Aim High 5 Teacher Book

[Marylynn]

Inductionis a professional development program designed to support beginning teachers holding a Preliminary Teaching Credential. The High Tech High (HTH) Induction program incorporates improvement science and collegial coaching aligned with the California Standards for the Teaching Profession (CSTP). Our program allows participants to select into Improvement Science groups based on their area of interest or growth. We encourage our participants to think deeply about their pedagogical practice(s) and hone new strategies that will enhance their teaching skills. Upon completion, teachers earn their California Clear Single, Multiple, or Education Specialist Mild/Moderate Credential through advanced study of teaching practice and mentorship. Two-year program (Sept-May, online).

At the end of the school year, Induction participants can purchase 3-semester units through the High Tech High Graduate School of Education for completion of year one and/or year two of the HTH Induction Program. Cost: $60/per unit (max 3 units per year).

A: Yes- teachers who hold an SB2042 Preliminary credential who are working as a teacher in an assignment that matches their credential, and live within California, are welcome to participate in our program.

A: Yes- request a verification document (transcript or letter of completion) from your former Induction program that outlines your work in their program. Additionally, make sure to select Traditional Two year as your program pathway when completing our online program application.

A: There is a $200 non-refundable enrollment fee due upon admission and may be paid with a credit card. The annual program fee can be paid in a few different ways. You may pay the entire amount in one payment with a credit card or you may elect to split the fee with up to 5 monthly installments. Or, if your employer is paying part or all of the fee for you then you would let us know to invoice your employer for the amount they have agreed to pay.

A: You may contact us for assistance in applying for a two-year extension. Please note that in order for us to assist you, you must first be enrolled into our program and there will be a $200 deposit due before we can sign off on your form CL-885 for the CTC Extension Request. Important: It can take several months to complete this process with the CTC, do not wait to address this need. You may schedule an advising meeting at any time to get started today.

A: Yes, dual credential holders can clear both credentials as long as you have access to teaching students in each of those content areas. An individual learning plan will be established to outline specifics.

A: Yes- to enroll in Induction you must be employed as the teacher of record, at least 50% time, in an appropriate setting. Long term substitutes, Academic Coaches or Instructional Aides are not eligible to enroll.

The site is secure.

The ensures that you are connecting to the official website and that anyinformation you provide is encrypted and transmitted securely.

Despite limited employment growth, about 67,100 openings for high school teachers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.

High school teachers generally teach students from the 9th through 12th grades. They usually specialize in one area. Some teach core subjects, such as math, science, or history. Others specialize in elective courses, such as art, music, or physical education. They may teach several different classes within their subject area. For example, a high school math teacher may teach algebra, calculus, and/or geometry.

Teachers of English as a second language (ESL) or English for speakers of other languages (ESOL) work exclusively with students who are learning the English language. These teachers work with students individually or in groups to help them improve their English language skills and help them with assignments for other classes.

However, teaching may be stressful. Some schools have large classes and lack important teaching tools, such as current technology and up-to-date textbooks. Occasionally, teachers must cope with unmotivated or disrespectful students. Some states are developing teacher mentoring programs and teacher development courses to help with the challenges of being a teacher.

High school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. They often spend time in the evenings and on weekends grading papers and preparing lessons. Teachers who coach sports or advise clubs generally do so before or after school.

All states require public high school teachers to have at least a bachelor's degree, which may be in education. Many states require high school teachers to have majored in a content area, such as mathematics or science.

Teacher education programs typically provide instruction on presenting information to students of different abilities and backgrounds. Programs typically include a student-teaching program, in which prospective teachers work with a mentor teacher and get experience instructing students in a classroom. For information about teacher preparation programs in your state, visit Teach.org.

With additional education or certification, teachers may become school counselors, school librarians, or instructional coordinators. Some become assistant principals or principals. Becoming a principal usually requires additional instruction in education administration or leadership. For more information, see the profiles on school and career counselors, librarians, instructional coordinators, and elementary, middle, and high school principals.

Many teachers work a traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Although most do not teach during the summer, some teach in summer school programs for which they are paid.

Employment growth for public high school teachers may depend on state and local government budgets. If state and local governments experience budget deficits, school boards may lay off employees, including teachers. As a result, these budget deficits may limit the employment growth projected for high school teachers. Conversely, budget surpluses at the state and local level could lead to additional employment growth for high school teachers.

The Occupational Employment and Wage Statistics (OEWS) program produces employment and wage estimates annually for over 800 occupations. These estimates are available for the nation as a whole, for individual states, and for metropolitan and nonmetropolitan areas. The link(s) below go to OEWS data maps for employment and wages by state and area.

CareerOneStop includes hundreds of occupational profiles with data available by state and metro area. There are links in the left-hand side menu to compare occupational employment by state and occupational wages by local area or metro area. There is also a salary info tool to search for wages by zip code.

Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading and speaking English. They also help students earn their high school equivalency credential.

The What They Do tab describes the typical duties and responsibilities of workers in the occupation, including what tools and equipment they use and how closely they are supervised. This tab also covers different types of occupational specialties.

The Work Environment tab includes the number of jobs held in the occupation and describes the workplace, the level of physical activity expected, and typical hours worked. It may also discuss the major industries that employed the occupation. This tab may also describe opportunities for part-time work, the amount and type of travel required, any safety equipment that is used, and the risk of injury that workers may face.

The How to Become One tab describes how to prepare for a job in the occupation. This tab can include information on education, training, work experience, licensing and certification, and important qualities that are required or helpful for entering or working in the occupation.

The State and Area Data tab provides links to state and area occupational data from the Occupational Employment and Wage Statistics (OEWS) program, state projections data from Projections Central, and occupational information from the Department of Labor's CareerOneStop.

The Job Outlook tab describes the factors that affect employment growth or decline in the occupation, and in some instances, describes the relationship between the number of job seekers and the number of job openings.

The More Information tab provides the Internet addresses of associations, government agencies, unions, and other organizations that can provide additional information on the occupation. This tab also includes links to relevant occupational information from the Occupational Information Network (O*NET).

The wage at which half of the workers in the occupation earned more than that amount and half earned less. Median wage data are from the BLS Occupational Employment and Wage Statistics survey. In May 2023, the median annual wage for all workers was $48,060.

3a8082e126