  • Do you want to focus on the art of teaching, without licensure? The Teaching and Leading strand will enable you to enhance your own teaching practice or to lead others in transforming learning in classrooms, schools, and other settings. Candidates can pursue a curriculum tailored toward an exploration of teaching practice or toward teacher leadership.

Note: Ideal candidates will come with the intention to work in U.S. schools.

“At the heart of TTL is helping teachers reach all students. Whether you are preparing for the classroom yourself or are an experienced teacher preparing to improve teaching and learning on a wider scale, our goal is to provide you with the knowledge and skills to lead others in learning.” Heather Hill  Faculty Co-Chair

After completing the Teaching and Teacher Leadership Program, you will be able to:

  • Leverage your knowledge and skills to lead others in joyful, equitable, rigorous, and transformative learning.
  • Analyze instruction for the purpose of improving it.
  • Foster productive inquiry and discussion.
  • Identify, understand, and counteract systemic inequities within educational institutions.

The Harvard Fellowship for Teaching

HGSE is committed to investing in the future of the teaching profession — and minimizing the student debt that teachers carry. We offer a signature fellowship — the Harvard Fellowship for Teaching — to qualified candidates. The fellowship package covers 80 percent of tuition and provides for a $10,000 living stipend.

This prestigious fellowship is prioritized for admitted students pursuing the Teaching Licensure Residency model. Additional fellowships may be awarded to qualified candidates admitted to the Teaching Licensure Internship model and the Teaching and Leading strand. Fellowship decisions are determined during the admissions process. Fellowship recipients must be enrolled as full-time students.       HGSE offers a range of other  financial aid and fellowship opportunities to provide greater access and affordability to our students.

Curriculum Information

The TTL Program is designed to help you gain the knowledge and practice the skills essential to leading others in learning — and will create pathways to success that will allow you to thrive as an expert practitioner and mentor in your community. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are:

  • Commence your Foundations studies with How People Learn, an immersive online course that runs June–July and requires a time commitment of 10–15 hours per week.
  • You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
  • Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to TTL.

  • The TTL Program Core Experience (4 credits), is a full year course where all students come together to observe, analyze, and practice high-quality teaching.
  • Teaching methods courses (10 credits) in the chosen content area, which begin in June. 
  • A Summer Field-Based Experience (4 credits), held on site in Cambridge in July, allows you to begin to hone your teaching practice. 
  • Two courses focused on inclusivity and diversity in the classroom (6 credits). 
  • Field experiences , where students in the Teacher Licensure strand will intern or teach directly in Boston-area schools.
  • Individuals interested in enhancing their own teaching practice can engage in coursework focused on new pedagogies, how to best serve diverse student populations, and special topics related to classrooms and teaching.  
  • Experienced teachers may wish to enroll in HGSE’s Teacher Leadership Methods course, designed to provide cohort-based experience with skills and techniques used to drive adult learning and improve teaching.
  • Candidates can take elective coursework based on interests or career goals, which includes the opportunity to specialize in an HGSE Concentration .

Advancing Research on Effective Teacher Preparation 

As a student in the TTL Program, you will have the opportunity to contribute to HGSE’s research on what makes effective teacher preparation. This research seeks to build an evidence base that contributes to the field’s understanding of effective approaches to teacher training, including how to support high-quality instruction, successful models of coaching and mentorship, and effective approaches to addressing the range of challenges facing our students.

TTL students will be able to participate in research studies as part of their courses, and some will also serve as research assistants, gaining knowledge of what works, as well as a doctoral-type experience at a major research university.

Explore our  course catalog . (All information and courses are subject to change.)

Note: The TTL Program trains educators to work in U.S. classrooms. Required coursework focuses on U.S. examples and contexts.

Teaching Licensure Strand

Students who want to earn certification to teach at the middle school and high school levels in U.S. schools should select the Teaching Licensure strand. TTL provides coursework and fieldwork that can lead to licensure in grades 5–8 in English, general science, history, and mathematics, as well as grades 8–12 in biology, chemistry, English, history, mathematics, and physics. In the Teaching Licensure strand, you will apply to one of two fieldwork models:

  • The residency model – our innovative classroom immersion model, with significant funding available, in which students assume teaching responsibilities in the September following acceptance to the program. 
  • The internship model – which ramps up teaching responsibility more gradually.

In both models, you will be supported by Harvard faculty and school-based mentors — as well as by peers in the TTL Program, with additional opportunities for network-building with HGSE alumni. Both models require applicants to have an existing familiarity with U.S. schools to be successful.  Learn more about the differences between the residency and internship models.

Summer Experience for Teaching Licensure Candidates

All students in the Teaching Licensure strand will participate in the Summer Experience supporting the Cambridge-Harvard Summer Academy (CHSA), which takes place in Cambridge in July 2023. Through your work at CHSA, you will help middle and high school students in the Cambridge Public Schools with credit recovery, academic enrichment, and preparation for high school. Students in the Teaching Licensure strand will teach students directly as part of the teaching team. This is an opportunity for you to immediately immerse yourself in a school environment and begin to practice the skills necessary to advance your career.

Teaching and Leading Strand

The Teaching and Leading strand is designed for applicants who want to enhance their knowledge of the craft of teaching or assume roles as teacher leaders. Candidates for the Teaching and Leading strand will share a common interest in exploring and advancing the practice of effective teaching, with the goal of understanding how to improve learning experiences for all students. The program will be valuable for three types of applicant:

  • Individuals interested in teaching, but who do not require formal licensure to teach. This includes applicants who might seek employment in independent schools or in informal educational sectors such as arts education, after-school programs, tutoring, and youth organizations. 
  • Experienced teachers who wish to deepen their practice by learning new pedagogies and developing new capacities to help students thrive.
  • Experienced teachers who seek leadership roles — from organizing school-based initiatives to more formal roles like coaching and professional development.

As a candidate in the Teaching and Leading strand, your own interests will guide your journey. If you are seeking a teacher leader role, TTL faculty will guide you to courses that focus on growing your skills as a reflective leader, preparing you to facilitate adult learning, helping you understand how to disrupt inequity, and teaching you how to engage in best practices around coaching, mentoring, and data analysis. If you are seeking to learn about the craft of teaching, our faculty will similarly direct you to recommended courses and opportunities that will meet your goals.

Students in this strand can also take on internships within the TTL Program (e.g., program supervisor, early career coach) or the HGSE community, and at surrounding schools or organizations. And you can customize your learning experience by pursuing one of HGSE's six Concentrations .

Note: Applicants in the Teaching and Leading strand should expect a focus on leadership within U.S. schools.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Heather Hill

Heather C. Hill

Heather Hill studies policies and programs to improve teaching quality. Research interests include teacher professional development and instructional coaching.

Victor Pereira

Victor Pereira, Jr.

Victor Pereira's focus is on teacher preparation, developing new teachers, and improving science teaching and learning in middle and high school classrooms. 

Rosette Cirillo

Rosette Cirillo

Sarah Edith Fiarman

Sarah Fiarman

Noah Heller

Noah Heller

Eric Soto-Shed

Eric Shed

Career Pathways

The TTL Program prepares you for a variety of career pathways, including:

Teaching Licensure Strand:

  • Licensed middle or high school teacher in English, science, math, and history

Teaching and Leading Strand: 

  • Classroom teachers
  • Curriculum designers 
  • Department heads and grade-level team leaders 
  • District-based instructional leadership team members 
  • Instructional and curriculum leadership team members 
  • Out-of-school educators; teachers in youth organizations or after-school programs
  • Professional developers and content specialists 
  • School improvement facilitators 
  • School-based instructional coaches and mentor teachers
  • Teachers of English as a second language
  • International educators seeking to understand and advance a career in U.S. education

Cohort & Community

The TTL Program prioritizes the development of ongoing teacher communities that provide continued support, learning, and collaboration. Our cohort-based approach is designed to encourage and allow aspiring teachers and leaders to build relationships with one another, as well as with instructors and mentors — ultimately building a strong, dynamic network. 

As a TTL student, you will build a community around a shared commitment to teaching and teacher development. You will learn from and with colleagues from diverse backgrounds, levels of expertise, and instructional settings. To further connections with the field, you are invited to attend “meet the researcher” chats, engage in learning through affinity groups, and interact with teaching-focused colleagues across the larger university, by taking courses and participating in activities both at HGSE and at other Harvard schools. 

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Teaching and Teacher Leadership experience and the impact its community is making on the field:

TTL student teaching

Donors Invest in Teachers, Reaching Key Milestone

The $10 million Challenge Match for Teachers, now complete, will expand scholarships for students in Teaching and Teacher Leadership

ICA Winners 2023

HGSE Honors Master's Students with Intellectual Contribution Award

  • Google Classroom
  • Google Workspace Admin
  • Google Cloud

Learn to transform new and existing content into engaging and interactive assignments via Practice Sets course.

Explore practice sets course., empowering educators and supporting lifelong learning with free of charge, online training for the classroom.

orientation course in teacher education

Learn basic and advanced skills across Google Workspace for Education tools

Explore ideas and tips designed to help educators make the most of Google’s classroom technology.

orientation course in teacher education

Help your institution collaborate easily, streamline instruction, and keep the learning environment secure

We've designed a collection of training and resources for you to help your institution be better connected, safer and a digitally empowered place to be.

Illustration of a browser with a woman inside of a video window.

Learn the basics of Google Workspace for Education with quick videos sent to your inbox

Chromebook device with Classroom app user interface in the screen.

Leverage Google Classroom to manage, measure, and enrich learning experiences

Whether you’re just starting out with Google Classroom or exploring advanced functions, this course covers features that help simplify class management, accelerate grading, and more.

A young Black girl uses a Chromebook in a classroom.

Practice Sets

In this course, you will learn how to create a practice set, assign it to your students in Classroom, and analyze student performance to inform further instruction. You can use practice sets to create interactive assignments, provide students with built-in hints and resources, and automate grading. Practice sets will engage your students in learning while saving you time.

Two students sharing a laptop to learn together at school.

Google Tools for In-Person Learning

In this course, you will learn practical strategies using technology that supports in-person learning and classroom management. You will add value to your students’ learning experience by integrating high-impact uses of Google Workspace for Education in your classroom.

Two students using their chromebooks in school.

Chromebooks for Educators

By the time you finish this course you will be able to use Chromebook’s essential tools, tips and tricks. This knowledge will enable you to design and deliver powerful instructional experiences for your students.

Explore additional trainings to support your work in the classroom and beyond

Digital citizenship and safety course.

Help students stay safe online and become responsible digital citizens


Learn how to use Google tools to keep students engaged while teaching remotely

Accessibility Tools Training

Make learning accessible for all students with Chromebook

Support English Language Learners

Support students learning English with Google Translate tools


Engage and deepen learning opportunities through creative distance learning.

Get up and running with Google tools for education

Bring technology to life in the classroom with tips, training, and resources to help educators get the most out of Google tools.


You're now viewing content for United States.

For content more relevant to your region, choose a different location:

Harvard Bok Higher Education Teaching Certificate

Create a collaborative learning environment.

Explore Higher Education Teaching and its practices offered by Harvard’s Derek Bok Center for Teaching and Learning to create an engaging learning environment.

Harvard Faculty of Arts and Sciences

What You'll Learn

The Higher Education Teaching Certificate, inspired by the in-person seminar program currently offered by Harvard’s Derek Bok Center for Teaching and Learning, provides you with effective postsecondary education teaching methods. Over eight weeks, you’ll engage deeply with, and reflect on, your practices, portfolio, and journey in the higher education field. Guided by experts, you’ll explore various approaches to pedagogy, discover the most relevant research on how students learn, and broaden your range of teaching skills. Learn how to adopt a more conscious, collaborative, and refined approach to your teaching practice. 

The course will be delivered via Get Smarter .  By the end of the course, participants will be able to:

  • Apply rapport-building techniques to create a positive, supportive, and inclusive postsecondary education learning environment
  • Deliver an effective, memorable lesson that bridges the knowledge gap between yourself and your students
  • Raise your institutional profile as a reflective teacher through effective third-level education teaching practices
  • Implement practical strategies for classroom management and lesson planning


Contract Icon

Your Instructors

Lue, Robert Headshot

Robert A. Lue

Professor of Molecular and Cellular Biology at Harvard University Read full bio.

Adam Beaver Headshot

Adam Beaver

Director of Pedagogy and Practice, The Derek Bok Center for Teaching and Learning at Harvard University Read full bio.

Pamela Pollock Headshot

Pamela Pollock

Director of Professional Development, The Derek Bok Center for Teaching and Learning at Harvard University Read full bio.

David Levari Headshot

David Levari

Postdoctoral Research Associate at Harvard Business School Read full bio. 

Course Outline

  • Orientation module: Welcome to your Online Campus
  • Module 1: How knowledge is constructed
  • Module 2: How learning works
  • Module 3: Building rapport
  • Module 4: Lesson planning and delivery
  • Module 5: Engaging students
  • Module 6: Course and assignment design
  • Module 7: Using feedback to improve your teaching
  • Module 8: Teaching portfolio preparation

Learner Testimonial

“This course strengthened my approach to become a more reflective practitioner who employs the latest evidence-based practices in order to serve diverse learners. It provided much-needed pause and reflection as an integral part of my professional development. I refined my tools as an experienced educator, added new tools to my repertoire as a practitioner, and connected with professionals working in similar fields. We spent countless hours giving each other feedback and offering perspectives on materials presented by the instructors. The platform was easy to navigate and well-designed, utilizing the latest evidence-based principles for teaching and learning in the information age.”

Octaviano Merecias-Cuevas OHSU Lead Trainer, Center for Diversity and Inclusion

Earn Your Certificate

Enroll today in Harvard Bok Higher Education Teaching Certificate on GetSmarter.

Still Have Questions?

What are the learning requirements? How do I list my certificate on my resume? Learn the answers to these and more in our FAQs.

Related Courses

Open innovation.

Open innovation is a strategy that suggests the best ideas, solutions, and people necessary to solve your organization’s difficult problems may come from outside your company entirely.

Technology Entrepreneurship: Lab to Market

Join us to learn a systematic process for technology commercialization to bring cutting-edge innovations out of the lab and into the world.

Justice Today: Money, Markets, and Morals

Led by award-winning Harvard Professor Michael J. Sandel, professor of the popular HarvardX course Justice, this course will take a deep dive into various “needs” and whether they abuse market mechanisms.

Education & Teaching Courses

  • Social Sciences

Orange wall with pink block letters that say For a Better Education

Leaders of Learning

Explore and understand your own theories of learning and leadership. Gain the tools to imagine and build the future of learning.

Young student writing at desk with a pencil

Introduction to Family Engagement in Education

Learn about successful collaborations between families and educators and why they lead to improved outcomes for students and schools.

orientation course in teacher education

Early Childhood Development: Global Strategies for Interventions

Examine best practices in child and family policies, advocacy, financing, and pathways to scale.

Hospital team members.

Principles of Medical Education: Maximizing Your Teaching Skills

 This special program is a uniquely comprehensive exploration of best practices for teaching medicine at the bedside, in ambulatory settings, and in the classroom. 

Hospital team members.

A Systems Approach to Assessment in Health Professions Education

Learn to apply systems thinking in designing assessment programs to support the continuous quality improvement of students/trainees, faculty, and curricula at their academic health science institutions.

Students raising their hands in a classroom

Harvard Bok Higher Education Teaching Certificate

Explore Higher Education Teaching and its practices offered by Harvard’s Derek Bok Center for Teaching and Learning. Learn to create a collaborative, engaging learning environment.

A woman in scrubs speaks to a group of colleagues.

Training to Teach in Medicine

This Harvard Medical School six-month, application-based certificate program aims to provide high-impact, evidence-based education for medical faculty and health care professionals.

  • Office of Curriculum, Assessment and Teaching Transformation >
  • Course Development >
  • Build Your Course >
  • Course Organization >

Course Orientation

Proactively familiarizing students with the course and the instructor.

On this page:

Benefits of a course orientation.

When thinking of an orientation, one for a college or a program probably comes to mind. However, orientations are an important component for individual courses too. Most students take multiple classes in a semester and each have unique structures, requirements, policies and expectations. This can result in an initial overwhelming feeling as students acclimate to their courses. However, there are many options available to help students feel more comfortable, in the task of building a clear, concise and welcoming course orientation.

There are many benefits for instructors and students. A course orientation: 

  • Welcomes the students as they get to know the course and instructor
  • Establishes the course’s purpose, outcomes, major assignments and assessments
  • Reviews expectations and important policies
  • Answers common questions saving time for both the instructor and students
  • Gives students a chance to decide if the class is suitable for them
  • Provides resources for support and guidance
  • Helps students take ownership of their learning
  • Introduces students to modalities and technology tools

Building a Course Orientation

In most cases, courses have some form of online learning and technology integration regardless of the delivery mode. Online platforms allow you to build and share interactive course orientations. Often this is a student orientation module within your online course that can be repurposed and updated each semester making it an efficient resource. 

UB Learns:  If using the UB Learns platform, having a student orientation module on the Table of Contents may be the way to go. This tab might be titled “Welcome,” “Start Here,” or “Course Information.” It sets the expectation for where students should start the course and what they need to know before day one, although this module can be referred to at any time.

Other formats: If not using UB Learns, creating a course orientation for students can still be done effectively by using a step-by-step guide in a different format such as a short document that is sent via email or posted on another course site.

Components of a Course Orientation

There are a variety of resources that can be included in a course orientation, below are some suggestions:

  • Welcome message:  Create an instructor-made welcome video or write a welcome message with a photograph. This will begin to establish instructor-presence and the tone of the course.
  • Course navigation:   Explain to students how to navigate and interact with the course. If teaching online, it can be helpful to create this in a  video format . Include how to use the course menu, where to access course content and how to submit assignments and review feedback. 
  • Required and suggested materials:  List the texts, tools, software, and materials (digital and print) needed throughout the course. Additionally, provide links or resources for students to purchase, download and access these items (ex: Microsoft or Zoom through  UBIT , professional journals through  UB Libraries , Open Educational Resources (OER) through an  open source ).
  • Instructor availability:  List office hours, contact information, and other forms of preferred communication. For example, if there is an open question forum in the course, give examples of the types of questions that would go there versus being emailed to the instructor.
  • Syllabus:   Provide a copy of an accessible course syllabus for students to review. Consider  deconstructing the syllabus  to highlight important policies such as grading, late work, requesting accommodations, etc. If students not reading the syllabus is a concern of yours, create a syllabus quiz.
  • Student resources:  When it comes to technology and subject-area knowledge, consider the varying comfortability levels among students. Technology resources might include links for how-to videos and where to receive technical support for each tool being used in the course. Additionally, list options for academic support, health/wellness and other relevant  student resources .
  • An icebreaker activity:   Create an activity that helps the students learn about, and interact with, their peers. The activity could be built using a discussion board in UB Learns or asking students to share something during class (virtually or in person). Provide clear directions and model an appropriate response.

Create Your Course Orientation

Follow the directions in the Course Orientation Template to build your student course orientation module.

Now that you have created your course orientation, the next step is to either finish your course organization or begin unit planning.

Additional Resources

Learn more ways to welcome students to your course.

Create an orientation or overview.

Establish strong communication with your students.

Help students reduce potential barriers in online learning environments.

General suggestions of where and how to gather content for your course.

Examples of two course orientation modules.

For further information about course orientations, see the following readings.

  • Beckford, M. M. (2015). The online learning orientation session.  Distance Learning,  12(4), 43-50.
  • Taylor, J. M., Dunn, M., & Winn, S. K. (2015). Innovative orientation leads to improved success in online courses. Online Learning, 19(4), 112-120.

Learn education with online courses and programs

What is education.

Education is the acquisition of knowledge and skills through experience, instruction, and study. It’s a lifelong journey that is constantly evolving as individuals seek new abilities, knowledge, and understanding. Education is key to developing essential life skills such as critical thinking, problem-solving, and decision-making, as well as technical skills that can prepare people to function in various roles.

With education, learners can practice how to reason, expose themselves to different perspectives, and develop a richer understanding of their environments and societies. People can become more informed citizens, better understand life’s complexities, and engage actively in their communities. Education also gives people access to essential resources, like jobs and networks to pursue passions and achieve goals.

Education | Introduction Image

Browse online education classes

Stand out in your field, learn at your own pace, earn a valuable credential, courses in education and teaching.

edX offers a variety of courses for learners interested in the field. Education courses that meet your needs can depend on what kind of career you plan to pursue and the type of degree you seek. 

Sample topics of education courses include: 

Introduction to Education: a comprehensive overview of education’s history, philosophy, and sociology that can examine education’s social and cultural foundations, as well as the roles of learners, teachers, and schools.

Educational Psychology: an exploration of how students learn and develop cognitively, emotionally, and socially.

Curriculum and Instruction: the fundamentals of designing, implementing, and evaluating educational curricula, with topics related to planning, instructional strategies, materials selection, diversity issues, assessment methods, and technology integration.

Educational Technology: an introduction to the use of technology for teaching and learning, including emerging technologies, teaching with technology, digital media literacy, online learning tools, and security and privacy issues.

Special education: topics related to special education including identifying learners with special needs, developing Individualized Education Plans (IEPs), collaboration with families, laws and regulations governing special education services, and effective instructional strategies.

Early childhood education: an indepth look into the development of children from birth to age eight, covering educational techniques used to foster learning. 

Jobs in education

Education is a broad field with many exciting career paths. Whether you want to pursue a career inside or outside of the classroom, many different options are available. 

Inside the classroom, teachers and professors provide instruction and prepare materials for their students. They are also involved in assessment, evaluation, and curriculum planning. As a teacher, you can focus on a specific subject, such as math, history, science, or language arts. You could also specialize in early childhood education or become a special education teacher. 

There are also many jobs for professionals outside the classroom, such as a school administrator, where you will be tasked with managing the operations of an educational institution which can involve hiring faculty, developing policies, and overseeing budgets. You can pursue a career as a consultant, advising organizations on educational topics; typical job activities include evaluating programs, creating reports, and suggesting potential improvements. And, you can work as a curriculum writer, crafting the material taught in the classroom, or an instructional designer, assessing existing training practices and developing online learning programs. 

No matter which job you choose, you'll be able to make a difference by shaping the minds of future generations. With the proper training and dedication, you can find a career that is both meaningful and rewarding. Explore the many online learning opportunities available on edX which can help you as you pursue a career in the field, including bachelor's degree or a master's degree programs.  

More opportunities for you to learn

We've added 500+ learning opportunities to create one of the world's most comprehensive free-to-degree online learning platforms.

Executive Education

Master's degrees, bachelor's degrees, education faq.

Education is an important part of any person’s development. With education, individuals are equipped with the tools necessary to navigate through life’s opportunities and challenges. More specifically, it provides people with the skills to think critically, solve problems, develop effective communication skills, and reach their goals. Educators can play an important role in providing students with the knowledge and skills to succeed. 

Learning how to become an educator requires dedication and effort. It requires time spent studying and understanding the material and then applying it in real life situations. It also requires a willingness to take risks, ask questions, and engage in meaningful conversations with teachers and peers. 

A teacher typically works in a classroom setting, helping students understand and learn course material. They are generally responsible for preparing lesson plans, grading students' work, managing classroom behavior, and communicating with parents. Professors, on the other hand, typically work in higher education such as colleges and universities. They are often responsible for teaching courses, researching topics in their field of expertise, supervising undergraduate and graduate students, and publishing scholarly works. 

The requirements necessary to teach can depend on a number of factors such as the location, the grade level, subject, and the school where you intend to teach. Many locations require specific certifications.  

Teacher certification is the process of verifying that an individual has the skills, qualifications, and experience to teach at a specific school level. It’s a rigorous process that can involve completing courses, gaining classroom teaching experience, passing exams, and more. Requirements for certification vary by location, so it’s important to research what is necessary before beginning the process.

The type of jobs that will be open to teachers who earn a certification depend on the type of certification that the learner obtains. Some certifications will allow teachers to teach in elementary or middle schools, while others may be more narrowly focused on special education, for example. 

Last updated January 2024

Southern New Hampshire University

Online Students

For All Online Programs

International Students

On Campus, need or have Visa

Campus Students

For All Campus Programs

How to Become a Teacher

An instructor showing students how to become a teacher

Understanding the Numbers When reviewing job growth and salary information, it’s important to remember that actual numbers can vary due to many different factors — like years of experience in the role, industry of employment, geographic location, worker skill and economic conditions. Cited projections do not guarantee actual salary or job growth.

Nicole Clark ’19 ’22MEd knew she wanted to become a teacher when she did a special-education internship as a high school student. Now, she teaches third graders at a Massachusetts elementary school about equations, parts of speech, state history, elapsed time, animals and a whole lot more.

But how did she go from goal to reality — and how can you?

There’s a general formula you can follow.

What is the Process for Becoming a Teacher?

Becoming a teacher takes a combination of education, training and licensure. While these steps can serve as a guide, be sure to review the licensing requirements in your state as they relate to who and what you want to teach.

▸ Bachelor’s Degree

Earning a bachelor's degree in education is a good place to start. If you hope to teach in a public kindergarten or elementary school, the U.S. Bureau of Labor Statistics ( BLS ) said bachelor’s degrees in elementary education are typically required. You may also need a bachelor's degree if you want to teach in a public middle school or high school , BLS reported.

Private schools at all levels also typically share the bachelor’s degree requirement, according to BLS.

Some education programs are designed with licensure in mind. For instance, Southern New Hampshire University (SNHU) offers a campus-based Bachelor of Education for Licensure  with 10 concentration options students can pick from — all of which can prepare graduates for certification in New Hampshire. The program is also accredited by the Council for Accreditation of Educator Preparation  (CAEP) at the initial licensure level.

An icon of an open book.

  • Inclusive learning environments
  • Learner development and differences
  • Lesson planning and assessment methods
  • Professional standards and code of ethics

Many education programs also include a student teaching component that will allow you to bring your learnings and skills into a classroom, where you’ll teach under the supervision of a licensed teacher.

▸ Student Teaching

Completing a student teaching program is a typical requirement to become licensed.

Nicole Clark, an 2019 and 2022 SNHU graduate

“I was going to school every single day,” Clark said. "I was creating lessons. I was working with the two teachers that I was connected with, and I really think that gave me great insight on what was to come in my first year of teaching.” 

She also had a chance to attend meetings involving student support and learned how to set up a classroom and group desks.  

“I think student teaching really gave me that opportunity to see all the different ends of being in the classroom,” Clark said. “Seeing the meetings, the planning, the paperwork — it was very helpful.” 

If you’re not enjoying your time in the classroom but still think you want to be a teacher, Clark recommends looking for a different setting or age group. “Keep exploring,” she said. “If you're not feeling it with a kindergarten class, try a fifth-grade class. If you're not feeling fifth grade, try eighth grade.”

Find out how some education students gained experience in an unexpected setting .

▸ Licensing Exams 

All U.S. states require you to become licensed to teach in a public school, according to BLS. If you're wondering how to get a teaching certificate, you may need to pass a background check and some exams, according to BLS, in addition to completing a bachelor's degree and student teaching. Requirements can vary and may depend on the state, district and school you're interested in joining as a teacher.

An icon of a certificate with a medal on it.

The exact exams you’ll need to take to become a certified teacher vary based on your state as well as the education level and subject matter you wish to teach. 

“So, if you want to be an elementary school teacher, there's a certain group of (exams) that you would take,” Clark said. “If you want to be a middle school teacher, there are different ones.” And the same goes for high school. 

To teach in Massachusetts, for instance, Clark had to take and pass the Massachusetts Tests for Educator Licensure ( MTEL ) — a series of exams that fulfilled the requirements to teach elementary education. 

▸ Master’s Degree

While a master’s degree is not always necessary to teach at the K-12 level, BLS said some states require it after you get a job. A master's degree in education can also support teaching endorsement, or the area in which you can teach, as well as professional development and the potential for promotion.

Clark decided to earn an online Master of Education  (MEd) in Curriculum and Instruction with a concentration in Educational Leadership  before she began teaching.

“Whether I did it right out of school or years down the road, I figured I would ... get my master's degree,” Clark said. “And then I felt like it was another great thing to add to my resume  come time to apply for jobs.” She also said having a master’s degree has the potential to boost your salary.*

It's important to note that the MEd at SNHU is a non-licensure degree, meaning it might not satisfy graduate-level teaching requirements.

Should you decide to earn a master’s after you start working in the field, you can ask your employer if they offer any tuition reimbursement programs to help you pay for your degree.

If you think online learning might benefit you as you balance your teaching career, explore how online classes work . 

Continuing Education as a Teacher

An icon of a pencil.

Your education doesn’t stop when you become a teacher. As an educator, you’re also always a student — someone learning every day in both formal and informal ways.

For instance, you may need to meet certain professional development requirements to maintain licensure. Clark, for example, must renew her license every five years. According to the Massachusetts Department of Elementary and Secondary Education, license renewal requires a certain number of Professional Development Points ( PDPs ). 

Some professional development may be provided by the school you teach at, such as training on new curriculum programs and how to interact with parents, while others you might need to seek out yourself.  

“There's all different ways to do professional development,” Clark said. "If you become a teacher, you have to like education.”

Find Your Program

How long does it take to become a teacher.

An icon of a stopwatch in use with a yellow outline.

If you already have a bachelor’s degree, even if it’s not education-focused, obtaining licensure could take you much less time.

BLS projects the following average of annual job openings between 2022 and 2032:

  • Kindergarten and elementary school teachers: 109,000 openings *
  • Middle school teachers: 42,300 openings *
  • High school teachers: 67,100 openings *

What I Wish I Knew Before Becoming a Teacher

As a teacher, you can go on to impact the lives of many children, adolescents and teens. As you consider whether this career path is right for you, keep in mind:

▸ Teachers are a Lot of Things

While your job title might be “teacher,” you’ll likely wear many other hats. “You're not just their teacher,” Clark said. "You're their parents away from home. You're the nurse; you're the counselor; you're the snack provider; you're the band-aid giver. You know, you're a little bit of everything.” 

It takes certain qualities to be a good teacher , such as listening skills. According to Clark, being kind is one of the most important qualities. If you model kindness, hopefully, it’ll teach your students to be kind as well.

“It's a life skill that you want them to leave your classroom with,” Clark said. “... Kindness is the biggest lesson of the year because I want my students to go out into the world and be good people.” 

▸ There are Good Days and Hard Days

Like any job, some days are better than others. On days when nothing seems to be going right, Clark said it’s important to think back to the good days and remember you’re making an impact.

To motivate herself through challenges, Clark created a binder filled with notes and artwork her students have given her, as well as their class picture.

“It makes those hard days better,” she said.

▸ Work/Life Balance is Important

An icon outline of a person walking outdoors, toward two trees.

“You don't need to be the last car in the parking lot,” Clark said. She recommends taking full advantage of prep periods to make copies and get ahead in planning so you don’t have to work late into the evening.

“If you're burning out as a teacher, that's not helping your kids,” she said. “If you're tired, they're going to see that, and they're going to feel that, so it's important to make sure to take time for you.”

A degree can change your life. Find the SNHU education program  that can best help you meet your goals. 

*Cited job growth projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth. Actual salaries and/or earning potential may be the result of a combination of factors including, but not limited to: years of experience, industry of employment, geographic location, and worker skill. 

Rebecca LeBoeuf Blanchette '18 '22G is a writer at Southern New Hampshire University, where she fulfills her love of learning daily through conversations with professionals across a range of fields. She earned her Bachelor of Arts in Communication  with a minor in Professional Writing from SNHU’s campus in Manchester, New Hampshire, and followed her love of storytelling into the online Master of Arts in English and Creative Writing  at SNHU. Connect with her on LinkedIn .

Explore more content like this article

SNHU associate dean of First-Year-Experience and General Education Dr. James Winfield.

Academic Spotlight: Associate Dean Dr. James Winfield

A group of students sitting outside, discussing the cure to senioritis.

What is Senioritis and is There a Cure?

Jodi Gleason, a doctoral graduate from SNHU

SNHU Spotlight: Jodi Gleason, Doctor of Education Grad

About southern new hampshire university.

Two students walking in front of Monadnock Hall

SNHU is a nonprofit, accredited university with a mission to make high-quality education more accessible and affordable for everyone.

Founded in 1932, and online since 1995, we’ve helped countless students reach their goals with flexible, career-focused programs . Our 300-acre campus in Manchester, NH is home to over 3,000 students, and we serve over 135,000 students online. Visit our about SNHU  page to learn more about our mission, accreditations, leadership team, national recognitions and awards.

Current Students

  • Student Survival Guide
  • Career Success Initiatives
  • Undocumented Students
  • The LGBTQI+ Community
  • Students With Conviction Records
  • Students With Disabilities
  • Transfer Explorer

Faculty & Staff

  • Employee Directory
  • Human Resources
  • Faculty Resources
  • Academic Commons
  • University Benefits Office

Future Students

  • CUNY’s Value for Students
  • How to Apply
  • Our Academic Programs
  • Check Application Status
  • Guide for Future Students
  • International Students
  • Campus Tours

Degree Search

  • Find a Course
  • Find a Class
  • Find a Program

People Search

  • Find People (phone/emails)
  • College Registrars
  • Campus IT Help Desks
  • Academic Calendars
  • Teacher Education Programs
  • Office of Academic Affairs
  • Academic Programs

Office of the University Dean for Education 205 E. 42nd St., 9th Floor New York, NY 10017 Email Us!

FAQ for Undocumented Students

New process for fingerprinting and clinical placements

CUNY Teacher Education has a YouTube Playlist

CUNY Teacher Education videos feature CUNY graduates in the classroom, helpful tips on certification, and more!

CUNY’s graduate programs lead to careers in Teaching, School Counseling, and more!

Learn more about Choosing a Career in Education!

Student teacher with pre-K students

The Central Office of Academic Affairs supports Teacher Education programs across the University, with more than 15,000 students enrolled in education programs across 17 colleges. With a special commitment to students in urban schools, our campuses prepare a culturally diverse pool of candidates to be effective teachers, counselors and building leaders in a variety of settings. The Teacher Education portfolio within Academic Affairs also includes grant-funded programs, research initiatives and policy issues.

CUNY’s Teacher Education Grid outlines programs across CUNY at every degree level. More information can be found on campus websites, below.

CUNY’s education programs for initial or professional certification fulfill the educational requirements for licensure in New York State, as per the final rule  published on November 1, 2019 for institutions participating in Federal Student Aid programs authorized under Title IV of the Higher Education Act.

Undergraduate – Certificate and Associate Degree

  • Borough of Manhattan Community College
  • Bronx Community College
  • Guttman Community College
  • Hostos Community College
  • Kingsborough Community College
  • LaGuardia Community College
  • Medgar Evers College
  • Queensborough Community College
  • School of Professional Studies

Undergraduate – Bachelor’s Degree

  • Brooklyn College
  • The City College of New York
  • College of Staten Island
  • Hunter College
  • Lehman College
  • New York City College of Technology
  • Queens College
  • York College

Graduate – Master’s Degrees and Advanced Certificates

Doctoral degrees.

  • Ed.D. in Community-Based Leadership at College of Staten Island
  • Ed.D. in Instructional Leadership at Hunter College
  • Ed.D. in Organizational Leadership at Lehman College (online)
  • Ph.D. in Urban Education at The Graduate Center

Online Programs for New and Current Teachers

For a complete list of online programs at CUNY, visit

If you are already a teacher, six CUNY Schools of Education offer online Advanced Certificate programs, including:

  • Bilingual Education at Brooklyn College
  • Bilingual Education at Queens College
  • Developing Algebraic Thinking in the Middle Grades at Queens College
  • Early Intervention and Parenting at Brooklyn College
  • Health Education at Lehman College
  • Students with Disabilities (1-6, 7-12) at The City College of New York
  • Students with Disabilities (B-2) at Queens College
  • Students with Disabilities (1-6) at Queens College
  • Students with Disabilities (7-12) at Queens College
  • Students with Disabilities (1-6), Behavior Disorders at Hunter College
  • TESOL at College of Staten Island

If you are an aspiring new teacher, CUNY offers fully online degree programs for initial certification, including:

  • Bachelor’s in Early Childhood (B-2) and Special Education at Medgar Evers College
  • Bachelor’s in Childhood Education (1-6) and Special Education at Medgar Evers College
  • Bachelor’s in Childhood Education (1-6) at Medgar Evers College
  • Master’s in Early Childhood Education (B-2) at Brooklyn College
  • Master’s in Childhood Education (1-6) with Bilingual Extension at Brooklyn College
  • Master’s in Adolescent Special Education (7-12) at Hunter College

If you are a certified teacher, CUNY offers fully online degree programs for professional certification, including:

  • Master’s in Health Education at Lehman College


Nyc young men’s initiative: nyc men teach, algebra for all.

Working in partnership with NYC Department of Education,  CUNY provided eligible teachers with an opportunity to earn a 15 credit graduate micro-credential in mathematics content and pedagogy. Applications are currently closed.

NYC Teaching Fellows

Bilingual special education, student supports, nys certification exam overview and support.

  • Federal TEACH Grants are available to certain undergraduate and graduate teacher candidates.  Those willing to work in high-need schools after graduation may be eligible for grants up to $4,000 a year. A summary is available online , and your college can tell you more.
  • NY State offers two grants for master’s candidates: the Masters-in-Education Teacher Incentive Scholarship Program and the NYS Math and Science Teaching Incentive Program .
  • Public school teachers may also be eligible for student loan forgiveness .

CUNY Ed News

CUNY Education Conference: Save the date for 4/19/24 !

COVID-19 Updates : CUNY released a topic brief on Strategies for Remote Student Teaching .  For faculty planning virtual fieldwork:  1) Learn more about using video for virtual fieldwork , 2) Deconstruct lessons as virtual fieldwork , 3) Support your cooperating teacher during remote learning , 4) Assess virtual fieldwork hours .  Faculty using ATLAS for virtual fieldwork can access the latest user guide .

NY State Education Department issues guidance on clinical requirements, certification exams, DASA and more.

Data: Want to understand more about the size and diversity of CUNY’s education programs?  Our latest enrollment brief features trend data.

CTP: Paraprofessionals at the NYC DOE can take courses at CUNY tuition free through the Career Training Program .  Apply today!  CUNY’s Leap to Teacher program is ready to support you.

Teach NYC!  The new teacher application for the NYC Department of Education allows candidates to apply now for open positions:   You can also review teacher salary, benefits and incentives, learn about teacher career pathways and more.  Resources in the Teacher Ed Blackboard Org will help you make your application complete and competitive.

America's Education News Source

Copyright 2024 The 74 Media, Inc

  • Cyberattack
  • absenteeism
  • Future of High School
  • Artificial Intelligence
  • science of reading

School Leaders Need Training in the Science of Reading, Just Like Teachers

Educator's view: how my district gives principals the skills to understand what they see in the classroom and give feedback on literacy instruction..

orientation course in teacher education

Untangle Your Mind!

Sign up for our free newsletter and start your day with clear-headed reporting on the latest topics in education.

orientation course in teacher education

74 Million Reasons to Give

Support The 74’s year-end campaign with a tax-exempt donation and invest in our future.

Most Popular

Why the adult education world is overdue in embracing the science of reading, the nation’s biggest charter school system is under fire in los angeles, reading supports abound in schools, but effective math help much harder to find, interactive: see how student achievement gaps are growing in your state, new study: school nurses are untapped resource to combat chronic absenteeism.

Get stories like these delivered straight to your inbox. Sign up for The 74 Newsletter

As a student, I found school to be a struggle. I didn’t enjoy reading, and I didn’t develop a love for writing until graduate school. But early in my education career, I realized the ability to read, write and respond to text was paramount to student success.

I became passionate about helping kids learn to read — and learn to love reading. But I didn’t always have the tools and training I needed. Today I do, and it’s vital other school and system leaders develop that professional expertise, too. 

Here in Massachusetts, as in many states, schools are in the midst of a literacy overhaul that includes the adoption of new instructional materials aligned with the science of reading. They’re also getting training in these more effective ways to teach kids to read.  

That’s a big step forward. Research confirms that outdated ways of teaching reading need to go, and teachers need to be supported with effective resources and aligned professional development.

In Weymouth Public Schools, we’ve tapped state funds to help fund a new English Language Arts curriculum aligned with the best research, train teachers and hire literacy coaches, as well as pay a classroom teacher a stipend to work across all grade levels providing additional reading instruction to colleagues. Just as important, we ensured that the district’s principals, and I, also got science of reading instruction.

Training leaders alongside teachers is somewhat uncommon. But it shouldn’t be. 

In my district, principals, assistant principals and district leaders spend at least an hour a day, and usually more, observing teachers and giving them feedback. Since not all have the skills to hold deep conversations that can invoke pedagogical change, we provide training to create and calibrate walk-through tools to identify what observers should be seeing and to help them provide feedback that is thoughtful and meaningful. 

Given the major changes we’ve made in literacy instruction, my colleagues and I needed additional professional development to help teachers do their jobs well. Literacy instruction today is vastly different from how those of us in leadership positions learned to teach reading.

We now prioritize explicitly teaching phonics — the relationships between letters and sounds — whereas in the past teachers might have asked children to guess at words based on the pictures or storyline of a book. We also focus on developing background knowledge, so our students now read books and other material around important themes, allowing them to build their understanding of a topic and exposing them to more complex reading material. This also expands students’ vocabulary and helps improve their writing, speaking, and listening skills.

Sitting in professional development sessions alongside teachers in my district recently, I was able to see the challenges they faced in implementing the new curriculum, which demands more of students. And I was able to think about ways to help them. In particular, they were worried about effectively planning and pacing their lessons and ensuring they understood the science of reading and were shifting their practices accordingly. I followed up with our district’s literacy coaches and asked them to co-teach and model effective lessons; discuss the pacing with teachers; and share and talk through research and resources to deepen educators’ understanding of the science of reading. 

In addition, in training developed by the publisher of our reading curriculum and tailored to school leaders — a rare offering — I learned what to look for when I went into classrooms to conduct observations. These included clear, transparent learning goals and evidence they were being met; good lesson cadence or pacing; and high student engagement. We use the publisher’s tool, calibrated by our district leaders, to see that indicators of progress are being met by both students and teachers.

This was helpful when a principal and I dropped in on a classroom recently. The students were not talking and working in groups, which the lesson called for and which builds knowledge and improves speaking and listening skills. Good literacy instruction should foster content-related conversations among students that deepen their learning. By providing the teacher with feedback about what we did —and didn’t — see, we were able to work together to improve the learning happening in that classroom.

The district’s progress hasn’t been isolated to just a few classrooms. We track and collaborate around data in real time, using cards that we create that show individual progress for every student. Administrators and educators use these to drive discussions about what improvements need to be made, and how. We monitor students’ progress weekly and can quickly change an intervention if it is not working. The result has been a rise in test scores, with end-of-year results in reading for grades 2 to 5 over the last three years surpassing our goals and beating national benchmarks for academic growth. In 2021, we fell short of the goal of getting 100% of students to typical growth by the end of the year on our interim tests. But, in 2022, we hit 131%, meaning our growth was 31% above the typical progress for the year. Then, in 2023, we hit 146 %. We likely will surpass that this year, as our current mid-year progress toward annual growth is already at 100%.

Keeping this progress going means that school and district leaders, as well as teachers, must tap into the resources needed to successfully make this shift to better reading instruction. To do otherwise would shortchange kids and stymie the progress they must make.

Richard Bransfield is executive director of elementary education for Massachusetts's Weymouth Public Schools. He has been a teacher, principal and district leader for more than 40 years.

orientation course in teacher education

  • Massachusetts

We want our stories to be shared as widely as possible — for free.

Please view The 74's republishing terms.

By Richard Bransfield

orientation course in teacher education

This story first appeared at The 74 , a nonprofit news site covering education. Sign up for free newsletters from The 74 to get more like this in your inbox.

On The 74 Today

NY schools await details on 'science of reading' training for teachers

orientation course in teacher education

Two different efforts to require the science of reading in New York schools aim to improve the state's low reading scores by making sure teachers are trained on evidence-based practices.

Both efforts to codify the science of reading — one in Gov. Kathy Hochul's proposed budget and the other in a pair of bills in the state Legislature — will rely on the state Education Department to guide schools on how to incorporate it and determine the details of the training teachers should receive.

"A lot will depend on how the Education Department carries out its role of providing some clarity about what these best practices would look like, and how they would evaluate school districts," Robert Lowry, deputy director for advocacy, research, and communications at the New York State Council of School Superintendents, said of Hochul's proposal.

In an email a spokesperson said SED unequivocally supports the science of reading and that it released a series of briefs on the science of reading during a webinar with educators throughout the state.

The briefs , developed by Nonie Lesaux, an education professor at Harvard, outline the science of reading's six major pillars: phonics, vocabulary, comprehension, fluency, oral language (being able to speak and listen), and phonemic awareness (hearing and understanding spoken words). They also cover activities in the classroom that support the development of the six pillars and how they differ by grade.

One of the briefs outlines the science of reading's overlap with the state's culturally responsive framework and social and emotional learning.

As its name implies, the "science of reading" refers to evidence-based instruction , though it doesn't refer to a specific program or curriculum, or an agreed-upon body of research. Some consider it synonymous with phonics instruction.

SED didn't respond to questions about whether it supports the two bills or Hochul's proposal but a spokesperson shared a statement that linked to the briefs and noted the department was examining state literacy requirements and getting feedback on what support is needed for literacy instruction around the science of reading.

Learn more: Hochul wants to require schools to teach phonics. Does 'science of reading' support it?

NYSUT would provide training under Hochul's proposal

Under Hochul's proposed budget, New York State United Teachers would get $10 million to train teachers on the science of reading, the bulk of which, a spokesperson for NYSUT said, would go toward paying instructors in the training arm of NYSUT.

"Teachers teaching teachers is the ideal path for ensuring that literacy instruction is up-to-date and effective," NYSUT President Melinda Person said in a statement. "This isn’t just another fad — it’s part of a national movement to update our practices and make sure educators can meet the needs of every child and help them develop a love of reading.”

SUNY and CUNY would also each get $1 million for teacher microcredential programs on the science of reading.

Lowry said the Council has heard from superintendents who've said they've already made changes in their literacy instruction that reflect the science of reading, but how much they will still have to change will depend on the guidance from SED.

Those districts said some of the challenges were the expense and some resistance from teachers, Lowry said.

Hochul's budget would require SED guidance by July

Hochul's proposed budget would mean a tight turnaround for SED to put out specific guidance on what it expects of districts and teachers.

Education Commissioner Betty Rosa would have to provide school districts with instructional best practices to teach the science of reading in pre-K through 3rd grade by July 1. The budget is due April 1, which would give the state Education Department three months to put out best practices for districts.

Districts would have to certify that their instructional practices and professional development for their teachers follows those best practices by Sept. 1, 2025, and each year after.

Lowry called the timeline "ambitious" and said the Council has heard some concerns about it — that it might be difficult for some districts that have more changes to make to their reading instruction to meet the September 2025 deadline.

State Sen. Shelley Mayer, a Yonkers Democrat who serves as chairwoman of the Senate Education Committee, said the timeline may need to be tweaked if SED or school districts need more time, but she hoped the changes would be on an "aggressive timetable."

"The goal is to get it done and to get it done sooner rather than later," Mayer said.

A NYSUT spokesperson said there weren't any major concerns about the timeline.

Negotiations will determine money for training, other requirements

Though the senate and assembly bills are separate from Hochul's proposal, it isn't uncommon for legislators to try to roll existing bills into similar efforts in the budget, said Mayer.

The advantages of combining the efforts in the budget are that funding would already be tied to it and legislators already know Hochul would sign it, Mayer said.

State Assemblymember MaryJane Shimsky, D-Dobbs Ferry, said the bills and Hochul's budget proposal were largely trying to accomplish the same thing: addressing the state's problematic reading scores as quickly as possible.

But the bills are different from Hochul's budget in that there is no funding tied to them and they would prevent SED from approving of curricula that involves three-cueing, a method where students rely more on context clues and the meaning of words before sounding out words.

The bills and the budget also establish requirements for teachers in different grade levels. The bills require professional development for teachers in pre-K through 5th grade while Hochul's budget requirements address pre-K through 3rd grade teachers.

The details in the bills and the proposed budget are all subject to negotiation whether they're combined or not, Mayer said.

Shimsky said it'd be unlikely for the $10 million to get cut from the budget, but noted an effort among members of the Assembly to negotiate the amount— and ask for an additional $30 million.

What is asked of SED could also change.

Lowry noted Hochul's proposal wasn't as prescriptive as it could have been. It would require districts to show they're adhering to best practices outlined by SED instead of requiring districts to choose from select reading programs.

But in their current form, the bills would require SED to release a list of approved curricula.

Contact Diana Dombrowski at [email protected]. Follow her on Twitter at  @domdomdiana .

  • Share full article


Supported by

Support for Teaching Gender Identity in School Is Split, Even Among Democrats

Americans are deeply divided on whether schools should teach about gender identity, two polls found. But there was broader support for teaching about race.

Students at Hillsborough High School at a protest, waving rainbow flags.

By Sarah Mervosh

Americans are deeply split over whether gender identity should be taught in school, according to two polls released this week that underscored the extent of the divide on one of the most contested topics in education.

Many groups, including Democrats, teachers and teenagers, are split on whether schools should teach about gender identity — a person’s internal sense of their own gender and whether it aligns with their sex assigned at birth, according to a survey by researchers at the University of Southern California and a separate survey by Pew Research Center.

But on issues of race, another topic that has fueled state restrictions and book bans, there was broader support for instruction. That extended to some Republicans, the U.S.C. survey found.

The results highlight nuances in the opinion over two of the most divisive issues in public education, even as the American public remains deeply polarized along party lines.

The U.S.C. survey polled a nationally representative sample of nearly 4,000 adults, about half of whom lived with at least one school-age child, and broke responses out by partisan affiliation.

Democrats were by and large supportive of L.G.B.T.Q.-themed instruction in schools, yet were split when it came to addressing transgender issues for younger students in elementary school.

Fewer than half of the Democrats polled supported teaching about gender identity in elementary school, or using a transgender student’s pronouns at that age without asking the parents. About a third of Democrats supported assigning a book about a nonbinary author’s personal experiences to elementary school students.

But for high school students, a strong majority of Democrats supported teaching these and other L.G.B.T.Q. topics.

Republicans strongly opposed teaching about transgender topics at all grade levels. They expressed more support, especially for older students, for teaching issues of same-sex marriage, which was legalized nationwide in 2015. Nearly half of Republicans supported allowing a high school teacher to display a photo of a same-sex spouse on their desk, for example.

Republicans showed a similar pattern on questions of discussions on race, with more support for teaching these topics to older students.

A majority of those polled — including a majority of Republicans — supported teaching the following topics in high school: slavery as the main cause of the Civil War, discussing ways some white Americans opposed the civil rights movement, and exploring causes of racial wealth gaps. There was less support among Republicans for teaching about more modern concepts, such as assigning a book about a police shooting of an unarmed Black teenager, or discussing the use of race in college admissions.

The two issues — the teaching of race and history, and the treatment of L.G.B.T.Q. issues and gender identity in school — have often gone hand in hand in political debates, with conservative lawmakers seeking to restrict what schools can do and liberal politicians defending and at times requiring instruction. California, for example, will soon require students to take ethnic studies in high school.

Yet the results are the latest to suggest that the American public may hold more complex views on the issues, with opinion varying depending on the scenario and the age of the students involved.

State laws do not always reflect diversity of opinion even within a state’s majority party, in part because statehouses are increasingly partisan, with fewer swing districts, said Eric Plutzer, a professor of political science and polling director at the McCourtney Institute for Democracy at Penn State, who was not involved in the new surveys.

“We are in a period where public opinion in general is probably less important than the opinion of the base and primary voters” for both parties, he said. “That is an important context to understand this.”

The Pew survey examined the views of teachers and teenage students and found that they, too, are particularly split on whether schools should teach about gender identity.

Half of the teachers — including 62 percent of elementary school teachers — said that gender identity should not be taught, according to the survey, which included about 2,500 K-12 teachers. Those who supported teaching about gender identity were more likely to teach older students in middle and high school and identify as Democrats.

(Overall, 58 percent of teachers identified with or leaned toward the Democratic Party, and 35 percent identified as or leaned toward Republicans, according to Pew — a more liberal population than Americans overall, who are about evenly split.)

Similarly, about half of 1,400 teenagers polled by Pew said they did not think they should learn about gender identity in school. That view was more commonly held by teenagers who identified as or leaned Republican, but was also embraced by more than a third of teenagers who were more liberal.

Roughly one in 10 teenagers polled said racism and racial inequality had never come up in their classes. Slightly more — 14 percent — said the same about sexual orientation and gender identity.

Sarah Mervosh covers education for The Times, focusing on K-12 schools. More about Sarah Mervosh


Utah governor mulls measure that would fund firearms training for teachers

The Associated Press

March 4, 2024, 6:21 PM

  • Share This:
  • share on facebook
  • share on linkedin
  • share on email

SALT LAKE CITY (AP) — Gun violence prevention advocates who gathered Monday at the Utah State Capitol called on Gov. Spencer Cox to veto legislation that they said could place children in harm’s way by training more teachers to carry firearms on campus.

The bill funding tactical training for Utah educators who want to defend their classrooms with guns received final legislative approval last week when the Republican-controlled House voted along party lines to send it to the governor’s desk.

Cox, a Republican, has not stated directly whether he will sign the bill, but he told reporters on Friday that he is “very worried about school safety” and supports arming and training school staff so they can “respond very quickly if the worst does happen.”

Under the measure, teachers who hold a valid concealed carry permit can participate for free in an annual program training them to defend their classrooms against active threats and to safely store, carry, load and unload firearms in a school setting.

The program would cost the Department of Public Safety about $100,000 annually, according to the bill, and begin May 1 if signed into law. County sheriffs would appoint instructors to lead the course, which participating teachers would be expected to retake each year.

Some Utah educators, including retired public school teacher Stan Holmes, worry the half-day training would not be enough to prepare teachers to respond properly in an emergency, which could lead to student injuries. The U.S. Army veteran said he has taken a tactical training course offered by the state, which he referred to Monday as “a joke.”

“I left unconvinced that all graduates could handle themselves in a crisis situation,” he said. “Parents of children in Utah schools have no reason to trust that the so-called educator-protector program trainings would be any better.”

The program’s purpose, as stated in the bill, is to “incentivize” teachers to responsibly carry guns on school grounds. It builds upon a state law enacted last year that waived concealed carry permit fees for teachers as another incentive to bring guns into their classrooms.

Rep. Tim Jimenez, a Tooele Republican and the bill’s primary sponsor, characterized it as a “strictly defensive” measure that he said would benefit teachers who already own firearms but cannot afford tactical training.

Utah is one of 16 states that allow school employees to carry guns in K-12 schools. State law currently lets people carry firearms on public school property if they have permission from school administrators or hold a concealed firearm permit, which requires a criminal background check and completion of a firearms familiarity course.

The bill doesn’t prevent a teacher with a permit who is not involved in the program from carrying a gun on school grounds. But those who participate will be shielded from civil liability if they use the gun at school while “acting in good faith” and without gross negligence, according to the bill. School districts also cannot be held liable if a participating teacher fires their weapon.

“What we’re looking at here isn’t having teachers running around the hallways trying to act like police officers,” Jimenez said. “What we’re going to be training them to do specifically is how to defend their classroom, gym or whatever room they happen to be in with the students.”

Other teachers, such as Brian Peterson of Lake Ridge Elementary School in Magna, have applauded the bill for empowering them with a way to protect students and themselves.

“We have a lot of teachers who do carry, and the training is invaluable,” the sixth grade teacher said. “Knowing how to defend your classroom, whether it’s with a weapon or improvised weapon, is what teachers need.”

But for Nia Maile, a 23-year-old from West Valley City whose brothers were killed in a 2022 shooting outside Hunter High School, the possibility of more guns in Utah classrooms is a terrifying thought. She worries the bill might give a troubled kid, like the 14-year-old who shot her brothers, easier access to a firearm .

“We do not need more guns in schools,” Maile said through tears. “We need to eliminate the ways and reasons for a kid to become a shooter.”

Teachers participating in the program who choose not to carry the gun on their person would be required to store it in a biometric gun safe, which uses unique biological data such as a fingerprint or retinal scan to verify the owner’s identity. They would have to pay out of pocket for the storage device.

Copyright © 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, written or redistributed.

Related News

Minnesota is poised to give school resource officers clearer authority to use force

Minnesota is poised to give school resource officers clearer authority to use force

The owners of a Christian boarding school in Missouri are jailed and charged with kidnapping crimes

The owners of a Christian boarding school in Missouri are jailed and charged with kidnapping crimes

NCAA Women’s Basketball Top 25 Fared-Week

NCAA Women’s Basketball Top 25 Fared-Week


Graphic body cam video shows officer fatally shoot man seconds after entering Suitland apartment

Graphic body cam video shows officer fatally shoot man seconds after entering Suitland apartment

Thousands mourn Loudoun Co. firefighter killed in home explosion; remembered as 'family man,' hero

Thousands mourn Loudoun Co. firefighter killed in home explosion; remembered as 'family man,' hero

Air Force employee charged with sharing classified info on Russia's war with Ukraine on dating site

Air Force employee charged with sharing classified info on Russia's war with Ukraine on dating site

Related categories:.

orientation course in teacher education

  • Skip to primary navigation
  • Skip to main content
  • 110 Baker St. Moscow, ID 83843
  • 208.882.1226

A Classical & Christ-Centered Education

Classical Christian Education

Classical Christian Education


In all its levels, programs, and teaching, Logos School seeks to: Teach all subjects as parts of an integrated whole with the Scriptures at the center (II Timothy 3:16-17); Provide a clear model of the biblical Christian life through our staff and board (Matthew 22:37-40); Encourage every student to begin and develop his relationship with God the Father through Jesus Christ (Matthew 28:18-20, Matthew 19:13-15).

In all its levels, programs, and teaching, Logos School seeks to: Emphasize grammar, logic, and rhetoric in all subjects (see definitions below); Encourage every student to develop a love for learning and live up to his academic potential; Provide an orderly atmosphere conducive to the attainment of the above goals.

Grammar : The fundamental rules of each subject. Logic : The ordered relationship of particulars in each subject. Rhetoric : How the grammar and logic of each subject may be clearly expressed.

What Do We Mean by Classical?

In the 1940’s the British author, Dorothy Sayers, wrote an essay titled The Lost Tools of Learning . In it she not only calls for a return to the application of the seven liberal arts of ancient education, the first three being the “Trivium” – grammar, logic, rhetoric, she also combines three stages of children’s development to the Trivium. Specifically, she matches what she calls the “Poll-parrot” stage with grammar, “Pert” with logic, and “Poetic” with rhetoric (see The Lost Tools Chart ). At Logos, the founding board members were intrigued with this idea of applying a classical education in a Christian context. Doug Wilson, a founding board member explained the classical method further in his book, Recovering the Lost Tools of Learning. Logos School has been committed to implementing this form of education since the school’s inception.


  1. How to Plan an Amazing New Teacher Orientation

    orientation course in teacher education

  2. Teacher Orientation 2019

    orientation course in teacher education

  3. New Teacher Orientation

    orientation course in teacher education

  4. Teacher Orientation Programme

    orientation course in teacher education

  5. New Teacher Orientation At North And South Gwinnett High Schools

    orientation course in teacher education

  6. New Teacher Orientation: How to create an amazing experience for teachers

    orientation course in teacher education


  1. Teacher education

    Teacher education or teacher training refers to programs, policies, procedures, and provision designed to equip (prospective) ... no initial course of teacher education can be sufficient to prepare a teacher for a career of 30 or 40 years. In addition, as the student body continues to change due to demographic issues there is a continuous ...


    Ideally, a conceptual orientation reflects a coherent perspective on teaching, learning, and learning to teach that gives direction to the practical activities of educating teachers. In reality, conceptual orientations in teacher education do not have uniform or explicit positions or well -developed practices.

  3. The ultimate guide to new teacher orientation values

    #9 Create an online resource library for teachers. Even if you develop the best new teacher orientation in the history of education, my guess is pretty much every teacher will still have questions. Even about the things you covered. It's just too much to retain, everything listed above. That's why I recommend creating an online resource ...

  4. Teacher education and learning outcomes

    Partnership guidelines between teacher training institutions and schools can validate training and give candidates practical experience (Education Commission, 2019 UNESCO, 2019; World Bank, 2018). Include the development of social-emotional competencies during pre- and in-service teacher training.

  5. How to Get a Teaching Degree and Become a Teacher

    A bachelor's degree. Completion of a state-approved teacher education program. A successful background check. Passage of a general teacher certification or licensure exam. A solid score on a ...

  6. Foundations of Teaching for Learning: Being a Teacher

    There are 6 modules in this course. The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course ...

  7. OTC Teacher Education and Orientation to College Department

    The mission of The OTC Teacher Education and Orientation to College Department is two-fold: train future educators to effectively teach levels PK-12 and prepare college students for the rest of their higher education journeys. Teaching is an important, rewarding profession requiring careful preparation, patience and a passion for seeing young ...

  8. Best Online Teacher Training Courses and Programs

    It involves acquiring the knowledge, skills, and competencies necessary to teach and support student learning. Teacher training programs aim to develop and enhance the abilities of aspiring teachers, equipping them with the necessary pedagogical, instructional, and classroom management skills. Browse online teacher training courses New.

  9. Teaching and Teacher Leadership

    The Teaching and Teacher Leadership (TTL) Program at HGSE will prepare you with the skills, knowledge, support, and professional network you need to design and lead transformative learning experiences, advance equity and social justice, and generate the best outcomes for students in U.S. schools. The program's innovative approach is ...

  10. Online Courses for Teachers

    2 units schedule 1 hour 30 minutes. In this course, you will learn practical strategies using technology that supports in-person learning and classroom management. You will add value to your students' learning experience by integrating high-impact uses of Google Workspace for Education in your classroom. Start training.

  11. Higher Education Teaching Certificate

    Course Outline. Orientation module: Welcome to your Online Campus. Module 1: How knowledge is constructed. Module 2: How learning works. Module 3: Building rapport. Module 4: Lesson planning and delivery. Module 5: Engaging students. Module 6: Course and assignment design. Module 7: Using feedback to improve your teaching.

  12. Education & Teaching Courses

    Principles of Medical Education: Maximizing Your Teaching Skills. This special program is a uniquely comprehensive exploration of best practices for teaching medicine at the bedside, in ambulatory settings, and in the classroom. $1,495 - $1,695. Starts Mar 20. Education & Teaching.

  13. Course Orientation

    UB Learns: If using the UB Learns platform, having a student orientation module on the Table of Contents may be the way to go. This tab might be titled "Welcome," "Start Here," or "Course Information." It sets the expectation for where students should start the course and what they need to know before day one, although this module can be referred to at any time.

  14. Best Online Education Courses and Programs

    Introduction to Education: a comprehensive overview of education's history, philosophy, and sociology that can examine education's social and cultural foundations, as well as the roles of learners, teachers, and schools. Educational Psychology: an exploration of how students learn and develop cognitively, emotionally, and socially.

  15. Teacher Education Program Overview

    This program is designed to prepare students to become a certified teacher in New Jersey public schools. Average Time to Degree: Two years. Average Cost: Approximately $46,600 plus university fees. Format: The program meets on campus in New Brunswick with clinical placements in New Jersey public schools located mostly in Middlesex and Somerset ...

  16. How to Become a Teacher

    Becoming a teacher takes a combination of education, training and licensure. While these steps can serve as a guide, be sure to review the licensing requirements in your state as they relate to who and what you want to teach. Bachelor's Degree. Earning a bachelor's degree in education is a good place to start.

  17. Making the grade: teacher training for inclusive education: A

    The role of teacher training, as it pertains to the adoption of inclusive education (IE) (European Journal of Special, 22, 2007, 367), is critical in realizing and achieving truly IE environments.Literature often reports poor or inadequate training with regard to IE practices (Preparing Teachers of the Deaf for a Complex, Jacksonville, FL).The purpose of this review was to examine North ...

  18. Teacher Education Programs

    The Central Office of Academic Affairs supports Teacher Education programs across the University, with more than 15,000 students enrolled in education programs across 17 colleges. With a special commitment to students in urban schools, our campuses prepare a culturally diverse pool of candidates to be effective teachers, counselors and building leaders in a variety of settings.

  19. Eeyou Education

    The Cree Teacher Training Program collaborates with Office of First Nations and Inuit Education, in McGill University's Faculty of Education, works in partnership to deliver community-based teacher education programs and professional development to Eeyou Istchee.

  20. PDF Information and Communication Technologies in Secondary Education

    Expert systems were established in the early eighties. The key problem was to make human thinking explicit. The so-called fifth generation of "thinking machines" failed, except smaller attempts in practical reasoning. Intelligent tutoring, simulation and embedded task support systems were built in the early nineties.

  21. School Leaders Need Training in the Science of Reading, Just Like Teachers

    But early in my education career, I realized the ability to read, write and respond to text was paramount to student success. I became passionate about helping kids learn to read — and learn to love reading. But I didn't always have the tools and training I needed. ... Training leaders alongside teachers is somewhat uncommon. But it shouldn ...

  22. NY schools await details on 'science of reading' training for teachers

    Education Commissioner Betty Rosa would have to provide school districts with instructional best practices to teach the science of reading in pre-K through 3rd grade by July 1.

  23. (PDF) Modern Trends Of Foreign Language Education

    Modern Trends Of Foreign Language Education. October 2020. DOI: 10.15405/epsbs.2020.10.05.384. Conference: International Scientific Conference «Social and Cultural Transformations in the Context ...

  24. Support for Teaching Gender Identity in School Is Split, Even Among

    Slightly more — 14 percent — said the same about sexual orientation and gender identity. Sarah Mervosh covers education for The Times, focusing on K-12 schools. More about Sarah Mervosh

  25. 20th WCP: Values Of Russian Education, What Is Changing and How

    The Law of RF ( On Education, at July, 10, 1992) directs educators to repect the following principles: education needs to be "humanist" in nature, entailing respect for human individuals; education needs to uplift values common to all humankind; there needs to be a unity of federal cultural and educational space; there needs to be protection ...

  26. PDF Office of Graduate Education Training Requirements for Graduate

    2. For international students: successful completion of the ELI 994 Course (also satisfies Requirement B) 3. Attendance at an entire CRLT Graduate Student Instructor (GSI) Teaching Orientation. B. Learning about teaching Successful completion1 of one of the following . 1. U-M course on college teaching Classes that meet this requirement include:

  27. Utah governor mulls measure that would fund firearms training for teachers

    Some Utah educators, including retired public school teacher Stan Holmes, worry the half-day training would not be enough to prepare teachers to respond properly in an emergency, which could lead ...

  28. Classical Christian Education

    CHRIST-CENTERED. In all its levels, programs, and teaching, Logos School seeks to: Teach all subjects as parts of an integrated whole with the Scriptures at the center (II Timothy 3:16-17); Provide a clear model of the biblical Christian life through our staff and board (Matthew 22:37-40); Encourage every student to begin and develop his relationship with God the Father through Jesus Christ ...