| School of Education | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
NCATE Review |
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
Northern Michigan Planning
and Student
Teaching Professional STANDARDS Standard
1 Standard
2 Standard
3 Standard
4 Standard
5 Standard
6 Past
Reports and EXHIBITS
LIST NMU
State
|
|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
|
STANDARD ONE Candidate Knowledge, Skills, and Dispositions 1.0 TEACHER EDUCATION: BASIC AND ADVANCED PROGRAMS 1.1 Standards for Knowing and Demonstrating the Content, Pedagogical, and Professional Knowledge Skills, and Dispositions
The Northern Michigan University Professional Education Unit requires that teacher education candidates demonstrate knowledge, skills, and dispositions to assure teaching and to support the learning of all students. The State of Michigan has standards from which the Unit derives the knowledge, skills, and dispositions to be demonstrated by teacher education candidates. Among these standards are:
The following table presents the Professional Education Unit’s summary of the Michigan Entry-Level Standards for Teachers. Per the Michigan State Department of Education, Entry-level Standards encompass and embrace standards developed by the Interstate New Teachers Assessment Support Consortium (INTASC), see Exhibit # 1.1. The Michigan Standards function as rubrics to guide: 1) the development of the Unit’s teacher education programs; 2) the evaluation of programs; 3) the evaluation of teacher education candidate’s performance as they progress through the program to completion; 4) the development of the Northern Michigan University Teacher Induction/Mentoring Program for the Upper Peninsula; and 5) the link to the Conceptual Framework (e.g., subject matter as a medium [2.0 below]). Teacher Entry-Level Performance Rubrics
The State’s entry-level achievement descriptions are:
To be recommended to the State of Michigan Office of Professional Preparation and Services, the Unit’s target is that each candidate demonstrate achievement level 3 (proficient: consistent, appropriate application, a solid performance” for each of the above groupings) or above, e.g., level 4 (advanced: “superior performance, and consistently applied at all appropriate times”). For evaluating the candidates’ performance, the Unit uses multiple measures. 1.2 Knowing and Demonstrating Content, Pedagogical, and Professional Knowledge, Skills, and Dispositions 1.2A Basic Skills and General Knowledge Studies In accord with the State mandate, the candidates are required to demonstrate the possession of basic skills appropriate to being a teacher. The candidate must have a passing score on the Basic Skills Michigan Test for Teacher Certification (MTTC). To afford a comparison with other states’ candidates in teacher education programs across the United States, the University mandates that the candidate have minimum scores on the Pre-Professional Skills Test (PPST) in the areas of reading, writing, and mathematics at the 25th percentile level for admission into the Teacher Education Program, excepting when the candidate has equivalent ACT or SAT scores in English, reading and mathematics. See Exhibit # 1.2. Per the State’s Certification Code and the Michigan Entry-Level Standards, the candidates are required to complete a general education program of 40 semester credits. The Northern Michigan University Liberal Studies program is in the Undergraduate Bulletin (See Exhibit # 1.3). In accord with state or national guidelines standards, the teacher education curriculum designates specific courses, e.g., candidates in the elementary program are required to complete 8 credits of natural sciences courses as opposed to mathematics courses inasmuch as the candidates are required to complete 10 credits in mathematics regardless of choice of the major and/or minor for their elementary teaching certificate (for example, see Exhibit # 1.4). The secondary teachable curriculum has specific courses in the liberal studies program depending on the candidates’ teachable majors and minors (for an example, see Exhibit # 1.5, CS 120: Computer Science I). The Professional Education candidate’s admission to the methods phase of teacher education requires a grade point average of 2.5 in 32 credits in the Northern Michigan University Liberal Studies program. A minimum knowledge level is also expected in the areas of English composition, social studies, and science for all students in elementary education and special education programs. No grades below “C” are allowed. 1.2B Content Knowledge Studies Michigan has a partnership agreement with NCATE. Therefore the Michigan State Board of Education continues updating standards for approving college and university teachable majors and minors programs. The standards are then submitted to NCATE for review by specialty organizations. Many standards were approved within the last 8 to 10 months and others are under development and/or revision. The Michigan Certification Code requires: 1) all elementary teachers to have a teachable content major or two teachable content minors coded on their teaching certificate; 2) all secondary teachers to have a teachable content major and minor coded on their teaching certificate. The teachable majors and minors for both elementary and secondary may be “straight” majors or minors or “group” majors or minors (i.e. interdisciplinary). The State Code also stipulates: 1) 36 credits for a group major; 2) 24 credits for a group minor; 3) 30 credits for a straight major; and 4) 20 credits for a straight minor. Regardless of whether it’s a major or minor, group or straight, the requirements for the major and minor must comply with the approved State Content Standards. The State Content Standards are the same for majors and minors. The University is approved by the State to recommend candidates for teachable majors and minors in: 1) 10 subject matter content fields for the K-8 elementary teaching certificate in addition to all subjects K-5, 2) 24 subject matter content fields for the 7-12 secondary teaching certificate, 3) 7 subject matter content fields for the K-12 secondary teaching certificate and 2 K-12 endorsement areas of special education (mental impairments and emotional impairments). See Exhibit # 1.6 for the listing. The University requires candidates to have a minimum GPA of 2.7 in majors and minors without any grade of “C-” or below, and with only one repeat permitted in the majors and one in the minors. The Director, Teacher Education Student Services, monitors each semester to ensure candidates’ compliance with the GPA and repeat policies as applied to both admission and as the candidates progress through the program. The teachable subject matter endorsements require each Northern Michigan University teacher education candidate to have the State’s passing score on the Michigan Test for Teacher Certification (MTTC). The University’s passing score rates are set forth in Exhibit # 1.7. The scores that are not passing are scores recorded at the end of the semester in which practice teaching was completed; therefore, the University does not forward a recommendation to the State until the candidate achieves a passing score. In each of the State’s endorsement areas excepting German, the University’s record of passing scores is above the State’s average. The passing rate on the German test is 60% for NMU versus 69% for the State, i.e., 5 candidates took the test and 3 passed at the time they completed practice teaching. The minimum scores for each of the teachable endorsement areas are the same for majors and/or minors, elementary and secondary, e.g., the candidates with an elementary mathematics minor will have the same test items and the same minimum passing score as a secondary mathematics major. The Director, Office of Teacher Education Student Services, monitors the University’s passing rates on the MTTC.
The Professional Education Unit’s rubrics for pedagogical and professional knowledge, skills, and dispositions are in Table # 1.1, page 2. For example, the performance rubrics equate to the NCATE definitions: the first set of rubrics to professional knowledge, the second set to pedagogical knowledge linking content and pedagogy, and the third through seventh categories of rubrics to professional knowledge, skills, and dispositions. With intent to avert conceptual and pragmatic issues related to forming a master list of dispositions or values as a noun, the proposition is that dispositions are best discussed in terms of disposition as a verb. Namely, how the candidate -- through planning, instructing, conducting activities, creating and managing learning environments, reflecting upon his/her practice, etc. in situations -- is “disposing” him or herself in differing situations toward learning, learners, the community of learners, and professionals. The focus is thereby upon how professionally the candidates are disposing themselves as they progress through the program, e.g., particularly encouraging, caring, attending to equity among their students and professional peers, holding themselves to high expectations, etc. The pedagogical and professional knowledge, skills, and dispositions are the base of the Northern Michigan University professional education studies program, [1] interning and supporting course requirements for the Michigan Provisional Certificate, and for the teacher’s continuing education, e.g., new teacher induction/mentoring, the Michigan Professional Education Certificate, and the Professional Education Certificate renewal. The progress toward proficiency for each candidate is reviewed at the end of each semester as the candidate proceeds through the Professional Studies sequence, unless situations arise during the semester warranting a special review before the end of the semester (See page 9). PHASE I In Phase I, the candidate begins the discourse about teaching and learning within the framework of Israel Scheffler’s definition of education, and the areas embraced by the conceptual frames. These include habits of judgment and development of character, art and ethics of teaching, diversity, technology, legal and organizational dimensions of education. Others are the school and classroom issues affecting teaching and learning, etc. as set forth in the course descriptions, objectives, and syllabi in Exhibit # 1.8. The course objectives cite various ethical, theoretical, research, legal, and organizational professional knowledge-bases/frames for the discourse, however, rooted in supporting field experiences in the schools. The discoursing is through the mediums of discussion (including small peer group discussions), writing, and/or presentations. Thereby candidates express the development of the habits of judgment, understanding of the ethical dimensions of teaching and diversity, etc. Depending on what the classroom teachers permit, the candidate will observe, assist the teacher, tutor and work with small groups. In Phase I, the candidates prepare for interning, e.g., protocols for the schools related to decorum/attire, honoring commitments as to time, place, etc. (See the Field Experiences and Student Teaching Handbook, Appendix, Field Experience Student Agreement) The integrating of the professional education discoursing and interning continues into Phases II, III, and Phase IV attending to the performance rubrics such as knowing the economic, social, political, legal and organizational foundations of schools per the Michigan Certification Code Rule # 390.1123 in Exhibit # 1.9. Progression to Phase II requires the necessary GPAs in the major/minor(s) and limited number of repeats, particularly a GPA of 2.7 and a total of no more than one repeat in the Professional Education Sequence, Phase I and subsequent phases combined. Phase I
PHASE II Phase II engages candidates in linking subject matter content knowledge as a medium to engage learning, learners and their cultural experience through multiple pedagogies, that are grounded in research, experience, and the art of practice. Demonstrating a performance achievement level of 3 or above is essential in order to proceed to the Phase III relative to all of the performance rubrics, e.g., planning, instructing, assessing learning, linking content as a medium to engage all learners, etc. The candidates will study and demonstrate proficiency in linking to their practice the Michigan Curriculum Frameworks and Benchmarks, the Michigan Standards for Teaching and Learning, the Michigan Education Assessment Program (MEAP), and other State Standards and/or initiatives such as the Michigan Literacy Proficiency Profile (MLPP) in the early grades. The table below lists the courses at the University which have embedded field experiences. The courses delivered in the schools have university/classroom teacher supervised field experiences. The courses delivered in the schools expect each candidate to successfully teach a lesson(s) which illustrates their effectiveness in teaching all students, especially students who are having difficulty with a concept, principle, etc. through the evaluation and assessment of students’ work samples. The University and classroom supervisors will attend to: 1) how the candidate’s lesson(s) indicates the character of how the candidate links the content as a medium with the students, 2) how the candidate supports and encourages students who have difficulty understanding a complex concept or principle, 3) how the candidate adjusts the pedagogy and/or modes of assessment to assist all learners, 4) how the candidates use technology to enhance their instruction and students’ learning, etc. If this expectation is not met, the candidate will not proceed to Phase III. Other courses, such as ED 307: Integrating the Arts into the Elementary Curriculum, have expectations that lessons be delivered in the schools. A basic frame for all of the courses is the linking of research, practice and reflection. Phase II Elementary
Secondary
PHASE III Completion of Phase III requires the candidates to demonstrate developing, attaining, and sustaining a proficiency level which reflects the candidates’ having developed: 1) proficiency in teaching practices and 2) an art of practice which is proficient in expressing a wholeness regarding how candidates “dispose” themselves about all dimensions of their practice and the students being instructed, e.g., caring for differences, encouraging and supporting all learners, etc. See the Field Experiences and Student Teaching Handbook. The practice-teaching seminar continues the discourse, dialogue, and emphases of the NCATE Standard One about content knowledge as a medium, professional and pedagogical knowledge, teaching and learning skills, and dispositions through many topics, e.g., managing classrooms, the linking of content and pedagogy, honoring differences in the classroom, State mandates and regulations relative to the MEAP, and teaching certificate application and renewal. The University’s recommendation to the State requires attaining the target level of performance achievement #3 (proficient), including the State’s passing scores on the subject matter content area tests, and basic skills tests. On the Final Practice Teaching Evaluation Report, the classroom supervising teacher has a choice of marking: proficient, improving, or basic/minimal. Only recommendations will go forth to the State with a final evaluation of proficient by the classroom supervising teacher. Should the candidate not attain and sustain the level of being proficient (performance achievement level 3), the Director of Field Experiences, with the concurrence of the appropriate university supervisor(s) and classroom teacher, will determine whether or not an extension of the practice teaching assignment will be made to permit more time for the individual to attain performance. Should the judgment be that the candidate would not benefit sufficiently from an extension of the practice teaching assignment, a “P” grade would be awarded without a recommendation to the State for certification, instead of an “S” grade with a certification recommendation. Decisions of extending the candidate’s practice teaching or awarding a “P” grade requires a team of professionals providing a “second opinion.” If the practice teaching experience is to be extended, a team from the Unit will be designated to monitor the candidate’s progress to assure that the requisite level 3 proficiency is attained. When the State receives the University’s recommendation that the candidate be certificated as a teacher, the State then conducts the criminal record check to verify that the candidate has not been convicted as an adult of an act of immoral conduct contributing to the delinquency of a child or a felony involving moral turpitude. See Exhibit # 1.2, Methods Phase Requirements and Policies, item N, page 4. Phase III
PHASE IV The Michigan Entry-Level Standards form the frames to guide and support the inducting, mentoring, and continued professional development of teachers. The Upper Peninsula Mentoring Project is an example. This is a collaboration of U. P. local school districts, the seven U. P. Intermediate School Districts, and the University (e.g., Professional Education Unit, U. P. Center for Educational Development, and the Seaborg Center for Teaching and Learning of Science and Mathematics). While the State’s mandated induction and mentoring program requires the local districts to provide the inducting and mentoring of new teachers, it is important that the mandate be collaborative and framed by the State’s Entry-Level Standards and the Unit’s rubrics with attention to NCATE Standard One: Knowledge, Skills, and Dispositions. Indeed, the project addresses professional knowledge, teaching and learning for all students, content knowledge, and how teachers who practice their art well dispose themselves to the learner through care and encouragement. In accord with the Michigan Certification requirement to advance to the Michigan Professional Education Certificate and its renewal, the Professional Education Unit provides the teacher with options for completing the State’s required 18 semester credits. The available options deepen and broaden the professional knowledge, skills, and dispositions of teachers, including the content knowledge. An example is the 18 semester credit hour plans of study within or outside of a Master of Arts or Science degree program in Education (e.g., Mathematics Education, Science Education, Elementary Education, Secondary Education, Learning Disabilities). The University’s Summer Session Bulletins for Professional Educators present an array of offerings available for beginning teachers. Courses are available for the State’s mandated 18 semester credit hour plans of study, advanced degree programs, and the Michigan Professional Certificate renewal (six semester credits each 5 years) through ED 900 level courses or 500-level graduate degree applicable courses. Throughout the school year, the Unit provides additional courses to teachers beyond the campus through ITV and on-site courses in communities across the U. P., e.g., Escanaba, Iron Mountain, Hancock, and Sault Ste. Marie. Included in the options for a teacher’s continuing education is the Master of Arts in Education degree with a concentration in Instructional Leadership as opposed to preparation for being a school administrator, e.g., a principal or a superintendent. The structure of the degree program is within NCATE Standard One’s focus on the teacher’s knowledge, skills, and dispositions. The degree program’s required courses are ED 541A: Improvement of Instruction, ED 500A: Educational Research, and ED 522: Curriculum Development. Following the completion of 18 semester credits, the University forwards the recommendation to the State that a teacher be awarded the Professional Education Certificate. The University must first receive documentation from a school district that the teacher has completed three years of satisfactory teaching. The University forwards this to the State with documentation from the University that the teacher has completed a plan of study of 18 or more semester credits, such as a Master’s degree program or an additional endorsement. The University’s Registrar’s Office receives the documentation from the school district, and the Unit through the Registrar’s office provides the completed 18 or more semester credit plan of study. Phase IV
2.0 OTHER SCHOOL PERSONNEL: ADVANCED PROGRAMS The University’s Professional Education Unit prepares other school personnel through the advanced programs of School Guidance Counselor and School Administrator. Each program has a conceptual framework that is contiguous with the conceptual framework for the preparation and continuing education of teachers, e.g., the attending to the ethical dimensions of teaching, learning, schooling, and attention to the roles of other school personnel to support the primary mission of schools to teach and support all students. The two programs for other school personnel are in accord with professional standards. Admissions and graduation requirements for the Graduate Program are set forth in the Graduate Bulletin. See Exhibit #1.12. 2.1 School Guidance Counseling The School Guidance Counseling Program is a State of Michigan School Endorsement program. Thus, the Program must be in accord with the State’s mandated rules for colleges and universities that recommend candidates for the School Guidance Counseling Endorsement. Per the State legislature’s enactment of Public Act 288 (Summer 2000), the State of Michigan no longer requires a school guidance counselor to have a teaching certificate. However, the State does require a candidate without a teaching certificate to have completed a State-approved Masters Degree in School Guidance Counseling. The program’s requirements and design are in accord with the State’s Standard for School Guidance Counseling, the MTTC test objectives for School Guidance counseling endorsement, and the State Board of Education approved model: the Michigan Comprehensive School Guidance Model. The Michigan Comprehensive School Guidance Counseling Model’s emphasis is upon the role of counselors preparing, implementing, and evaluating a comprehensive school guidance program which supports and enhances teaching and learning for all students in accord with Standard One’s expectation that all educators have as the primary mission teaching and learning for all students. The endorsement program can become a concentration within the Master of Arts in Education program. The Comprehensive School Guidance Counseling Model is defined as:
The MTTC test for the school guidance counseling endorsement assesses the candidate’s knowledge base acquired through:
The program’s courses assess the candidate’s skills and dispositions through the following courses: The candidates complete CT 550 concurrently with CT 553, CT 551 concurrently with CT 554, and CT 552 concurrently with CT 555. The candidates complete CT 556: Legal and Ethical Issues in School Guidance Counseling (2 semester credits) concurrently with or following CT 555. Other course requirements enhance the core such as ED 560: Special Education and the General Classroom Teacher (2 semester credits), ED 505: Measurement and Evaluation (2 semester credits), ED 504: Psychology of Education (2 semester credits), and ED 500A: Educational Research (3 semester credits). If the candidate wishes to pursue the masters degree, the candidate completes a graduate research project in ED 500B: Seminar in Educational Research (2 semester credits), as well as electives from social work, psychology, and health. The coordinator of the School Guidance Counseling Program is responsible for evaluating the candidates’ skill level and appropriate attitudes. Should skill, disposition or ethical issues arise regarding a candidate's performance, appeal procedures are available for resolving those issues through the School of Education Graduate Review Committee. When the University receives documentation that the candidate has passed the Michigan School Guidance Counseling Test and satisfactorily completed the required courses and practica, the Registrars Office forwards a recommendation to the State Department of Education that the candidate be awarded the School Guidance Counseling Endorsement. Upon receipt of the recommendation from the University, the State conducts a criminal check. 2.2 Educational Administration The Michigan Legislature does not issue school administrator certificates, nor does it require a school administrator to have a teaching certificate. Nevertheless, the Professional Education Unit continues to prepare candidates whose goals are to become school administrators, principals and superintendents. Exhibit # 1.14 presents a matrix which sets forth professional standards and how the University program complies with those standards. Though the candidate may or may not have a teaching certificate, the curriculum for the Master of Arts in Education with a concentration in Instructional Leadership or Educational Administration/Supervision, and the curricula for the Education Specialist degree in School Administration adhere to Standard One’s emphasis on the primary expectation that all educators are responsible for improving the teaching and learning for all students. This primary expectation is the unifying theme of all core courses, internships and research projects in the Educational Administration programs. The courses in the Instructional Leadership program emphasize the knowledge, skills, and dispositions needed by instructional leaders to provide for improving instruction, supervising instruction, enhancing teaching and learning for all students, etc. The focus of the Educational Administration/Supervision program is on the knowledge, skills, and dispositions needed by those preparing for school business administration or school superintendent positions.
Two additional courses, ED 560: Special Education and the General Classroom Teacher (3 semester credits) and ED 500A: Educational Research (2 semester credits) are designed to enhance the knowledge base of the above courses. The skills and dispositions of candidates are evaluated through the internship and graduate research project, which is completed in ED 500B: Seminar in Educational Research (2 semester credits). The Ed.S. in Educational Administration extends the above base through various 600-level courses and the terminal project of the degree program, namely the ED 600: Educational Specialist Research Project and ED 648: Internship. The curricula of the Educational Administration program are aligned with national standards. See the previously cited Exhibit #1.14 for the matrix: standard, required courses, supporting course descriptions, and performance assessments expectations. Should skill, disposition or ethical issues arise regarding a candidate’s performance, appeal procedures are available for resolving those issues through the School of Education Graduate Review Committee. The school district appointing a graduate of the Educational Administration/Instructional Leadership program will have a security check conducted and filed with the State. 3.0 ASSESSMENT 3.1 Academic Assessment: Basic Skills and Content The assessments indicate that the candidates meet professional, State, and institutional standards. The Northern Michigan University candidates for Michigan Teacher Certification have a 100% pass rate on the Michigan Test for Basic Skills (mathematics, reading and writing).
See Exhibit # 1.16 which presents a four-semester profile (mean, median and mode) of the MTTC Basic Skills scores on file at the time the NMU candidate completes practice teaching and prior to the recommendation for Michigan Provisional Certification being forwarded to the State. For example, Table 1.3 documents basic skills competency. Though the University’s mean scores are clearly consistent with the national mean, the mean scores would be considerably higher if the students who met the ACT/SAT entrance requirements were required to take the PPST.
For candidates who are recommended by the University to the State of Michigan for a Michigan Provisional Certificate, their respective teacher education computer files and data sheets confirm that all the University’s academic standards and curricular requirements are met: GPA requirements for the liberal studies, majors/minors, professional education studies; passing scores on the MTTC Basic Skills Tests, etc. The subject matter majors and minors that are completed by the candidates at Northern Michigan University will be in accord with the State of Michigan Standards for subject matter major and minor endorsements. The subject matter endorsement standards, as set by the State of Michigan Board of Education, are in turn reviewed by the NCATE Professional Specialties Studies organizations. Relative to the subject matter endorsements, the State of Michigan and the institutional requirement is that each candidate will attain the appropriate passing scores on the MTTC subject matter tests, including the all subjects K-5 test, and the major/minor tests for all subject matter fields to endorse an elementary or secondary teaching certificate. The MTTC test items and passing score are the same for majors/minors and for elementary/secondary. The Table below presents a summary of the University’s candidates having passed prior to or not passed the subject matter tests at the conclusion of their practice teaching over the last three years. Of course, no recommendation goes forward to the State of Michigan Office of Professional Preparation and Services without the candidate having presented a passing score on each of their majors/minors and the Elementary Education test, where required.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
