High School Teachers in Demand as Retirement Approaches
High School teachers continue to be in demand as veteran teachers prepare for retirement. Teacher education programs for High School education degrees and licensure focus on comprehensive curriculum content and pedagogical practices to prepare future teachers for teaching any grade level 6th – 12th grades.
Cowley College’s Collaboration with Universities
Cowley College works closely with universities to design the Associate of Arts degree options which meet their specific entrance requirements.
Specialization in High School Education
Those interested in earning licensure for teaching high school will focus on one area of study (math, biology, chemistry, physics, English, etc.). Degree candidates will work with both the Education Department and the department for the area of focus to ensure transfer needs. For example: if the plan includes secondary biology, the student will work with both the science and education departments to complete required course work for transfer and/or licensure.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the demand for high school teachers and the teacher education programs that prepare future teachers for teaching grades 6th-12th. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article highlights the need for high school teachers and the focus on comprehensive curriculum content to prepare future teachers. This relates to Target 4.1, which emphasizes the importance of quality primary and secondary education. Additionally, the mention of ensuring transfer needs and working with both the science and education departments implies a commitment to equal access to education, aligning with Target 4.5.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated.
The article does not explicitly mention specific indicators. However, to measure progress towards Target 4.1, the proportion of children and young people achieving minimum proficiency levels in reading and mathematics can be used as an indicator (Indicator 4.1.1). For Target 4.5, the parity indices for education indicators can be used to assess gender disparities and equal access to education (Indicator 4.5.1).
Table: SDGs, Targets, and Indicators
SDGs | Targets | Indicators |
---|---|---|
SDG 4: Quality Education | Target 4.1: By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes. | Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex. |
SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, etc.) for all education indicators on this list that can be disaggregated. |
Source: cowley.edu