@ncteacher23

No its not. The LW ideally wants the opposite, they want a slow program, something like a US ACP EPP/ITT program where they can do a full year long internship as part of their credentialing program. Because then they will have at least a year of classroom edu experience to put on their resume. Elementary/Primary is a saturated field for HRTs in IE and DE.
There are three pillars to an ITs resume: What they can teach; What they have taught, and Special Skills. Of those experience is king, the gold ring. Ideally, they would want that slow journey to be in an IS that they actually want to be at so that when that year is over and they have done a great and impressive job the IS will offer them an actual appointment. Getting in and out as fast as they can fills out the white space on the resume faster but then what, theyre done and waiting in the one state theyre credentialed in with qualifications, etc. that make the LW a more expensive hire without the accompanying experience that adds actual value. Its scholar rich, practitioner poor.

The MA Provisional pathway allows the LW to find out for a couple weekends and a few hundred USD what they are worth, or more specifically what their 15 years of youth programing is worth if they have a credential. They can then shop their resume around and see what interest, if any they get; who is interested, where, and for what comp. Once they have some of that data they can decide if its worth spending the thousands of USD to get an Edu. Masters or to do an academic or skills based EPP/ITT program, or if leadership is a viable option.

@ncteacher23

WGU uses a competency based approach, and while efficiency and economical tend to be an outcome thats not their goal.

Terms at WGU are 6 months and cost USD$4250/term and degree conferral is available monthly. For that matter you could get the entire 10 course sequence done in one month maybe even 10 days, those and other time lines (including 2 months) are possible, but thats not what happens. Im sure there are case examples of such feats being accomplished but aside from the extremely small niche of students that could complete the coursework so rapidly the limiting factors are going to be:
First, the Capstone which is going to require data collection, IRB, etc. Even if you had the proposal (literature review and methodology) done youd still have to have had the prior 9 courses finished in the first 4 months to meet the 8 week deadline for enrolling in the Capstone and conducting research is going to slow the student down.
Second, you cant finish field experience (student teaching) as part of the EPP/ITT credentialing process at your own pace (and its not available for the C&I program either). The MA Elem. Edu is 28 courses and requires 65 hrs. of clinicals and no less than 60 days of student teaching. The length of contact time is limited to so many hours of instruction per day with the number of days restricted. You cant get it done in two months because your student teaching alone is at least two months, which is really at best 3 months because you only have instructional contact with students about 20 days out of a month. Your 65 hrs of clinicals is going to take about 10 more days so youre looking at 3 and a half months and your restricted to the DS/IS calendar. You also have nearly three times as many courses at 28 to complete.
Could you get the MA Elem. Edu. with a credential done in two months, no, hard stop. Could you maybe get it done in one term. 3.5 months for field experience in a 6 month term leaves 10 weeks to do the remaining 24 courses, thats one day to read, one day to write, half a day to wait on assessment. If time is the ONLY factor, then its possible, but this isnt happening in a bubble, so is it a practical time line, no.
Could you get the MS C&I done in a term, maybe. Youve got to get the first 9 courses done in the first 4 months to start the Capstone by the 8 week end of term cut off (without needing special approval). Thats better, 16 weeks for 9 courses is about 12 days a course. Only about 60% finish within a year which is two terms and while thats better than half its not most. So youre looking at USD$8500 for a year. Both UPe and Buckingham are significantly less than that for the same amount of time (one year).

Why do Teach Now or Teach Ready compared to the few hundred USD the MA Provisional assessment pathway costs and which could be completed over a month compared to the year Teach Now or Teach Ready would take.

US Ed.Ld Masters dont typically include teaching credentials but admin/leadership credentials. DC offers a credential that requires a Masters, 2-4 years of Pro. Edu. experience (including as a DT/IT) and a Pro. Edu. exam (SLLA exam). There is no EPP/NPQ program requirement. Uni Buckingham has a 18 mth. M.Ed Ed.Ld degree for £6K.

@ncteacher23

Its not uncommon to find primary classrooms without textbooks in IE.

I would be remiss if I didnt mention the IB (PYP specifically). If you wanted to do the work you could structure your courses around the PYP using various materials both online resources and through Follett. The Oxford Mathematics Primary Years Programme series (Oxford University Press) covers years K-6 with student, teacher, and mastery resources that do contain various activities (but there is no box of manipulables). You could then (if you wanted to do the work) put together an inquiry driven program that emulated a PYP classroom which you could then base a portfolio on and reflect upon in the recruiting process. Youd spend more time creating, curating and resourcing activities but youd spend less time documenting curriculum standards and objectives. There is also an inherent validity to the PYP and its very short connection to their sponsored resources you wont find with other materials and resources.

@ncteacher23

Im not of a particular position how it "should be" just that far more often than not primary maths isnt taught any differently than any other level of maths in IE, including at bilingual ISs.

White Rose Education has a bunch of free resources, but its popular with the UK NC so youll find lots of ancillary and external resources for it.
RightStart Mathematics is about as complete a curriculum in a box as you can get, it utilizes a common manipulable throughout the lessons in the form of a special abacus that is used during games practice.
Pearson is a popular resource for edus that want to try createing their own program.

@ncteacher23

The LW has a B.Ed and their interest is in primary. They have a second degree and while not explicit it could be a Masters. Regardless theres nothing they are going to find in a C&I M.Ed that isnt going to be a revisit of their B.Ed program. US based Masters in edu tend to be warmed over versions of EPP/ITT (Post Bach) or B.Ed programs (assuming you can find one).

WGU is a rather poor recommendation. Its about USD$17K for two years (assuming you finish it in that time), and WGU certainly doesnt have any prestige attached to it. UPe is about a third of that at around USD$5K, and Uni. Buckingham is £4K The MA Provisional (Entry grade) assessment route is a few hundred USD (youd need to do something through the IB or Coursera or elsewhere to meet the primary/elementary credentialing requirements).
A Masters should do more than just get you into a classroom. Uni Buckingham has an M.Ed. Ed.Ld program for £6K. You can do the MA Superintendent (Executive Leadership) credential with the same Literacy exam, and three years of edu supervisory experience including something like HOD or coordinator of something. You can do the Harvard Certificate in School Management and Leadership (CSML) for USD$2K. All of that is still about half the cost of WGU, and a lot more marketable than WGU.

Not really.
Usually the major difference between primary and lower secondary maths is breaking the skill down into more but smaller instructional units; and while there are play based approaches to primary math instruction, for the most part its direct teach (drill and skill) methodology with a colorful activity workbook rather than a textbook of algorithms and proofs.

More accurately ITs are guests in foreign countries, but how would being a Turkish citizen have made any difference in this case? Its Turkiye, but even if it wasnt, say it was the UK, how would it be any different, a nicer prison, a less stressful detention facility? I dont see any meaningful differences in the prosecution of such a case between jurisdictions. Its the word of a student and a parent vs. an IT and an aide, the forensics could go either way depending on interpretation (someone maybe abused the child but as to who is a quagmire). The whole fragility and detention is a red herring, should only mentally and physically fit individuals be held accountable for their actions (assuming the IT is guilty).
The only real lesson in this is dont go to Turkiye.

Still scammy.
Its not that their L5D wont meet the requirements with SET, theyre just better providers to give your coin to.

@kfssbjj

Really only Asia. The US, UK, CAN, AUS, most of the We all have some form of social pension/retirement. I think a lot of ITs think about it at least passingly, and while young ITs are less inclined to actively budget for their retirement, a lot of them either need to move into IE or really they would leave the edu profession entirely. Retirement is just much further down the road than the history DT who very much is thinking if theres any reasonable means of monetizing their history degree and background that isnt in edu and actually has a reasonable level of demand.

@AA2024

Why work as a poo IS to get your foot in the door when you could work at a better IS to get your foot in the door.

@Sergey

Your post seems to contradict itself in places. It reads like AI wrote it.

Leadership might be "a" clear factor, but its really not. A generally disrespectful or unmotivated student body is far more a problem for a classroom IT than poor leadership. There are plenty of poor or undistinguished leaders that keep to themselves and let their ITs do what they want in their classroom without much if any hassle, and there are a lot of ITs very happy as long as their left alone.

WI utilizes ABCTE as an EPP/ITT program. When you complete ABCTE and apply with the WI DOE they will issue a Tier II provisional credential, this is an Entry grade credential, this is renewable every 3 years, PD is not required.

In WI there are four "tiers" of credentials. Tier I credentials are permits. Tier II-IV are regular credentials. Tier II credentials are Entry grade credentials, Tier III are Standard grade credentials, and Tier IV is the Advanced grade credential.
First, with this pathway you wouldnt feasibly be able to transition to the Standard (Tier III) credential unless you relocate to WI and teach there.
Second, without a field experience component you can document, this credential has low portability among other states. You wouldnt be able to meet the requirements for QTS through reciprocity, for example. While ABCTE is an EPP/ITT provider, they are more a study provider for an assessment based pathway.

Its not that you cant accomplish these things with ABCTE, you can, the question is why compared to alternatives. The MA Provisional credential is also an Entry grade credential and would only require a few hundred USD in testing and application fees as opposed to the USD$2K ABCTE charges. This would be an effective lifetime credential that not only doesnt require PD but doesnt even need to be renewed. The MA Provisional also allows for a broader selection of content areas (the WI ABCTE program only allows Elementary, ELA/Literature, Science, Maths, Social Studies, and SPED/SEN/LD).
The only scenario where the ABCTE and WI pathway is advantageous is in the case of SPED/SEN/LD. Assessment based pathways in SPED/SEN/LD are very difficult to find and when they are, such as with the MA pathway it would be an exhaustive list of requirements.
MA does have an additional 10hr requirement working with students with disabilities in the classroom for Elementary. Which you could fill on the cheap through Coursera, or through an IB workshop on the pricey side.

In the case of the LW with both bachelors/first degrees and a Masters in edu, nothing ABCTE provides itself is either of no value or over priced. Further, MA has a rather easy pathway to an executive leadership credential.

Primary is a very saturated field both in IE and DE. The main issue is going to be youre not a traditional DT fresh out of Uni, so how do you get a job to get the experience you need to get a job. What you need to do is figure out your value and marketability.

I would start by looking at the MA Provisional (Standard grade) credential. Its a handful of pro. edu exams, and your B.Ed will likely meet the other requirements. This would effectively be a lifetime credential. This will allow you to meet the credential requirements with the lowest amount of coin and resources. Since the other options are just going to repeat your B.Ed program and cost a lot more. This lets you shop your resume and find out if anyone wants you on the cheap side.

@tomare

The HK DSE is better. While the strength of the content is debatable when you get to remediation level of some subjects (looking at you maths) its not by any definition weak. The HK DSE curriculum doesnt waste time on the fluff you find in the IB DIP (such as CAS, etc.). The HK curriculum and DSE assessment produces better 'knowers' than the IB DIP.

@Heliotrope

Heck yes, I would. Better their neck in a noose than mine. If youre dumb enough to be talking about something in public that might get you executed because its a CRIME than heres your Darwin award.

You dont know that. You dont know if anyone else has observed or has been observing you, anymore than these kids dont think anyone was observing them, you just think youre safe, which isnt the same thing as actually being safe. You think you CYA, you dont know youre CYA.

Yes it would, because now someone knows the LW knows, the students. The only way for a group of conspirators to keep a secret is if all but one of them is dead. These students could panic and rat the IT out. All they have to do is go to leadership and file a report they saw the IT smoking something on campus that had a funny smell which they looked up on line as what could be cannabis. Whats the IT going to do? Plead innocence, admit they violated policy by not reporting the incident to leadership. The students will have already disposed of any physical evidence, the vapes will disappear, and the IT doesnt know anything else. The kids have parents who will certainly side with their kids, the IT will be lucky if they are just dismissed.

Youre confusing victims with perpetrators. The students are violating the law, they arent victims theyre criminals.

Sure, lots of those experiences, but there are just as many if not more that didnt and dont work out so well.
First, You essentially got lucky. Trusting to hope isnt the best strategy in planning ones well being. It could have just as easily gone the other way. Then youd be stuck in a meh (if not worse) IS in a location youre not enthusiastic about. At least when youre somewhere you want to be even if the job is bad, you have that life you want when the job is done.
Second, you dont know if LOS wouldnt have been better if not equally as fulfilling. Youre happy with the experience you had, but its difficult to test alternative hypothesis in these cases.
Third, you let recruiting event (fair) dynamics do their trick on you. Theres FAR too much framing that goes on at fairs that warps ITs perspectives that this is the big show, this is what you put all the time, coin and resources into it, and continuing the job search afterwards is the consolation prize for losers. Youre invested so much into the trip that you fool yourself into thinking that something is winning, and if you leave with something its a success (it is for your associate). You settled for an offer you wouldnt have accepted because you didnt want to leave the fair empty handed which in your mind would have meant you "lost" making you a loser. Recruiting events arent competitions though, despite how much work goes into them to make you think they are. They want you to think your "value"as an IT and as a professional is vested in how well you do at the recruiting event, by how many offers you get and which offer you accept. BUT there are no trophies, no medals, no awards, its just offers and YOUR goals alone, not anyone elses, is what matters. Fairs are just one part of the timeline in that goal. They arent the culmination, summation, or assessment of your job search, there just another activity thats part of the process.

My standard response is the opposite of yours (really the antithesis), lifes too short and two years is too long in a subpar posting to be somewhere you dont want to be. In the case of LOS, if an IT doesnt get an offer there, just go to BKK, find a job teaching ESOL, and keep hitting up ISs that are off circuit until you get the job you want AND where you want to be. Maybe in the few years you want to be there it wont happen but at least you lived that portion of your life where you wanted. Maybe youll make a career out of it, in which case plenty of time to find that dream IS offer AND live the life you wanted.

Your position is that of desperate leadership in hardship regions no one wants to be in, who need to staff their ISs with ITs. Theyre the recruiters/ leadership standing by themselves at their table watching the people walk by and the long snaking line of candidates make their way through the ISs that ITs want to be at. They to are basing their success plan on little more than hope (and a good sales pitch).

I disagree with @Heliotrope , not strongly, because it sounds very reasonable in a sort of made for television way that depicts edus and students. My issue is that this is a crime, and likely in a region with heavy penalties just for drug possession, and that this type of behavior is a violation of the ISs policy somewhere. Not reporting it has serious negative implications for the IT and theres no benefit to the IT for, at the very least not report it to leadership. Assuming they word the report in such away as to not indicate they ignored the behavior in the past. Theres a lot of risk of serious downside consequences and no upside for the IT. @Heliotrope is arguing AGAINST CYA, and an IT should always be thinking and acting towards first CYA.