Not only has the pandemic affected instructors, students, and families around the world profoundly and unexpectedly over these last 12 months, it has created a multitude of other educational concerns. From computer access and proficiency to lack of socialization to innovations in teaching safely in-person, online, and in a hybrid setting, many issues must necessarily be addressed sooner rather than later.

One problem directly involving teachers is continuing education or professional development credits. Opportunities for district and state workshops, conferences, seminars, and retreats have been limited or altogether canceled over the last year, which may cause challenges for many teachers who do not have enough credits for their upcoming recertification.

The specific number of professional development hours required by state varies but may range from 50 to 120 credit hours over a five-year period. If you are one of the teachers who tends to wait until the last minute, you may be worried about how you will get in the hours you need before your time is up.

Fortunately, there are continuing education options online. Subjects are diverse and include core subjects like reading, writing, and mathematics, and working with students with disabilities in an inclusive classroom, as well as a myriad of other topics. You will find these options through many universities or companies such as PrepForward (www.prepforward.com).

With uncertainty still looming for the rest of this school year and, indeed, for 2021-2022, now is the perfect time to explore professional development options. Take a few minutes to browse online to find subjects that interest you and that will help you be a better educator.

Sign up for a course or two now or plan for the summer to ensure you have the time you need to register and complete a class and gain the hours necessary to maintain your certification status.

Becoming an educator is not for the faint-hearted. Not only must you complete your college courses with acceptable scores, but you are also subjected to one or more licensing exams that you must score well on before you receive your teaching certificate. 

If your state requires Praxis exams for teacher licensure, it can help to understand what type of tests are needed and what you will be evaluated on. Initially, the Praxis consisted of the Praxis I and Praxis II exams.

The Praxis I or PPST (Pre-Professional Skills Test) consisted of three different tests covering mathematics, writing, and reading. A passing score for each exam was required. The Praxis I was offered through the fall of 2014.

The Praxis II also had three separate components that included Teaching Foundation, PLT or Principles of Learning and Teaching, and Subject Assessments in various subject areas.

Today, the Core or Core Academic Skills for Educators is administered in place of the Praxis I but still covers math, writing, and reading basics. This exam is only offered via computer and incorporates multiple-choice questions as well as two essays.

Testing for Subject Assessments remains the same. The Educational Testing Service offers practice tests in each subject area for a fee.

Testing fees vary for each exam and are not cheap. If you must re-take an exam, you must pay the testing fee again, so it is best to be well-prepared the first time. Take an online refresher course if needed. PrepForward has several options that include all major subject areas.

While most states in the U.S. require the Praxis, some have other requirements. For example, Massachusetts requires the MTEL, and Florida utilizes the FTCE.

No matter what exams you must take to finalize the licensing mandates in your state, it pays to be prepared. Learn which tests are required for the state(s) in which you will be teaching and when they are offered and start studying well in advance. You will be in your own classroom before you know it!

For some young students, it does not matter what the educational platform is, they will succeed. Others will struggle, whether they are taught in a traditional classroom, in a virtual synchronous situation, where class meets “together” and works at the same time or asynchronously, where self-directed independent work is required.

Many elementary classrooms across the country are using a combination of these types of learning scenarios as we continue to deal with the COVID-19 pandemic. More is coming to light as we evaluate how things worked in the immediacy of online learning last spring and how things are progressing this fall, where a few more options have developed.

What are the advantages of a virtual classroom setting?

• There are fewer opportunities for social distractions from peers. The “drama” often evident in in-person classrooms does not exist online, or at least is drastically reduced.
• Students who are self-motivated can excel.
• In most cases, there are more chances for individualized teacher attention outside “class” to help students who need further instruction.
• There is less pressure on students to speak up in class, which is perfect for quieter children.

How is virtual learning hurting some elementary students?

• This type of classroom can bring challenges for the family. At least one adult or older teenager must be available to offer continual support and ensure a distraction-free environment. This can cause a significant burden for working parents.
• There is a “technology gap” for some families. Not everyone has access to the latest computers or software or reliable internet access, according to Mary Stephens, longtime educator, and founder of PrepForward.
• Socializing is difficult, if not almost impossible, in an online setting. Students must seek peer relationships outside school via extracurricular activities.
• Students must learn in an unfamiliar classroom setting. Whether it is at home or a parent’s office, the traditional and often comforting classroom environment is nonexistent.

No matter which side of the debate you are on, the fact remains that virtual learning is not going away soon. We continue to discover more every day about the best ways to reach elementary students and guarantee their academic success.

Ten delegates from Kazakhstan’s Center for Pedagogical Measurements came to the US for a weeklong workshop to learn about the US educational system. The group oversees the support, training, evaluating, and testing of teachers in Kazakhstan. PrepForward assembled a team of three experts, including Dr. Vicki Bartolini, Wheaton College Professor of Education, Dr. David Bloomfield, CUNY Professor of Educational Leadership and Law, and Mary Stephens, CEO of PrepForward.

This article provides more detail on the topics covered during the workshop – www.wheatoncollege.edu/news/educator-exchange.