A Teacher 
Set from 2013 to 2014, A Teacher focuses on Claire Wilson, an English teacher at the fictional Westerbrook high school in Austin, Texas, who engages in an illicit sexual relationship with her 17-year-old high school student, Eric Walker. The miniseries explores the complexities of the relationship and the consequences for both of them and those around them.
Matt Cabral of Common Sense Media rated the miniseries four out of five stars and highlighted the strong sexual content and language, writing, "A Teacher is a mature drama series about an illicit, sexual affair between a high school teacher and her student. The show depicts the predator's grooming of her victim, as well as the ensuing relationship and its fallout. [...] The victim is portrayed as a kind, if flawed, individual who values his relationships with his friends and family."
The Dial-A-Teacher program began in January of 1980. It was a pilot program in 17 schools in 8 districts. Five teachers were hired to field these questions with one teacher proficient in Spanish. Students throughout the city quickly began to use the program to get help with homework problems that stumped them. By 1986, the program expanded to include all elementary schools in the city through funding by the NYC City Council. The UFT provided a large space where the newly hired staff of 45 teachers could work. Hundreds of texts and reference materials were bought and Dial-A-Teacher was now a world-class source of help for all the elementary students in the city.
We are excited you are interested in becoming a Michigan teacher! In Michigan, teacher preparation is guided by statute (otherwise known as state law), state administrative rules, and teacher preparation program standards.
This pathway is offered at either an undergraduate or post-baccalaureate level through an approved Michigan EPP. Potential candidates must meet the minimum requirements of that institution to be admitted into the teacher preparation program. The required reading coursework is offered within the program. Passage of MTTC content examinations is required before recommendation for certification.
This work builds on the state's 65 existing Grow Your Own programs, which offers free opportunities to become a teacher, currently operating in Tennessee and clears the path for any other state or territory to launch similar programs with federal approval.
Apprenticeship programs are high-quality, industry-driven, work-based learning pathways that provide individuals with hands-on work experience while earning a wage that increases during the progression of the program. The Teacher Occupation Apprenticeship will provide a national model and permanent Grow Your Own pathway for Tennesseans to become teachers for free and obtain high-quality jobs in their own communities.
In light of this growing demand for qualified educators in California, the education of the next generation of teachers is paramount, ensuring they are equipped to take on these roles and make a lasting difference in their classrooms and schools.
The process of starting a teaching career or making a career change into the field may seem overwhelming, but with the right resources, guidance from a leading School of Education, and a specific plan, learning how to become a teacher can be straightforward and manageable. One of the most common paths to teacher certification is outlined here.
There are several teaching credential options for California educators, and choosing which one to pursue depends on what subject and at what school level an individual wants to teach. Selecting a credential is also helpful in establishing what teacher education requirements need to be met.
Those who want to teach in elementary schools or in a self-contained middle school typically earn a multiple subject credential, enabling them to cover all subjects in a given classroom. Those interested in becoming a high school teacher or teaching in a departmentalized setting in middle schools typically earn a single subject credential, allowing them to focus on a specific subject, ranging from mathematics to art to Spanish and everything in between.
A third credential option, the education specialist credential, is for those who want to become a special education teacher serving special needs students of varying abilities. The special education credential has specialty areas, including one for working with students who have mild to moderate disabilities and one for students with moderate to severe special needs.
Depending on the college, university, or other teacher preparation program, the exact path to earning a teaching credential will be unique. Each program has different requirements for admission and completion, but the California Commission on Teacher Credentialing (CTC) sets statewide standards for educator preparation and credentialing. APU candidates study alongside mentoring faculty as they pass through several checkpoints on their way to becoming a teacher. Among the requirements are CTC assessments such as the Teacher Performance Assessment (TPA), California Basic Educational Skills Test (CBEST), California Subject Examinations for Teachers (CSET), or Reading Instruction Competence Assessment (RICA). The required assessments may vary by credential area and individual. (View teacher test preparation resources and tips for success on the CBEST and CSET.) Out-of-state teachers have different ways of meeting the requirements to be a teacher in California.
Class Gifts: The Commission created an exemption in its regulations at 930 CMR 5.08(14) to permit class gifts to teachers in certain circumstances. Under the exemption, the parents and students of a class, acting together, may give a gift worth up to $150 to a teacher, provided that the gift is identified only as being from the class, and the names of the givers and the amounts given are not identified to the teacher. A single class gift worth up to $150, or several class gifts during the school year with a total value up to $150, may be given. A teacher may not accept any other gift from someone who has contributed to a class gift. Therefore, if an individual gift is offered, before accepting it, the teacher must confirm that the giver did not contribute to the class gift.
Gifts for the Classroom: A gift given to a teacher to use solely in the classroom or to buy classroom supplies is not considered a gift to the teacher personally, and is, therefore, not subject to the $50 limit on personal gifts to teachers. Parents may give gifts to the classroom or the school in accordance with the rules of the school district. A teacher who receives such a gift must keep receipts documenting that the money was used for classroom supplies.
Gifts Given After the School Year: If a teacher gets a gift after the school year has ended and grades have been reported, and the gift is one that she may accept because the giver did not contribute to the class gift and the item given is worth less than $50, she need not file a disclosure unless she expects to perform official duties in relation to the student again, because if she will not have further contact with the student, there will be no appearance that she might unduly favor the student.
Sections 6 and 19 of the conflict of interest law prohibit state or municipal teachers, respectively, from participating in any matter in which they have a personal financial interest. For example, a teacher who arranges a student trip to Mexico knowing that the parents of the students taking the trip will pay her travel expenses has a personal financial interest in the matter. However, there is an exemption that allows a public employee to participate in a matter in which she has a financial interest if she makes a prior written disclosure to her appointing authority about her financial interest and receives prior written authorization. Before beginning to plan a school trip that will involve paid-for travel valued at $50 or more, the teacher should fill out a disclosure form and obtain prior written approval. Charter school teachers should use the Appointed state employees financial interest disclosure form. Teachers employed by a school district should use the Financial interest disclosure form for appointed municipal employees
In summary, a teacher planning a school trip that will involve someone other than the teacher or the school district paying her travel expenses on the school trip of $50 or more, must file two disclosure forms and have them approved by her appointing authority: (1) the 6 or 19 form before she begins to plan the trip, and (2) the travel disclosure form before she travels.
A teacher planning or participating in a school trip is prohibited under 3 and 17 of the conflict of interest law from accepting a stipend or travel rewards including points valued at $50 or more from a travel company in relation to the school trip.
Private political activity: Teachers and other public employees have most of the same rights as other citizens to engage in private political activity. A teacher may engage in private political activity using his own or other private resources, and when he is acting for himself and not as an agent or representative of anyone else. However, a public employee may not use his public position to engage in political activity. Section 23(b)(2)(ii) of the conflict of interest law prohibits the use of one's public position to engage in political activity, because a public employee who does so is using his official position to secure for himself or others (such as a candidate or a ballot question committee) unwarranted privileges of substantial value ($50 or more) not properly available to similarly situated persons.
Tutoring students in your own district: The conflict of interest law places some restrictions on teachers tutoring students in their own districts, but does not forbid it. The following are the types of situations that may violate the law, as explained further below: 041b061a72