Successful completion of an approved program, a passing score on the Michigan Test for Teacher Certification subject area test, and 30 to 50 hours of supervised clinical experience in the new endorsement area are required to apply to add an endorsement(s) to an existing certificate through MOECS.
150 professional development hoursMichigan teachers need 150 professional development hours during the 3-5 year period for certificate renewal or progression.
A highly qualified teacher at the middle and secondary levels (grades 7-12) who is new to the profession must hold at least a bachelor's degree and full state certification, including passage of the MTTC basic skills test and subject area major and minor examinations, as required by Section 1531 of the Michigan Revised ...
Career and Technical Education (Computer Science, Family and Consumer Science, General, Industrial Technology), Pre-K-12. Core Subjects (Elementary Education), Pre-K-12. English as a Second Language (Bilingual Education, General), Pre-K-12. Health and Physical Fitness (Health Science, Physical Education), Pre-K-12.
Renewal of the Professional Teaching CertificateSix semester credit hours at a college or university.150 SCECHS (State Continuing Education Clock Hours)150 DPPD (District Provided Professional Development) hours, or.Some combination of those after issuance of most recent certificate.
The Standard Teaching Certificate, previously called the Provisional Certificate, is the first teaching certificate available to Michigan teacher candidates. This certificate allows teachers to provide instruction in the subject(s) and grade level(s) indicated on the certificate.
Some qualities of a good teacher include skills in communication, listening, collaboration, adaptability, empathy and patience. Other characteristics of effective teaching include an engaging classroom presence, value in real-world learning, exchange of best practices and a lifelong love of learning.Feb 8, 2019
Professional Certification: After holding a standard certification you may advance to a professional certification by meeting these four requirements: complete three years of successful teaching; complete six semester hours of reading methods course work as an elementary teacher, or three as a secondary teacher; ...
In Michigan, teacher preparation is guided by law, state administrative rules, and teacher preparation program standards. Michigan law and rules require that all individuals complete an approved preparation program (e.g., math, elementary, English) to obtain initial certification or add endorsements to a certificate.
The Advanced Professional Education Certificate is intended to be an indication of an educator's advanced skills and training in master teaching and/or teacher leadership.Aug 9, 2016
Hundreds of Michigan teachers take Model Teaching courses every year to help them renew their teaching license, advance their salary, or simply to improve their instructional effectiveness. Learn more below about how our professional development and continuing education courses can help you today!
High-quality, straightforward, and cost-effective online courses (including graduate-level) for Michigan Teachers. Let us show you have we can help you improve your teaching effectiveness, maintain your teaching license, or advance your teaching career.
Model Teaching partners with regionally-accredited universities across the country to provide graduate-level courses to thousands of K-12 teachers and educators every year.
Receive an official transcript and letter-grade with every graduate-level course. All of our university partners are regionally-accredited and courses are designed primarily for teacher salary-advancement and license-renewal.
We make earning your academic credits easy and cost-effective by bundling our courses into packages so you can earn the maximum number of credits for a lower cost. All Model Teaching courses provide you with relevant, implementation-focused training along with dozens of templates & tools to help you put your new skills into action.
In this applicable course based on the work of Eric Jensen, you will move beyond theory and gain practical strategies to address the effects of poverty on learning in the classroom. You will explore your own mindset, and learn how to forster helpful mindsets in your students through thoughtful and reflective activities and questioning.
How can we create classroom cultures that support and nurture highly motivated learners? It is generally acknowledged that motivation plays a critical role in learning as does creating the conditions for learning to take place. Creating an environment of vulnerability and trust coupled with strategic teaching often makes the difference between learning that is superficial and shallow and learning that is deep and internalized . Let’s explore the relationships that exist within the classroom environment while focusing on the intentional structures you can create to ensure all students achieve the goal of becoming , life-long learners.
It is generally acknowledged that authentic assessment practices paired with student-centered teaching are essential for learner achievement. Creating an environment focused on formative assessments and documentation of progress (both students and teachers) leads to strategic teaching and authentic learning.
In this course, you will have an opportunity to explore Open Educational Resources (OER), including how and why to use them, where to find them, and how to incorporate them into your instructional design.You will also gain insight into incorporating resources into backward planning and differentiating instruction for your classroom.
The 5D+ dimension specific module assists educators in developing a vision for rubric indicators within each dimension, authentic examples of what each indicator looks like in daily practice, suggested teacher and student moves to enact the distinguished performance level in daily lessons, and opportunities for participants to self-assess and determine areas of focus based on areas of strength and need. A district or mentor may supplement support around the modules using MASSP provided Facilitation Guides as each participant engages and completes the module independently.
How can we create adult cultures that embrace cognitive conflict? It is generally acknowledged that collective efficacy is the catalyst for a successful team; having the belief that the team is better together and can produce results. Fostering and sustaining this type of environment resides in the adult culture. Let’s explore ways to enhance shared ownership and responsibility for both adults and students.
How can we create classroom cultures that support engagement, ownership, and agency? It is generally acknowledged that engagement plays a critical role in learning as does creating the conditions for learning to take place. Creating an environment focused on the unique learners often makes the difference between students who learn and student who learn to comply. Let’s explore ways to enhance learner engagement and ownership while focusing on the intentional actions educators can take to ensure all students learn, grow, and prosper.
Michigan’s Professional Learning Policy, inclusive of the indicators and outcomes outlined above, applies to education stakeholders who have a responsibility to undertake and support the professional learning of teachers, leaders and other education and support personnel.
Michigan law (MCL 380.1526) requires that novice teachers who are in their first three years of classroom teaching be assigned by the local district to one or more master teachers, college professors, or retired master teachers who shall act as a mentor or mentors. During these first three years of teaching the novice teacher is to be provided with 15 days of intensive professional learning and induction into teaching based on an individual development plan (IDP). The professional learning should include classroom management, instructional delivery, use of technology, cultural competence, family engagement, and other areas identified in the IDP.
Affirm through policy and board communications the importance of aligning improvement plans with national and state student standards, including career and college readiness, and job-related standards in order to improve job performance and student proficiency and growth.
Professional Learning is a planned, purposeful and sustained system designed by workplace teams and individuals. Educators engage in Professional Learning in order to develop and/or refine knowledge, skills, and abilities specific to the effective delivery of job-related duties and responsibilities that support the learning outcomes of all students.
The success of Michigan’s students in achieving career and college readiness by the end of high school is dependent on the ability of the education community to build, support, and sustain a highly effective corps of educators. The education community must develop local systems of Professional Learning, grounded in policy and standards, to support program planning and evaluation that meet the needs of local educators.
When appropriate, provide and/or engage in local opportunities for schools and districts to share with education stakeholders the knowledge, skills, and resources acquired while engaged in professional learning in order to improve and sustain job performance and student proficiency and growth. and skills into practice as part of ongoing professional learning.
Document and share knowledge, skills, and resources acquired from professional learning with other teams and education stakeholders in order to improve and sustain job performance and student proficiency and growth.
Liz Kolb’s Learning First, Technology Second (2017), a book study was launched after the Michigan Virtual Day Camp, a conference for teachers focused on innovation , technology implementation, and personalized learning during late summer/early fall (July 31, 2017 – October 8, 2017). The book study was conducted by the book’s author, Dr. Liz Kolb. During the book study, Dr. Kolb developed resources and supports that encouraged and facilitated community discussions, expanded upon themes discussed in her book, and interacted personally with members of the online book study community. There were 44 enrollments in the course, and among them, ten participants completed and were awarded State Continuing Education Clock Hours (SCECH) [1]. The course content was facilitated in the Brightspace learning management system (LMS.) Padlet (https://padlet.com/features) was chosen by the author of the book as the recurring discussion medium for each chapter. Participants were required to purchase their own copy of the book. Modules were opened weekly. There were no synchronous sessions. Learners read the chapters independently and engaged with discussion prompts within the weekly window, but conversation was facilitated asynchronously within those weekly windows.
In 2016, the Michigan Department of Education (MDE) asked Michigan Virtual to develop an experience that would extend the learning taking place at a state-wide school improvement conference to the attendees’ day-to-day lives. Face-to-face professional development (PD) experiences, such as conferences and annual PD opportunities, require a significant investment in time and money. The ones that are most effective in helping the attendees transfer and apply their knowledge to new situations are the PD experiences that are sustainable, helping to continue the conversation beyond the limited time and space of the scheduled conference or PD itself. Together with a statewide working group that included members from the General Education Leadership Network (GELN), the School Improvement Facilitators Network, MDE, and Michigan ASCD, Michigan Virtual developed an online book study course based on Eric Jensen’s Teaching with Poverty in Mind (2009) to run concurrently with an informal learning experience facilitated through Twitter. Based on the success of the online book study model with the state-wide school improvement conference, Michigan Virtual decided to replicate the model to be part of other conferences or district-provided PD. What follows is a description of Michigan Virtual’ s efforts to adapt this model to other PD contexts.