Jawaan

In the United States, being a part of the education system can mean many things. An old African proverb states, “It takes a village to raise a child.” Likewise, it takes many people to educate each unique student. Some people find their place in the classroom with students, while others work hard to spin the wheels of policy and standards. Some work with local government systems to implement federal education standards while others work for alternatives to public education. Find out all the basic in the topics covered below.

A. PUBLIC EDUCATION

Basic public education is education offered by the government to students of kindergarten age up to 12th grade. Once enrolled, students are mandated to attend until they have reached a certain age or grade. The curriculum taught in public schools follows national and state standards. To ensure that all students are learning the appropriate knowledge at the appropriate benchmarks, students in public education take standardized tests. The funds used to educate students come wholly or in part from taxes.

Teachers in public schools must obtain a teaching degree and complete the certification requirements for their particular state. In addition to a degree, teachers in public schools can be asked to pass a background check. Teachers that choose to work for the local or state government must adhere to the standards and professional practices of the state where they work. Contracts are offered to teachers in most states that last for one school year. Salary scales are determined by years of experience and education level. Many states offer teachers tenure, or job security, after a certain number of years. During the school year, public school teachers can expect to be observed by their administrators and evaluated on their classroom and professional practices. Both Charter Schools and Magnet Schools are types of public schools.

1. Local Education Structures

Local public schools are organized into districts. These districts share polices, governing bodies, and a school board. At the head of the district, a superintendent can be appointed. Local districts in most states report to the state. However, some states have districts that govern themselves. School districts oversee policies of safety and curriculum for their governing schools, as well as operate and organize vendors and affiliates for the school system.

There are many people who work in local education structures that are not teachers. They are vital to the success of the daily working of the school system. From organizing transportation to choosing cafeteria meals, these people are necessary for promoting a healthy and safe learning environment for teachers and students alike.

2. State Department of Education

Most states have a governing body that communicates with local school systems. The State Superintendent is at the head of this department. People employed by the state foster progress in policy, curriculum and support the improvement of teacher quality and student learning. The state education department guides and supports the execution of these policies for the local systems.

3. National Education Policy

In the United States, the role of the federal government in education is limited because of the 10th Amendment. The Secretary of Education and the national education department oversee the legislation of polices while state and local systems follow policy where deemed necessary.

B. PRIVATE EDUCATION

Private schools are schools that are independent of the local, state and federal government. Private schools hold the right to select students through an application process. Students that are accepted are charged tuition for their education. Private schools can service children that range from pre-school age up to adults. These schools can offer a traditional education setting, or may specialize in a particular area, trade, or service.

Private schools develop and govern their own unique curriculum. Teachers at private schools may not have to obtain a teaching degree or possess certification for their state.

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