The vision of iteachU.S. is to establish the premier route to certification by enhancing the capacity of the teaching profession to provide equal educational opportunities for all segments of the culture. The program strives to prepare caring, effective, and competent professional educators, committed to leading others to lifelong learning. With the desire to diversify the teaching force, particularly in urban and rural areas, and by addressing regional and subject-specific teacher shortages, iteachU.S. promises to provide a solution to the multifaceted problem of educating all students regardless of zip code for multicultural and global learning communities.

All Students Deserve Highly Effective Teachers

Over the past 17 years iteach has helped tens of thousands of individuals earn a teaching license and achieve the dream of becoming a teacher. Beyond simply helping teachers find a new career in the classroom, iteach has provided highly effective teachers that outperform most institutions to hundreds of schools.  In the pursuit to help in the national teacher shortage crisis, iteach continues to seek new partners (state agencies, school systems, charter schools, etc.) that share our passion: that all students deserve highly effective teachers that empower student achievement. If you share this passion and mission with us, we welcome a conversation about jointly addressing this critical, time-sensitive need. As a nationally accredited (CAEP) program working outside the limitations of higher education, we can quickly position ourselves to serve your district and teachers in a customized, flexible and responsive manner.

Online Instructional Coursework

Anywhere and any time. The iteach curriculum is pedagogically focused.

Decrease Cost of Certification

Career changers can complete instructional coursework while currently employed without losing their salary or benefits.

Nationally Accredited Program

Only non-IHE to obtain national accreditation through the National Council for the Accreditation of Teacher Education (NCATE/CAEP) thus demonstrating rigor of program and alignment with standards similar to traditional university programs.

Graduate Credit

Coursework can be used for nine graduate hours of credit towards a master’s degree at Grand Canyon University or Chaminade University.

Have Questions? Call us: 877-3-iteach

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The decision to choose to teach as a profession is typically derived from many factors. An article published in The Guardian listed the top reasons people start teaching. The top two (and ahead of all others by a fair majority) were: “Enjoy working with children and young people” and “Want to make a difference.” Other reasons listed by 858 respondents included, “love of my subject”, “having longer holidays,” and “family members work in education.” Of the 12 listed options, none of them included compensation. (I am left to assume that the pay response is included in the “Other” category with 6.7%.) Education Week also published an article (2015) with a survey concluding the top 2 reasons individuals chose the teaching profession. The top 2 reasons were “thought they would be good at it” and “making a difference in pupils’ lives.” (Ed Week)

Teachers teach because of what the job is, not what it pays.

Teaching is often referred to as a noble profession. This solely due to the fact that “compensation” is not a deciding factor for teachers. Teachers teach because of what the job is, not what it pays. Never-the-less, a rising issue in our nation is the abundant lack of resources allocated to providing teachers a fair compensation correlated to the time and effort each one puts forth.

Even though most people, if not all, choose to teach because of the actual work, current pay levels make it difficult for teachers to flourish economically. Matt Damon was extremely vocal on the issue seven years. When asked about his mother, who is a teacher, his response was, “Teachers want to teach, why else would they take a sh*tty salary?!” (YouTube) That video went viral for a short time, but like all other efforts to raise awareness on the issue, it fell on deaf ears.

National Attention Growing

Recent events have drastically brought attention to national levels. Earlier this year, in Arizona, 50,000 teachers marched on the capital — part of a week-long strike. Ultimately their efforts resulted in a legislative 20% pay raise for teachers. (Pheonix New Times)
Similar efforts in Oklahoma and West Virginia provided raises of $6,000 and $2,000 respectively (NY Times)

Most recently, perhaps in an effort to avoid a state-wide strike, Governor Jon Bel Edwards announced a $1,000 raise for all teachers in Louisiana. (NOLA) TIME magazine and other publications have certainly entered into the conversation in full force. The hope of such efforts is to continue pressing legislators to look at the compensation of teachers across the nation.

You would be hard pressed to find someone against paying teachers more but the solution doesn’t seem to be clear, at this point, or where the dollars are to do it.

All the noise around this issue leads me to contemplate what does a teacher actually make. And, for those looking to enter the profession, to better understand what your compensation would be.

Districts Responding

Though we do want teachers to earn even more, districts are beginning to put forth competitive compensation packages for new teachers. Over the next few weeks, we will pull back the curtain on some school districts and look at their benefits packages. What is the base salary? What available stipends exists? How many days is the school year? And, what does the school system contribute to health care and retirement?

Bookmark our blog as we take a deeper look into teachers’ pay.

The post Let’s Talk About It – Teachers’ Pay appeared first on iteach.

Several media outlets reported last week that Clark County Schools currently has over 500 teacher vacancies to begin the school year. That number is shocking.

Really. Think about a company say, Amazon, announcing they are short 500 employees! That would make national headlines.

However, what is potentially even more shocking than CCSD’s current teacher shortage is the fact that the HR office for CCSD has accomplished the near impossible: beginning the first day of school with 97% staffed classrooms; they only have a 3% vacancy right now for all 336 schools accounting for over 300,000 students. That is really incredible and kudos to CCSD’s hard and tireless work to achieve that.

That being said and celebrated, CCSD is not celebrating… yet. They are not satisfied with 97%, they want 100% filled. They don’t want 291,000 students to have a great teacher, they want 300,000 students to have great teachers.

With a district so large, with a teaching staff of over 18,000, Clark County continues to tackle massive challenges. But having recently been at their new Disney-Magic-themed offices I can tell you they are up to the current challenges and will do whatever it takes to meet their lofty goals.

And iteach is looking forward at uniquely collaborated with the head of HR, the superintendent, and all those in their recruitment office to help bridge the final 3% gap.

Get Certified to Teach

If you have ever thought about teaching (or not thought about it until now), please head over to our site to learn more about teaching in Clark County.

The post Clark County Teacher Placement Goal: Perfection appeared first on iteach.