LICENSE AND CERTIFICATION FOR TUTORS FOR QUALITY EDUCATION

LICENSE AND CERTIFICATION FOR TUTORS FOR QUALITY EDUCATION

Sabina Amir

Student of Astana International University,

Kazakhstan, Astana

Dinara Kaharman

Scientific supervisor, master of the Eurasian National University,

Kazakhstan, Astana

A professional teacher's license is the highest assessment of professional achievements, which makes a teacher a member of a wider network of experienced teachers forming the profession. This demonstrates that the teacher meets all the standards necessary for the profession, and will raise the teacher to the level of a truly studied profession. Licensing is an important element of ensuring the quality of teaching staff. The purpose of the article is to find, through the certification and license mechanism, the best tutors who are ready to share and disseminate modern teaching methods, an independent conclusion about the high level of knowledge of the subject by the teacher, his teaching methods and educational regulations, to allow the teacher to declare to the whole world that he is a high-class specialist.

To achieve the main goal I have the objectives:

1. To show the importance of checking the degree of tutor.
2. To mention the difference between qualified and unqualified tutor.
3. To recommend the ways of tutor checking.

According to Christopher Gras and Christina Kitson's article the need for effective English as a Second Language teachers in the United States systemhas never been greater. Surging populations across the country have created a demand for qualified teachers that has yet to be satiated. Nationwide, there are over 5 million and a large number of them are taught by underprepared educators. The meteoric increase in student population combined with increasingly watered down ESL teacher education policies has left many states struggling to fill ESL vacancies with qualified and effective teachers. This notable issue in stateteacher education policy begins with the choices states make surrounding the ESL certification path ways they offer. Every state in the country offers a distinct version of either an initial and/or add-on certification for ESL teachers. Initial certification is a stand-alone primary certificate in ESL whereas an add-on certification means a teacher has oris in the process of obtaining certification in another primary area The problem is that add-on programs are shorter and less intensive than their initial certification counterparts. Add-on policies were originally created for alreadycertified teachers and were not intended to be completed parallel to initial certification in a content area. They are typically completed in farfewer credits and some even lack a practicum and/or studentteaching component. In an article by Ellen G. Batt was that teachers, tutors must report yearly progress in ESL students’ growth in English proficiency, reading, and math tests, and schools must assure that all students are taught by highly qualified teachers. Rural school districts are especially challenged to provide inservice teachers with face to face professional development to meet the needs of increasing numbers of English learners (Sehlaoui, Seguin, & Kreicker, 2005). Ellen G. Batt about teacher’s qualifications admitted that teachers have realized that not all teachers working with tutoring are qualified to work with students from linguistic minorities. Twenty percent of respondents indicated that their colleagues' lack of knowledge and skills in training was one of their three biggest problems. Many teachers indicated that their colleagues lacked an understanding of diversity or multicultural education. The following comments from respondents reflect frustration with the level of skills and support provided by the main teachers and administrators:

“The problem in our school is that ordinary teachers and administrators do not understand the learning needs and how to teach them.”

A total of 42 respondents answered this question. More than half of the Respondents (65%)are university students, and 8% are pupils, and 25% are parents, 2% are teachers. (27 students from the university, 9 parents, 3 students at school, 3 teachers)

The results of this survey show that half (35.7%) of respondents have thoughts that they do not want to send their children to an unqualified tutor. The results clearly illustrate that 31% of respondents do not care whether their children study with an unqualified specialist or not. In particular, 23.8% know that an unqualified specialist may be uneducated, however, most of them will go to such tutoring. Based on the survey results, there is an assumption that if students are engaged in those specialists who have a license, it can increase the chances of quality education.

Out of all interviews, 51.3% of people replied that the result is not yet noticeable when studying with a tutor. 30.8% of them have just started to see the result, but not as quickly as we would like.  Nevertheless, 17.9% of them have seen the result and are going to the intended goal. This indicates that classes with a tutor, especially for an unskilled one, may not be as effective. Probably the reason that the interviewees did not try to look for a licensed specialist. This may indicate that they were disappointed by the lack of additional money, because an experienced, licensed tutor requires enough money, but with the results of high-quality training.

Almost half of the respondents (53.7%) believe that they have learned only a little, while the rest (39.7%) disagree with this statement, and have learned a lot from their tutors. However, 7% of respondents have not learned anything at all. the reason is that some tutors just make money on it, and they don't care what the student gets in return.

First of all, I faced such a problem. My research was limited by the bias of the review and incomplete survey data. Instead of 100 respondents, I had only 42, as others did not want to answer. Therefore, it was difficult for me to make an analysis. When I asked where they study English, many answered that on their own and at the university. Those who study at the reptile were few, so there were few respondents. As for obtaining data on the results, it would be ideal to request information from parents whose children go to tutoring services. More than half of the students who do not go, but teach independently participated in my survey.

On my own behalf, I suggest that all those who are going to teach people, tutors or teachers, it does not matter, everyone should have a certification, license, pedagogical education. Teaching for the sake of additional earnings is inefficient for students. When a tutor has a certification, he can be trusted that the student will have guaranteed knowledge.

References:

1. “ESL Teacher Certification Policy: Current Trends and Best Practices” by Christopher Gras1* and Christina Kitson
2. Batt, E. G. (2008). Teachers’ perceptions of ELL education: potential solutions to overcome the greatest challenges. Multicult. Educ. 15, 39–43
3. Coady, M., Harper, C. A., and de Jong, E. J. (2011). From preservice to practice: mainstream elementary teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Biling. Res. J. 34, 223–239.