This page will help you select an accredited online education course for meeting continuing CTE
requirements or courses can be applied towards your Masters Degree in Education Masters Teaching Degree and
Postsecondary. Obtaining Teaching Certificates online is a practical way for busy teachers to keep up with continuing
educational licensure requirements. We have degrees, certificates and training for Elementary, Secondary Special Ed
teachers who, as an integral part of the school community, facilitate the development of students.
Continuing Education for Teachers Online
Teacher Degrees and Training
Teachers
Postsecondary
Teachers Adult Literacy and Remedial Education
Teachers Special Education
Postsecondary
Teachers instruct students in a wide variety of academic and vocational subjects beyond the high school level that
may lead to a degree or simply to improvement in one’s knowledge or skills. These teachers include college and
university faculty, postsecondary career and technical education teachers, and graduate teaching assistants.
College and university faculty make up the majority of postsecondary teachers. They teach and advise more than 15
million full and part-time college students and perform a significant part of our Nation’s research. Faculty also
keep up with new developments in their field and may consult with government, business, nonprofit, and community
organizations.
Faculty usually are organized into departments or divisions, based on academic subject or
field. They usually teach several different related courses in their subject algebra, calculus, and statistics, for
example. They may instruct undergraduate or graduate students, or both. College and university faculty may give
lectures to several hundred students in large halls, lead small seminars, or supervise students in laboratories. They
prepare lectures, exercises, and laboratory experiments; grade exams and papers; and advise and work with students
individually. In universities, they also supervise graduate students’ teaching and research. College faculty work
with an increasingly varied student population made up of growing shares of part-time, older, and culturally and
racially diverse students.
Faculty keep abreast of developments in their field by reading current literature,
talking with colleagues, and participating in professional conferences. They may also do their own research to expand
knowledge in their field. They may perform experiments; collect and analyze data; and examine original documents,
literature, and other source material. From this process, they arrive at conclusions, and publish their findings in
scholarly journals, books, and electronic media.
Most college and university faculty extensively use computer
technology, including the Internet; electronic mail; software programs, such as statistical packages; and CD-ROMs.
They may use computers in the classroom as teaching aids and may post course content, class notes, class schedules,
and other information on the Internet. Some faculty are increasingly using sophisticated telecommunications and
videoconferencing equipment and the Internet to teach courses to students at remote sites. The use of e-mail, chat
rooms, and other techniques has greatly improved communications between students and teachers and among students.
Most faculty members serve on academic or administrative committees that deal with the policies of their
institution, departmental matters, academic issues, curricula, budgets, equipment purchases, and hiring. Some work
with student and community organizations. Department chairpersons are faculty members who usually teach some courses
but have heavier administrative responsibilities.
The proportion of time spent on research, teaching,
administrative, and other duties varies by individual circumstance and type of institution. Faculty members at
universities normally spend a significant part of their time doing research; those in 4-year colleges, somewhat less;
and those in 2-year colleges, relatively little. The teaching load, however, often is heavier in 2-year colleges and
somewhat lighter at 4-year institutions. Full professors at all types of institutions usually spend a larger portion
of their time conducting research than do assistant professors, instructors, and lecturers.
Postsecondary
vocational education teachers, also known as postsecondary career and technical education teachers, provide
instruction for occupations that require specialized training, but may not require a 4-year degree, such as welder,
dental hygienist, x-ray technician, auto mechanic, and cosmetologist. Classes often are taught in an industrial or
laboratory setting where students are provided hands-on experience. For example, welding instructors show students
various welding techniques and essential safety practices, watch them use tools and equipment, and have them repeat
procedures until they meet the specific standards required by the trade. Increasingly, career and technical education
teachers are integrating academic and vocational curriculums so that students obtain a variety of skills that can be
applied to the “real world.” top
Teachers Adult Literacy and Remedial Self-enrichment Education
Self-enrichment teachers teach courses that students take for pleasure or personal enrichment; these classes are not
usually intended to lead to a particular degree or vocation. Self-enrichment teachers may instruct children or adults
in a wide variety of areas, such as cooking, dancing, creative writing, photography, or personal finance. In
contrast, adult literacy and remedial education teachers provide adults and out-of-school youths with the education
they need to read, write, and speak English and to perform elementary mathematical calculations—basic skills that
equip them to solve problems well enough to become active participants in our society, to hold a job, and to further
their education. The instruction provided by these teachers can be divided into three principle categories: remedial
or adult basic education (ABE), which is geared toward adults whose skills are either at or below an eighth-grade
level; adult secondary education (ASE), which is geared towards students who wish to obtain their General Educational
Development (GED) certificate or other high school equivalency credential; and English literacy, which provides
instruction for adults with limited proficiency in English. Traditionally, the students in adult literacy and
remedial (basic) education classes were made up primarily of those who did not graduate high school or who passed
through school without the knowledge needed to meet their educational goals or to participate fully in today’s
high-skill society. Increasingly, however, students in these classes are immigrants or other people whose native
language is not English. Educators who work with adult English-language learners are usually called teachers of
English as a second language (ESL) or teachers of English to speakers of other languages (ESOL).
Self-enrichment teachers, due to the wide range of classes and subjects they teach, may have styles and methods of
instruction that differ greatly. The majority of self-enrichment classes are relatively informal and nonintensive in
terms of instructional demands. Some classes, such as pottery or sewing, may be largely hands-on, requiring students
to practice doing things themselves in order to learn. In that case, teachers may demonstrate methods or techniques
for their class and subsequently supervise students’ progress as they attempt to carry out the same or similar tasks
or actions. Other classes, such as those involving financial planning or religion and spirituality, may be somewhat
more academic in nature. Teachers of these classes are likely to rely more heavily on lectures and group discussions
as methods of instruction. Classes offered through religious institutions, such as marriage preparation or classes in
religion for children, may also be taught by self-enrichment teachers.
Many of the classes that
self-enrichment educators teach are shorter in duration than classes taken for academic credit; some finish in 1 or 2
days to several weeks. These brief classes tend to be introductory in nature and generally focus on only one
topic—for example, a cooking class that teaches students how to make bread. Some self-enrichment classes introduce
children and youths to activities such as piano or drama, and may be designed to last anywhere from 1 week to several
months. These and other self-enrichment classes may be scheduled to occur after school or during school vacations.
Remedial education teachers, more commonly called adult basic education teachers, teach basic academic
courses in mathematics, languages, history, reading, writing, science, and other areas, using instructional methods
geared toward adult learning. They teach these subjects to students 16 years of age and older who demonstrate the
need to increase their skills in one or more of the subject areas mentioned. Classes are taught to appeal to a
variety of learning styles and usually include large-group, small-group, and one-on-one instruction. Because the
students often are at different proficiency levels for different subjects, adult basic education teachers must make
individual assessments of each student’s abilities beforehand. In many programs, the assessment is used to develop an
individualized education plan for each student. Teachers are required to evaluate students periodically to determine
their progress and potential for advancement to the next level.
Teachers in remedial or adult basic education
may have to assist students in acquiring effective study skills and the self-confidence they need to reenter an
academic environment. Teachers also may encounter students with a learning or physical disability that requires
additional expertise. Teachers should possess an understanding of how to help these students achieve their goals, but
they also may need to have the knowledge to detect challenges their students may have and provide them with access to
a broader system of additional services that are required to address their challenges.
For students who wish
to get a GED credential in order to get a job or qualify for postsecondary education, adult secondary education or
GED teachers provide help in acquiring the necessary knowledge and skills to pass the test. The GED tests students in
subject areas such as reading, writing, mathematics, science, and social studies, while at the same time measuring
students’ communication, information-processing, problem-solving, and critical-thinking skills. The emphasis in class
is on acquiring the knowledge needed to pass the GED test, as well as preparing students for success in further
educational endeavors.
ESOL teachers help adults to speak, listen, read, and write in English, often in the
context of real-life situations to promote learning. More advanced students may concentrate on writing and
conversational skills or focus on learning more academic or job-related communication skills. ESOL teachers teach
adults who possess a wide range of cultures and abilities and who speak a variety of languages. Some of their
students have a college degree and many advance quickly through the program owing to a variety of factors, such as
their age, previous language experience, educational background, and native language. Others may need additional time
due to these same factors. Because the teacher and students often do not share a common language, creativity is an
important part of fostering communication in the classroom and achieving learning goals.
All adult literacy,
remedial, and self-enrichment teachers must prepare lessons beforehand, do any related paperwork, and stay current in
their fields. Attendance for students is mostly voluntary and course work is rarely graded. Many teachers also must
learn the latest uses for computers in the classroom, as computers are increasingly being used to supplement
instruction in basic skills and in teaching ESOL.
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