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The Virginia Middle School Teacher Corps (MSTC) helps school divisions fill a critical teacher shortage area, middle school mathematics. By providing targeted funding to help school divisions recruit and/or retain qualified middle-school mathematics teachers, students are better able to meet curriculum standards and have a more solid foundation for success in high school mathematics.
The Virginia MSTC program provides the structure and incentives for school divisions to recruit and retain experienced mathematics teachers for middle schools where mathematics is an area identified for improvement. Schools eligible to participate in the MSTC will have the opportunity to take part in the initiative for at least three years and provide qualified teachers with incentive payments of $5,000 per year, pending available funding from the Virginia General Assembly. School divisions may apply for funding to provide an annual salary differential of $5,000 for three years for each approved MSTC position.
The streamlined MSTC program application process for the 2023-2024 school year continues to focus on reinforcing the quality of mathematics instruction in middle schools and ensuring that at-risk students receive a solid foundation in mathematics. However, the revised process substantially simplifies how school divisions with eligible schools access and use MSTC funds to recruit or retain effective middle-grades mathematics teachers.
For the 2023-2024 MSTC program, all middle-grade schools or any schools housing grades six, seven and/or eight where mathematics is an area identified for improvement based on overall proficiency and growth rate performance on the Mathematics Standards of Learning Assessment are eligible to participate in this initiative.
The BEC is responsible for implementing the certification provisions in Florida Statutes and State Board of Education administrative rules. These laws and rules also delegate limited certification responsibilities to Florida's school districts.
The School of Teacher Education prepares students to serve as reflective decision makers in instructional settings for diverse learners. The professional education unit is a community of learners committed to life-long learning in their own lives, as well as fostering a spirit of inquiry in the lives of others. Professional education faculty members provide a dynamic, intellectually stimulating environment that reflects current knowledge of how individuals learn and the best instructional practices to facilitate learning and development.
Redesigned programs in the school include curricula that are designed to address student learning from a holistic perspective and incorporate knowledge and skills from multiple disciplines and across all levels of the P-12 educational settings. Initial and advanced teacher candidates will work with students from varied backgrounds who possess a wide range of experiences and differing needs.
Gary A. Ransdell Hall houses the Office of the Dean CEBS; the department of Administration, Leadership & Research, Counseling Programs, Elementary Education, Middle Grades & Secondary Education, Psychology, School of Teacher Education and Educational Technology.
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Middle school teachers work in public and private schools. They generally work during school hours when students are present and use nights and weekends to prepare lessons and grade papers. Most do not work during the summer.
Despite limited employment growth, about 42,200 openings for middle 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.
Middle school teachers educate students, typically in sixth through eighth grade. Middle school teachers help students build on the fundamentals taught in elementary school and prepare students for high school.
In many schools, middle school teachers are responsible for certain subjects. For example, one teacher may teach math to several different classes of students throughout the day. However, other middle school teachers instruct on every subject to a single class.
Some middle schools have English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work with students learning the English language. ESL and ESOL teachers work with students individually or in groups to help them improve their English language skills and to help the students with assignments for their classes.
Middle school teachers may find it rewarding to watch students develop new skills and gain an appreciation for knowledge and learning. However, teaching may be stressful. Schools may have large classes and lack important teaching tools, such as current technology and textbooks. Some states are developing teacher mentoring programs and teacher development courses to help with the challenges of being a teacher.
Middle school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. Teachers who coach sports or advise clubs generally do so before or after school. They often spend time in the evenings and on weekends grading papers and preparing lessons.
All states require teachers in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Requirements for certification or licensure vary by state but generally involve the following:
Communication skills. Teachers must share ideas with their students, other teachers, and school administrators and staff. In addition, they need to discuss student progress with parents.
With additional education or certification, teachers may become school counselors, school librarians, or instructional coordinators. Some become assistant principals or principals, both of which generally require additional education 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.
Middle school teachers generally work school hours when students are present. They may meet with parents, students, and other teachers before and after school. Teachers who coach sports or advise clubs generally do so before or after school. Teachers often spend time in the evenings and on weekends grading papers and preparing lessons.
The number of students in public middle schools is expected to decrease over the projections decade. The number of classes needed to accommodate these students will depend on class size, with larger classes requiring fewer teachers than smaller ones.
Employment growth for middle school teachers also will depend on state and local government budgets. If state and local governments experience budget deficits, they may increase class size while maintaining or reducing teaching staff levels. Conversely, budget surpluses at the state and local level could lead to additional employment growth for middle 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.
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).
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