@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.

@Thames Pirate

Yes you did. A DIP Candidate IS cant do is offer or deliver the DIP program, you stated "a candidate school can offer DP [sic] structured classes" They would not be permitted to provide instruction and refer to it with any terms or language relating to the IB or DIP, regardless of what an IT reads and composes for their instruction. The IT could structure courses that utilize inquiry based methods and a pedagogy based on global citizenship. They would not be DIP structured courses and they could not refer to them as such or using the DIP in their terminology.

Youre TPF pattern of non-sense continues. You consistently plagiarize and take credit for the ideas and writings of others.

@Thames Pirate

Yes you did. A DIP Candidate IS cant do is offer or deliver the DIP program, you stated "a candidate school can offer DP [sic] structured classes" They would not be permitted to provide instruction and refer to it with any terms or language relating to the IB or DIP, regardless of what an IT reads and composes for their instruction. The IT could structure courses that utilize inquiry based methods and a pedagogy based on global citizenship. They would not be DIP structured courses and they could not refer to them as such or using the DIP in their terminology.

ISs (Independent/Private) in Germany, in general, may offer whatever curriculum and programs they wish. DSs (Maintained/Public) must offer a German national program, which may be in addition to other alternative programs.

Like all TPF non-sense the position of @Thames Pirate is neither strong enough nor sufficiently supported to withstand debate. You have shown a history of just being wrong and then resorting to ad-hominem attacks when you begin to whine when youre shown to be wrong. In this case your limited language proficiency is not a substitute for actual competence.

@Thames Pirate

An IB DIP candidate IS can offer DIP. They can offer appointments to faculty and staff, they can offer admission to students, they can engage in admissions, marketing, advertising, they can design curriculum, lessons, policies and procedures. They can do a lot in terms of offering the DIP. What they cant do is offer or deliver the program. In this case they could specifically recruit ITs/DTs and this is permissible.

Your statement regarding the IB DIP is wholly in error. IB ISs offering the DIP may not offer the DIP program in any variation. See Article 8.1.b |Rules for IB candidate schools|. The IS may not deliver "DP [sic] structured classes". Students are not eligible for the I.B., nor may they receive DPCR (as they are not eligible to sit for exams).
I stated that 'a Candidate IB IS could offer DIP', I stated nothing about the DIP program, you stated "a candidate school can offer DP [sic] structured classes", whereas the IB IS offering DIP can not deliver, offer, provide, etc. the DIP program even on a trial basis.

Thats incorrect, they could offer another SLL curriculum, AP, A*, etc.

Candidate IB ISs/DSs are not included when using the public IB search tool. In this case the IS could be a Candidate IS/DS.

I never stated your use of [sic] was in error. As I described in a previous post the use of [sic] has a number of uses including identifying the use of colloquialism and anachronism. DIP is an anachronism and DP is a colloquialism.

More TPF non-sense.

@shaolefen1

In direct reply to your inquiries:

1) Of the three you addressed, the credentials have about the same degree of marketability. Whats really of value is the ABC EPP/ITT program. Thats something you an put on your resume, its a marketable line item. A recruiter/leader understands where your training and preparation come from. Without, your credential just manifested out of nothing, and thats because it did.

This is true in terms of reciprocity as well, an EPP/ITT program goes farther than a credential alone.

The MA Provisional (Entry grade) credential is about USD$350, and that cost point there really isnt much thats cheaper in terms of a regular type credential. The AZ Subject Matter Expert credential would be about USD$150.

The new CT Initial (Entry grade) credential is a 10 year credential, and will have some renewal/extension options. The provisional credential is being phased out, and youll never meet the requirements to transition to the Professional (Professional grade) credential.

It is unlikely that experience in an OS IS thats unaccredited would be acceptable.

2) A credential has marketability and not insubstantial marketability either. None of them though are going to add much to your practice. Thats not how pro.edu training works. They give you at best, a way of looking at a classroom as a problem in need of a solution and gives you a tool box (you may have heard reference to a "teacher toolbox") of tools (meds/peds/asst); pedagogy to frame the problem, methodology to execute your plan, and assessment to figure out if it worked. You have to provide the plan, and training programs dont give you that, thats something that snaps into your mind when you walk in the classroom door.

Your weaknesses as you describe them are common among early career edus. What you describe is the challenge of many in similar positions. There are four inflection points seen in an edus growth: years 1, 2, 4, and 8. In the first two years edus need develop proficiency in two skill sets: classroom management and instructional planning. Which they do first is sometimes a matter of necessity, sometimes dictated by the context of the job, the organization, the edu, leadership, etc. Sometimes the edu gets a choice, sometimes they pick the easier one, sometimes the harder one, etc.. It usually isnt until around the fourth year that an edu has created efficiencies in their tasking that makes the job easier.

The Uni. Buckingham MA.Ed (Evidence-based Practice) is £4K takes 15 months and requires only a bachelors/first degree and working in a IS/DS.
https://www.buckingham.ac.uk/courses/po ... lly-online

3) MS use to have two reciprocity credentials a 2 year and a 5 year. The main difference was the 5 year credential was for those who met all requirements and the 2 year credential for those who had deficiencies, allowing them time to complete them. MS has now gotten rid of the 2 year credential, and generalize the requirements as those equivalent to a MS "Standard". The AZ Subject Expert credential isnt equivalent to a MS "Standard" (despite AZ using the term Standard in its title). What MS also did was create their own "Expert Citizen" credential, and its very different from the AZ one (its VERY much a Permit type credential).
BUT you could try. If youre successful youd want to transition the MS Credential and park it somewhere like IL, CA, WA, NJ, etc. so to avoid the PD and renewal issue. Of the available options IL is the least costly (USD$50 per 5 year renewal cycle).

4) The AZ CRB (IVP) fingerprints can be collected either electronically if in AZ or using a paper finger print card.
https://www.azdps.gov/services/public-s ... rance-card

5) No certification is required to teach AP by the College Board. LEAs may have requirements regarding assignment eligibility. The only such requirements are for the Research and the Seminar courses (part of the AP Diploma Capstone program). The requirements are a PD workshop (APSI) and some online training. Nothing regarding credential requirements.

There are a number of Permit type credentials and regular adjacent credential from Independent/Private IS credentials to Charter DS credentials.

Why jump though so many hoops? There isnt a hierarchy of credential strength in IE. Higher level credentials are a conversation point during an interview. Its something to brag about for 60 seconds. They dont equate to more coin, and they arent going to fool anyone. Without an EPP/ITT program it doesnt matter what they say. Recruiters and leaders care about an ITs academic preparation, their background, what they document that they bring to the classroom and the bargaining table, not what words appear on a piece of paper beyond checking the 'legal pro.edu' box. They will take little more than a blink to realize you got your credential through some pathway that wasnt the traditional/academic pathway.
Whatever credential checks that box. Advanced degrees have more value.

@Thames Pirate

Your statement regarding the IB DIP is wholly in error. IB ISs offering the DIP may not offer the DIP program in any variation. See Article 8.1.b |Rules for IB candidate schools|. The IS may not deliver "DP [sic] structured classes". Students are not eligible for the I.B., nor may they receive DPCR (as they are not eligible to sit for exams).
I stated that 'a Candidate IB IS could offer DIP', I stated nothing about the DIP program, you stated "a candidate school can offer DP [sic] structured classes", whereas the IB IS offering DIP can not deliver, offer, provide, etc. the DIP program even on a trial basis. Its still an IB DIP IS as it still needs the construct (both physically and conceptually) to complete its IB authorization tasks and requirements.
An IB DIP candidate IS can offer DIP. They can offer appointments to faculty and staff, they can offer admission to students, they can engage in admissions, marketing, advertising, they can design curriculum, lessons, policies and procedures. They can do a lot in terms of offering the DIP. What they cant do is offer or deliver the program.
They would not be permitted to provide instruction and refer to it with any terms or language relating to the IB or DIP, regardless of what an IT reads and composes for their instruction. The IT could structure courses that utilize inquiry based methods and a pedagogy based on global citizenship.

Both ISs (Independent/Private) and DSs (Maintained/Public) can be IB ISs. Candidate IB ISs/DSs are not included when using the public IB search tool. In this case the IS could be a Candidate IS/DS.

I used the term [sic] second and used it correctly.

More TPF non-sense.

@Thames Pirate

An IB DIP candidate IS can offer DIP. They can offer appointments to faculty and staff, they can offer admission to students, they can engage in admissions, marketing, advertising, they can design curriculum, lessons, policies and procedures. They can do a lot in terms of offering the DIP. What they cant do is offer or deliver the program.
They would not be permitted to provide instruction and refer to it with any terms or language relating to the IB or DIP, regardless of what an IT reads and composes for their instruction. The IT could structure courses that utilize inquiry based methods and a pedagogy based on global citizenship.

[sic] is short form for the Latin term "sic erat scriptum" and translates as "thus had it been written", "sic" by itself translates as "thus" in Latin. It is a writing convention often used to indicate a word that has been said spelled incorrectly in the custom language of the writer/editor, a word or term stated in context, to indicate the spelling is correct as found in the source material, and as said in copy. While its more common use is to indicate a a scribing error and not in transcription, it is also used less commonly to indicate the use of a colloquialism or anachronism the writer used in composing the text.

I only post from experience or reliable and trusted sources.

Germany has a rather rigid position on subject adjacent degrees, and foreign credentials arent as valuable. Degrees must align specifically with the subject appointed to, whereas credentials can be more general and generic (the requirement being that they are age appropriate for the appointment, but even then are more flexible than what is required for degrees). Thus credentials are less valuable.

ITs without a right of residency must meet various requirements to obtain a visa. This is a separate process from the mutual recognition process of pro.edu credentials. The requirements are more involved than requiring only a mere contract. This process is designated to the Federal Foreign Office, but delegates these functions to the OS embassies and consulates.
Institutions do not set immigration policy, but are subordinate to the Foreign Ministry rules and regulations which are more substantial than the singular requirement of a contract.

German ISs (Private/Independent) are exempt from much MOE regulation and generally may determine what ITs are acceptable to appointment of faculty as long as these requirements meet the minimum immigration requirements for the appropriate visa. DSs (Public/Maintained)must comply with all rules and regulations for the appointment of faculty. Trust ISs are hybrid of the two whereas the IS receives portion of public funding but is required to comply with various portions of MOE regulation. In regards to professional development for faculty appointments there isnt significant differences between a Trust IS and a DS.

@Thames Pirate

I stated that 'a Candidate IB IS could offer DIP', I stated nothing about the DIP program, you stated "a candidate school can offer DP [sic] structured classes", whereas the IB IS offering DIP can not deliver, offer, provide, etc. the DIP program even on a trial basis. Its still an IB DIP IS as it still needs the construct (both physically and conceptually) to complete its IB authorization tasks and requirements.

Germany has a rather rigid position on subject adjacent degrees, and foreign credentials arent as valuable. Degrees must align specifically with the subject appointed to, whereas credentials can be more general and generic (the requirement being that they are age appropriate for the appointment, but even then are more flexible than what is required for degrees). Thus credentials are less valuable.

ITs without a right of residency must meet various requirements to obtain a visa. This is a separate process from the mutual recognition process of pro.edu credentials. The requirements are more involved than requiring only a mere contract. This process is designated to the Federal Foreign Office, but delegates these functions to the OS embassies and consulates.
Institutions do not set immigration policy, but are subordinate to the Foreign Ministry rules and regulations which are more substantial than the singular requirement of a contract.

German ISs (Private/Independent) are exempt from much MOE regulation and generally may determine what ITs are acceptable to appointment of faculty as long as these requirements meet the minimum immigration requirements for the appropriate visa. DSs (Public/Maintained)must comply with all rules and regulations for the appointment of faculty. Trust ISs are hybrid of the two whereas the IS receives portion of public funding but is required to comply with various portions of MOE regulation. In regards to professional development for faculty appointments there isnt significant differences between a Trust IS and a DS.

@Alchemeister

I find little persuasive evidence that the IS in this instance would go to such extent to maintain a ruse. While its possible they are misrepresenting themselves (as @Thames Pirate indicated, and which I concur with, in that this isnt likely new for them and they know what the requirements are), why in response and cooperation continue such a fabrication? They dont have to save face or preserve a relationship when theres nothing offensive or insulting in using a generic "were pursuing other candidates". Further, if they really were interested in you as an IT in general, keeping you in mind and your application on file is not well served by engaging in such a subterfuge.

The reality is that Germany is rather rigid on what subject matter, degrees must be inscribed. Subject adjacent degrees are rarely acceptable. Whereas credentials fulfill a general pro.edu requirement, specific subject matter credentials do not substitute for lack of a specific subject matter degree qualification.