The SAT Reasoning Test (formerly the SAT I: Reasoning Test and the SAT Test) is a 3 hour and 45 minute test designed to measure a student's "critical reasoning" skills. There are three types of SAT questions on the SAT Reasoning Test:
1. Critical Reading
2. Math
3. Writing
An SAT score is delivered for each of the three SAT question areas. Each score is on the familiar 200 to 800 scale. SAT Writing also has two sub scores:
1. A sub score for the multiple choice questions on a scale of 20 to 80; and
2. A sub score for the essay on a scale of 2 to 12
The test is administered in multiple timed segments always starting with the 25-minute essay and ending with a 10-minute multiple choice writing section. The remaining segments (six 25-minute and two 20-minute) can be delivered in any order.
The Unscored Section
One of the test sections on the SAT Reasoning Test is an unscored section. The unscored section will have SAT questions all of the same type. The questions may be critical reading, math, or writing (multiple choice, not an essay). This section does not count in a student's SAT score. It is used to try out new questions and for statistical purposes.
Comparing the SAT I: Reasoning Test and the SAT Reasoning Test
The following table gives a brief comparison of the old SAT (the SAT I: Reasoning Test) with the New SAT (the SAT Reasoning Test). The biggest change is the addition of the new writing section. This is in line with the fact that the majority of leading colleges and universities now require scores from a standardized writing test. As College Board President Gaston Caperton explained, "With the addition of the writing section, it [the SAT} will be even more valuable in assessing the academic skills students need to succeed in college and today's workforce." (Quote source: August 31, 2004 College Board Press Release).
Old SAT
SAT I: Reasoning Test
Time: 3 hours New SAT
SAT Reasoning Test
Time: 3 hours and 45 minutes
Math
Score M 200-800 Math - Enhanced with higher level math form third year college prep math courses
Score M 200-800
Verbal
Score V 200-800 Critical Reading - Short and long reading passages, sentence completions. Analogies eliminated.
Score CR 200-800
Writing - This is a completely new section that did not exist on the previous test.
Score W 200-800
Table: Old SAT vs. New SAT
Can the SAT I and SAT Reasoning Test Scores be Compared?
The answer is both yes and no. For the new Writing part of the test there is nothing in the old SAT to compare to. The new math SAT score may be compared with the old test's math SAT score. Similarly, the new Critical Reading SAT score may be compared with the old test's Verbal SAT score.
http://www.education-online-search.com/articles/testing/sat_testing/about_the_sat_reasoning_test
Tuesday, July 24, 2007
About The SAT
The SAT (Scholastic Aptitude Test) was created by the College Entrance Examination Board, more commonly referred to as the College Board, in the 1920s. It was first delivered in June of 1926 to just over 8,000 students. In 1927 the test was first scored on the now familiar scale of 200 to 800. By 1930, the SAT had been divided into two sections, the SAT Verbal and SAT Math sections, which have stayed with the test for most of its history. The subject specific Achievement Tests were first introduced by the College Board in April of 1937. In 1947, the Educational Testing Service (ETS) was founded to do research, assessment development, test administration and scoring, and other education related initiatives. The Educational Testing Service has been administering and scoring the SAT ever since. The PSAT (Preliminary Scholastic Aptitude Test) was introduced in October of 1959. In the 1970s, through a partnership between the College Board and the National Merit Scholarship Corporation, the PSAT was changed into the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT). In the 1993/1994 academic year, the College Board introduced a newly designed SAT Program with the SAT Test becoming the SAT I: Reasoning Test and the Achievement Tests becoming the SAT II: Subject Tests. In March of 2005 the "New SAT" was introduced after another significant redesign program. With the introduction of the New SAT, the test names changed to SAT Reasoning Test and SAT Subject Tests.
The SAT, From Modest Beginning to a Major Force
From its modest beginnings in 1927, when just over 8,000 people took the test, the SAT has grown to a record number 1,419,007 test takers in 2004, or 48% of students nationwide In 2004, 53% of SAT test takers were female with average SAT scores of 504 on the SAT verbal section and 501 on the SAT math section. 47% of SAT test takers in 2004 were male with average SAT scores of 512 on the SAT verbal section and 537 on the SAT math section.
SAT, SAT I, SAT Reasoning Test - What's In a Name?
In a little over 10 years there have been two redesigns of the SAT test and several name changes. Enough has changed to possibly lead to some confusion. The SAT Program (referred to as the Admissions Testing Program prior to 1994) is one of the major programs of the College Entrance Examination Board, or College Board. The College Board's other major programs include the PSAT/NMSQT and the Advanced Placement Program (or AP).
The SAT Program includes:
1. The SAT Reasoning Test. This is what most people simply refer to as "the SAT". Prior to 2005 this test was referred to as the SAT I: Reasoning Test. Prior to 1994 it was simply the SAT.
2. The SAT Subject Tests. These can also be referred to simply as "Subject Tests". Prior to 2005 these were referred to as SAT II: Subject Tests. Most parents, and anyone who took the tests prior to 1994, would remember these as Achievement Tests. Subject tests are available in: English, history and social studies, mathematics, science and languages.
The "New SAT"
The New SAT represents the first major redesign of the SAT Program since the 1993/1994 academic year. Introduced in March of 2005, major changes have been made to the SAT Reasoning Test including:
* The addition of a new writing section with a written essay as well as multiple choice questions.
* In the math section, higher-level math, including topics from third-year college prep math courses, is now included.
* A Critical Reading Section (previously known as the verbal section) which includes short and long reading passages. Analogies have been eliminated.
Very little, beyond the name, has changed in the SAT Subject Tests. There is no longer an SAT Subject Test on writing since writing has been added to the SAT Reasoning Test.
The Purpose of the SAT
The SAT Program is designed to facilitate the college admissions process by providing a nationally standardized way of measuring critical thinking skills and knowledge. The intent of the test is to measure how well a student has mastered the skills necessary to be successful in college. Grades alone do not accomplish this because they are not standardized across schools. Standardized tests, such as the SAT, are one of the components used by colleges and universities in their admissions process, along with: a student's grades, high school transcripts, extra-curricular activities, written essays, and, potentially, interviews.
Note: All statistics quoted in this article are from an August 31, 2004 press release from the College Board.
http://www.education-online-search.com/articles/testing/sat_testing/about_the_sat
The SAT, From Modest Beginning to a Major Force
From its modest beginnings in 1927, when just over 8,000 people took the test, the SAT has grown to a record number 1,419,007 test takers in 2004, or 48% of students nationwide In 2004, 53% of SAT test takers were female with average SAT scores of 504 on the SAT verbal section and 501 on the SAT math section. 47% of SAT test takers in 2004 were male with average SAT scores of 512 on the SAT verbal section and 537 on the SAT math section.
SAT, SAT I, SAT Reasoning Test - What's In a Name?
In a little over 10 years there have been two redesigns of the SAT test and several name changes. Enough has changed to possibly lead to some confusion. The SAT Program (referred to as the Admissions Testing Program prior to 1994) is one of the major programs of the College Entrance Examination Board, or College Board. The College Board's other major programs include the PSAT/NMSQT and the Advanced Placement Program (or AP).
The SAT Program includes:
1. The SAT Reasoning Test. This is what most people simply refer to as "the SAT". Prior to 2005 this test was referred to as the SAT I: Reasoning Test. Prior to 1994 it was simply the SAT.
2. The SAT Subject Tests. These can also be referred to simply as "Subject Tests". Prior to 2005 these were referred to as SAT II: Subject Tests. Most parents, and anyone who took the tests prior to 1994, would remember these as Achievement Tests. Subject tests are available in: English, history and social studies, mathematics, science and languages.
The "New SAT"
The New SAT represents the first major redesign of the SAT Program since the 1993/1994 academic year. Introduced in March of 2005, major changes have been made to the SAT Reasoning Test including:
* The addition of a new writing section with a written essay as well as multiple choice questions.
* In the math section, higher-level math, including topics from third-year college prep math courses, is now included.
* A Critical Reading Section (previously known as the verbal section) which includes short and long reading passages. Analogies have been eliminated.
Very little, beyond the name, has changed in the SAT Subject Tests. There is no longer an SAT Subject Test on writing since writing has been added to the SAT Reasoning Test.
The Purpose of the SAT
The SAT Program is designed to facilitate the college admissions process by providing a nationally standardized way of measuring critical thinking skills and knowledge. The intent of the test is to measure how well a student has mastered the skills necessary to be successful in college. Grades alone do not accomplish this because they are not standardized across schools. Standardized tests, such as the SAT, are one of the components used by colleges and universities in their admissions process, along with: a student's grades, high school transcripts, extra-curricular activities, written essays, and, potentially, interviews.
Note: All statistics quoted in this article are from an August 31, 2004 press release from the College Board.
http://www.education-online-search.com/articles/testing/sat_testing/about_the_sat
About The PSAT NMSQT
The PSAT/NMSQT (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test) was first introduced in 1959 as the PSAT. In the 1970s, through a partnership between the College Board and the National Merit Scholarship Corporation, the PSAT was changed into the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT). The PSAT/NMSQT serves two purposes:
1. As the preliminary SAT, the PSAT/NMSQT provides a student with a means to become familiar with the format of the SAT Reasoning Test in an actual test environment while also providing feedback, through the score, on areas for focus for SAT prep.
2. It is the qualifying test allowing students to compete for National Merit Scholarships.
Format of the PSAT/NMSQT
The PSAT/NMSQT is not as long or rigorous as the SAT Reasoning Test. The PSAT/NMSQT is 2 hours and 10 minutes in length. Like the SAT Reasoning Test, it is divided into three sections:
1. Critical Reading - this is a 50 minute section
2. Math- this is a 50 minute section
3. Writing - this is a 30 minute section
Most of the questions on the PSAT/NMSQT are multiple choice. There are some "student-produced response" or grid-in questions in the math section. In grid-in questions a student must write their answer in the supplied grid. There is no student-written essay on the PSAT/NMSQT as there is on the SAT Reasoning Test.
The PSAT/NMSQT Score
As with the SAT Reasoning Test, three scores are delivered for the PSAT/NMSQT, one each for the Critical Reading, Math, and Writing sections. Unlike the SAT Reasoning Test, the scores are on a 20 to 80 scale, and there are no sub scores for the writing section. In addition, a "Selection Index", which is simply the addition of the three scores, is also reported. The Selection Index is used in the National Merit Scholarship qualifying process.
Typically, a student's high school will deliver their PSAT/NMSQT scores to them.
When to Take the PSAT/NMSQT
A student should plan on taking the PSAT/NMSQT in the fall of their junior year. Students must take the test in the fall of their junior year to potentially qualify for the National Merit Scholarship competition. Many students first take the PSAT/NMSQT in the fall of their sophomore year. Students who take the test in their sophomore year do not qualify for the National Merit Scholarship competition and must retake the test in the fall of their junior year to compete.
Where to Take the PSAT/NMSQT
The PSAT/NMSQT is not given in test centers as is the SAT Reasoning Test. It is given at a student's high school or other school in their community. Students should check with their school's guidance counselor for test dates, times, and locations.
National Merit Scholarship Notification
Notification of qualification as a "Commended Student" or National Merit Scholarship Semifinalist happens automatically in September of a student's senior year. A student's school will notify them.
http://www.education-online-search.com/articles/testing/sat_testing/about_the_psat_nmsqt
1. As the preliminary SAT, the PSAT/NMSQT provides a student with a means to become familiar with the format of the SAT Reasoning Test in an actual test environment while also providing feedback, through the score, on areas for focus for SAT prep.
2. It is the qualifying test allowing students to compete for National Merit Scholarships.
Format of the PSAT/NMSQT
The PSAT/NMSQT is not as long or rigorous as the SAT Reasoning Test. The PSAT/NMSQT is 2 hours and 10 minutes in length. Like the SAT Reasoning Test, it is divided into three sections:
1. Critical Reading - this is a 50 minute section
2. Math- this is a 50 minute section
3. Writing - this is a 30 minute section
Most of the questions on the PSAT/NMSQT are multiple choice. There are some "student-produced response" or grid-in questions in the math section. In grid-in questions a student must write their answer in the supplied grid. There is no student-written essay on the PSAT/NMSQT as there is on the SAT Reasoning Test.
The PSAT/NMSQT Score
As with the SAT Reasoning Test, three scores are delivered for the PSAT/NMSQT, one each for the Critical Reading, Math, and Writing sections. Unlike the SAT Reasoning Test, the scores are on a 20 to 80 scale, and there are no sub scores for the writing section. In addition, a "Selection Index", which is simply the addition of the three scores, is also reported. The Selection Index is used in the National Merit Scholarship qualifying process.
Typically, a student's high school will deliver their PSAT/NMSQT scores to them.
When to Take the PSAT/NMSQT
A student should plan on taking the PSAT/NMSQT in the fall of their junior year. Students must take the test in the fall of their junior year to potentially qualify for the National Merit Scholarship competition. Many students first take the PSAT/NMSQT in the fall of their sophomore year. Students who take the test in their sophomore year do not qualify for the National Merit Scholarship competition and must retake the test in the fall of their junior year to compete.
Where to Take the PSAT/NMSQT
The PSAT/NMSQT is not given in test centers as is the SAT Reasoning Test. It is given at a student's high school or other school in their community. Students should check with their school's guidance counselor for test dates, times, and locations.
National Merit Scholarship Notification
Notification of qualification as a "Commended Student" or National Merit Scholarship Semifinalist happens automatically in September of a student's senior year. A student's school will notify them.
http://www.education-online-search.com/articles/testing/sat_testing/about_the_psat_nmsqt
Consolidation Loans
Consolidation Loans are loans that you or your parents can get to combine multiple loan packages you have received into a single package. This can be particularly useful when interest rates have dropped since you first got your loan, as getting a new loan may well provide you with a lower interest rate. You can pursue a Consolidation Loan at any time that you have begun repayment, or entered into a "grace period" (a period of time after you graduate prior to when you need to start loan repayments).
The interest rate on a Consolidation Loan is variable in nature, but will not exceed 8.25 percent. Consolidation Loans can have a repayment period of 10 to 30 years. You can complete repayment early. Note that if you choose a loner repayment period the the total cost of the loan is likley to exceed the cost of the original loans as the longer payment period results in more total interest. Many people try to keep the payment period shorter for that reason.
All loans covered in the financial aid articles on this site are eligible for a Consolidation Loan. If you have received a FFEL Loan, contact your lender to pursue a FFEL Consolidation Loan. For Direct Consolidation Loans, contact the Loan Origination Center's Consolidation Department at (800) 557-7392 or visit: http://www.loanconsolidation.ed.gov.
Source: The Student Guide, published by the US Department of Education. Note that federal financial aid programs are subject to change. Check with the school(s) of your choice to get the very latest information.
http://www.education-online-search.com/articles/financial_aid/consolidation_loans
The interest rate on a Consolidation Loan is variable in nature, but will not exceed 8.25 percent. Consolidation Loans can have a repayment period of 10 to 30 years. You can complete repayment early. Note that if you choose a loner repayment period the the total cost of the loan is likley to exceed the cost of the original loans as the longer payment period results in more total interest. Many people try to keep the payment period shorter for that reason.
All loans covered in the financial aid articles on this site are eligible for a Consolidation Loan. If you have received a FFEL Loan, contact your lender to pursue a FFEL Consolidation Loan. For Direct Consolidation Loans, contact the Loan Origination Center's Consolidation Department at (800) 557-7392 or visit: http://www.loanconsolidation.ed.gov.
Source: The Student Guide, published by the US Department of Education. Note that federal financial aid programs are subject to change. Check with the school(s) of your choice to get the very latest information.
http://www.education-online-search.com/articles/financial_aid/consolidation_loans
Monday, July 23, 2007
Career Education Institutes
Career education essentially means vocational education that develops basic skills required to execute jobs in technical fields. There are many career education institutes that guide students who are looking for the right opportunities to enhance their careers.
Individuals exploring different fields of work, changing professions, or simply looking for a career description are briefed about different vocational careers. The counselors or qualified specialists at career education institutes inform potential students about various colleges and institutions imparting vocational courses that can prepare them for fruitful careers. They also enlighten students about financial aid programs from various sources and summer job programs - both locally and nationally.
Career education resources that offer an extensive assortment of circulating books, pamphlets, audiovisuals, electronic databases, software and periodicals. They assist students in dealing with job search strategies, resume and letter writing, making the right career choices, employment and academic test preparation. They conduct pre-employment tests to determine the skill and personality of the candidates to analyze whether they are fit for a particular job.
Career education institutes also provide assistance to people who are unhappy with their career or job choice. An assessment is done using a series of questions. Answers to the questions are evaluated and students are giving the appropriate advice to help them take effective steps in planning for a job or career change.
There are websites of vocational centers that provide details on career exploration, career and education, work opportunities, trade and technical schools and career related reference resources. People can register and seek necessary guidance from professionals. The sites also provide information on several career descriptions. They also give information on educational sites relating to a particular career such as tutorials, directories, industry news, glossaries and associated academics. Career education institutes have proved to be a boon for people on the look out for suitable jobs.
Career Education provides detailed information on Career Education, Career Education Online, Life Centered Career Education, Career Education Programs and more. Career Education is affiliated with Adult Continuing Education.
http://ezinearticles.com/?Career-Education-Institutes&id=303757
Individuals exploring different fields of work, changing professions, or simply looking for a career description are briefed about different vocational careers. The counselors or qualified specialists at career education institutes inform potential students about various colleges and institutions imparting vocational courses that can prepare them for fruitful careers. They also enlighten students about financial aid programs from various sources and summer job programs - both locally and nationally.
Career education resources that offer an extensive assortment of circulating books, pamphlets, audiovisuals, electronic databases, software and periodicals. They assist students in dealing with job search strategies, resume and letter writing, making the right career choices, employment and academic test preparation. They conduct pre-employment tests to determine the skill and personality of the candidates to analyze whether they are fit for a particular job.
Career education institutes also provide assistance to people who are unhappy with their career or job choice. An assessment is done using a series of questions. Answers to the questions are evaluated and students are giving the appropriate advice to help them take effective steps in planning for a job or career change.
There are websites of vocational centers that provide details on career exploration, career and education, work opportunities, trade and technical schools and career related reference resources. People can register and seek necessary guidance from professionals. The sites also provide information on several career descriptions. They also give information on educational sites relating to a particular career such as tutorials, directories, industry news, glossaries and associated academics. Career education institutes have proved to be a boon for people on the look out for suitable jobs.
Career Education provides detailed information on Career Education, Career Education Online, Life Centered Career Education, Career Education Programs and more. Career Education is affiliated with Adult Continuing Education.
http://ezinearticles.com/?Career-Education-Institutes&id=303757
Friday, July 20, 2007
College And University Faculty
Job Duties
College and university faculty teach and advise more than 15 million full- and part-time college students across the United States. They also complete a large portion of the research conducted in the country. Faculty stay abreast of the latest developments in their field and may consult with government, business, nonprofit, and community organizations. Faculty usually teach several related courses in a specific, specialized subject area. They teach undergraduate and graduate students, or both. They give lectures, prepare exercises, design laboratory experiments, grade exams and papers, and advise students on an individual basis. Most use computer technology extensively, including the Internet, e-mail, software programs, and CD-ROMs. Some use more sophisticated technology, such as telecommunications and videoconferencing, to teach courses via the Internet.
Job Skills
College and university faculty should enjoy working with students and be able to motivate the to succeed in their academic endeavors. They need to have the ability to communicate effectively with students, as well as relate well to them. Their minds should be inquiring and analytical, and they should have a strong desire to pursue and pass on knowledge. They often work in environments in which they have little direct supervision, requiring them to be self-directed and self-motivated.
Income
In 2002, full-time college and university faculty earned a median annual salary of $64,455. Earnings ranged from instructors, who earned $37,737, to professors, who earned $86,437. Faculty in 4-year institutions earned more on average than faculty in 2-year institutions. Average faculty salaries in public institutions were lower, on average, than in private institutions.
Training and Education
Individuals who hold doctoral degrees are considered for full-time, tenure-track positions at four-year colleges and universities. Some institutions, however, may hire master's degree holders or doctoral candidates for disciplines such as the arts or for part-time and temporary positions. Faculty positions are divided into four ranks: professor, associate professor, assistant professor, and instructor. Most are initially hired as instructors and assistant professors. 2-year colleges usually hire candidates with master's degrees for full-time positions, and many institutions require candidates to have teaching experience or experience with distance learning. Candidates with dual master's degrees sometimes get preference because they are able to teach more subjects.
A major step in the career of a faculty member is attaining tenure. At the end of their initial 7-year term, their record of teaching, research, and overall contribution to the institution is reviewed. If the review is positive, tenure is usually granted, meaning they cannot be fired without just cause and due process. This protects their academic freedom, enabling them to teach and conduct research without fear of losing their jobs due to unpopular ideas. It also provides a high measure of financial security to professors.
Employment
In 2002, college and university faculty held about 1.3 million jobs. A majority were employed in public and private 4-year colleges and universities and in 2-year community colleges.
Job Outlook
Between 2002 and 2012, employment of college and university faculty is expected to grow much faster than the average. A large portion of jobs will be part-time. Retirement of current faculty and continued increases in student enrollment will combine to create good job opportunities in many types of postsecondary institutions. The growth in college and university enrollment is due largely to the increase in population of 18- to 24-year-olds.
For more information on how to pursue this profession,
http://www.education-online-search.com/articles/careers/teaching_careers/college_and_university_faculty
College and university faculty teach and advise more than 15 million full- and part-time college students across the United States. They also complete a large portion of the research conducted in the country. Faculty stay abreast of the latest developments in their field and may consult with government, business, nonprofit, and community organizations. Faculty usually teach several related courses in a specific, specialized subject area. They teach undergraduate and graduate students, or both. They give lectures, prepare exercises, design laboratory experiments, grade exams and papers, and advise students on an individual basis. Most use computer technology extensively, including the Internet, e-mail, software programs, and CD-ROMs. Some use more sophisticated technology, such as telecommunications and videoconferencing, to teach courses via the Internet.
Job Skills
College and university faculty should enjoy working with students and be able to motivate the to succeed in their academic endeavors. They need to have the ability to communicate effectively with students, as well as relate well to them. Their minds should be inquiring and analytical, and they should have a strong desire to pursue and pass on knowledge. They often work in environments in which they have little direct supervision, requiring them to be self-directed and self-motivated.
Income
In 2002, full-time college and university faculty earned a median annual salary of $64,455. Earnings ranged from instructors, who earned $37,737, to professors, who earned $86,437. Faculty in 4-year institutions earned more on average than faculty in 2-year institutions. Average faculty salaries in public institutions were lower, on average, than in private institutions.
Training and Education
Individuals who hold doctoral degrees are considered for full-time, tenure-track positions at four-year colleges and universities. Some institutions, however, may hire master's degree holders or doctoral candidates for disciplines such as the arts or for part-time and temporary positions. Faculty positions are divided into four ranks: professor, associate professor, assistant professor, and instructor. Most are initially hired as instructors and assistant professors. 2-year colleges usually hire candidates with master's degrees for full-time positions, and many institutions require candidates to have teaching experience or experience with distance learning. Candidates with dual master's degrees sometimes get preference because they are able to teach more subjects.
A major step in the career of a faculty member is attaining tenure. At the end of their initial 7-year term, their record of teaching, research, and overall contribution to the institution is reviewed. If the review is positive, tenure is usually granted, meaning they cannot be fired without just cause and due process. This protects their academic freedom, enabling them to teach and conduct research without fear of losing their jobs due to unpopular ideas. It also provides a high measure of financial security to professors.
Employment
In 2002, college and university faculty held about 1.3 million jobs. A majority were employed in public and private 4-year colleges and universities and in 2-year community colleges.
Job Outlook
Between 2002 and 2012, employment of college and university faculty is expected to grow much faster than the average. A large portion of jobs will be part-time. Retirement of current faculty and continued increases in student enrollment will combine to create good job opportunities in many types of postsecondary institutions. The growth in college and university enrollment is due largely to the increase in population of 18- to 24-year-olds.
For more information on how to pursue this profession,
http://www.education-online-search.com/articles/careers/teaching_careers/college_and_university_faculty
Become A Teacher
Teaching Career Overview
This article provides an overview of teaching careers and the requirements to become a teacher. In addition to an overview of job duties, salary levels, and employment prospects, this article discusses the career's necessary skills, training, educational requirements, and licensing requirements. Additional information is provided, including a reference to schools offering the teaching and education degrees that are a key part of the process to become a teacher
Teachers are in high demand. More than 5.8 million teaching jobs existed in 2002. While new job creation is expected to occur slowly, expected teacher retirements will keep the market for new teachers very strong for many years.
One reason that so many people want to become a teacher is that the job can bring great satisfaction, as teachers at all levels play a pivotal role in the development of their students. In addition, teaching jobs bring great flexibility, with most jobs providing substantial summer time vacations.
Job Duties
Teaching duties vary according to the level of student being taught. Kindergarten, elementary, middle, and secondary school teachers must teach their students the basic skills that they need across a wide array of topics, such as math, English, science, history, and more. Students at these levels are also learning how to learn, and the teacher must help them develop good listening and study habits, as well as the proper ways to participate in class. In addition, these types of teacher must create an environment that is conducive to their students learning the basic social skills that they need.
Post-secondary teachers can be divided into two groups -- those that teach at a degree granting institution (associate, bachelor's, or master's degrees), and those that teach vocational skills. Vocational teaching jobs tend to focus on specific skills development. The range of skills taught can vary greatly, as the teacher trains someone to become an ultrasound technician, a computer repair technician, an auto mechanic, a cosmetologist, a welder, or one of many other career-oriented specialties. Teachers at degree-granting institutions will likewise have their own specialty, but the overall educational experience at the insitution is oriented toward providing the student with a much broader education than that provided at a vocational school.
Job Skills
Teaching jobs require a large number of different skills. A through knowledge of the subject matter is, of course, required. Knowing a subject well enough to teach it effectively requires a much deeper understanding than that required to use that knowledge one's self. This includes a need to be able to see where a student may be stuck, which requires substantial additional insight.
In kindergarten, elementary, middle, and secondary schools, teachers must have a great deal of patience, as well as an understanding of the limitations of the knowledge of their students. Strong communications skill are likewise critical. The ability to motivate students and the ability to command the attention of the audience are also very important at these levels.
In post-secondary teaching jobs, excellent communication and motivational skills remain important. At these levels, however, an even more thorough knowledge of the subject matter becomes essential. A high level of professional or industry expertise becomes valuable at the college or post-secondary vocational level. In colleges and universities, many professors advance by publishing scholarly articles, and by proving their ability to bring research grants and funding into the school.
Income
Salaries for pre-school, kindergarten, elementary, middle, and secondary school teachers are around the $42,000 mark, with the top 10% earning up to $68,000. Earnings for post-secondary teachers are higher, with the average being around $49,000 and the top 10% earning more than $92,000. Average salaries for post-secondary teachers vary greatly according to years of experience and level of seniority as follows:
Postion Average Salary
Instructor $37,737
Lecturer $43,914
Assistant Professor $51,545
Associate Professor $61,732
Professor $86,437
Training and Education Required
Teachers working in the United States as pre-school, kindergarten, elementary, middle, or secondary school teachers, in the public school system, require a license. The nature of the licensing requirements varies by state (and in the District of Columbia). A mimimum requirement in all states is to have a Bachelor's degree. In addition, all teachers are required to complete a teacher training program, designed to ensure that the teachers have a good balance of skills to bring to the classroom.
In some states, alternative teacher licensing is possible as part of efforts designed to reduce the teacher training requirement. Alternative teacher licensing is used in those areas where there are severe teaching shortages, and the process is designed to bring in teachers that can bring in needed expertise in specific subject areas such as math and science. Some teachers complete their bachelor's degree in a specialist subject and then do a graduate teacher training course, and others do their degree in education, allowing them to become licensed after their first degree.
Requirements for post-secondary teachers are quite different. At a minimum, a bachelor's degree is required, but full-time positions at four year college or universities that are, or may become, tenured (instructor, assistant professor, associate professor, and professor), are usually held by those with a doctoral degree. Lecturers are brought in on short term contracts, and their level of education may vary. Most jobs at two year colleges are held by people that have master's degrees.
Find schools offering Teaching Degrees (no obligation):
Many different colleges and universities provide the training required to become a teacher. A good list of such institutions can be found on this page of college and universities offering Teaching Degrees and related training.
Employment
Teaching careers can take many paths. The number of available jobs varies by market segment, as follows:
School Level Number of Jobs in 2002
Pre School 424,000
Kindergarten 168,000
Elementary School 1,500,000
Middle School 602,000
Secondary School 1,100,000
Post-Secondary School 1,600,000
Special Education 433,000
About 2/3 of pre-school teachers are employed in child day care centers. The great majority of kindergarten, elementary, middle, and secondary school teachers work within the local government educational system. Most post-secondary teachers work within public and private 4 year colleges and universities, or within 2 year community colleges.
Outlook
The job prospects for teachers are excellent for the next 10 years. Enrollment growth is expected to be only moderate, but the expected retirement of existing teachers will provide for excellent job prospects and promotion prospects through 2012.
http://www.education-online-search.com/articles/careers/teaching_careers/become_a_teacher
This article provides an overview of teaching careers and the requirements to become a teacher. In addition to an overview of job duties, salary levels, and employment prospects, this article discusses the career's necessary skills, training, educational requirements, and licensing requirements. Additional information is provided, including a reference to schools offering the teaching and education degrees that are a key part of the process to become a teacher
Teachers are in high demand. More than 5.8 million teaching jobs existed in 2002. While new job creation is expected to occur slowly, expected teacher retirements will keep the market for new teachers very strong for many years.
One reason that so many people want to become a teacher is that the job can bring great satisfaction, as teachers at all levels play a pivotal role in the development of their students. In addition, teaching jobs bring great flexibility, with most jobs providing substantial summer time vacations.
Job Duties
Teaching duties vary according to the level of student being taught. Kindergarten, elementary, middle, and secondary school teachers must teach their students the basic skills that they need across a wide array of topics, such as math, English, science, history, and more. Students at these levels are also learning how to learn, and the teacher must help them develop good listening and study habits, as well as the proper ways to participate in class. In addition, these types of teacher must create an environment that is conducive to their students learning the basic social skills that they need.
Post-secondary teachers can be divided into two groups -- those that teach at a degree granting institution (associate, bachelor's, or master's degrees), and those that teach vocational skills. Vocational teaching jobs tend to focus on specific skills development. The range of skills taught can vary greatly, as the teacher trains someone to become an ultrasound technician, a computer repair technician, an auto mechanic, a cosmetologist, a welder, or one of many other career-oriented specialties. Teachers at degree-granting institutions will likewise have their own specialty, but the overall educational experience at the insitution is oriented toward providing the student with a much broader education than that provided at a vocational school.
Job Skills
Teaching jobs require a large number of different skills. A through knowledge of the subject matter is, of course, required. Knowing a subject well enough to teach it effectively requires a much deeper understanding than that required to use that knowledge one's self. This includes a need to be able to see where a student may be stuck, which requires substantial additional insight.
In kindergarten, elementary, middle, and secondary schools, teachers must have a great deal of patience, as well as an understanding of the limitations of the knowledge of their students. Strong communications skill are likewise critical. The ability to motivate students and the ability to command the attention of the audience are also very important at these levels.
In post-secondary teaching jobs, excellent communication and motivational skills remain important. At these levels, however, an even more thorough knowledge of the subject matter becomes essential. A high level of professional or industry expertise becomes valuable at the college or post-secondary vocational level. In colleges and universities, many professors advance by publishing scholarly articles, and by proving their ability to bring research grants and funding into the school.
Income
Salaries for pre-school, kindergarten, elementary, middle, and secondary school teachers are around the $42,000 mark, with the top 10% earning up to $68,000. Earnings for post-secondary teachers are higher, with the average being around $49,000 and the top 10% earning more than $92,000. Average salaries for post-secondary teachers vary greatly according to years of experience and level of seniority as follows:
Postion Average Salary
Instructor $37,737
Lecturer $43,914
Assistant Professor $51,545
Associate Professor $61,732
Professor $86,437
Training and Education Required
Teachers working in the United States as pre-school, kindergarten, elementary, middle, or secondary school teachers, in the public school system, require a license. The nature of the licensing requirements varies by state (and in the District of Columbia). A mimimum requirement in all states is to have a Bachelor's degree. In addition, all teachers are required to complete a teacher training program, designed to ensure that the teachers have a good balance of skills to bring to the classroom.
In some states, alternative teacher licensing is possible as part of efforts designed to reduce the teacher training requirement. Alternative teacher licensing is used in those areas where there are severe teaching shortages, and the process is designed to bring in teachers that can bring in needed expertise in specific subject areas such as math and science. Some teachers complete their bachelor's degree in a specialist subject and then do a graduate teacher training course, and others do their degree in education, allowing them to become licensed after their first degree.
Requirements for post-secondary teachers are quite different. At a minimum, a bachelor's degree is required, but full-time positions at four year college or universities that are, or may become, tenured (instructor, assistant professor, associate professor, and professor), are usually held by those with a doctoral degree. Lecturers are brought in on short term contracts, and their level of education may vary. Most jobs at two year colleges are held by people that have master's degrees.
Find schools offering Teaching Degrees (no obligation):
Many different colleges and universities provide the training required to become a teacher. A good list of such institutions can be found on this page of college and universities offering Teaching Degrees and related training.
Employment
Teaching careers can take many paths. The number of available jobs varies by market segment, as follows:
School Level Number of Jobs in 2002
Pre School 424,000
Kindergarten 168,000
Elementary School 1,500,000
Middle School 602,000
Secondary School 1,100,000
Post-Secondary School 1,600,000
Special Education 433,000
About 2/3 of pre-school teachers are employed in child day care centers. The great majority of kindergarten, elementary, middle, and secondary school teachers work within the local government educational system. Most post-secondary teachers work within public and private 4 year colleges and universities, or within 2 year community colleges.
Outlook
The job prospects for teachers are excellent for the next 10 years. Enrollment growth is expected to be only moderate, but the expected retirement of existing teachers will provide for excellent job prospects and promotion prospects through 2012.
http://www.education-online-search.com/articles/careers/teaching_careers/become_a_teacher
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