Continuing Education for Teachers
Online
Teacher Degrees and Training
As
a teacher with a Master's of Education Degree, you'll learn to incorporate
technological tools into your teaching curriculums, and adapt teaching
methodologies as they evolve to suit your teaching style and position
Many states require K-12 teachers to attain a Master's of Education within a set period. The Bureau of Labor Statistics states that in 2003-04 teachers averaged $46,597 annually. A Master's of Education degree can boost a teacher's salary
A Master's of Education Degree is ideal for those teaching distance education to adults, working in education administration, helping to design curriculum for educational institutions, or working as a corporate or military trainer.
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Adult Training and Education
The Masters of Education in Adult Training and Education program is designed for the working professional associated with adult learning, training, or staff development in business, government, and other private or public organizations. |
Contact: Argosy University
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Online Education Degrees:
A master's in education is the most sought after degree for top positions in the education career field. This degree is often applied to a career as an administrator, after several years' experience as a teacher.
Students must first earn a bachelor's degree, and then pursue are able their master of arts in education. Students also choose to earn their teaching credential, which can be earned along with the bachelor's degree.
MBA - Leadership
In the Leadership specialization, students study how to set long-term goals, facilitate change across large organizations, and assess the ethical implications of business policies. |
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Contact: Ellis University
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The average online master's in education degree takes two to three years, depending on the program and how many courses you take at a time. Students in these programs gain a background in a variety of concepts, including the following:
- School Management
- Special Education
- Curriculum and instruction
- Educational policy
- Child Development
Education doctorate degree programs are specifically designed to train you in areas such as teaching, instructional design, curricula development, and educational leadership. The education industry is dynamic and constantly under going changes. It is constantly benefiting from innovative technologies, new approaches, and breakthrough methodologies.
Postsecondary Teachers
instruct students in a wide variety of academic and vocational subjects
beyond the high school level that may lead to a degree or simply
to improvement in one’s knowledge or skills. These teachers
include college and university faculty, postsecondary career and
technical education teachers, and graduate teaching assistants.
College and university faculty make up the majority
of postsecondary teachers. They teach and advise more than 15 million
full and part-time college students and perform a significant part
of our Nation’s research. Faculty also keep up with new developments
in their field and may consult with government, business, nonprofit,
and community organizations.
Faculty usually are organized into departments
or divisions, based on academic subject or field. They usually teach
several different related courses in their subject algebra, calculus,
and statistics, for example. They may instruct undergraduate or
graduate students, or both. College and university faculty may give
lectures to several hundred students in large halls, lead small
seminars, or supervise students in laboratories. They prepare lectures,
exercises, and laboratory experiments; grade exams and papers; and
advise and work with students individually. In universities, they
also supervise graduate students’ teaching and research. College
faculty work with an increasingly varied student population made
up of growing shares of part-time, older, and culturally and racially
diverse students.
Faculty keep abreast of developments in their field
by reading current literature, talking with colleagues, and participating
in professional conferences. They may also do their own research
to expand knowledge in their field. They may perform experiments;
collect and analyze data; and examine original documents, literature,
and other source material. From this process, they arrive at conclusions,
and publish their findings in scholarly journals, books, and electronic
media.
Most college and university faculty extensively
use computer technology, including the Internet; electronic mail;
software programs, such as statistical packages; and CD-ROMs. They
may use computers in the classroom as teaching aids and may post
course content, class notes, class schedules, and other information
on the Internet. Some faculty are increasingly using sophisticated
telecommunications and videoconferencing equipment and the Internet
to teach courses to students at remote sites. The use of e-mail,
chat rooms, and other techniques has greatly improved communications
between students and teachers and among students.
Most faculty members serve on academic or administrative
committees that deal with the policies of their institution, departmental
matters, academic issues, curricula, budgets, equipment purchases,
and hiring. Some work with student and community organizations.
Department chairpersons are faculty members who usually teach some
courses but have heavier administrative responsibilities.
The proportion of time spent on research, teaching,
administrative, and other duties varies by individual circumstance
and type of institution. Faculty members at universities normally
spend a significant part of their time doing research; those in
4-year colleges, somewhat less; and those in 2-year colleges, relatively
little. The teaching load, however, often is heavier in 2-year colleges
and somewhat lighter at 4-year institutions. Full professors at
all types of institutions usually spend a larger portion of their
time conducting research than do assistant professors, instructors,
and lecturers.
Postsecondary vocational education teachers, also
known as postsecondary career and technical education teachers,
provide instruction for occupations that require specialized training,
but may not require a 4-year degree, such as welder, dental hygienist,
x-ray technician, auto mechanic, and cosmetologist. Classes often
are taught in an industrial or laboratory setting where students
are provided hands-on experience. For example, welding instructors
show students various welding techniques and essential safety practices,
watch them use tools and equipment, and have them repeat procedures
until they meet the specific standards required by the trade. Increasingly,
career and technical education teachers are integrating academic
and vocational curriculums so that students obtain a variety of
skills that can be applied to the “real world.”
top
Teachers Adult Literacy and Remedial Self-enrichment
Education
Self-enrichment
teachers teach courses that students take for pleasure or personal enrichment;
these classes are not usually intended to lead to a particular
degree or vocation. Self-enrichment teachers may instruct children
or adults in a wide variety of areas, such as cooking, dancing,
creative writing, photography, or personal finance. In contrast,
adult literacy and remedial education teachers provide adults and
out-of-school youths with the education they need to read, write,
and speak English and to perform elementary mathematical calculations basic
skills that equip them to solve problems well enough to become
active participants in our society, to hold a job, and to further
their education. The instruction provided by these teachers can
be divided into three principle categories: remedial or adult
basic education (ABE), which is geared toward adults whose skills
are either at or below an eighth-grade level; adult secondary
education (ASE), which is geared towards students who wish to
obtain their General Educational Development (GED) certificate
or other high school equivalency credential; and English literacy,
which provides instruction for adults with limited proficiency
in English. Traditionally, the students in adult literacy and
remedial (basic) education classes were made up primarily of those
who did not graduate high school or who passed through school
without the knowledge needed to meet their educational goals or
to participate fully in today’s high-skill society. Increasingly,
however, students in these classes are immigrants or other people
whose native language is not English. Educators who work with adult
English-language learners are usually called teachers of English
as a second language (ESL) or teachers of English to speakers of
other languages (ESOL).
Self-enrichment teachers, due to the wide range
of classes and subjects they teach, may have styles and methods
of instruction that differ greatly. The majority of self-enrichment
classes are relatively informal and nonintensive in terms of instructional
demands. Some classes, such as pottery or sewing, may be largely
hands-on, requiring students to practice doing things themselves
in order to learn. In that case, teachers may demonstrate methods
or techniques for their class and subsequently supervise students’
progress as they attempt to carry out the same or similar tasks
or actions. Other classes, such as those involving financial planning
or religion and spirituality, may be somewhat more academic in nature.
Teachers of these classes are likely to rely more heavily on lectures
and group discussions as methods of instruction. Classes offered
through religious institutions, such as marriage preparation or
classes in religion for children, may also be taught by self-enrichment
teachers.
Many of the classes that self-enrichment educators
teach are shorter in duration than classes taken for academic credit;
some finish in 1 or 2 days to several weeks. These brief classes
tend to be introductory in nature and generally focus on only one
topic—for example, a cooking class that teaches students how
to make bread. Some self-enrichment classes introduce children and
youths to activities such as piano or drama, and may be designed
to last anywhere from 1 week to several months. These and other
self-enrichment classes may be scheduled to occur after school or
during school vacations.
Remedial education teachers, more commonly called
adult basic education teachers, teach basic academic courses in
mathematics, languages, history, reading, writing, science, and
other areas, using instructional methods geared toward adult learning.
They teach these subjects to students 16 years of age and older
who demonstrate the need to increase their skills in one or more
of the subject areas mentioned. Classes are taught to appeal to
a variety of learning styles and usually include large-group, small-group,
and one-on-one instruction. Because the students often are at different
proficiency levels for different subjects, adult basic education
teachers must make individual assessments of each student’s
abilities beforehand. In many programs, the assessment is used to
develop an individualized education plan for each student. Teachers
are required to evaluate students periodically to determine their
progress and potential for advancement to the next level.
Teachers in remedial or adult basic education may
have to assist students in acquiring effective study skills and
the self-confidence they need to reenter an academic environment.
Teachers also may encounter students with a learning or physical
disability that requires additional expertise. Teachers should possess
an understanding of how to help these students achieve their goals,
but they also may need to have the knowledge to detect challenges
their students may have and provide them with access to a broader
system of additional services that are required to address their
challenges.
For students who wish to get a GED credential in
order to get a job or qualify for postsecondary education, adult
secondary education or GED teachers provide help in acquiring the
necessary knowledge and skills to pass the test. The GED tests students
in subject areas such as reading, writing, mathematics, science,
and social studies, while at the same time measuring students’
communication, information-processing, problem-solving, and critical-thinking
skills. The emphasis in class is on acquiring the knowledge needed
to pass the GED test, as well as preparing students for success
in further educational endeavors.
All adult literacy, remedial, and self-enrichment
teachers must prepare lessons beforehand, do any related paperwork,
and stay current in their fields. Attendance for students is mostly
voluntary and course work is rarely graded. Many teachers also must
learn the latest uses for computers in the classroom, as computers
are increasingly being used to supplement instruction in basic skills
and in teaching ESOL.
