Teacher Certification Guide

Why did you get into the field of education?

When I was in high school, I fell in love with accounting and anything business. I wanted to continue my learning and growth and to share it with others. I started as an accounting major, then learned I couldn't become licensed to teach just accounting. I had to change my major to business education, which I gladly did! It was what I was meant to do!

What advice do you have for a student who is preparing to become a teacher?

Teaching is tough. It isn't for everyone. I tell my students it is "the toughest job you'll ever love!" and follow that up with my tongue-in-cheek addition that I think the Army took that slogan from us. It is all about the passion. If you have the passion to make a difference, to help young people and contribute to their future, to share your expertise in your content - you'll make it. Passion is the key!

What tips do you have for preparing for and passing teacher certification exams?

Take note of the theories that you learn in your Educational Psychology classes as you see them play out in live classrooms. This will help you remember them in context! Spend as much time in classrooms as you can working with a variety of mentors and learning from them. With that practice, the questions asked on any state or national test will seem natural.

What tips and tricks do you have for easing the financial burden of the teacher certification process?

Look, connect, and ask. Don't assume there is no money for a specific session, course, or test. Look on the internet. Contact your financial aid advisors. Ask in your college and university department.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach?

Get into the schools to see where your best fit is - volunteer as soon as you are able in all levels. You may find you LOVE elementary aged children: playing with the younger students or being able to joke around with older elementary students. You may find you LOVE the energy and openness of middle school students. You may find, as I did, that your passion lies in helping adolescents through that tough and trying time as they find who they are and start looking for their next steps in life.

How do you recommend that prospective teachers find support and community during their time as a student and new teacher?

This generation is better at this than I am. There are so many groups out there just for new teachers, student teachers, teachers who share grade levels or content areas - all via social media. Use them! Support each other! As I said earlier, teaching is tough, both physically and emotionally. You need support!

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

In addition to taking care of yourself through rest, nutrition, stress relief, etc., I would add these thoughts: Remember in your Classroom Management course when your professor shares the importance of being flexible. People who are flexible, naturally or trained to go with the flow and adjust on the fly, thrive in education. It is an ever-changing field. You'll have days where plans are changed the minute you arrive at school. You'll have to adjust lessons on the fly to accommodate students. You'll have interruptions, lessons that take longer than you thought or not as long as you planned they would, fire alarms going off in the middle of a lab, etc. Deep breaths and flexibility - with your eye on the prize - ALWAYS. The prize is what is best for students! Whether in the middle of COVID or working with a contentious parent, let "what is best for the student(s)" guide you. You'll be able to sleep at night knowing you did your best for your students. It helped me through tough situations in the classroom and as a principal!

Why did you get into the field of education?

I grew up in a household that valued education, and I saw the positive impact that my educator mother was making on the lives of young people day in and day out. I had many interests that took my career aspirations in different directions over the years, but the act of serving through teaching was a constant in all of those explorations. Ultimately, the pull to teach became too strong to ignore, and I followed that call into one of the most rewarding experiences of my life. I believe that an inclusive education is a key pillar of a just society and that teachers have the power to create positive and exponential change. How many professions can say that?

What advice do you have for a student who is preparing to become a teacher?

Teacher preparation programs lay a critical foundation for entering the classroom ready to engage in both the art and science of teaching and learning. However, talk of classroom management can seem nebulous, and simplifying the building of classroom community to the idea that “it’s all about relationships” can fail to acknowledge the complexity and work involved in developing and maintaining positive relationships. One reason classroom management can be a challenge for pre-service teachers is due to a misguided belief in a singular “right” way without consideration of a teaching and learning style that is authentic to the educator. My advice for pre-service teachers looking to establish an engaged, learning-centered, and inclusive classroom is to:

• Consider your strengths, stressors, and ideal classroom to identify the conditions needed to create a classroom community that enables you to remain true to yourself and perform at your best;
• Create a welcoming and engaging space that enables more efficient transitions, student ownership, and flexible learning opportunities that tap into your strengths and preferences;
• Establish behavioral norms that build trust and allow for vulnerability, while implementing routines that increase student confidence and support without increasing workload;
• Make time to learn your students’ interests, strengths, goals, and aspirations and find ways to incorporate personal connections and community-building into learning activities; and
• Respond to disruptive behaviors as teachable moments, model making and addressing mistakes, attend to intent and impact, problem-solve collaboratively, and don’t be afraid to try again. (Stephens, 2020, 5 Keys to (Re)Claiming Your Classroom)

What advice do you have for preparing for and passing teacher certification exams?

Preparing for and passing teacher certification exams is about exposure and practice: to the types of questions asked and the types of content typically included to account for breadth of knowledge in a subject area. By nature of your coursework, you should have the background knowledge needed to achieve passing scores on teacher certification exams, but reviewing exam preparation materials and completing practice exams will help you feel more confident in your test-taking abilities.

What advice do you have for easing the financial burden of the teacher certification process?

The teacher certification process is an investment in your future and the futures of those students and communities that will be positively impacted by your being a teacher. Consider the costs early, budget for it as part of your educational expenses, and start saving incrementally by skipping the occasional indulgence (e.g., gourmet coffee, dinners out). Spread out over time, these periodic savings can add up quickly. You might also consider those in your life who might wish to gift you something for graduation or another important milestone in your life. Helping to offset the costs of your teacher certification might provide your loved ones with an opportunity to be in direct support of your career.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach?

You don’t know what you don’t know, so seek out opportunities to get into different types of schools and classrooms of different grade levels and subject areas. If your teacher preparation program does not offer these opportunities, contact your local school districts to volunteer, substitute teach if eligible, or just observe. Notice your comfort level with the students, the subject matter, the school environment, the local community, and the community of teachers. Ask to informally interview teachers at different types of schools and from different grade levels and subject areas. What teaching and learning conditions seem to fit with your strengths and mitigate your stressors? As someone who initially pursued teacher certification in elementary education but ended up teaching middle school, you might be surprised what you find. Even if you feel confident in your choice of school type, grade level, and/or subject matter, having knowledge about other subject areas and grade levels will help you facilitate interdisciplinary and developmental connection-building in your own classroom.

How do you recommend that prospective teachers find support and community during their time as a student and new teacher?

Support comes in different forms and meets different needs. Aligning with a seasoned teacher mentor can provide guidance on the school culture, curriculum, common challenges, and instructional and behavioral preparation and intervention. Finding a community of peers (i.e.., other pre-service or new teachers) with whom you can commiserate and celebrate is also healthy for avoiding isolation and for keeping the creative and collaborative juices flowing. Not sure how to get started? Ask your school- or district-level administrators to match you with a seasoned teacher mentor. Join a local organization for educators. Look for communities of teachers online that align with your interests and values...or start your own. Whether through social networking channels or evening/weekend meetups, surround yourself with people who can empathize with the realities of your experience while also keeping a hopeful perspective toward what is possible.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

Like classroom management and community-building, self-care is essential but not easily organized into a one-size-fits-all model. Any work that involves navigating the complexities of the human condition is going to have its challenges, so having a system of self-care during both the stressful and less-stressful times is going to be important to sustaining a career in education. One person’s bubble bath wind-down is another person’s roadblock to accomplishing the day’s goals, so you need to identify those experiences that bring you joy, relieve stress, and re-energize your body, mind, and spirit. Carve out space for these experiences in your daily and/or weekly routines. You also may need to identify those experiences that add to your stress and recognize that sometimes taking something away (like browsing social media) is just as important to self-care as adding something (like meditation).

Why did you get into the field of education?

I always liked learning, so it was logical to become a teacher. While working as a middle school teacher, I had the opportunity to teach some adjunct classes at the local university, and I realized I could have a bigger impact by teaching teachers. So, I pursued my doctorate and eventually became a full-time professor.

What tips do you have for preparing for and passing teacher certification exams?

Just take your courses seriously. If you pay attention in your classes and try to learn, rather than do merely what is necessary to get the grade you want, you won’t need to do any additional prep.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach?

Observe in various classrooms before deciding. Though you were a student at each grade level, memories are unreliable. Take the time to sit in on some classrooms with a new lens – that of a prospective teacher.

How do you recommend that prospective teachers find support and community during their time as a student and new teacher?

Be nice and friendly to everyone, and recognize that everyone has something to teach you about the profession. Everyone is a resource and ally, so don’t discount any relationships.

Why did you get into the field of education?

In 1996, when I entered my first school as a conflict resolution, peer mediation, and bias awareness trainer, and I saw how critical literacy made the kids come alive, engaged, purposeful, and determined, I knew that I had to be in a classroom. I needed to be in a school every day of each week that a school is open. I saw that partnering with students from Bushwick, Brooklyn and the South Bronx to the rural and Hasidic areas of upstate NY were essential to making school and life in general sustainable and important for kids. I realized that collaborating with students to interpret and deconstruct the world together, through real-world quantitative reasoning, narrative interpretation, historical connections, and intentional community engagement, just might change the world for good. Today, this sounds lofty and naive, but all these years later, in 2021, I still hold onto a small piece of this same hope. And I hold onto this seemingly mote of hope despite the fact that schools have been compelled by the State to become less flexible, more uniform, and less connected to the spirit of childhood and the importance of community, family, and innate humanity.

What advice do you have for a student who is preparing to become a teacher?

Listen across difference, listen to understand, know where your line of integrity begins and ends, and hold onto it. Use your integrity as your North Star.

You will be pushed and pulled by district mandates, by seemingly unrelated standards, by high-stakes state tests that may, in some states, determine your progress, but you must be guided by the young people who surround you. This means you will sometimes find yourself feeling as though your economic livelihood is at risk. Know this: you will always find a job (especially if you are flexible about where you reside). It is a fact that you can always return home. You will be better prepared and emotionally and pedagogically stronger.

The teaching job that is right for you in the school that is right for you exists if you stand by your integrity. You do not have to suffer and fight all struggles through one school or one district. That is a part of self-care and self-preservation.

Colleagues, there’s a line down the center of your being. It runs from about your solar plexus down to your grounded feet. If you close your eyes and breathe, you’ll find this line that connects you to your center. This isn't woo-woo. This is real. This is your integrity! Whenever you feel the field of education moving you off this center line, you’ll know what you're doing is not in the best interest of yourself, your students, their families, the community, and yes, even our world.

I won’t try to soften this. This sticking to your integrity takes time, energy; it takes strength. And so you must exercise each day to hold onto your line. Take each moment when someone or something tries to push you off balance as an opportunity to exercise the muscle that is your integrity. Simultaneously, remain open. Yeah, what a tough balance to maintain. So, know you won’t always maintain it. What you’re going for is the best that you can at the best times you can. That’s it.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

Just like every school leader needs at least one teacher in the school whom they can trust and who the faculty trusts, you, too, need not just one person but a posse. And your posse must be made up of a diverse constituency: teachers from your school and other local schools who have a similar sort of integrity, families who believe in what you do educationally and for kids, community-based organization leaders and workers who support youth voice, and professors at your local college or university who hold the same center line as you.

Read critical theory and critical perspectives on the world––all will inform your practice. Read Ahmed, Ayers, Ferguson (from Yale), Gutstein, Nowak, Carini, Kohl, hooks, Freire, DG Kelley, Au, Motel/Harney, et al., watch, listen, attend meetings (you don’t have to speak, just listen, remain open, and take in the very phrases people use to describe their experiences). Begin building your posse.

When you find someone whom you think might be a colleague, don’t be afraid to invite them for tea or a Zoom. Video-conferencing can be easier because people can meet from home where they are comfortable or where they have to attend to family responsibilities. We want to make gathering easier for working people like yourself. When you find multiple colleagues that hold the same center line as you, be bold. Ask if they’d be willing to meet for 60-90 minutes to just hang and share who you all are and what is collectively similar and working across your classrooms.

Ultimately, you need to avoid being alone, feeling isolated, or thinking you’re in a struggle on your own. Keep reminding yourself that you're not because you aren't. You will have to make an effort to connect with others, no matter how tired you are from teaching that day. And you will be very tired that first year because, if you’re reading this, you are who we all were in our first year of teaching: ready to use every ounce of spirit, knowledge, love, and energy. This means you’re meant for this, though.

Tip: save time each day for you to take just three deep breaths as a start to a longer practice. Three deep breaths. That you can do. Otherwise, you won’t make it because as teachers, I’ve always said, we are like the surgeons of the world. We have the most important job in the entire world. Yes, even beyond a president of a country. Why? Because the president of a country couldn’t be a leader without a teacher. A surgeon couldn’t learn to understand how to read a medical textbook without we PK-12 teachers. Because, most significantly, as teachers, we hold space for the most precious: children––theirs, ours, all. We serve as the buffer between our children’s efforts to navigate this world of which adults have, honestly, botched, for now. Our kids are trying to pilot their own selves, friendships, social media, and school; hence, we teachers? We are doing it all.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

• Read and mark up Macarthur Genuis Award winner's, Sara Lawrence-Lightfoot, The Essential Conversation: What Parents and Teachers Can Learn from Each Other (NY: Ballantine Books, 2004 ) and the first chapter of William Ayer’s To Teach: The Journey of a Teacher (NY: Teachers College Press, 2001; get the original, not the graphic novel version). Reading these books will help you shed the inevitable armor we forge out of fear or after reading seemingly disgruntled emails from parents or administrators pre-conference day. These books will help your head, heart, and mind remain open as you prepare and enter parent-teacher conferences, especially the ones you anticipate to be a challenge.

  During the conference, breathe and listen to understand rather than openly gasp, clench your fists underneath your desk, or devise ways to make the family see that your way is the best way within the two-five minutes you’ll be allotted or through their child (the latter being the worst device). Trust that even the most hostile parent knows something about their child that can help you reach and teach their child.

• Avoid the “you” personal pronoun in your conferences. Refer to the child by name. Refer to the family members by name. Pronounce names correctly. Recognize that family is not always those who gave birth to and raised the child. The person sitting with you on parent-teacher conference night could be a neighborhood Auntie or Uncle or a great grandmother seemingly as young as you. No matter who they are, honor that they found a way to show up just like you etched out the time to prepare and show up.

• Avoid pejorative adjectives to describe the child or their work, but don’t withhold information because you are afraid of being deemed an ableist, heterosexist, or racist. Families need specific, manageable strategies they can employ at home that align with their children, work schedules, and family dynamics. That means you have to get to know your families.

  Be objective and state the facts during a conference regardless of a students economic, racial, religious, or gender background. I’m not saying that race and gender, for example, don’t have a dangerous economic and political effect on our kids.

  Make a record (written or internal) of your stereotypes about, for example, working poor rural whites; Muslims; Latinx people; Black Americans; immigrants; Africans; Asians; boys; men; girls; transgender and queer people. Be honest with yourself. Keep this written list about various social groups private so that you learn to become vulnerable with yourself first. Keep the list at home and store it in the back of your mind. Indeed, surprise yourself and be really honest about the beliefs you hold that you were taught, who and what taught them to you, and who and what socialized you to think they are always true. Label your private list, “What I’ve Been Socialized to Believe but Probably Isn’t True.”

  Finally, avoid the verb “is” in your conferences. No child forever “is” what you saw yesterday, today, or for the entire academic or summer school year. We don’t want our teaching to socialize a child to believe that they are who we think they “is” at one point in their young lives. Also, avoid “can’t,” because it’s just not true. No child can’t. They might "won’t" do something because they are protecting their senses, their sense of self, their pride, their human frailties, their honor, their family secrets, the social pressure of the rules and regulations of friendships and schooling, but that’s not a diagnosis of “can’t.

  Example of a teacher in a parent-teacher conference who has not yet embarked on the journey of recognizing notions of difference: “Theo is fidgety. He can’t sit still.”

  Example of a teacher in a parent-teacher conference attempting to be on the lifelong journey of recognizing and wrestling with notions of difference in their own lives (again, stick to facts, not judgments): "When Theo writes on his own in the class, his writing is fluid. Both he and I can see him working out his ideas. What ideas do you have for when Theo writes with a partner or in, say, a group of three, because that is when he wants to work out his ideas but he finds the ideas of others to be more engaging?” Yes, ask the families their opinion! Most will be shocked you asked; some, frustrated with schools, might throw back at you, “Weren’t you trained to know?” Ignore the latter, share “I have some ideas, but you are with Theo more hours than I am, so I trust what you know about your child. I want to partner with you."

• Acknowledge to yourself that school remains a scary place for students, their families, and even you. In the US, we have not yet made all schools welcoming places for the communities they educate and take care of.

• If a family member or family representative comes in determined to undermine the child, hold up the child as if their human child is infallible, or ignore or deny obvious issues or successes, stick to your center line: your integrity. No need to ever refute or dispute a parent. Just state observable facts without judgment. Describe without judgment. Use statements like, “This is what I see . . .” or “This is what Theo has shared. . .”

  Model for the family how to practice this way of seeing their child. Demonstrate that nothing will ever sway you to bond with them in criticizing or degrading their child. Illustrate that you see and believe in their child’s humanity. In this way, even if a family member says, “You hate my child. That’s what they came home and told me!” You can walk away knowing that this is not the truth; it is, instead, perhaps, a family member’s own way of knowing and being, some reaction from their own past with school or a bad day at work or a challenging life. Acknowledge what’s said, then tomorrow, after the conference, go back to partnering with their child.

• Avoid suggesting a child be tested for a learning difference in a parent-teacher conference until you have done the confidential, behind-the-scenes work of really observing the child in your class and the classes of others. Your suggestion must be based in observable behavior that is free of judgments and stereotypes. This sort of suggestion should be saved for a different meeting that you might have to make an extra effort to schedule, one that is outside the two to five minutes that a parent-teacher conference provides. Imagine hearing such information about your child and have no time to query, respond, wonder, be scared or even hopeful.

  Be willing to admit when it is you who might need to find diverse ways to teach (what we call differentiate) rather than the student who has to find a way to learn like too many assume all others do. We are all neurodiverse. This does not mean you should not learn what autism on the spectrum can look like in behaviors. It does mean that teaching is a creative art. Finding a way to partner with each child is something about which you need to practice being intrigued and excited by because it allows you to bring out your most courageous and creative self. This is when you become a true intellectual worker for yourself and your students. It’s why we call teaching a profession.

• Remember that the definition of “rigor" is embedded in violence. Neither a child nor you want to be engaged in such a practice. It’s a misnomer that schools in the US and international schools have embraced to make their academics appear as though rigidity, austerity, and intransigence will somehow make a better student. The question missing is, will “rigor” make a better human being. So, consider vigor instead.

• Begin to cultivate the belief that schools must adapt to children, not the other way around. Once you do that, you are on your way to believing that you, what you have studied, practiced, experienced, and honor matter. This is a step toward what we now call “self-care.”

Teaching is not just a job. And if we think about how little we get paid versus how hard the work is, we’ll give up. Remember that teaching is a lifestyle choice. You could have gone to school to get licensed to do something else or to do something that does not require a license. Instead, you chose teaching, and you chose It for an important, very personal and professional reason. Find ways to remind yourself why you made this choice. Post-Its in your car or on your bathroom mirror, a note in your wallet. Whatever it is, find the ways.

Teaching is arduous, emotionally consuming (it is, don’t forget, emotional labor), intellectually demanding, politically partisan. The classroom, no matter how hard you try, is not neutral because education just can’t be in a complex world filled with so many different kinds of human beings. So, recognize that you're in a role in this world, inside the very heart and mind of a young person who matters so much that they will remember you when they are 50- and 60-years-old.

Consider, How do I want to be remembered and how do I want to remember myself? Cultivate that person now. You will and should assume this person is, deep down, knowledgeable about their subject, compassionate, caring, simultaneously creative and organized, energized in their own way, different, and on the road to being open.

Before you enter the classroom each morning, put your hand on the knob of the door. Take three deep breaths that no one can hear. Say to yourself, “I will love each and every one of them.”

Another tip, one to which I don’t actually subscribe but a teacher who I think is the best high school math teacher in the country (and was awarded the President’s Award) does. At the end of each day, no matter how exhausted, write down what you feel you could have done better and an idea of how to do whatever it was differently the next time. I can’t imagine this takes more than about 10 minutes. And, it’s good to let out those feelings and ideas that you beat yourself up about somewhere before you get in the car after work or before you go to sleep because often in teaching you have to be your own best friend, your own believer. Guaranteed, you weren’t as bad as you thought.

What do I do? When I’m driving home (or when I led schools in Chicago and NYC and took the subway home, and still today as a professor of education), I’d run through the various decisions, interactions, experiences I felt I could have done better. I would think about how to do at least one of those experiences differently the very next day, or I would plan an opportunity for when I could do whatever it was differently. Often, this involved getting up the guts to speak directly with someone and admit what I hadn't understood at the time and even asking how I might do whatever I felt I didn’t do well differently. I didn’t always agree with the suggestions, and the recommendations weren’t always right, but I could always find grist inside them to make me be a better teacher or school leader; to make me feel okay; to line me up with my center, my integrity.

What advice do you have for a student who is preparing to become a teacher?

Do you feel “called” to teach. I believe it is like being a preacher, there is a power that calls you to do this. It’s not a last resort, or there are no other options. It’s a great mommy job, but that’s not the reason to be a teacher. Feel the call. Your students deserve someone who WANTS to be there and WANTS to make sure they are learning.

What tips and tricks do you have for easing the financial burden of the teacher certification process?

Work as a teacher’s aide as you go through the process; it will be a job and get you in tune with whether this is what you want. Check with your local Educational Service Agency; many of them offer grants.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

This should be part of your calling. What do you feel passionate about doing? Do you love the wonder in the eyes of a 1st grader, or the attitude of a middle school student who can’t help but like your class? At what are you great? Do that!

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

As a student, join clubs and organizations on campus. You have to be a friend to make friends. Get out there. Find a school in which to volunteer. Find a professor who is working on a project and could use some extra help.

As a new teacher, volunteer, join in, be involved. Meet the community, go to the ball games. Talk to your students. Get to know their parents. You represent the school, don’t go out in your worst outfit, go out in something in which you’d be proud to meet the superintendent. Go to ball games, choir concerts, or even dances. Let the community know you want to be involved.

Why did you get into the field of education?

I became a teacher and then a teacher of teachers because I am passionate about learning. I love to see a person learn and grow into their potential.

What advice do you have for a student who is preparing to become a teacher?

As you prepare to become a professional educator, remember that you have to be flexible. So much happens during the learning process including interruptions, distractions, and personal learning struggles. An educator needs to get to know their student(s) so that they can best facilitate learning situations. When one plan doesn’t work, reflect on why and what barriers exists, and then try another approach.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

The best advice I could give a prospective teacher is to take advantage of every opportunity to gain experiences at each age level. Volunteer to work with kids and youth, seek out employment opportunities working with children, and take advantage of field experiences to learn and experience working with individuals at various age levels. I would also recommend that students study about and visit many learning situations – both public and alternative. See where you feel most comfortable. Also, to determine the content you want to teach (if secondary) consider what areas are most interesting to you. If elementary, take in as much broad content as you are able since you will be teaching multiple subjects. Both your experiences and passions will help you narrow your future direction.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

I would recommend that prospective teachers surround themselves with positive influences. It is helpful to be around others who are interested in the field of education because they will have similar interests and perspective on the many hurdles you will need to face to become a successful educator.

Why did you get into the field of education?

I have always enjoyed helping people so when I considered what to study in college, I originally thought about social work. After consulting with my parents, they directed me to teaching, which I had honestly never considered before they suggested it. Teaching is a way to help people. Throughout all my years of teaching, there's a huge sense of satisfaction in seeing that lightbulb go off for a student when

What tips do you have for preparing for and passing teacher certification exams?

Study. Use those prep books. Try to understand concepts and how to apply them rather than just memorize them. Memorization is important since some parts of the exams require recall, but some of the exams are also about one's ability to think and apply the skills.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Volunteer with a variety of age groups - whether at your local schools, religious institutions, coaching, etc. You won't know until you're a fish in the water. When our teacher candidates do fieldwork (100+ hours), they get to experience different grade levels. That's a great way to figure out what you like. We always have students who think they want to teach Kinder and then end up loving 6th graders. So be open, even if you think you know. I also tell our multiple subject (K-6) credential students that there's a big difference between Kinder and 6th. I would be miserable as a Kinder teacher as it's just too young for me, and I know this having done a semester of student teaching in K. If I had started my career in a K classroom, I'm pretty sure I would've left teaching after one year. Teaching as an enjoyable career can very much be about finding the right grade (that sweet spot for me is 3rd grade) and/or finding the right content. Just because someone doesn't enjoy teaching K doesn't mean they should be a teacher. It might just mean they shouldn't be a Kinder teacher.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

This is a big question with a lot of parts. Self-care is challenging for teachers because many teachers are naturally givers. Also, for the first few years, the learning curve is just very steep. That curve is even steeper if every year one is assigned to a new grade level or course. But after the first few years, if one is fortunate enough to teach the same grade level and/or content at the same school, it does get better. Hopefully, you've got your classroom management systems in place, you're more comfortable engaging parents, and you're more knowledgeable about the curriculum you're teaching. Having said all that about the first few years, it's hard for me to say "Don't work on the weekends", when I know that's not entirely realistic in the beginning. I will say that carving out time for self-care is important from the start of one's career, because then you make it a point to set it as a priority.

The best piece of advice I'd give to any prospective teacher is to keep learning so your passion for teaching burns brightly. Ongoing learning is the best way to protect yourself from burnout. Even if you teach for 35 years, learn until the very last day you step foot in the classroom. COVID gave us the perfect opportunity to learn new things to improve our teaching practices. I learned so many new ed tech platforms in the past 18 months, which I've now adopted into my in person teaching.

What advice do you have for a student who is preparing to become a teacher?

Get plenty of experience in the classroom early and make sure this is what you are called to do. Teaching cannot be your job, it must be your Vocation and calling. It must truly bring you joy and fulfillment even on the hard days. That's when you know it’s right for you. Never cease to be a lifelong learner. Teaching is about you learning as much as your students.

What tips do you have for preparing for and passing teacher certification exams?

ETS has provided some excellent resources for free study materials. There are YouTube videos and Facebook groups, and flash cards even that can help you prepare. Study with others who have taken it already. Begin early, don't cram for them. Connect with professors on campus who provide materials or knowledge of the actual tests.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Get into Schools often and early. Connect with Alma maters and observe teachers across all grade levels and subject areas. See what really drives you and the desire to teach. It will be very evident where your fit is. Don't be afraid to try a grade level you didn't think would be good for you. You might be surprised.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

Depend on your support group as a student. Remember that all these students are going through some of the same things as you are. Don't manage it alone. Bear one another's burdens as you learn and grow. When you become a teacher, stay out of the lounge. Find someone on your grade level team you connect with. Request a mentor if one is not provided for you. Even if it is not on your grade level team, find that person that you just really mesh with and develop a community of trust and relationship with them.

Why did you get into the field of education?

K-12 school was always a problem for me. I did not attend kindergarten and spent first grade in the hospital. We then moved across country and I basically started in second grade at a whole new location. Differentiated learning was not a part of the pedagogical practice at that time, so I was always behind and my grades suffered. Eventually I dropped out of school and joined the Army when I was 17. When I got out, I wanted to make a difference for those children like me who struggled with school. I took the GED and applied to college in a teacher preparation program. After I graduated, I taught elementary and middle grades science before going into university teacher preparation.

Why did you get into the field of education?

First of all, look for what scholarships the institution offers. These can often go unused. There are also state, regional, and national scholarships that are offered (see http://www.collegescholarships.org/scholarships/teaching-students.htm). Do not be afraid to ask. The worst that can happen is they say no. Also, look for special programs for teachers such as a paid internship as you are going through a program. The US DOE also provides TEACH grants and states may have similar programs that support teachers. There may also be low interest loans through the states.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

The best thing to do is visit or volunteer in various classrooms early in your studies. If you are really unsure, one suggestion is to pursue a Special Education degree. This allows you to teach a wide range of grade levels and subject areas. Special Education teachers are also in high demand. According to the US Bureau of Labor Statistics “About 38,600 openings for special education teachers are projected each year, on average, over the decade.”

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

Check with the districts or schools to see what programs they have in place. It is common to have a more experienced teacher partner with you for the first few years, so you have someone to go to with questions. Many states and districts have formal programs. According to the Education Commission of the States, “Thirty-one states require induction and/or mentoring support for new teachers.

Why did you get into the field of education?

The reason I went into the field of Education is that I saw a need to help others to become the very best and well rounded. I had many positive role models who would not allow me to say no to teaching.

What advice do you have for a student who is preparing to become a teacher?

First of all you should have a caring heart, because students don’t care what you know until they know you care. Then they become teachable. They need to observe as many experienced teachers as possible. They need to ask themselves why they want to become a teacher and let others assess whether they are valid reasons. Students need to study various models on classroom discipline , management and lesson planning to further understand the dynamics of teaching.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Age, school type, and subject require some self-reflection. For starters, guiding questions to ask oneself may be: What group do I spend the most time around? What subject did I enjoy the most in high school?

What areas do my peers seem to struggle most in(Reading, Writing, Math, Poor physical Skills, Obesity, etc.)? Where is my true passion ?

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

For support, they need to identify a mentor teacher that works in the same system but not necessarily in the same school. This could be someone with many years of experience and is well known. It is beneficial for new teachers to join professional organizations that will also provide meaningful support. Also, PTA meeting can be a valuable as well as volunteering service in places such as Habitat For Humanity, Boys and Girls Club, Recreation departments, Senior Care Homes, etc.

Why did you get into the field of education?

First, I enjoyed working with children. Secondly, I enjoyed learning and sharing what I learned with others. Thirdly, teaching fulfilled my desire to serve others and help them be successful learners.

What tips do you have for preparing for and passing teacher certification exams?

Start with looking at the objectives of the tests. Determine what you know, what you have difficulty remembering or need to learn. Set up a goal to work on learning the content that you realize is more difficult for you or that you do not know. Don’t cram for the test, but study over time so you learn, review, learn, review. This process is an effective way to help you remember what you have learned.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Volunteer with different groups such as Scouts, afterschool clubs, religious groups, visit different grade levels in schools and tutor students, etc. If you have a particular content that you enjoy, think about teaching it at a particular grade level. Visit classes in that content area to watch the teacher of that content and grade level to see if you would enjoy teaching the content they are teaching.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

Eat healthy and sleep so your body is able to handle illness and stress. Talk with colleagues who are experiencing the same issues. Processing issues with others helps one to take a step back, analyze the situation, and develop helpful strategies for handling these difficult situations.

What tips do you have for preparing for and passing teacher certification exams?

In several states there are two types of certification exams: content and performance. Preparing for and passing the content exams depend on how much knowledge you retained from your content courses such as "Teaching Math" or "Teaching Science". When thinking about the performance based certification exams, you need to apply what you learned about the three areas of effective teaching. These would be 1) planning, 2) instruction and 3) assessment of learning. No doubt you will be introduced to and thoroughly drilled about these three areas of teaching. Be sure to pay attention to the theory behind each of these areas, the role each of them play in the process of teaching and learning, and how to justify any instructional decisions you make. A good teacher prep program will prepare you for any and all state required certification exams.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

This may be an easier question to answer than you think! Most pre-service teachers have an innate sense of the age group they are most interested in working with. Are you most excited about leading hands-on chemistry labs while inspiring young scientists? Then, you probably want a middle or high school environment. Or, does introducing young children to the wonders of independent reading fill you with a sense of pride? If so, you want to move towards elementary education. Most pre-service teachers don't think too much about the type of school in which they want to eventually teach. Most are more concerned with fulfilling requirements for certification of the grade level and/or content area (such as math or science). After graduation, when job offers are coming your way, you may begin to think about the pros/cons of a large school district versus a small, rural district versus a faith based school or even a charter school.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

While you are a student there are obvious ways to be a part of a learning community. You attend classes together, work on group projects, meet informally--all providing you an opportunity to talk about challenges and inspire one another. But, when you are a brand new teacher, you may find yourself overwhelmed with the fast pace of leading your own class, meeting the demands of your administration and parents, and doing your best to learn a new school and its culture. As difficult as your first few years will be you need to remember to practice self-care. And, a part of self-care is feeling like you are part of the school wide "family". Don't be shy or intimidated by serving on school wide committees or attending the occasional social event. You will quickly experience a sense of belonging and you will find that the vast number of veteran teachers are willing to help you and support you.

What tips do you have for preparing for and passing teacher certification exams?

In each of our special methods courses, professors put together review packets for the content exams. I always tell students to take the exam as early as they can in the program (once content courses are complete), and I encourage them to purchase the practice exams from the ILTS website. If someone is having difficulty passing their content exam, they meet with their content advisor to get additional resources to review (in areas(s) they are struggling in).

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

I encourage them to take our Introduction to Education course. This course does not focus on one specific grade level, for it is an overview of all our education programs. I spend a few class sessions in which I have the program directors from each of our education programs come in to talk to the students and answer their questions. I also have students in this course do a school visit and a teacher interview to help them discern which grade levels they may be interested in.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

?Because we are a smaller university, our classes are typically less than 30 students. Most of our programs have students take their courses in a certain order, so the students become part of learning communities. In addition, every student is given an advisor who is a professor in their education program that they can contact at any time. Almost all of us professors also five student our personal cell numbers so they can reach us in a variety of ways. In addition, we have a variety of clubs and organizations (Teachers of Tomorrow, Best Buddies, etc.) that the students can join to build additional communities.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

?We always encourage our students to find a balance between their classes, clinicals, and their personal lives. We have a "snack lunge" on the bottom floor of our building where students can grab a snack and have some time just to be social. We also hold regular seminars during all of their clinical experiences where teacher candidates can discuss successes and challenges with us and their peers. We often take that time to discuss a specific challenge and how we might go about addressing it.

Why did you get into the field of education?

I've always enjoyed being around children and wanted to become a teacher from a very young age. I loved school and was blessed with amazing teachers of my own. In high school, I was enrolled in an Early Childhood Education course that included working at an on-campus preschool. That experience solidified my desire to become a teacher, and the rest is history!

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Be open to every possibility. I completed my student teaching internship in a first-grade classroom and was sure I wanted to teach primary grades. I was hired to teach third grade at a Title I school my first year, and I loved it more than I ever could have imagined. In fact, I taught there for 8 years. All in all, my favorite grade to teach was fifth grade! I never would have known my love for older elementary students if I'd stayed within my comfort zone. Be willing to take risks, and do your best to look at everything as an opportunity to learn and grow.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

As a student, make connections early and often. Try a Slack channel, a group text, or something else that works for real-time communication and problem-solving. As a new teacher, don't be afraid to ask for help! We all want to look professional and capable, but sometimes that means admitting you need assistance or new ideas. If you can get to know teachers who have been in the profession for a while, even better! They've seen it all and can offer realistic solutions and insight. Again, be open to new experiences and friendships, and the time investment will be absolutely worth it!

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

Right now so many teachers are hearing that they should take care of themselves, but while massages and coffee dates are great, true self-care probably needs to go a little deeper. Learn to say no, step away from work without guilt, and remember that you can't take care of anyone else if you're not taking care of yourself first. I once saw a quote that said something like, "A good teacher is like a candle, consuming itself to light the way for others." You are NOT a candle, and your job should not consume you!. You are a human that deserves boundaries and rest, so don't forget to take a break when you need one; the work will be there when you're ready and you'll be better prepared to tackle it.

Why did you get into the field of education?

I am a first-generation immigrant, born in Southeast Asia and relocated to America in the early 80s. Challenges were plentiful, such as language barriers, discrimination, and financial hardships. Although challenges were constant, I learned to counter adversity with resilience, discipline, education and living in my values. The United States provided me opportunities to succeed as anybody else, specifically access to strong educators and challenging curricula. My educational and lived experiences influenced the pursuit to improve others' outcomes while contributing to individual and collective well-being. The field of education is distinctive, as the opportunities to impact, engage, and advance individuals and communities are endless.

What advice do you have for a student who is preparing to become a teacher?

First, effective teachers never stop learning and developing, therefore be relentless as active learners, explorers, and education advocates. Second, be mindful and resourceful of instances that sap your energy by keeping your focus strictly forward, responding with creativity and optimism. Last, stay in tune with those who genuinely care about your purpose and an appreciation of your potential.

What tips do you have for preparing for and passing teacher certification exams?

Set a timeline dedicated to studying. First, determine the test date to gauge the number of days to study. Second, create a content schedule by identifying the emphasis areas covered on the specific certification exam. Last, organize blocks of time to focus on each emphasis area. Leverage available resources and information from: previous test-takers (passed and not passed), librarians, instructors, Department of Education per specific state, and publisher of certification exam. Also, think out loud or self-explain to make connections and gain a richer understanding of the content.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Get involved with opportunities that provide hands-on, broader-based experiences with multiple age groups, abilities, environments, and cultures. Establish fostering relationships with professionals in the field of education. Interact with actual learners, specifically during practicums, to develop practice-based skills and socialize professionally.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

Grab writing and drawing instruments and paper to creatively write, create art, create music, create literature. Engage in altruistic behaviors and actions to improve the well-being and welfare of others. Respond with empathic motivation to consider the needs and experiences of others.

Why did you get into the field of education?

I wanted to make a difference in the lives of children; especially those receiving special education services. I wanted them to believe anything was possible.

What advice do you have for a student who is preparing to become a teacher?

It is hard work, but rewarding work.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

I always ask about their passions and what age group they naturally gravitate towards at public events. I ask questions about the level of support and care they feel most comfortable with, as well. Some students do not want to wipe snotty noses, while others do.

How do you recommend that prospective teachers find support and community during their time as a student and a new teacher?

We always encourage them to reach out to us, but to also find a mentor within the school. This is usually a veteran teacher and we ask them to go watch them teach and take notes. They may need to take planning time or use their breaks to find great teacher to observe and stay in a growth mindset.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online during COVID-19?

Make sure to take care of your mental health: this looks different for everyone. Workout; take a 30 minute walk, lift weights, go on a hike and get out in nature. Make sure to invest in self-care; get your nails done, get a massage…whatever makes you happy and feel good. Also, do not work on weekends. Work longer during the week if that is what it takes to enjoy free time on the weekends to avoid burnout. Also, do not allow parents to overtake your time or your emotions. When parents are upset it is usually not aimed at you, the teacher. They need to be heard and understood.

Why did you get into the field of education?

I knew I wanted to be an educator since Kindergarten. School was the only place I ever felt safe and successful. I wanted to do that for others.

What advice do you have for a student who is preparing to become a teacher?

Make sure it is your passion. If you just think it would be cool to have summers off, that won't sustain you. It's a lot of work, but it is very rewarding.

What tips and tricks do you have for easing the financial burden of the teacher certification process?

I always used grants, scholarships, or student loans to help with the financial burden of everything in college, including the teacher certification process. Don't just look for scholarships through the college. Ask them; they have a lot of resources, but there are other schoolarships. You just need to search for them. I took part time evening jobs so I could pay bills and still be a student/student teacher. It wasn't easy, but not much is easy in life.

What advice do you have for prospective teachers trying to decide what age group, subject, and type of school to teach at?

Volunteer! Volunteer at church, in civic organizations, in schools - just volunteer. Sign up to be a substitute teacher. Even if you can only substitute for a few days, it will be worth it. Think about the skill level and expectations for each group of students. Look at the state standards for different grade levels and different subjects. Again, you need to be passionate about the students you teach.

What are your most helpful self-care tips for teaching during challenging times, from difficult parent-teacher conferences to teaching online?

Have something active to do. Go to the gym. Go for a hike. It's easy to be sedentary, but you need a physical activity to help your body and mind to stay sharp.