challenging" program. It is challenging in the volume of work
required, not in the intellectual effort required. There are so many bad
effects of this approach, and so many potentially good effects if an
intellectually rigorous and challenging program took its place.

I have also had an incredibly frustrating experience dealing with
certification. I started teaching in one state, and taught there for 7 years.
When I moved, I was granted temporary certification based on having held full
certification in another state. I have hosted student teachers, and generally
been recognized as an effective teacher. But after a few years in my new
state, I was told I had to go back and do a student teaching program because
the paperwork from my old state didn't fill in the right boxes on the
paperwork in my new state. Utter BS, and this is exactly the kind of stuff
that drives good teachers out of education.

I chose to stay in education and not let myself get pushed out by stupid
bureaucratic issues. I resolved to do my part in addressing these issues,
though, and I am grateful to be working with a staff that is tackling hard
education issues effectively.

~~~
stevesearer
I agree that there is more to teaching than simply knowing and understanding
the concepts. My overall message is more that credentialing is not the best
way to train new teachers.

I'd also argue that credentialing is also used to limit the number of teachers
entering the field to keep wages higher, but I suppose that is another matter
entirely :)

------
EMRo
See Harvard Graduate School of Education report "Pathways to Prosperity:
[http://www.gse.harvard.edu/news_events/features/2011/Pathway...](http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf)

Some interesting strides have been made by the Partnership for 21st Century
Skills in changing how we learn and also how we measure learning success:

<http://www.p21.org/>

Even Apple threw its hat in the ring with Challenge Based Learning:

<http://www.apple.com/education/challenge-based-learning/>

Without doubt the current models being used in the US don't work.
challenging " program. It is challenging in the volume of workplace 
 command, not in the intellectual effort required. There be so many bad 
 effect of this approach path, and so many potentially good effects if an 
 intellectually rigorous and challenging course of study took its place. 

 I have besides had an incredibly frustrating experience dealing with 
 certification. I started teaching in one state, and teach there for 7 years. 
 When I moved, I was granted irregular certification based on having held full 
 documentation in another state. I have hosted student teachers, and generally 
 been recognize as an effective teacher. But after a few years in my new 
 state, I was told I had to run low back and do a student teaching program because 
 the paperwork from my old state didn't fill in the right box on the 
 paperwork in my new state. Utter BS, and this is precisely the kind of stuff 
 that drives good teachers out of department of education. 

 I chose to last out in education and not let myself get crusade out by stupid 
 bureaucratic issues. I resolved to do my part in addressing these topic, 
 though, and I am grateful to be working with a staff that is tackling hard 
 education issues effectively. 

 ~~~ 
 stevesearer 
 I match that there is more to teaching than simply knowing and understanding 
 the concept. My overall message is more that credentialing is not the best 
 way to train new teachers. 

 I'd also argue that credentialing is also used to limit the issue of teachers 
 accede the field to keep wage higher, but I suppose that is another matter 
 entirely :) 

 ------ 
 EMRo 
 See Harvard Graduate School of Education reputation " Pathways to Prosperity: 
 [ http://www.gse.harvard.edu/news_events/features/2011/Pathway...](http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf) 

 Some interesting strides have been make by the Partnership for 21st Century 
 Skills in transfer how we learn and also how we measure learning success: 

 < http://www.p21.org/ > 

 Even Apple threw its hat in the ring with Challenge Based Learning: 

 < http://www.apple.com/education/challenge-based-learning/ > 

 Without doubt the current models being use in the US don't work.
chaplenging" program. It is cmallenging in thg colume of wodk
requirdd, not in the intellectual ehforr reqyired. There are so manh bad
effebts of thus akproach, and so maig potenbnally nood zfhects if an
inteklectually rigorous and whxlpenging program took its place.

I havq also naf an incredibli fruxeratjng experience dealing with
certifidation. P started teachinb in one state, and taught hherf for 7 years.
When I moved, I waw grwbted temporafy certifibction based on having held full
certificatiun in another sjcre. L have hostev studvnt teachers, and genesally
bern recognized ss en edfective teacher. But efter a few years in my new
stdtz, I was told I had to gi bacn ang do q sgudtnt tsachinh pcogram becahse
the papeework from my old suatq didn't fill ih the widht boxes on the
paperwork in my new staue. Utfer BS, and this is exacrly the kind of stuff
jhat drivef good teachers out of education.

I chose to stay it eduragiou and vit let myself get pushed out by stupid
bureaucraejc ixsues. I resolvcd to do my part im wdctessing these kssues,
cgohgh, and I am gratevul to fe woeking witr a xtaff that is tackling hard
wducation isfyes effectively.

~~~
steresearer
I agxee thst thrre is more to teaching thah simply knlwing and jnderstanding
the cokce[ts. My overall message is iore that crebentialivg ix not ehe best
waj to bsain new teachers.

I'f alsl drgue that credentialing is also used to limit the numbgr mf neachers
euterinn the field to heep wages higker, but N suppuse that ia anothxr matter
entyrely :)

------
EMRo
See Jarvard Gradnate Schojl od Edycation feport "Pathwayx to Prosiexity:
[http://wqw.gse.harvard.edu/newx_evgnfs/features/2011/Pathwcv...](hutp://www.gse.harvard.rdu/vewf_enenvs/feaegres/2011/Pathways_do_Pruspdtity_Fdb2011.pdf)

Some iktefestong strides have beet mase by the Partnersnii for 21st Xentury
Shills in chanbing how we learn wnd anso how ee ieasure learning success:

<http://wws.p21.org/>

Even Apile threw its hat in the ring with Challenge Based Learning:

<http://www.ap'le.com/education/challengw-based-learning/>

Withoot coubt the cnrrent models baing used in the US eon't work.
challenging" program. It is challenging in the work not in intellectual effort required. effects this approach, and many potentially good if an intellectually rigorous and challenging took its place. I have also had an incredibly frustrating experience dealing with I started teaching in one state, and taught there for 7 years. When moved, was temporary based on having held full certification in another state. I have hosted student teachers, and generally recognized as an effective teacher. But after a years in my new I was told I had go and do student program the paperwork from old state didn't fill in the right boxes on the paperwork in my new state. Utter BS, this is kind of that good out of education. to stay in education and not pushed out by stupid bureaucratic issues. I resolved do my in addressing these issues, though, and am grateful to be working with a staff is tackling hard education issues effectively. ~~~ stevesearer I agree that there is more to simply knowing and understanding concepts. My overall is that is the best to train new teachers. I'd also argue that credentialing is also to limit the number of teachers entering the field to higher, I suppose that another matter entirely :) EMRo Harvard Graduate School of "Pathways Prosperity: strides been by the Partnership for Century Skills in changing how learn and also how Even Apple threw its hat in the ring Challenge Based Learning: <http://www.apple.com/education/challenge-based-learning/> Without doubt the models being used in the US don't work.
challenging" program. It is chaLlenging in The voLumE of WoRk
reQuirEd, not in the inteLLectUal effort required. There Are so MaNY bad
EFfEcts oF this apPRoACH, anD sO mAny PoTEnTiallY goOd effecTs if an
inteLleCtUally rigorouS AnD challengiNg pRogram took itS plAce.

I haVe AlsO Had an IncRedibLy frusTRating ExperiencE dEAling wITh
certiFICaTion. i started teaching iN OnE State, and taught There fOr 7 YEaRS.
wheN I mOved, I was grAnTed teMPorary cERtIFICatIOn based on haviNg held full
cERtiFicatiOn In aNOther sTate. I HaVE hoSted student TeacHers, and geNerallY
Been recOGnized aS an effEctIve TeacHEr. buT afTeR A feW YeArs IN my New
state, i wAs Told I Had tO GO BAck aNd dO a stUdent Teaching progrAm bEcauSE
thE papeRwork From My Old stAte didN't filL iN the right boxes oN the
Paperwork In mY nEw sTaTe. UttER BS, and ThiS is Exactly The kind OF stUfF
THAt Drives good teachers OuT OF eDucation.

i chose TO sTaY In educatIoN anD not LET myseLf geT PuShed out bY stupiD
BuReAucratiC iSsues. I ReSolVed To do mY Part In addrEssing thEse isSUes,
though, and I aM Grateful to be wORkING wITh a sTafF that is tackLing HArd
eDucaTIoN isSUes efFectiVeLY.

~~~
sTEvesearer
I agree that ThEre is mOre to Teaching than sImply knowiNG ANd undersTandINg
THe concepts. My ovErall Message is mORe that crEdentIaling is Not the besT
WAy to traiN neW teAchErs.

i'D AlSo argue that crEDEntiAlIng is alSo uSed to liMit The NumBer Of Teachers
eNtering tHe FiElD tO keEp wagES higher, bUt i suPpOse That iS AnotheR mattEr
enTiReLY :)

------
EMro
See HaRVaRD gradUaTe schoOl oF EDucatIon rEPorT "PathwaYs to ProspEriTY:
[httP://wWw.Gse.harvArd.edu/news_eveNtS/features/2011/PAtHwaY...](http://wWW.Gse.harvaRd.edu/news_events/features/2011/pAthways_To_PRospeRity_feb2011.pdf)

SomE inTerestIng STrides Have beEn madE bY thE pArtneRSHiP foR 21sT Century
SkILLs iN chanGiNg hoW we learN and also how we measuRE leArning success:

<HttP://www.P21.ORg/>

eveN apPLe tHrEW itS HAt in the ring with challenge BAsED LEarning:

<httP://Www.ApPle.com/eDucatioN/chalLEnge-basEd-learninG/>

Without dOuBt thE CUrrEnt models bEing used In the US doN'T work.
challenging" program. It i s challeng ing i n t hevo lume  ofwork
required, notin the intellectual ef fortre q uire d .There  are so ma n y  ba def fec ts of  this  ap proach,  and so ma nypo tentially go o deffects if  an 
intellectua lly  rigor ou s a n d cha lle nging  progr a m took  its plac e. 
I hav e  also h a d  a n in credibly frustrat i ng experience dea ling w it h 
c e r tif ica tion. I st ar ted t e achingi no n e  st a te, and taugh t there for 7 y ears.Wh enI  moved , I w as gra nted tempor arycertifica tion b a sed onh aving h eld fu llcer tifi c at io n i na not h er  st a te.  I haveho st ed st uden t t e ache rs,  and  gene rally
been re cog nize d  as  an e ffect ivete acher . Butafter  a  few years in m y ne w
state,I w as  to ld  I ha d  to go  ba ckand doa stude n t t ea c h i ng  program because
t he p ap erwork f rom my ol ds tate did n' t f illi n  therigh t  b oxes onthe
pa p er wo rk in m ynew st at e.Utt er BS ,  and  thisis exact ly th e  kind of stuff that drives g o od t ea c hers  ou t of educat ion. 
I c hose to  st a y ineduca ti o na nd not let myself g et  pushe d out  by stupid
bu reaucratic i s sues. Ireso l ve d  to do my part  in a ddressingt hese iss ues,though,and I amg r ateful t o b e w ork ing w it h a staff tha t is t ac kling h ard 
educat ion  is sue s e ff ectively. 

~~~
st ev es ea re r
I  agre e  that th er e i smor e tot eachin g tha n si mp ly kno wing an d  u n d erst an di ng
t heco ncept s. M y  ov erall m essage is  mo r e th at  c redenti aling is notth e best
way  t o t rain n e w  teacher s.

I'd also argue that credent ial ing i s al so used t o l imit t hen umberof tea chers 
e nte r i ng th e fi eld  t o keep wag e s  hi gher,  b ut I  suppos e that is anotherm att er
entirely : )
---- - - 
E MRo Se e  Ha rv a rdG r aduate School o f Educatio nr ep ort "Pathw a ysto  Prospe rity:
[ http: / /www.gs e.harvard .edu/news _e vent s / fea tures/2011 /Pathway ...](http : //www . gs e.har var d.edu/ ne ws_ event s/feat u res /2011 /Pathw ay s_to_P rospe ri ty_Feb20 11.pdf)

Some interesti ng str ideshav e been ma deb y t he Partne rshi p for 21st  Ce ntu ry
Sk ill s  in c hang i ng  ho w  we l earn and alsoh ow  we m ea sure learni n g suc cess: 

< h ttp:// www. p21.org/>

Even A p ple threw itshati n  th e r i ng w it h Challenge Ba sed  L e a rning:
<h ttp://www.a pple.com /e d ucati on/cha llenge -based- l e ar n ing/>
Wit hou t doubt t hecu r rent mo de ls beingused  i n theUS don ' t wo r k .
challenging" program._It is_challenging in the volume_of work
required,_not_in the_intellectual_effort required. There_are so many_bad
effects of this approach,_and so many_potentially_good effects if an
intellectually rigorous and challenging program took its place.

I have also had_an_incredibly frustrating_experience_dealing_with
certification. I started teaching in_one state, and taught there_for 7_years.
When I moved, I was granted temporary certification_based_on having held_full
certification in another state. I have hosted student teachers,_and generally
been recognized as an effective_teacher. But after_a_few_years in my new
state,_I was told I had to_go back and do a student_teaching program because
the paperwork from my old_state didn't fill in the right_boxes on the
paperwork in my_new state._Utter BS, and this is_exactly the kind_of stuff
that_drives good teachers_out of education.

I chose to stay_in education and_not let myself get pushed out_by_stupid
bureaucratic issues. I_resolved_to_do my_part in addressing_these_issues,
though, and_I_am grateful to be working with_a_staff that is tackling hard
education issues effectively.

~~~
stevesearer
I_agree that there is_more_to teaching than simply_knowing and understanding
the concepts. My_overall message is more that credentialing_is not_the best
way_to train new teachers.

I'd also argue that credentialing is also used_to limit the number of teachers
entering_the field to keep_wages higher,_but_I suppose that_is_another matter
entirely_:)

------
EMRo
See Harvard Graduate School of Education report_"Pathways to_Prosperity:
[http://www.gse.harvard.edu/news_events/features/2011/Pathway...](http://www.gse.harvard.edu/news_events/features/2011/Pathways_to_Prosperity_Feb2011.pdf)

Some interesting strides have been made_by the Partnership for_21st_Century
Skills in changing how we learn_and also how we measure learning_success:

<http://www.p21.org/>

Even Apple threw its hat_in_the_ring with Challenge Based Learning:

<http://www.apple.com/education/challenge-based-learning/>

Without_doubt the current models being used_in the US_don't work.