@Tol_Eressea

First, its not an M.Ed in nothing else, its a M.Ed in Education and it might help your brain to think of it as an M.Ed in General Education because its very typical of what a non-clinical M.Ed program looks like and is composed of. Its almost stereotypical textbook (depending on the textbook).
Its not a bad sign, this type of program design wouldnt be typical if it also wasnt common. Theres nothing wrong with being common, typical, or even stereotypical. When you ask a lay person what they thing a classroom edu should know, youre going to get things that you see in this program, if you ask a not so lay person youre going to get responses that hover around the trinity of meds/peds/asst, and thats good because thats the equivalent of saying and edu should know something about edu beyond what the lay person would know from their experience as a a student. So not bad, just not special or noteworthy beyond the program does what it is supposed to and should do.
Its also not indicative of being an online issue, you can find 'vanilla' Gen.Ed programs available both online and on site. You can do a lot of specialized subjects in edu through distance, everything from tech. to SPED/SEN/LD.

Second, you cant (well nearly cant) escape an advance edu degree program without meds/peds/asst. Its the backbone, the foundation, the substrate of what makes edu, edu. If there arent discreet courses/modules of them specifically than they are going to be integrated into the courses and modules that are part of the program.

Rankings dont matter in this case, but even if they did, none of your Unis are even in the top 100 much less the top 10 and none of them are one of the Global Unis in edu.

Youre pulling a lot of conclusions from the program descriptions. Thats not a bad thing considering there isnt a lot (if any) other material to draw from. When a Uni creates a program and has it approved theres a document called the "master syllabus" that sets out whats to be studied and for how long. Thats where the prospectus draws the time commitment from because thats what the various accreditation and regulating authorities use. When a program rep. responds to you what they are saying is "this is what the book says" (30 hours) but in the experience of the department and faculty they see, by some measure of central tendency that their students are taking less (20 hours). Thats an observation not a conclusion, some students might take longer and some students might take a shorter period of time in their weekly commitment. Individual differences is a very substantial factor that varies considerable among individuals.

Based on your previous posts Im going to present two options for your considerations.

1) The Portsmouth M.Res in Edu. It can be accomplished entirely online and has only one taught module, how to do research, and then your writing project (thesis/dissertation, etc). Its similar to a a research based M.Phil in Edu., except instead of being entirely based on the writing project and assuming you already know how to do research this program assumes you dont and so commits a substantial portion of the program to teaching that followed by the writing project.
An M.Res is more a niche degree than what you see in more common Edu Masters but this programs M.Res is still a Masters and still in Education. All the while providing you the ability to curate your own degree program. If you want to write about the efficacy of digital learning technologies in literacy development you can very much do that, or anything else thats edu appropriate.

2) Your background and interests sound much more aligned to a Masters in Ed.Tech (Educational Technology). Some Unis add curriculum design into their program. Many in this field either go on to work for curriculum developers outside the classroom or eventually aspire to being an ISs Ed.Tech Director/Leader, a senior leadership position. Various US states (IE. NY) even have have credentials for Ed.Tech.

Most of the differences dont matter much. The most substantial one, is that if your goal is to pursue a research based doctorate (Ph.D/D.Phil.) the MS/M.Sc is the clear choice. It will provide you a foundation for conducting research.

To give you some context on the differences:

1) MA (in some Edu or Edu adjacent field): These tend to be more pedagogical. They focus on addressing the 'why' in edu. Why do we assess, why is one assessment more suitable for this application than this other. A lot of your writing and discourse is going to be about 'whys'. They tend to be more qualitative driven rather than quantitative. You use research but you do so from the perspective of 'consuming research' so that you can reflect and answer those 'whys'. You often here of the scholar-practitioner model used in advanced edu programs. MAs tend to balance the two, enough scholarship to make a competent consumer of research and data.

2) MS/M.Sc: These tend to be more quantitative rather than qualitative, as the goal is to create research of your own. The goal of research is to produces data and contribute to the body of knowledge in interpreting that data. The major detractor from this definition is an increase in Ed.Ld programs that are MS/M.Sc programs that justify the research component as leaders needing often times to have the strongest background in research methods and statistics that you find in an IS, thats the rational anyway. These programs tend to weigh heavily on the scholar side of the scholar-practitioner model.

3) M.Ed: These programs are more often attached to or contain a credentialing component. You utilize research but the goal of research is to inform instruction. Youre using research to produce something instructional or pertaining to instruction, whether its a lesson, assessment, etc. These programs weigh heavily on the practitioner side of the scholar-practitioner model.

While it can seem that the MA is a lower level, its not really the case, its simply an approach that tends to be lighter on the quantitative aspect, and thus is criticized as less rigorous by people who are basically statistics nerds.

Admission requirements for M.Ed and MA/MS programs tend to be about the same. Youre more likely to find inexperienced edus as students in M.Ed program because these programs are more likely to incorporate a credentialing component in their program. Though you can find MA edu adjacent programs that have little to do with primary, secondary or even tertiary edu.
There are also M.Ed programs that have little to do with edu as well. Its often seen as an "easy" masters in the corporate world for either a promotion or salary increase. You can get an M.Ed in Entrepreneurship that barely touches on edu and is more a business degree but doesnt have all the requirements the various accreditation agencies require for say an MBA. Educational Psychology is another misnomer as it has little to do with edu and more about the psychology involved in learning, theres little that will make anyone a better edu in such programs.

Not really. Very few subject matter Masters degrees are orientated towards the edu sector. The content level of KS/K12 isnt very high and the ability to transfer knowledge is of keener interest than advance level content.

It would depend what the MA was in. Most M.Ed programs tend to be very general, they touch lightly on a broad number of topics. While an MA can also be very generalized youre more likely to find specialized programs that are MAs rather than M.Eds. An MA in Teaching for example (MAT) may be more marketable to a primary IT than a generalist M.Ed (though both are likely to get you the same salary band increase).

It might matter in a few niche scenarios (such as your pursuing a doctorate) but the subject of the degree (Ed.Ld as opposed to C&I for example) is more relevant to IE than whether its an MA, MS, or M.Ed.

Perhaps the most significant and relevant aspect of the difference is going to be what components are part of the programs. For example, a longer M.Ed may be more marketable than a short MA, if that MA falls short of the hours required to be recognized in some other regulating authority or IS. The status of the Uni matters more if one of those Unis is a Global Ivy. Your interests, cost and resource expectation are more important than the type of degree for most scenarios.

Could be a scam, but its an actual thing. The reality is on such tight schedules sending your passport overnight to the IS and having someone from the office walk it to whatever office is responsible for issuing visas could be done in a day (or even hours) with an IS having the right connections and relationships, and then overnight it back to you could get the whole thing done in days as opposed to many days using the conventional method of sending you documents and having you apply at a consulate or embassy with your passport. Its probably less coin for them as well, as OS visa services tend to be high compared to the cost of the visa application itself. Thats the problem/issue, embassies are notoriously slow and unaccommodating, and an IS just isnt that important that an embassy/consulate is unlikely to prioritize the application.

It could be a scam, but the probabilities are low. Sure there are criminal things you can do with a foreign passport, but since everything's electronic now once a modern passport is reported as compromised you cant use it for much (faking your age basically if the photo is a reasonably close similarity). You couldnt travel on it accept for maybe a domestic flight, you couldnt use it at ports of entry. You couldnt rent a vehicle with it, or use it to obtain a loan or anything (maybe cash a cheque). Sure someone could pretend to be you, but to what end and benefit? All the worst things amount to your cost and inconvenience of replacing it.

If you dont though, youre likely going to loose the job and its the end of August so what are your other options?

It doesnt hurt to apply for both options if you can. It doesnt really matter though, they will compare your credential and refer to your transcripts after verifying the subjects your credential authorizes (and after they have verified everything else). In very general terms, youre more likely to get social science than history, aside from all other factors. There have been candidates who held a biology credential but their QTS profile showed PHE because their degree was in sports science.
Regardless it doesnt really matte for IE. QTS is age and subject indiscriminate. Your QTS certificate will not list any subject or age ranges. In the UK it would matter for DE because a DS is responsible for determining what youre eligible to be assigned to. So a HT could assign an arts DT to a maths class, but they would have serious issues if they appointed a DT to a class they werent competent in. That issue doesnt really come up in IE. Youre essentially eligible to teach what your academically prepared in whether its your PGCE, degree, major. So for QTS it doesnt really matter what you apply for except for a few entries (there are fields for three) in your profile, which you can see, and an IS could call the TCL/TRA to inquire about but QTS checks are rather bland. The TCL/TRA will verify the number and holders bio-graphics and that the credential is valid and the status (absence/presence)of any barring orders.

@Sarah10

Short Answer: Your 'thing' could have marketability under the particular conditions of a specific scenario depending on the individual IS.

(Really) Long Answer:

Well the gold standards are a degree qualification and a credential (Ill get to this again later).
When you start asking "what if" and "what about" any particular achievements or accomplishments that are below that then youre deluding yourself over their actual value. Lots of ITs have experiences that they can impart to others such that the recipient develops some understanding about a concept or the beginnings of how to practice a very basic skill. The practice of surgery takes many years of study, observation and practice under supervision as skill development scaffolds to more complex procedures. You can however accomplish stitching a wound in a couple of pages (or a few minutes of video) in a "how to" and be reasonably successful. You might miss the underlying bleeding any they die from blood loss, or an infection develops which might not matter much if you have antibiotics available, or you can get them to more advance care and start a course of antibiotic therapy. A number of complications could result in very poor outcomes but this might be balanced against the conditions and the environment, your backpacking through the mountains with multiple days travel in any direction to a medical facility and if you dont close the wound infection may happen, assuming the individual doesnt bleed to death, go into, shock, or succumb to environmental stresses complicated by the injury (dehydration, heat stroke, hypothermia, etc.).
When you look at the global picture of IE its along a somewhat adjacent continuum, but just as the example above, youve got ISs that are perpetually desperate because their region is a hardship one for most ITs, or their just isnt a lot of coin, or both or a combination of other factors that just make it difficult for them to recruit. Nothing surprises me in IE anymore, so there is a space on that continuum where and IS may very well need a literature IT and youve got a PGCE, and QTS and youve been in a classroom before (you know which side to stand on) and their IS doesnt go into upper secondary and if they could get someone to teach a dram/theater course as well as the literature classes; and here you are with a line item on your resume where you where the theater counselor at a summer camp, or you ran an after school theater club, or maybe you just watched a lot of High School Musical and Glee was your all time favorite show, well thats one less problem they have to spend coin to solve (leaders are almost never disciplined for saving coin) Is that scenario something you could find in the LCSA region, and not just find as in its not impossible but not so inconceivable to be in the realm of rare, or maybe even uncommon....sure.

When a leader is looking at the record (your resume) and supporting documentation there are three elements: 1) What an IT can teach (degrees, qualifications, credentials, etc.). 2) What an IT has taught (experience, test scores, performances, etc.). 3) Special Skills. Of those experience is king, and strong experience with a record of high performance can compensate for a lot of other shortcomings..... but those are usually niche cases, what a recruiter really wants to see is some evidence from each of the three. Thats where the degree and (traditional) credential gold standard come in, add that to 2 years of post credentialing experience in a K12/KS classroom so that they know youve struggled with classroom management and instructional design, and thats the 'teach and the taught', all thats really left is that little something extra in the way of a special skill and the all important divination of "fit" and thats it, that gets you past the finish line with the gold medal. At least for some IS somewhere, which may not be the one your applying to, but somewhere, and hopefully multiple somewheres that will get you an offer(s).

What youre asking, because the major forum contributors get this often, is asking if silver and bronze, or three bronze, or a silver and an honorable mention, etc. are comparable, equivalent, equal, etc to gold, and the arent, because its not a compensatory process. A recruiter or leader with an IS might accept and ultimately appoint an IT with less than gold, because they might be one of those botom tier or hardship (or both ISs) thrilled to get 10 applicants for a position, being more than twice what they expected, because they arent one of those elite tier ISs in romance regions that can get hundreds if not a thousand applications for one vacancy that might only become available every half dozen to a dozen years.

Yes, ISs and not a trivial number of them will hire the best they can get, which might not be a very capable or even competent IT. At a certain point you need an IT with a pulse and either knows more than the students or is 'engaging' enough that some of the content material just sticks. There is a sizable cadre of ITs who will scratch out a lesson with two objectives (define some concept, and be able to explain said same concept) and if most or even some of the students are able to do that, they count the lesson as a success, put it in a binder/folder, note the term for a future quiz/test/exam/prompt and move to the next.
Get good at that and other edus will start to think you know what youre doing, because you make what youre doing look so organic, authentic, and reflective. Youll explain youre approach using terms like scaffolding and modeling, with a focus on organic guidance and facilitation, rather than telling. Your assessments based on reflective introspection and authentic voice expression. When all youre really doing is chalk and talk (direct teach), and skill and drill (journaling) with some obscure edu jargon (or a pop.ed acronym).

Unfortunately like most things, technology has ruined the game for a lot of marginally proficient ITs and edus, and like most of the concepts (pop.ed) in edu it gets dumbed down enough that leaders can assimilate it in a one paragraph or one page (executive) summary and then they blow it up beyond the confines of its capabilities or they understand it so poorly that they implement it poorly.
Nonetheless technology has sped up this process considerably such that it takes much less time for a concept to go through its evolution stages and become a working paradigm and ultimately if theres enough coin and consultants behind it, a 'best practice'. Thats what the gold standard has become, and the silver and the bronze and the honorable mentions and the spin of this experience and this certificate just dont rise to the level of expectations that leaders and recruiters want to see.
Will some of them accept less, yes, if they have to (for whatever factors effecting them).

You could do a US (MA) credential (Provisional, Entry grade) requiring a couple of pro.edu exams (MTEL) that you can take online remotely (from home). It would provide you an effective lifetime credential that would not require renewal or PD. This is a non-academic (traditional pathway) but combined with your content adjacent PGCE and QTS its going to be considerably better than the worse alternatives and considerably less coin and resources than the better alternatives.

After your PGCE you may want to look at a Uni. like Buckingham for a Masters, preferably in something other than C&I (teaching) such as Ed.Ld. or an MFA (Creative Writing, dramatic arts, etc.) where a proportion of ISs will still consider it a terminal degree. UPe also has a USD$4K C&I M.Ed that is neither too taxing or expensive. Otherwise if you have the rep/cred: a Masters from Oxford in Eng. Lit./Comp. Lit./M.L., OxBridge for Edu, or RADA if you want to go the performing arts route. Otherwise you may as well look at Coursera.

Short Answer: Literature.

Long Answer:
For the LCSA region it doesnt matter. That region as a whole struggles (the exception being the handful of elite tier ISs) for credentialed ITs. The difference between English Language and Literature or EFL as long as you have QTS isnt one thats going to matter in very many (if any scenarios).

I wouldnt rely very much on alignment with the IB categorization of courses. Those course names have a history of changing and they make little difference in recruiting. Either youre a Language IT or youre a literature IT, or possibly both (two distinct credentials or qualifications).

You already have work experience in teaching English and youre native language is English so a PGCE (and QTS) in EFL makes for a more fuller resume, but ESOl tends to be viewed as poison especially any experience pre-credential or outside of the K12/KS environment. Whereas without the PGCE (and QTS) in any variation of Literature, unless your bachelors/first degree was in literature, without the Literature PGCE you have a resume with a lot of white space (essentially blank). Though as a literature IT your probably at least nominally competent on the basis of having studied some of the classic literally works and literary genres in general. Im sure you could put together some kind of unit on MacBeth or R&J if you had to. You probably are a reasonably proficient writer by virtue of your undergraduate preparation.
Generally, It would be easier to obtain a credential (US) in Literature (ELA, etc) than in EFL (ESOL, etc.) if you had to obtain a second credential. Again, though if thats all there is to your resume as a Literature IT its going to be a lot of white space.
Without dancinga round the elephant anymore, If youre white and a westerner its assumed you can teach ESOL in the LCSA and anything more just checks the appropriate boxes, which you will have if you do your PGCE (and QTS) in some variation of Literature.

You didnt mention it, but a PGCE in Literature and Drama would be more marketable than Literature alone or Literature and Language. Since for practical purposes leaders and recruiters either think that anyone who is a NES and has QTS can teach English as a Language or they have much higher standards of which a PGCE is only going to be part of a strong application. Literature and drama lets you fill two roles, especially in locations with small ISs (like the LCSA) where ISs in general tend to be frugal with their coin, and a two role IT in a small IS describes a lot of the ISs in the region.

In this specific case zero. Estonia already requires Estonian language fluency in IE, currently its at the B2 level, the new law will lower it to the B1 level. The key aspect though is that this proficiency requirement is for those who have worked in Estonia for 5 years (para. 6). So for IE in Estonia it wont really change the landscape much. Its a lower requirement, but all it really means is that an IT does 1 or 2 contracts and either starts to learn the language or cycles out of Estonia for other regions.
Unless the change is going to do away with the 5 year presence requirement, I dont see the scenario of an IT arriving with Estonian language proficiency at the start of a contract.

As to elsewhere, the vast majority of regions typically have exceptions carved out for ITs who teach in non-host country language (ISs where the delivery of instruction is typically in English) independent/private ISs.
LOS/TH has had a cultural requirement that includes some language learning, for a while now, and by itself hasnt contributed to a significant loss of ITs and ETs in the labor pool.
Probably the most prominent location that it would noticeably effect IE would be China, especially if arrivals had to submit mandarin language proficiency to secure a visa and permit. That would turn off a lot of perspective ITs to the region without ISs and recruiters providing some kind of incentive, which they probably wouldnt do. The number of candidates who would withdraw (with a scoff and an eye-roll no less) would not be trivial, but it wouldnt result in a crises for ISs either.

If youre avoiding vaccine mandates, be sure to inquire if there are different requirements for workers in individual sectors (such as edu) that may not apply to tourists or casual travelers. You are also going to want to confirm with ISs directly hat they dont have a policy regarding mandatory current vaccines or future vaccination.

Age can have an impact on marketability. Some ISs have very sparse budgets and younger ITs are generally seen as cheaper (in terms of cost for experience steps). 40 isnt a barrier, but you need to be emplaced wherever your planning to retire out of by around 50.
Youre not really looking to become a career It so this is rather moot.

Are you credentialed for secondary maths/literature? Tutoring doesnt count for much in IE, and if tutoring is the only credibility you have for secondary maths/literature, thats pretty weak, especially at ISs youre likely to be interested in.

I tend to disagree with the prior contributors. Moving at SLL can be a great benefit especially for a student who has a rather thin dossier in an institution level learning environment. IE tends to have a higher degree of students attrition than what you see in DE. In many ways its seen as more transitional then contemporary edu in DE.

The IBs DIP program is rather global and has a wide degree of acceptance, though depending on the Uni and the region applying from the IB can be seen as a weaker or stronger program (its maths is rather weak compared to many DE Asian regions, such as SG for example.)

I dont think theres really a lot to adjust to, especially at SLL. Almost all western and IE SLL curriculum are highly congruent. Youre not likely to see significant differences between your childs weaknesses and strengths than what you would experience with the AUS HSC or VCE, etc. About the biggest challenges are going to be CAS and Essay. Being in a new region finding a place to do CAS is going to require some effort, if you dont know anyone. The Essay is essentially the DIPs honors paper, and some students arent prepared for that expectation, nor is there an I.B. option not to do it. TOK is just a global perspectives of philosophy course. Dont be a wall flower, and dont be antagonistic, and youll do fine. The rest of the course prescription is very similar to any other SLL curriculum course. Depending on the IB IS you might not notice very much IBness in it. You tend to see more IBness in the humanities, less in the arts, and even less in the sciences.

Primary is a relativly saturated market in IE. There are lots of positions on average each year but there are also lots of applicants. In general an IS will practice a 2:1 traveler ratio, they will travel 2 people (one of them being the IT) for each FTE role they fill. Youre at that ratio, but you are more expensive than a candidate without edu age dependents.
I tend to agree with @sciteach that the real issue is going to be not finding a job, as there is a job for anyone who will accept anything, but an IS somewhere you want to be with an IS youd feel comfortable teaching at and sending your child to, and also paying enough coin and comp to make it worth while, all add up to challenges for what is essentially a tourist IT.

@shaolefen1

The credits from iTeach, Moreland, Teach Ready, etc. arent worth very much. Morelands credits are really only worth something substantial if you pursue their Masters, but its a pricey program. The rest would give you a handful of credits (somewhere between 6-9) you might be able to transfer to somewhere such as UPe.

Its more an either or scenario. MS doesnt have a portfolio based system. Either the AZ credential is acceptable for the MS Reciprocity (Professional grade) credential or the ABC EPP/ITT program (leading to the WI Tier II Provisional (Initial grade) credential) is acceptable for the MS Reciprocity (Professional grade) credential. Whatever preparation and credential you present has to meet the reciprocity requirements on its own. Its not a compensatory system (and this tends to be the case for US DOEs) where you can put together some of one thing and some of another, etc. and theres a combination thats enough to get to a Professional grade credential, when you dont have one to start with.

The WI Tier II Provisional (Initial grade) credential is going to have comparable reciprocity for an equivalent Initial grade credential across states (along with being an EPP/ITT program completer). Thats what youre going to find with a Professional grade credential in many cases anyway, unless youre applying to a state that only has one mutual recognition credential (such as MS or TX) and that credential is a Professional grade credential; or the State DOE has a specific reciprocity credential, (IE. WA and its Residence credential). Typically what you see happen is an applicant comes to a State DOE with a regular type credential and they issue a regular type Initial grade credential with deficiencies, (requiring pro.edu exams, or X months/years of experience, or completing their in-state mentoring program, etc.) which than allows the applicant to transition to the professional grade credential for that state.

You may want to consider getting a credential (either the MA provisional or the AZ Subject Matter Expert, ACSI, etc.), and then shopping your resume around and see what its worth. Does anyone want you and what type of interest does it generate? Im assuming your bachelors/first degree is in Literature or something comparable (since the AZ will only credential you in the field your degree is in for the AZ Subject Matter Expert credential). You may find that your academic background and any credential that makes you "legal" in terms of being a pro.edu is what matters in your case. You can either be specific (MA Provisional Certificate in ELA/Literature/etc.) or generic (AZ Teaching Certificate ELA/Literature/etc.) on the resume and see if it makes a difference to your marketability. Its better to find out for pence over pounds what your value is worth, than it is to invest substantially more coin and find out it doesnt equate to a comparable return on your investment. To start, what would a credential or Masters at your current IS get you in increased coin? You want to put a credential on your CV ASAP, so that you can begin counting your years of experience in IE as post credential time.

AZ will accept them from OS. First, Make sure you have them rolled by a law enforcement agency (one of the city designated NPAs) and not a commercial third . organization. Second, include full postage on the return envelope for international first class post. Its not going to look odd. The AZ DPS gets many submissions daily, those blue envelopes are opened and scanned as quickly as possible with little attention. As long as it looks like all the other envelopes its not going to stand out.

A Masters will get you more coin and adds marketability. Marketability isnt synonymous with impressiveness. Unless your degree is from one of the handful of Global Ivys, its not going to impress anyone in IE.

UPe doesnt use a cohort model. They say they do but they dont. All it really does is identify you as being admitted with a particular group of candidates based on date. After your first term you will register for whatever courses you are eligible for. Buckingham uses a cohort model; youll be admitted with a class group for the Fall term and progress through the five modules in sequence, just as the other members of your class will. UPe requires you to complete one term every 5 terms (there are 5 terms in the AY). Completion means completing the grade assessment for at least one course within a term. You can be absent from terms without effect.

Many regions (US, CAN, etc.) will accept Filipino DTs. Its typically some form of low grade credential or permit type credential that a DS or LEA sponsors from the DOE/MOE, that gets them into the classroom as opposed to completing the mutual recognition process.

You wouldnt be eligible for any type of regular credential with the ACSI certificate. Its a very low cost and fast certificate that some ITs have utilized in the past when time is short. Its something you could apply for in mid July and have issued by the end of August in time for the start of the AY that all together would cost under USD$100 (USD$75 application fee, plus cost of transcripts). However, with remote testing available for the MTEL (MA) the processing time is about the same (a few weeks difference at most).

QTLS would certainly take some work on your part to set up the mentoring (field experience) but the cost in coin (about £650) is the lowest cost in coin for a professional grade credential and professional formation (and one of the fastest program options).

No youre not. Why change from the original and valid material that was right to begin with, especially when you dont know anything. Just more TPF non-sense.

@shaolefen1

Short Answer: No

Long Answer:

In HK there are two credentials, Permitted Teacher (PT) Status (Permit grade) and Registered Teacher (RT) Status (Professional grade). You do not need a job to apply for RT status but you must submit the application in person, which would require travel. prior to submitting the application you would need to have your application materials reviewed by HKCAAVQ for equivalency to an HK PGDE. In the past completing the Sunderland PGCEi has been found to meet the equivalency standards.

A number of states will accept a regular, professional grade credential as meeting the professional formation (EPP/ITT) requirements as a pro.edu. There are states and a majority of them that will require submission of completing an EPP/ITT program. So being an EPP/ITT program completer will provide you a substantially greater degree of mobility and options in the US than going through various recognition steps to standardize a less than professional grade credential into a professional grade credential.

Thats a potentially egregious assumption to make. What you or the Philippines believes to be a professional grade credential is not shared among all US DOEs or even many of them.

Historically DC would accept any professional grade credential for a DC Regular (Standard grade) credential, and they accepted foreign applicants as well. Some ITs were successful using there foreign certificate and many were not. Thats harder to do now. The problems are:
1) You need a national MOE that delivers whatever it is you have to do in English and doesnt have some type of non-English language proficiency requirement.
2) You need it to be online.
3) You need it to include a suitable field experience component.
4) The process has to differentiate itself from a purely academic degree, even if its an edu degree, and include a persuasive element of professional formation (EPP/ITT) for pro.edus that ultimately results in an outcome of awarding some form of recognition of pro.edu status (whether its an actual certificate, roll, declaration, or registration, etc.).

There just isnt an exchange program where a degree alone qualifies you for a regular type, professional grade credential with wide ranging global or national recognition. The "I have an Edu. Masters so you must confer pro.edu status on me" is non-sense, it doesnt exist.

The best youll get from an asst pathway is an Entry grade credential.
The new CT system still has the option of substituting experience for an EPP/ITT program and they may form a pathway that allows a portfolio containing a combination of experience and education to substitute for an EPP/ITT program. Its unclear how the reformed Initial and Professional credentials will fall on the grading spectrum.

You could look at ACSI, though their certificates arent pro.edu credentials as far as what defines a regulating authority. There have been ITs that have been successful using them, but its not really what youre looking for.

You could try QTLS through SET (Society for Education and Training) in the UK. There have been ETs who used this pathway successfully. A Masters will meet the Lvl. 5 qualification requirements (a Masters is a Lvl. 7 qualification). The process is essentially a portfolio that includes various elements of experience and education. Membership is about £100/yr and the program costs about £600.
The sticking point is youd have to approach the portfolio from most likely the ESOL (under the Education and Early Years category) perspective, utilizing and integrating your previous ESOL experience so that you can shape the portfolio to focus away from the K12/KS environment. Youd have to put some constructs together to provide a venue for edu outside the K12/KS sphere, such as hanging a shingle and starting youre own ES or finding a less than FTE (PT) ES job, and then either using a manager from that job or finding someone either through your current IS or externally who has something like a DELTA or Masters or would be an acceptable sponsor. Than its just a matter of getting the documents together and meeting (testing out of) the deficiencies (and getting the Masters and having it accepted ).
https://set.et-foundation.co.uk/your-career/qtls

Yes, why change from the original and valid material that was right to begin with, especially when you dont know anything. Just more TPF non-sense.

@shaolefen1

They are both valuable but within different contexts.
In IE there are three pillars to an ITs resume: What they can teach (qualifications, degrees, etc.); What they have taught (experience, exam scores, etc.); and special skills. Of those experience is king. Once you have a few years of successful post credentialing experience on your resume recruiters and leaders arent going to care what grade of credential you have, only rather you have one that qualifies you for a visa and a work permit as an IT.
You stated youd want to maybe return to the US at some point, and being an EPP/ITT program completer will have a much greater degree of mobility throughout the US than any credential without one. They essentially arent worth anything outside the regulating authority that issued them. That makes completing an EPP/ITT program valuable, it will give you options in the future.
Advanced degrees are valuable because most ISs will give you more coin for having one. Sometimes its a little (sometimes its nothing) and sometimes it can be a substantial increase. In addition an advanced degree increases your marketability, youll be more competitive having one when applying to higher tier ISs.

Its not. First, impressive is the wrong goal. Second, in IE something is either impressive or it isnt. There really isnt a continuum. No one is going to be impressed with an M.Ed from UPe or an MA.Ed from Buckingham. If its not from one of the handful of Global Ivys, its just not going to impress anyone (except maybe an alumni). Thee are a lot of ITs who have degrees from what those ITs think of as impressive, but they arent, lots of ITs have Masters degrees.
Impressing recruiters and leaders in IE is a lot harder to do than you think. Its because most of the things that ITs who have worked long and hard to do are just part of the job description. Grading/Marking, Lesson Planning, Attending Meetings, Writing Reports, Communicating with Parents, Addressing Individual Student Needs; its all ~meh~. Its tasks youre supposed to do because it comes with the job. When it comes to recruiting the vast majority of leaders simply are not great or even good when it comes to HR types of tasks. Its why most recruiting interview questions are so vanilla (tell me about yourself, what are your strengths and weaknesses, why did you want to be a teacher, how do you deal with X type/population of students." This isnt a deficiency on their part. Its that when you get down to the variance, the vast majority of ITs are indistinguishable from one another and beyond W Credential, X Degree, and Y Experience and Z Scores, the rest amounts to a pile of self proclaimed praise with zero utility. Whats left and what matters more than anything else is 'fit'. Do they like you, will you fit in well with the established faculty, are you going to be high maintenance, will you do the work and get the job done. That last factor, 'fit' that gets a score, and some of the others may as well, but a credential is rarely if ever more than a check or no check. The benefits a higher grade credential afford are almost exclusively in the realm of DE (where they are also worth more coin), which in rare situations may apply to an IT, but for the vast majority of IE higher grade credentials have almost zero utility.

Buckingham requires that you "have a degree from a UK University (2.2 or above) or EQUIVALENT [emphasis added]", so yes they will accept an equivalent foreign degree. UPe may not be accepted as an equivalent foreign degree due to its current accreditation status.
I dont know anyone (even Buckingham graduates with a pint or two in them) who would use rigorous to describe the academic workload at Uni. Buckingham. Though UPe admits a lot of foreign students and they have rather low English standards where most of the students in your courses will struggle with English to the point just being a capable writer in the English language is more than half the work. At Uni. Buckingham you arent going to get that as the English standards are higher and most of the students are working DTs in the region.

I dont know any fingerprinting provider who isnt going to verify identification. Per the previous link:
"Communication regarding applications and cards will be via the applicant's PSP message center and their supplied email. Applicants applying for IDENTITY VERIFIED PRINTS (IVP) CARDS, AND WHO SELECT TO SUBMIT THEIR FINGERPRINTS VIA PAPER [emphasis added], will be sent the blue postage-paid return envelope with the fingerprint cards. Applicants renewing a valid IVP will be able to do so entirely on the PSP."

You can find the published version of the AZ Administrative Code (Rules) for Education here:
https://apps.azsos.gov/public_services/ ... 7/7-02.pdf
You can find on p. 66 "Rule R7-2-610.02. Subject Matter Expert STANDARD [emphasis added] Teaching Certificate" clearly titles the aforementioned credential using the term "Standard".

I dont know how either of the two above can be any clearer.

Thats a reasonable concern. There are leaders that will see "provisional" and wont bother to investigate. Provisional can apply to a wide degree of credentials, not all of them on the low end of the scale (IE. the CT Provisional is currently a higher grade credential than the lower grade Initial credential). You may not even be given a reason why, and even if you are and attempt to remedy the issue, an IS may already have moved on to other candidates.

Being an EPP/ITT program provider is more likely to place you in a better position to secure an appropriate credential allowing you to accept or even apply for a position. Many DSs require you to declare whether you have a valid credential in the jurisdiction of the regulating authority, and stating you completed an EPP/ITT program is stronger assurance that an applicant can obtain one.
To that end your better off with the M.Ed/MA.Ed, as thats more marketable at private/independent DSs throughout the US than a credential.

@Thames Pirate

More TPF non-sense. Why change when the old material was right and works so well.

@mysharona

Thats all your coin though, and its not something a DT couldnt do as well, but youre not getting that coin matched or guaranteed as you would in a pension or retirement scheme. Yes there are tradeoffs, choices and risks that come along with those choices, but its not untrue.