This study investigated the experiences of colleges and universities in implementing the 1971 Guidelines for Teacher Certification. The study was designed to identify the strengths, weaknesses, and major concerns that have resulted from the experiences of the colleges and universities; to collate the experiences into general statements, thus…

The purpose of the report is to assist high school administrators in determining proper qualifications for teaching aviation courses in the different states. The report indicates that states which have had the greatest growth in the number of aviation courses in recent years are those having flexible requirements. Names, titles, and addresses of a…

This document first takes up the broader aspects of accountability, then details in later sections specific state legislation for assessment and accountability. There are three parts. Part I, "A Crisis in Education: Accountability and Quality," provides an overview of the current issues surrounding teacher accountability. Part II, "Guidelines for…

This report studied the selective processes and criteria for admission of undergraduates to teacher education programs in 180 American Association of Colleges for Teacher Education (AACTE) member institutions. A questionnaire of Criteria for Admission to Teacher Education was the basis of the survey. The questionnaire contained alternative…

Provided is an alphabetical, state-by-state listing of state requirements for certification in the education of handicapped children which includes information on types of certificates required, general requirements, and requirements specific to various disability areas. General requirements include such matters as official transcripts, health…

Licensing authorities for proprietary schools are faced with a number of issues in the regulation of institutions, including determining whether all institutions covered by state statutes have obtained a license. Robert V. Bullock is Assistant Attorney General of the state of Kentucky and as such offers suggestions for the enforcement of state…

Of the 18 contributing and competing agencies we have identified, only the comprehensive college of education can marshal the right components needed in a modern teacher education program. (Author)

This paper outlines a model for an internship program for counselor preparation. The design is based on a one-year program and has two major divisions. The first division includes six structural components of the model, and the second comprises five areas of counselor competencies. (Author)

Alabama's laboratory certification program ensures that water quality control and testing methods are in compliance with the Safe Water Drinking Act. (BB)

This article highlights the guidelines established by the American Water Works Association (AWWA) for the accreditation of water technology programs at two- and four-year institutions. (CS)

State certification requirements are listed for school librarians and media specialists. Two charts are included for comparision and study: the first delineates basic core courses or subject areas as required by states, and the second gives certificate information, number of hours required, audiovisual education information, and the accreditation…

Garfield Wilson, director of Florida's Council on Teacher Education (COTE), answers questions about present efforts to change teacher certification requirements, including rationale for the change, how the COTE model's twenty-three competencies were arrived at, their reliability as a measure of student learning and the system's possible effects on…

An American Vocational Association ad hoc committee on professional standards investigated the status and practices of all state boards or agencies controlling certification of vocational education teachers and concluded that vocational educators must participate in the process and that state vocational associations have little knowledge of their…

The architectural profession is examined in terms of definitions and dimensions of professionalism and then compared with other highly professionalized occupations. Theoretical and empirical indicators are discussed, and problems of defining explicit criteria for "qualified" schools, students, and practitioners are addressed. (LBH)