Hi, this is maybe the third draft or so of a plan I've written to become qualified and competitive. Elsewhere online some people have given excellent criticism, and some of the replies here make me think this forum will be no different. I appreciate anyone's time in reading and commenting, especially when it comes to poking holes in my plans.
Summary: Teaching in a South Korean academy, want to become a qualified and competitive international teacher for computer science, mathematics, and physics.
Main Question: Is getting a teaching license first and then completing a computer science post-bacc the best path here?
About Me:
* Male/29/USA (no dual-citizenship, no substantial foreign-language proficiency)
* Education: Bachelor's of Science in English (USA); CELTA (Russia)
* Experience: Two years' experience in teaching ESL (South Korea); Five years' experience in journalism (USA); Three years' experience conducting supplemental lectures in university for Greek and Roman Humanities
Progress: Not much. I believe -- from teaching English and years of news reporting in regional government topics -- that I can communicate complicated ideas well to laymen and new learners. I also have a minor in chemistry so I'm not wholly unfamiliar with peripheral topics.
Limitations: No relevant degree, no license, and zero subject-teaching experience (at least the experience that employers consider experience). Also, I don't have the money to quit working full-time while making progress. At least, not in the next few years. Returning back home (the USA) for studying at a brick-and-mortar location or for intern teaching isn't possible. My life is abroad, and it would be much more feasible -- especially financially -- to stay abroad.
Possible Path: Online Alternative Teaching Certification -> English Teaching -> STEM Teaching
My job in Korea is from 3 to 10 p.m., meaning I can work with stateside instructors and cohorts online from 6 p.m. to 1 a.m. EST, or 10 a.m. to 2 p.m. EST as needed.
Steps Outline:
* 1) Teach-Now with Moreland University
** Price: $6,000
**Length: 9 months (January - September 2021)
**Concerns:
Unsure if my time spent with program will aid in subsidizing a Master's. While it would for the Teach-Now Master's, I'm pursuing this program primarily for the D.C. credential, as I have reservations about how competitive their Master's can make me with future jobs (nothing against anyone who's gone this route, and if I have any misconceptions I'm happy to be corrected).
My bachelor's GPA is also a 2.84 (yeah, I know I'm shining a lump of coal at the moment. Not many of us are happy with our early-twenties selves). Someone with Teach-Now has recommended I showcase my professional history (which I have with multiple good references) and a stellar essay (which I can put time into).
**Progress:
I attended an info session, have saved money for tuition payments, and overall am prepared for a January cohort if accepted.
*2) Base Praxis Exams**
**Length: 3 months of study (~ June 2021 - August 2021)
**Price: <$840
**Concerns: Is elementary necessary if I'm resolute on teaching middle- and high-school level? I've taught upper-elementary and have enjoyed it, plus would like the market diversity. But narrowing my focus would also be good.
**Progress: I live about 50 minutes from two Praxis testing centers.
**2.1) Elementary Praxis Exams: Praxis Core 5752; Praxis Elementary Multiple Subjects 5001; Praxis Principles of Learning and Teaching 5622
**2.2) Middle- and High-School Praxis Exams: Praxis Principles of Learning and Teaching 5624; English Language Arts: Content and - 5039; English Language Arts: Content Knowledge 5038
*3) Job Search Abroad**
** Length: As long as necessary, since I'll be employed full-time still. I can either finish another contract at my current academy or negotiate an extension as needed, while giving notice.
** Start Date: ~Spring 2022 (he said, hopefully)
** How: Join Search Associates, ISS, TIE or any mix of those three.
** Realistic Starting Locations: China or the Middle East
**Concerns: I think I'll need to consider lower-tier schools, but I'd like my next job to be an upgrade from my Korea salary of $30,000 (housing stipend included). However, I'm not picky on location. I'm wary of spending $7,000 so far in this plan without a guarantee it will lead to a salary bump. Also: an education stipend. I want to inquire if prospective employers will offer further training or stipends to pursue a Master's or post-bacc online for education-related programs.
Here I'm not sure how as to best proceed, so I've looked mainly at online competency-based degrees for computer science. In the meantime I code on the side for fun, take online courses, etc. I've looked at the Praxis II computer science material and noted ways to prepare for that alongside my hobbies.
I believe that I could pass the mathematics, physics, and chemistry Praxis II exams right now with sufficient months for self-study. Whether that's enough for employers (no degree in these subjects) is another question.
Afterwards:
*4) Science and Math Praxis Exams
** Price: $480
**Length: However long is needed. I'd be studying while subject-teaching English at an international school. A post-bacc in computer science would help prepare me for computer science, mathematics, and physics. Chemistry I may never seriously consider.
** Exam Codes: Mathematics Content Knowledge 5161; Chemistry: Content Knowledge 5245; Physics: Content Knowledge 5265; Computer Science: Content Knowledge 5262
Overall Concerns: Not sure if this is the most expedited or efficient path. There is emphasis on trying to leave ESL teaching more quickly, whereas if I was patient I could perhaps finish a post-bacc first and then worry about teaching credentials.
Initially this year I considered completing my chemistry degree, but doing this abroad with lab components while working full-time is just about as difficult as completing a computer science degree -- and the latter actually interests me. So that didn't make it past the first draft. I also thought the timeline was clunky so I think I can manage studying for the Praxis Core while completing Teach-Now and working, despite the full plate it will be, and save three months of time.
Let me know of any formatting issues or convoluted explanations above and I will reformat, paraphrase, etc. Thank you.
Requesting criticism on my plan to become qualified/competitive.
Re: Requesting criticism on my plan to become qualified/competitive.
You've got a lot there and I'll just touch on a few points.
First, we don't see a lot of teachers with 3 teaching areas. Mainly because in your first job, even if you're qualified for several things, you'll be hired to teach only one subject. Maybe two, but most often one. Three is truly a rare beast and one would want to ask tough questions of a school that thinks this is the way to solve whatever scheduling problem they have. So in that first job, let's say you get hired for math. You'll teach math and spend a couple years getting better at it. And probably that best for you too, since who needs the extra pressure of trying to learn how to teach multiple subjects simultaneously. Later, when it's time to get a new job, you'll be an experienced math teacher, and those other two specialities will not be of much interest to other schools. They're unlikely to hire you for anything other than math. And so on, through all your job transitions. If you want to teach a second subject, the typical path is to let your Principal know your interest, and see if she will give you a chance some year when your math schedule allows and the school needs someone to pick up an extra Physics class. She might let you do it since you're a known quantity. But few teachers permanently straddle two subjects, for logistical reasons on the part of the school, more than for any pedagogical reason.
So my number one recommendation is to pick the subject you really want to teach more than the others, and pursue that. Get a degree of some kind in that field. Physics is often touted as an area where jobs are easy to get because good teachers are hard to find.
Only after you've figured out a single teaching area... then figure out which Praxis tests you need. Extra ones don't really serve much purpose. You can use them to get additional subjects on your license, but probably only with additional coursework, and again, all that work and hassle for very little gain, if your gig is to teach Physics.
No one cares about your GPA, except maybe the universities you're applying to for your teaching program. No one except a few misguided Brits put their academic results on their CV. Just present copies of your diplomas during the application process. That's all that matters - you earned a degree. Sometimes you have to share a transcript with grades during a visa application process but that happens after you've been hired. And since you're getting US diplomas, you won't have to worry about equivalencies.
Good luck.
First, we don't see a lot of teachers with 3 teaching areas. Mainly because in your first job, even if you're qualified for several things, you'll be hired to teach only one subject. Maybe two, but most often one. Three is truly a rare beast and one would want to ask tough questions of a school that thinks this is the way to solve whatever scheduling problem they have. So in that first job, let's say you get hired for math. You'll teach math and spend a couple years getting better at it. And probably that best for you too, since who needs the extra pressure of trying to learn how to teach multiple subjects simultaneously. Later, when it's time to get a new job, you'll be an experienced math teacher, and those other two specialities will not be of much interest to other schools. They're unlikely to hire you for anything other than math. And so on, through all your job transitions. If you want to teach a second subject, the typical path is to let your Principal know your interest, and see if she will give you a chance some year when your math schedule allows and the school needs someone to pick up an extra Physics class. She might let you do it since you're a known quantity. But few teachers permanently straddle two subjects, for logistical reasons on the part of the school, more than for any pedagogical reason.
So my number one recommendation is to pick the subject you really want to teach more than the others, and pursue that. Get a degree of some kind in that field. Physics is often touted as an area where jobs are easy to get because good teachers are hard to find.
Only after you've figured out a single teaching area... then figure out which Praxis tests you need. Extra ones don't really serve much purpose. You can use them to get additional subjects on your license, but probably only with additional coursework, and again, all that work and hassle for very little gain, if your gig is to teach Physics.
No one cares about your GPA, except maybe the universities you're applying to for your teaching program. No one except a few misguided Brits put their academic results on their CV. Just present copies of your diplomas during the application process. That's all that matters - you earned a degree. Sometimes you have to share a transcript with grades during a visa application process but that happens after you've been hired. And since you're getting US diplomas, you won't have to worry about equivalencies.
Good luck.
Re: Requesting criticism on my plan to become qualified/competitive.
Hi Sid, thanks for taking the time to write a detailed response. I admit that I do know little about the general process for international school teaching, and was basing my plan off the US-schooling logic of more endorsements equaling more job security and value to employers (although one could also argue this is the case in some US schools for less-than-ideal reasons).
So essentially, you're saying to cast aside these extra endorsement plans -- which would also shave time and costs down in my plans considerably. Fair enough, I suppose certification for elementary is also overkill if my clear preference is teaching middle/high school.
So essentially, you're saying to cast aside these extra endorsement plans -- which would also shave time and costs down in my plans considerably. Fair enough, I suppose certification for elementary is also overkill if my clear preference is teaching middle/high school.
Re: Requesting criticism on my plan to become qualified/competitive.
Yep. At most two, and only then if they’re natural partners, like math and physics. But really, just one.
Re: Requesting criticism on my plan to become qualified/competitive.
I was interested to read your post for a few reasons, so I thought I could give you my experience.
I was like you, I taught ESL in Korea (public schools) for a couple of years. I think, from lurking on this forum, there's quite a lot of ETs like us who see the pointlessness and burnout that pervades English 'teaching' or edutainment as it's practiced in Korea and the rest of Asia and want to get out, with the nominal 'international school' job the seemingly natural path if you do actually enjoy the teaching aspect but would like to make a real income and have some dignity, etc.
Currently I work in China. I would agree with Sid that China and the Middle East are your only two possible paths given the background you state. I guess I'll state the obvious and say that a person currently doing an ESL job with absolutely no experience or background in math or physics hoping to become a math or physics teacher does seem a bit odd. You should prepare yourself for a lot of questions from schools along the lines of 'how do you know how to teach math?' In China, the subject of your undergraduate degree tends to matter a fair bit. Not to say you cannot get away with things here (in my school we have a guy with an Accounting degree teaching Economics) but still, they are looking for some kind of link, some experience somewhere, something. Simply saying you passed the Praxis exams for math isn't really going to do much for you. That doesn't show you how to stand in front of a group of 25 kids and get them to understand a calculus problem so they can pass an exam, which is why schools here hire us in the first place.
Also, from my understanding Chinese kids get a LOT of exposure to both math and physics even when they are in elementary school or middle school. By the time they hit high school age they are pretty advanced. In my school they all take ALevel Physics and ALevel Math, which are quite difficult for anybody, and AP/IB are tough too, and even IGCSE is not a cakewalk. If you don't really know your stuff your life as a teacher can be rough--I've seen it happen. Kids will tune you out and you'll basically be a joke in the school. The Praxis exams aren't the be all and end all in terms of subject knowledge, they're more like a baseline or safety net. Look at the ALevel, IGCSE, AP and IB curriculums. That's what schools want teachers to be able to do. Take the mock exams and see if you can pass. If you can't, you're not ready to teach those subjects.
You talk a lot about doing CompSci as the thing you mainly want to teach... I guess you think having Math or Physics as the background would help you get hired? Thing is that CompSci is not a core course in most Chinese ISs. I believe there is something called ICT that ALevel schools sometimes do, but I don't think they hire people mainly for that. As Sid says, better to specialize in either math or physics and offer the CompSci thing on the side.
Really, it just seems like what you're suggesting is kind of unlikely, in my honest opinion. You want to go to an 'international' school with nothing except a TeachNow credential, and they would hire you to teach ESL while you do Praxis and/or a 'post-bacc' (not sure what that is), and then you will be doing math? The gap I see is that you need to actually demonstrate ability to teach math and/or physics. Not pass an exam, actually do it.
There are a lot of schools in China, so you might be able to convince someone to give you a chance with really low-level, badly-behaved, stupid etc kids, but honestly I've never heard of a teacher being hired as ESL and then switching to math. Your best bet is to be willing to work in cities that other people don't want to work in (lots of those in this country, lol. Look up Lanzhou), and deal with kids other people don't want to work with. If you can manage that for a year or two, then you have actual math experience, then you can move up. The demand for foreign math teachers is reasonably good, but you need to get over the proof of competence bar.
It will probably be unpleasant for a while, because you'll be trying to figure out how to teach math from, essentially, nothing, and that will be evident to at least some of the kids. If they ask you to explain something and you can't...it's not good for you. In China, if the kids think you don't really know your subject and are just BSing them, that's not a good experience. Just warning you.
PS: You won't be able to use Search or ISS with a TeachNow credential and no home country experience. The good and middle schools will not be available to you. You'll be looking at very low schools, at best.
I was like you, I taught ESL in Korea (public schools) for a couple of years. I think, from lurking on this forum, there's quite a lot of ETs like us who see the pointlessness and burnout that pervades English 'teaching' or edutainment as it's practiced in Korea and the rest of Asia and want to get out, with the nominal 'international school' job the seemingly natural path if you do actually enjoy the teaching aspect but would like to make a real income and have some dignity, etc.
Currently I work in China. I would agree with Sid that China and the Middle East are your only two possible paths given the background you state. I guess I'll state the obvious and say that a person currently doing an ESL job with absolutely no experience or background in math or physics hoping to become a math or physics teacher does seem a bit odd. You should prepare yourself for a lot of questions from schools along the lines of 'how do you know how to teach math?' In China, the subject of your undergraduate degree tends to matter a fair bit. Not to say you cannot get away with things here (in my school we have a guy with an Accounting degree teaching Economics) but still, they are looking for some kind of link, some experience somewhere, something. Simply saying you passed the Praxis exams for math isn't really going to do much for you. That doesn't show you how to stand in front of a group of 25 kids and get them to understand a calculus problem so they can pass an exam, which is why schools here hire us in the first place.
Also, from my understanding Chinese kids get a LOT of exposure to both math and physics even when they are in elementary school or middle school. By the time they hit high school age they are pretty advanced. In my school they all take ALevel Physics and ALevel Math, which are quite difficult for anybody, and AP/IB are tough too, and even IGCSE is not a cakewalk. If you don't really know your stuff your life as a teacher can be rough--I've seen it happen. Kids will tune you out and you'll basically be a joke in the school. The Praxis exams aren't the be all and end all in terms of subject knowledge, they're more like a baseline or safety net. Look at the ALevel, IGCSE, AP and IB curriculums. That's what schools want teachers to be able to do. Take the mock exams and see if you can pass. If you can't, you're not ready to teach those subjects.
You talk a lot about doing CompSci as the thing you mainly want to teach... I guess you think having Math or Physics as the background would help you get hired? Thing is that CompSci is not a core course in most Chinese ISs. I believe there is something called ICT that ALevel schools sometimes do, but I don't think they hire people mainly for that. As Sid says, better to specialize in either math or physics and offer the CompSci thing on the side.
Really, it just seems like what you're suggesting is kind of unlikely, in my honest opinion. You want to go to an 'international' school with nothing except a TeachNow credential, and they would hire you to teach ESL while you do Praxis and/or a 'post-bacc' (not sure what that is), and then you will be doing math? The gap I see is that you need to actually demonstrate ability to teach math and/or physics. Not pass an exam, actually do it.
There are a lot of schools in China, so you might be able to convince someone to give you a chance with really low-level, badly-behaved, stupid etc kids, but honestly I've never heard of a teacher being hired as ESL and then switching to math. Your best bet is to be willing to work in cities that other people don't want to work in (lots of those in this country, lol. Look up Lanzhou), and deal with kids other people don't want to work with. If you can manage that for a year or two, then you have actual math experience, then you can move up. The demand for foreign math teachers is reasonably good, but you need to get over the proof of competence bar.
It will probably be unpleasant for a while, because you'll be trying to figure out how to teach math from, essentially, nothing, and that will be evident to at least some of the kids. If they ask you to explain something and you can't...it's not good for you. In China, if the kids think you don't really know your subject and are just BSing them, that's not a good experience. Just warning you.
PS: You won't be able to use Search or ISS with a TeachNow credential and no home country experience. The good and middle schools will not be available to you. You'll be looking at very low schools, at best.
Response
I dont see how Teach Now is going to work for you. You need to do a 12 week field experience, this means essentially a job in SK and thats going to be a regular work schedule of 8-4, its possible to work around that, like if all your classes are grouped 10-2 an the IS lets you be off campus the rest of the hours and waives your attendance at meeting, etc.
The Teach Now Masters isnt really worth anything and its a crazy expensive price for their degree. However a long as its accredited, unless its a Global Ivy, a Masters is a Masters is a Masters.
No one cares about your GPA in IE, outside of the Uni or EPP/ITT environment.
Your professional history isnt worth anything unless your goal is as a Literature IT who is going to teach a Journalism course and run the IS paper.
If your going the ICT route primary is important, almost crucial but many ICT credentials are K12/KS. If your going the HRT route than yes primary is essential.
The lower tier ISs are where your marketable, unless your Anderson Cooper. You have a very lite IT resume. The average IT salary is 32K.
There are some ISs that offer a Masters program, most ISs provide only a modest PD allowance, ith many third tier ISs offering little or nothing.
You have to pick one. So you probably have enough of a Chemistry background you could do science and maybe that translates to some manner of proficiency in Maths and maybe you can pass the tests and get certified, butt here is a difference between squeaking passed a test and actually teaching a subject especially at SLL. ITs do teach more than one subject, especially at small and lower tier ISs. Math and Science is one such pairing, and your Chemistry minor provides you some academic background for being competent. Their are typically two pathways to expanding out from what an ITs experiential background is: 1) Their current IS lets them teach another subject. 2) They take a step back in tier or region and apply for vacancies in the new teaching field.
Disagree with @Sid, you do not need to often do additional coursework to add multiple endorsements, in DC you jut need to take the appropriate PRAXIS tests.
I cant fathom why youd do a post-bach. If you want to do ICT do a Masters in ICT, at least then youd get a salary increase and you could spin that into a Tech leader role.
There are more hardship regions than China and the ME, including Myanmar and Vietnam, to name a few.
Most ISs have some form of ICT throughout all age ranges whether its a specialist IT in Primary or as a course offering in Secondary.
The Teach Now Masters isnt really worth anything and its a crazy expensive price for their degree. However a long as its accredited, unless its a Global Ivy, a Masters is a Masters is a Masters.
No one cares about your GPA in IE, outside of the Uni or EPP/ITT environment.
Your professional history isnt worth anything unless your goal is as a Literature IT who is going to teach a Journalism course and run the IS paper.
If your going the ICT route primary is important, almost crucial but many ICT credentials are K12/KS. If your going the HRT route than yes primary is essential.
The lower tier ISs are where your marketable, unless your Anderson Cooper. You have a very lite IT resume. The average IT salary is 32K.
There are some ISs that offer a Masters program, most ISs provide only a modest PD allowance, ith many third tier ISs offering little or nothing.
You have to pick one. So you probably have enough of a Chemistry background you could do science and maybe that translates to some manner of proficiency in Maths and maybe you can pass the tests and get certified, butt here is a difference between squeaking passed a test and actually teaching a subject especially at SLL. ITs do teach more than one subject, especially at small and lower tier ISs. Math and Science is one such pairing, and your Chemistry minor provides you some academic background for being competent. Their are typically two pathways to expanding out from what an ITs experiential background is: 1) Their current IS lets them teach another subject. 2) They take a step back in tier or region and apply for vacancies in the new teaching field.
Disagree with @Sid, you do not need to often do additional coursework to add multiple endorsements, in DC you jut need to take the appropriate PRAXIS tests.
I cant fathom why youd do a post-bach. If you want to do ICT do a Masters in ICT, at least then youd get a salary increase and you could spin that into a Tech leader role.
There are more hardship regions than China and the ME, including Myanmar and Vietnam, to name a few.
Most ISs have some form of ICT throughout all age ranges whether its a specialist IT in Primary or as a course offering in Secondary.
Re: Requesting criticism on my plan to become qualified/competitive.
Modernist and PsyGuy, thanks for replying and giving constructive feedback. I admit it did feel a little disheartening to read, though a necessary dose of reality for someone starting. I have additional questions more than anything and will try to keep them brief.
For the sake of summary, I have a few certainties:
* I enjoy computer science and am going back to school for it.
* I enjoy teaching.
* Teaching English is fine, but I couldn't care less about doing it long-term.
* My science and math background, while familiar, is not accomplished or competitive enough where I can afford broadening my focus too much.
I think I'm looking at two paths:
1) Get a teaching certification first, teach what my degree is in -- English. Pursue CS/ICT teaching in whatever way possible from there.
2) Be patient, stay in ESL, and complete a program pertaining to CS/ICT. Become demonstrably competent before pursuing a teaching license.
Everyone has told me to get my teaching license first, and do everything else second. It would be incredibly helpful to get some blunt remark on those two considered paths, even if it's something like, "Yes, you're stupid for even considering this one. Go with the other one for (reasons)."
Thanks for your time; you two have helped a lot. I'm trying to avoid wasting time and money here.
Modernist:
____________________
Yes, you understand the edutainment aspect of Korea. I have good working relationships, though I get told I'm "a little quiet outside the classroom" because I've tried to understand my role in Korean education and bite my tongue. It is what it is. I'm single, no attachments, have free time, etc.; the best I can do is try to get more certification or narrow down another path. One current saving grace is that I teach some hardworking kids who I get to create original lessons for, which is rewarding.
You said China and the Middle East are my two paths: But what about Russia? I've studied the language and would like to go back there or a Russian-speaking Central Asian country if able (it was actually my prior path, but I lost my job due to COVID economic woes and border closings). Eastern Europe, also, appeals to me, though I've read it can be competitive itself due to the limited number of international schools.
Some more information: what I mean by a post-bacc is a post-baccalaureate. I plan to complete a program in computer science whether it contributes to teaching or not, but I frankly enjoy teaching and think it would be a shame if those two paths couldn't converge. The exact degree/title of said program I'm unsure of, still. PsyGuy has made recommendations to consider, for example.
I do see where you call my current plan unlikely and admittedly I feel unfocused. Getting a teaching certification is one thing, and going back to school for a wholly different subject is another, but doing both? That's why I asked if it might be better to be patient, stay in ESL, and achieve competency in the field that appeals to me while working on relevant projects (I typically study CS on my own for about 15-20 hours a week before teaching in the afternoons. My teaching certification course would replace that for nine months). However, the overwhelming consensus has been to get teaching certified now (ideally with a salary bump, though if I pursued hardship in a Russian-speaking country, it might be roughly equivalent to my current Korea salary).
>>> "Really, it just seems like what you're suggesting is kind of unlikely, in my honest opinion. You want to go to an 'international' school with nothing except a TeachNow credential, and they would hire you to teach ESL"
I would actually be teaching English/Literature with my current major if I completed Teach-Now, though your point may be that such courses aren't far removed from ESL?
>>> "PS: You won't be able to use Search or ISS with a TeachNow credential and no home country experience. The good and middle schools will not be available to you. You'll be looking at very low schools, at best."
I don't understand how this is the case given that Teach-Now has partnered with Search Associates, though you could mean that I won't be at all competitive -- in which case I understand.
____________________
PsyGuy:
____________________
>>> "I dont see how Teach Now is going to work for you. You need to do a 12 week field experience, this means essentially a job in SK and thats going to be a regular work schedule of 8-4, its possible to work around that, like if all your classes are grouped 10-2 an the IS lets you be off campus the rest of the hours and waives your attendance at meeting, etc."
My current academy is suitable for my clinicals, according to someone from admissions I consulted with. Aside from a mentor teacher observing me during normal work hours, five videos must be submitted for evaluation over the course of said 12 weeks.
I'm not doing the Master's. It doesn't seem worth it to me (not regionally accredited, and so on).
>>> "The lower tier ISs are where your marketable, unless your Anderson Cooper. You have a very lite IT resume. The average IT salary is 32K."
No I'm not Anderson Cooper. Thank God. However, your comment on the salary has given me something to consider given that I'll be paying $6,000 for my certification and currently make 30k. What I should do is look at every country where I have a chance of being hired and see what a realistic salary is.
Regarding your comments on chemistry -- wouldn't instructors require some assurance that a chemistry teacher knows proper lab safety for students? I thought that would require more coursework.
>>> "I cant fathom why youd do a post-bach. If you want to do ICT do a Masters in ICT, at least then youd get a salary increase and you could spin that into a Tech leader role."
Fair.
>>> "There are more hardship regions than China and the ME, including Myanmar and Vietnam, to name a few."
What do you estimate my chances to be in Russia, Central Asia, or Eastern Europe?
For the sake of summary, I have a few certainties:
* I enjoy computer science and am going back to school for it.
* I enjoy teaching.
* Teaching English is fine, but I couldn't care less about doing it long-term.
* My science and math background, while familiar, is not accomplished or competitive enough where I can afford broadening my focus too much.
I think I'm looking at two paths:
1) Get a teaching certification first, teach what my degree is in -- English. Pursue CS/ICT teaching in whatever way possible from there.
2) Be patient, stay in ESL, and complete a program pertaining to CS/ICT. Become demonstrably competent before pursuing a teaching license.
Everyone has told me to get my teaching license first, and do everything else second. It would be incredibly helpful to get some blunt remark on those two considered paths, even if it's something like, "Yes, you're stupid for even considering this one. Go with the other one for (reasons)."
Thanks for your time; you two have helped a lot. I'm trying to avoid wasting time and money here.
Modernist:
____________________
Yes, you understand the edutainment aspect of Korea. I have good working relationships, though I get told I'm "a little quiet outside the classroom" because I've tried to understand my role in Korean education and bite my tongue. It is what it is. I'm single, no attachments, have free time, etc.; the best I can do is try to get more certification or narrow down another path. One current saving grace is that I teach some hardworking kids who I get to create original lessons for, which is rewarding.
You said China and the Middle East are my two paths: But what about Russia? I've studied the language and would like to go back there or a Russian-speaking Central Asian country if able (it was actually my prior path, but I lost my job due to COVID economic woes and border closings). Eastern Europe, also, appeals to me, though I've read it can be competitive itself due to the limited number of international schools.
Some more information: what I mean by a post-bacc is a post-baccalaureate. I plan to complete a program in computer science whether it contributes to teaching or not, but I frankly enjoy teaching and think it would be a shame if those two paths couldn't converge. The exact degree/title of said program I'm unsure of, still. PsyGuy has made recommendations to consider, for example.
I do see where you call my current plan unlikely and admittedly I feel unfocused. Getting a teaching certification is one thing, and going back to school for a wholly different subject is another, but doing both? That's why I asked if it might be better to be patient, stay in ESL, and achieve competency in the field that appeals to me while working on relevant projects (I typically study CS on my own for about 15-20 hours a week before teaching in the afternoons. My teaching certification course would replace that for nine months). However, the overwhelming consensus has been to get teaching certified now (ideally with a salary bump, though if I pursued hardship in a Russian-speaking country, it might be roughly equivalent to my current Korea salary).
>>> "Really, it just seems like what you're suggesting is kind of unlikely, in my honest opinion. You want to go to an 'international' school with nothing except a TeachNow credential, and they would hire you to teach ESL"
I would actually be teaching English/Literature with my current major if I completed Teach-Now, though your point may be that such courses aren't far removed from ESL?
>>> "PS: You won't be able to use Search or ISS with a TeachNow credential and no home country experience. The good and middle schools will not be available to you. You'll be looking at very low schools, at best."
I don't understand how this is the case given that Teach-Now has partnered with Search Associates, though you could mean that I won't be at all competitive -- in which case I understand.
____________________
PsyGuy:
____________________
>>> "I dont see how Teach Now is going to work for you. You need to do a 12 week field experience, this means essentially a job in SK and thats going to be a regular work schedule of 8-4, its possible to work around that, like if all your classes are grouped 10-2 an the IS lets you be off campus the rest of the hours and waives your attendance at meeting, etc."
My current academy is suitable for my clinicals, according to someone from admissions I consulted with. Aside from a mentor teacher observing me during normal work hours, five videos must be submitted for evaluation over the course of said 12 weeks.
I'm not doing the Master's. It doesn't seem worth it to me (not regionally accredited, and so on).
>>> "The lower tier ISs are where your marketable, unless your Anderson Cooper. You have a very lite IT resume. The average IT salary is 32K."
No I'm not Anderson Cooper. Thank God. However, your comment on the salary has given me something to consider given that I'll be paying $6,000 for my certification and currently make 30k. What I should do is look at every country where I have a chance of being hired and see what a realistic salary is.
Regarding your comments on chemistry -- wouldn't instructors require some assurance that a chemistry teacher knows proper lab safety for students? I thought that would require more coursework.
>>> "I cant fathom why youd do a post-bach. If you want to do ICT do a Masters in ICT, at least then youd get a salary increase and you could spin that into a Tech leader role."
Fair.
>>> "There are more hardship regions than China and the ME, including Myanmar and Vietnam, to name a few."
What do you estimate my chances to be in Russia, Central Asia, or Eastern Europe?
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shadowjack
- Posts: 2140
- Joined: Sat Oct 06, 2012 9:49 am
Re: Requesting criticism on my plan to become qualified/competitive.
Mencoh,
the world still needs tech teachers and good, experienced ones are gems. Pursue your English but keep on developing your tech skills. Move laterally to things such as yearbook class, journalism, integrate technology in story telling, and then keep pushing the envelope. I know people with NO tech certification or tech degrees who are Tech Directors of schools who came in via that route.
Lots of people can use technology a bit - but not lots of people can teach it, train others in it, understand how to fix it, how to program it, how to roll it out.
Like I said - keep pushing once you get in a school...
the world still needs tech teachers and good, experienced ones are gems. Pursue your English but keep on developing your tech skills. Move laterally to things such as yearbook class, journalism, integrate technology in story telling, and then keep pushing the envelope. I know people with NO tech certification or tech degrees who are Tech Directors of schools who came in via that route.
Lots of people can use technology a bit - but not lots of people can teach it, train others in it, understand how to fix it, how to program it, how to roll it out.
Like I said - keep pushing once you get in a school...
Re: Requesting criticism on my plan to become qualified/competitive.
I'm gonna lob an idea in here.
So you currently teach English, because that's where your degree is, but want to move to ICT. I'm going to suggest another option....
1. Get a job with a T3 English curriculum school, and get your PGCEi. Some schools are better than others at supporting students through this, so be aware that they might not provide support and/or funding which you might expect.
2. Consider primary / elementary teaching. That way, the degree doesn't matter so much (except in ME) and after a year or two as a class teacher you could look to specialize in ICT.
3. Stick with MS/HS/Secondary English, but seek out roles as 'ICT Champion' and the like. Look to get involved in the development of educational technology in the school, and seek jobs on that basis. Quite a few schools are looking at this.
So you currently teach English, because that's where your degree is, but want to move to ICT. I'm going to suggest another option....
1. Get a job with a T3 English curriculum school, and get your PGCEi. Some schools are better than others at supporting students through this, so be aware that they might not provide support and/or funding which you might expect.
2. Consider primary / elementary teaching. That way, the degree doesn't matter so much (except in ME) and after a year or two as a class teacher you could look to specialize in ICT.
3. Stick with MS/HS/Secondary English, but seek out roles as 'ICT Champion' and the like. Look to get involved in the development of educational technology in the school, and seek jobs on that basis. Quite a few schools are looking at this.
Re: Requesting criticism on my plan to become qualified/competitive.
ShadowJack and ExpatScot, thank you also for your input on my situation. I've decided to follow through with getting a teaching license while I continue developing my technical skills, and will do a lower-tier school while adapting as needed. Something I'll do now is make a spreadsheet of realistic schools and areas I could work at to become more competitive, and keep them in mind (I am definitely interested in looking at countries outside of China and the Middle East, and am prepared for a "hardship" situation while I'm still fairly young).
ExpatScott, do you know what other countries' equivalent of a PGCEi would be? Something like a Master's in Science Teaching, or a Master's in ICT program that PsyGuy mentioned for example?
Everyone has been a great help, especially on the parts of my thought process that were flawed or not well-planned.
ExpatScott, do you know what other countries' equivalent of a PGCEi would be? Something like a Master's in Science Teaching, or a Master's in ICT program that PsyGuy mentioned for example?
Everyone has been a great help, especially on the parts of my thought process that were flawed or not well-planned.
-
shadowjack
- Posts: 2140
- Joined: Sat Oct 06, 2012 9:49 am
Re: Requesting criticism on my plan to become qualified/competitive.
Skip the PGCEi, get certified in English, get to a smallish IB school, stick around, and teach ITGS. If you can teach programming, start a programming club, a tech club, a robotics club if the school has equipment and there is none. If these exist, volunteer to help out. Hang out with the technology people. They can smell fake from real.
If you are good at teaching tech, there are many jobs out there. My friend's last four jobs (that's stretching back almost twenty years!) have been tech jobs, and as I say, he is a Tech Director. Go for what you want, but use what you have (the English) to get your start.
If you are good at teaching tech, there are many jobs out there. My friend's last four jobs (that's stretching back almost twenty years!) have been tech jobs, and as I say, he is a Tech Director. Go for what you want, but use what you have (the English) to get your start.
Reply
@Mencoh
Yes do your credential first. Why are you so hung up on Teach Now though. Why spend all that coin to get in a classroom, when you could do much easier and shorter and less expensive routes. You could do a Masters for that kind of coin.
You could use the UT AEL (Entry grade) pathway, you wouldnt have to do any tests for English as you have a major in the field, all you would need to do is complete the online modules for meds/peds/asst and apply. You could do the whole thing in a weekend and it would cost you zero, there is no application fee or fee for the online modules. Your only cost would be getting official transcripts sent to the UT DOE. You could be credentialed by January. You could also use this pathway to get credentialed in ICT, in UT its "Technology" and its the PRAXIS 5051 exam.
Th reason being you have a very lite resume, and you dont know if anyone wants you or how much your worth. The only real benefit you have going for you is you dont have anywhere down to go to, so you may as well shoot for the moon. You also dont have to limit yourself to one of the other get both subject areas and apply to vacancies in both. You really arent in a position to make choices right no because you have no options, and the UT AEL is a very inexpensive way to find out what your value and marketability is.
If you want to do Literature thats fine, but if you dont, dont bother with it, start in ICT. The reason is it will either be a long time before you get the opportunity after putting some time in at an IS or youll have to step back anyway, youre at the bottom might as well see what opportunities avail themselves to you now.
At a certain point ESOL becomes Literature studies, it depends on the grade and level of the students, but at some point your students English ability is at or near grade level and your opening some kind of literary book and just reading.
Just because Teach Now and SA partnered together doesnt mean you get a side way into registering with SA, you typically need two years post credentialing experience, but you may be able to register with SA as an intern upon completing Teach Now.
In addition to a M.Ed, UPe has a BS in CSci, they accept up to 90 credits and the major is 19 courses. which would cost you USD$2340, you could do that and the UPe M.Ed for what Teach Now would cost you.
You maybe should just apply for everything your remotely qualified for and then based on what interview and offers you get, decide whats best for you. That USD$32K is an average youre only an intern class IT.
You have a minor in Chemistry, and if you do get credentialed in Science they will assume you know the basics of laboratory safety. There isnt much to know, allergies, PPE (goggles, gloves, maybe aprons), tie long hair in the back and under your shirt, always assume an open flame unless its capped, dispose of reagents and products in the designated container, fume hood, fire extinguishers and wash stations (eye and shower), thats about it.
Russia, probably zero, I man there are some ISs paying USD$600/mt that would take you but thats minion coin. Anywhere you would want to be isnt going to be impressed with your resume even if you went Literature, but again you arent Anderson Cooper so, somewhere between nil and zero.
The only reason to do a PGCEi is if you dont have a classroom or your really focused on using the AO route to QTS, and then you would want to do the TES PGCEi. If youre really set on doing a skills based pathway, Teacher Ready out of Florida only has a 5 day field experience compared to Teach Nows 12 weeks.
Primary is a good route if your really focused on ICT, since a lack of expertise wouldnt matter as much and a ICT credential, among other things would be more marketable.
A Post Graduate Certificate (the PGC in PGCEi) is awarded after completion of one year of graduate level study. Its essentially half of a taught Masters program. There are other certificate programs provided by various Unis, Coursera and edX are good places to start.
Yes do your credential first. Why are you so hung up on Teach Now though. Why spend all that coin to get in a classroom, when you could do much easier and shorter and less expensive routes. You could do a Masters for that kind of coin.
You could use the UT AEL (Entry grade) pathway, you wouldnt have to do any tests for English as you have a major in the field, all you would need to do is complete the online modules for meds/peds/asst and apply. You could do the whole thing in a weekend and it would cost you zero, there is no application fee or fee for the online modules. Your only cost would be getting official transcripts sent to the UT DOE. You could be credentialed by January. You could also use this pathway to get credentialed in ICT, in UT its "Technology" and its the PRAXIS 5051 exam.
Th reason being you have a very lite resume, and you dont know if anyone wants you or how much your worth. The only real benefit you have going for you is you dont have anywhere down to go to, so you may as well shoot for the moon. You also dont have to limit yourself to one of the other get both subject areas and apply to vacancies in both. You really arent in a position to make choices right no because you have no options, and the UT AEL is a very inexpensive way to find out what your value and marketability is.
If you want to do Literature thats fine, but if you dont, dont bother with it, start in ICT. The reason is it will either be a long time before you get the opportunity after putting some time in at an IS or youll have to step back anyway, youre at the bottom might as well see what opportunities avail themselves to you now.
At a certain point ESOL becomes Literature studies, it depends on the grade and level of the students, but at some point your students English ability is at or near grade level and your opening some kind of literary book and just reading.
Just because Teach Now and SA partnered together doesnt mean you get a side way into registering with SA, you typically need two years post credentialing experience, but you may be able to register with SA as an intern upon completing Teach Now.
In addition to a M.Ed, UPe has a BS in CSci, they accept up to 90 credits and the major is 19 courses. which would cost you USD$2340, you could do that and the UPe M.Ed for what Teach Now would cost you.
You maybe should just apply for everything your remotely qualified for and then based on what interview and offers you get, decide whats best for you. That USD$32K is an average youre only an intern class IT.
You have a minor in Chemistry, and if you do get credentialed in Science they will assume you know the basics of laboratory safety. There isnt much to know, allergies, PPE (goggles, gloves, maybe aprons), tie long hair in the back and under your shirt, always assume an open flame unless its capped, dispose of reagents and products in the designated container, fume hood, fire extinguishers and wash stations (eye and shower), thats about it.
Russia, probably zero, I man there are some ISs paying USD$600/mt that would take you but thats minion coin. Anywhere you would want to be isnt going to be impressed with your resume even if you went Literature, but again you arent Anderson Cooper so, somewhere between nil and zero.
The only reason to do a PGCEi is if you dont have a classroom or your really focused on using the AO route to QTS, and then you would want to do the TES PGCEi. If youre really set on doing a skills based pathway, Teacher Ready out of Florida only has a 5 day field experience compared to Teach Nows 12 weeks.
Primary is a good route if your really focused on ICT, since a lack of expertise wouldnt matter as much and a ICT credential, among other things would be more marketable.
A Post Graduate Certificate (the PGC in PGCEi) is awarded after completion of one year of graduate level study. Its essentially half of a taught Masters program. There are other certificate programs provided by various Unis, Coursera and edX are good places to start.
Re: Requesting criticism on my plan to become qualified/competitive.
PsyGuy,
Would you recommend the UT AEL over the MTEL? After doing some reading, my guess is you recommended UT due to Praxis competency in subjects that aren't my English major and the fact that a UT Level One Educator License can be renewed after three years with no experience in any UT public or private school.
Unless I'm mistaken, with the MTEL I'd be limited to English until I completed a degree in another field, and expiration is a concrete timeline of five years. There is a Computer Science MTEL being offered beginning Summer 2021, though.
So, you're recommending a provisional licensing option because to a T3 school, there's really no difference between a guy who did that and a guy who spent $6,000 on a D.C. license -- and until I begin working T3, my resume is effectively zilch.
After my early twenties I'm not a fan of spending money on education unless I have to (it's why I have yet to spend a dime on CS, though I would if I could confidently state the degree would lead to a market-proven salary bump).
>>> "Just because Teach Now and SA partnered together doesnt mean you get a side way into registering with SA, you typically need two years post credentialing experience, but you may be able to register with SA as an intern upon completing Teach Now."
Understood, thanks.
>>> "Russia, probably zero, I man there are some ISs paying USD$600/mt that would take you but thats minion coin."
I wouldn't mind treating a hardship tier as the opportunity to become more proficient in the language, which is why I asked. My first priority is earning and experience potential, though. I also don't mind looking outside of China or the Middle East, so that's why I've considered virtually any Russian-speaking country believing (perhaps erroneously) that savings could still be possible with salary proportional to living costs. If I'm wrong, I'm wrong; I usually always consider killing two birds with one stone, but a foreign language isn't a career requirement for me and isn't important.
To summarize:
1) Get a provisional teaching license (UT is recommended, MA another valid option, HI?, etc.)
2) Continue pursuing CS competency while applying to jobs
Then for (3) I would be completing requirements to extend my license beyond the provisional time period (3 years for UT, 5 years for MA)? That would be state-specific, but in general an M.Ed would help that I assume.
Thanks, as always, for your time and info. Does look like a better plan is beginning to form.
Would you recommend the UT AEL over the MTEL? After doing some reading, my guess is you recommended UT due to Praxis competency in subjects that aren't my English major and the fact that a UT Level One Educator License can be renewed after three years with no experience in any UT public or private school.
Unless I'm mistaken, with the MTEL I'd be limited to English until I completed a degree in another field, and expiration is a concrete timeline of five years. There is a Computer Science MTEL being offered beginning Summer 2021, though.
So, you're recommending a provisional licensing option because to a T3 school, there's really no difference between a guy who did that and a guy who spent $6,000 on a D.C. license -- and until I begin working T3, my resume is effectively zilch.
After my early twenties I'm not a fan of spending money on education unless I have to (it's why I have yet to spend a dime on CS, though I would if I could confidently state the degree would lead to a market-proven salary bump).
>>> "Just because Teach Now and SA partnered together doesnt mean you get a side way into registering with SA, you typically need two years post credentialing experience, but you may be able to register with SA as an intern upon completing Teach Now."
Understood, thanks.
>>> "Russia, probably zero, I man there are some ISs paying USD$600/mt that would take you but thats minion coin."
I wouldn't mind treating a hardship tier as the opportunity to become more proficient in the language, which is why I asked. My first priority is earning and experience potential, though. I also don't mind looking outside of China or the Middle East, so that's why I've considered virtually any Russian-speaking country believing (perhaps erroneously) that savings could still be possible with salary proportional to living costs. If I'm wrong, I'm wrong; I usually always consider killing two birds with one stone, but a foreign language isn't a career requirement for me and isn't important.
To summarize:
1) Get a provisional teaching license (UT is recommended, MA another valid option, HI?, etc.)
2) Continue pursuing CS competency while applying to jobs
Then for (3) I would be completing requirements to extend my license beyond the provisional time period (3 years for UT, 5 years for MA)? That would be state-specific, but in general an M.Ed would help that I assume.
Thanks, as always, for your time and info. Does look like a better plan is beginning to form.
Re: Requesting criticism on my plan to become qualified/competitive.
>>> "In addition to a M.Ed, UPe has a BS in CSci, they accept up to 90 credits and the major is 19 courses. which would cost you USD$2340, you could do that and the UPe M.Ed for what Teach Now would cost you."
While I suppose the exact program to consider for M.Ed/CS certification is an entirely separate question, I guess the point is that I'd have an extra $6,000 and an additional six months or so to consider that path, versus Teach-Now taking $6,000 and nine months of my time.
(Wasn't able to edit my previous post and reply to this.)
While I suppose the exact program to consider for M.Ed/CS certification is an entirely separate question, I guess the point is that I'd have an extra $6,000 and an additional six months or so to consider that path, versus Teach-Now taking $6,000 and nine months of my time.
(Wasn't able to edit my previous post and reply to this.)
Reply
@Mencoh
First, the AEL (Associate Educator License) is a credential and the MTEL is a professional credentialing exam, similar to the PRAXIS that is used by the state of MA.
Both routes have advantages and disadvantages, the UT route is stronger at this time and in this scenario. Peak recruiting happens in January (normally), with the UT AEL and pursuing English Literature there is no test requirement, as you indicated youd want to study for the exams, thus no exam costs, and there also isnt any application costs or cost for the online modules. This means for the cost of a transcript you can have a credential by January. Your biggest issue is you dont know if anyone wants you, and if there are ISs that are interested in you you dont know how much your worth, and you need real world data. If you fall flat and this fails (you have a VERY lite resume) youre out 2 pints for the transcript and you can look at other or parallel options.
The renewal int really the issue. The UT credential can be renewed (3 years) and the MA credential (specifically, the MA Provisional, 5 years) credential can not, but its not 5 fixed years from the date of issue, its 5 years of work, and MA specifically defines "work" as teaching in MA, since this is for IE, and assuming you never teach in MA, you will never use any of that 5 years, and thus will have an effective lifetime credential.
MA requires tests though regardless of the teaching area and those are cost and time, their ICT endorsement currently requires a portfolio review with a large number of topic you have to demonstrate competency in which could take a lot of time or require more work. UT is just take the test, which for you would just be for ICT as your degree in English Literature exempts you from the testing requirement.
No, you can add other endorsements in teaching areas for both UT and MA by meeting the testing requirements (assuming there is a test), you dont need to complete another degree or coursework.
Youre VERY lite resume is less the issue and more an issue that in so far as recruiting is concerned there isnt much if any difference in marketability between assessment pathways (such as UT and MA) and skills pathways (such as Teach Now). A recruiter is going to take one look at your resume (and maybe your transcript) and see you didnt get a degree in edu or obtain any academic coursework in edu. For an intern or entry class IT those can matter to a some degree, but those arent option youre looking at. Its why I discussed UPe, as the rule is nothings a Masters except a Masters. You essentially are checking off the box "professional DT/IT", and how you got it and what exact type of credential doesnt really matter so much, youre 'authorized to provide and deliver instructional services in a K12/KS edu environment', thats what matters. That and Teach Now is USD$6K, theres a lot you can do with USD$6K and if IE doesnt work for you that DC credential is either going to take work in the form of PD to continually keep current and valid or it just expires and fades away and youre out USD$6K whereas another degree has much better value both within IE and DE and outside of edu.
The only difference between an IT that went an assessment based route (UT or MA) and one that went specifically the Teach Now (skills based pathway) is in the scenario where they are doing their 12 week field work in a reputable IS such that they could get a reference from that IS and possibly lead to them being made an offer of appointment. They could then potentially jump the typical track of navigating among and through the tiers.
An entry level programmer/coder with a BS in C.Sci can easily find USD$80K starting out.
If its Russia or bust then in the summer just pack, get on a plane and go there, try to find an ET position before you go but if not once youre in Moscow or St.Petersburg finding minion coin teaching ES isnt hard. Then just keep your eyes and ears open. Most of the inquiries the forum gets and contributors focus on are ISs that are 'on the circuit', but there is a much larger world of DE/IE thats off the circuit; that essentially are DT positions in various English programs whether a bilingual DS, academy IS program or EAP that are only available and recruited locally. They could provide exceptional coin and savings, as there are some very well paying prep DSs and you could find yourself in the position of being in the right place at the right time to benefit from one of them, but you have to be there.
The approach would essentially be start with the 3 year UT credential and if it works out for you instead of renewing it, take the appropriate MTEL exams to obtain the MA Provisional credential.
HI is how you professionalize either the UT or MA credentials as discussed above. After you have 3 years of appropriate edu experience you can then apply for the HI Standard (Professional grade) credential, which then would allow you (highly likely) to obtain QTS (a lifetime credential from the UK) since your teaching areas would be in subjects you have an academic (degree) background in. The other option would be to then use the HI Standard credential to obtain either the CA CLEAR or NJ Standard (both Professional grade credentials). The CA credential is valid for 5 years but requires no PD to renew and the NJ Standard credential is a lifetime credential.
You may not need more ICT/CSci competency beyond a professional edu credential. Youd be surprised how many ITs there are in ICT who dont have academic qualifications in ICT/CSci, especially below SLL level. A credential and then something like Google/Apple/MS edu certificate is pretty much all you need for primary or lower secondary. Youre not really doing any coding at those levels.
An M.Ed would certainly meet many DOE renewal requirements but neither QTS, HI, CA, nor NJ require them. A Masters gives you better marketability and in most cases more coin in terms of salary as well as opening up various leadership roles.
First, the AEL (Associate Educator License) is a credential and the MTEL is a professional credentialing exam, similar to the PRAXIS that is used by the state of MA.
Both routes have advantages and disadvantages, the UT route is stronger at this time and in this scenario. Peak recruiting happens in January (normally), with the UT AEL and pursuing English Literature there is no test requirement, as you indicated youd want to study for the exams, thus no exam costs, and there also isnt any application costs or cost for the online modules. This means for the cost of a transcript you can have a credential by January. Your biggest issue is you dont know if anyone wants you, and if there are ISs that are interested in you you dont know how much your worth, and you need real world data. If you fall flat and this fails (you have a VERY lite resume) youre out 2 pints for the transcript and you can look at other or parallel options.
The renewal int really the issue. The UT credential can be renewed (3 years) and the MA credential (specifically, the MA Provisional, 5 years) credential can not, but its not 5 fixed years from the date of issue, its 5 years of work, and MA specifically defines "work" as teaching in MA, since this is for IE, and assuming you never teach in MA, you will never use any of that 5 years, and thus will have an effective lifetime credential.
MA requires tests though regardless of the teaching area and those are cost and time, their ICT endorsement currently requires a portfolio review with a large number of topic you have to demonstrate competency in which could take a lot of time or require more work. UT is just take the test, which for you would just be for ICT as your degree in English Literature exempts you from the testing requirement.
No, you can add other endorsements in teaching areas for both UT and MA by meeting the testing requirements (assuming there is a test), you dont need to complete another degree or coursework.
Youre VERY lite resume is less the issue and more an issue that in so far as recruiting is concerned there isnt much if any difference in marketability between assessment pathways (such as UT and MA) and skills pathways (such as Teach Now). A recruiter is going to take one look at your resume (and maybe your transcript) and see you didnt get a degree in edu or obtain any academic coursework in edu. For an intern or entry class IT those can matter to a some degree, but those arent option youre looking at. Its why I discussed UPe, as the rule is nothings a Masters except a Masters. You essentially are checking off the box "professional DT/IT", and how you got it and what exact type of credential doesnt really matter so much, youre 'authorized to provide and deliver instructional services in a K12/KS edu environment', thats what matters. That and Teach Now is USD$6K, theres a lot you can do with USD$6K and if IE doesnt work for you that DC credential is either going to take work in the form of PD to continually keep current and valid or it just expires and fades away and youre out USD$6K whereas another degree has much better value both within IE and DE and outside of edu.
The only difference between an IT that went an assessment based route (UT or MA) and one that went specifically the Teach Now (skills based pathway) is in the scenario where they are doing their 12 week field work in a reputable IS such that they could get a reference from that IS and possibly lead to them being made an offer of appointment. They could then potentially jump the typical track of navigating among and through the tiers.
An entry level programmer/coder with a BS in C.Sci can easily find USD$80K starting out.
If its Russia or bust then in the summer just pack, get on a plane and go there, try to find an ET position before you go but if not once youre in Moscow or St.Petersburg finding minion coin teaching ES isnt hard. Then just keep your eyes and ears open. Most of the inquiries the forum gets and contributors focus on are ISs that are 'on the circuit', but there is a much larger world of DE/IE thats off the circuit; that essentially are DT positions in various English programs whether a bilingual DS, academy IS program or EAP that are only available and recruited locally. They could provide exceptional coin and savings, as there are some very well paying prep DSs and you could find yourself in the position of being in the right place at the right time to benefit from one of them, but you have to be there.
The approach would essentially be start with the 3 year UT credential and if it works out for you instead of renewing it, take the appropriate MTEL exams to obtain the MA Provisional credential.
HI is how you professionalize either the UT or MA credentials as discussed above. After you have 3 years of appropriate edu experience you can then apply for the HI Standard (Professional grade) credential, which then would allow you (highly likely) to obtain QTS (a lifetime credential from the UK) since your teaching areas would be in subjects you have an academic (degree) background in. The other option would be to then use the HI Standard credential to obtain either the CA CLEAR or NJ Standard (both Professional grade credentials). The CA credential is valid for 5 years but requires no PD to renew and the NJ Standard credential is a lifetime credential.
You may not need more ICT/CSci competency beyond a professional edu credential. Youd be surprised how many ITs there are in ICT who dont have academic qualifications in ICT/CSci, especially below SLL level. A credential and then something like Google/Apple/MS edu certificate is pretty much all you need for primary or lower secondary. Youre not really doing any coding at those levels.
An M.Ed would certainly meet many DOE renewal requirements but neither QTS, HI, CA, nor NJ require them. A Masters gives you better marketability and in most cases more coin in terms of salary as well as opening up various leadership roles.