Teaching in a different education system, in a different location gives teachers the opportunity to learn the needs of students from different cultures or backgrounds. It also gives teachers the chance to discover how other regions combat global educational issues, such as the achievement gap. Teaching in the UK provides these opportunities.


Don't stress! There a few things that most new teachers aren't aware of during the furious hiring season that district know all so well. The wheels on the bus go round and round but when it comes to the pace of hiring in K-12 education, is not so fast.


This has been the most rewarding and creative experience in my career. I have been able to tap into my years of experiences in early childhood centers and classrooms as teacher, director, coach and mentor. It was challenging to overcome some of the myths and stereotypes of what professional development for child care teachers should be. Our vision was that teachers should experience learning the way we want young children to be taught, with love, nurturing, patience, and deep respect for their uniqueness and capabilities.


Having conducted classes for adults working toward the Child Development Associate (CDA) for several years, I feel the Louisiana's new Early Childhood Ancillary Certificate expands and strengthens opportunities for those in the early childhood profession. As part of Believe and Prepare: Early Childhood the NSU Gateway Program strives to provide child care teachers the skills needed to provide high quality care to children throughout North Louisiana. Our program provides teachers several options to obtain their Early Childhood Ancillary Certificate. They can attend face-to-face or online courses that are designed to complement the coaching and onsite support teachers receive.


Learning and implementing age appropriate practices have greatly improved the daily atmosphere in my classroom, and have guided me to become a better educator. A day in the life of an early childhood educator in a child care center typically consists of a meticulously well-planned day of fostering education-via-play that meets the needs of each individual child.


Many enter the field of child care because of their love for children...and love for children is certainly very important in this field. However, providing high quality early learning experiences for our youngest children requires more than love. Among other things, it requires an understanding of child development as well as skill in working with families, humor, and a healthy dose of patience!


The phrase "letter of intent" has multiple meanings depending upon the person using the terminology. Letters of intent in your job search can be considered the same as "application letters" or "cover letters".


Diverse experiences can count. Teachers do indeed spend a lot of time in the classroom instructing a subject. However, spending time with diverse audiences will help you prepare for your career. Diversity includes culture, religion, and thought. Learning something different gives you depth of knowledge, and an appreciation of others. Consider study abroad, service projects or learning a skill that stretches you.


So what are administrators expecting from you as they examine your paperwork, read your reference letters, conduct your interviews, consider your portfolio, and see you teach a lesson? We asked that question to a number of administrators in Western Pennsylvania not too long ago, and here are the most important qualities they seek, in no particular order:


The 2017 AAEE Job Search Handbook for Educators contains an article on page 35 titled Know the New Education Reform Initiatives. Yet, this article only touches on some of the issues, terms, and acronyms you need to know. And one of the initiatives in this article, "Race to the Top (RTTT)," is a program under President Obama. Does it still exist with President Obama no longer in office? That's what you, as a future educator, should know.


The opinions expressed in Career Corner are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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