REGISTERED

EDUCATOR (RE)

applynow (1).png
For ALL Applicants
applynow (1).png
For Non-Registered Active Educators

Academic excellence is often encouraged through an atmosphere that influences educators to challenge themselves to reach beyond their normal expectations. Faculty, that supports standards of excellence, can thrive and their success will raise the bars of academic standards for the entire discipline. Our Registered Educator credentials can be challenged by faculty whom believe they have the abilities to meet and exceed the standards set forth.

In many instances, high standards will eventually become the norm. Academic leadership standards, whether high or low, will trickle-down to affect the faculty. Having competent educators should result in preparing competent students. Registered Educator should dominate basic academic information to:

  • Facilitate learning.

  • Participate in curriculum development.

  • Design and evaluate program's content and outcomes.

  • Use of assessment learning strategies.

  • Pursue continuous self-improvement in the educator role.

  • Facilitate learner development and socialization.

  • Function effectively within the institutional environment and the academic community.

The applicant must:

  1. Hold an active credential in the field to which they are teaching. If more than one field, more than one active field credential is required.

  2. Have been employed as a faculty member for 2 years and submit documentation of such.

 

Requirements

The RE demonstrates knowledge of principles of instruction at the post-secondary level, including:

  • Principles of adult education;

  • Pedagogy in the adult classroom;

  • Group dynamics and facilitation;

  • Fair practices in education, and;

  • Use of technology in teaching.

 

The RE can design and plan instruction to meet learning objectives, by developing and/or using:

  • Measurable behavioral learning objectives;

  • Assessment of entry skills, needs, and learning preferences;

  • Instructional strategies that fit learner needs;

  • Learning experiences that actively engage, motivate, and challenge, diverse learners;

  • Learning activities that promote self-confidence;

  • Learning opportunities that incorporate adult activities;

  • Classroom logistics that optimize the learning the learning environment;

  • Classroom logistics that maximize comfort and safety;

  • Learning activities that facilitate participation;

  • Collaboration with administrators, peers, students, or others;

  • Resources from the community, the internet professional organizations, publications, instructional software, self-instructional units, and other audiovisual aids, and;

  • Delivery methods that use time effectively and maximize results.

 

The RE creates and maintains a functional learning environment by:

  • Communicating course objective;

  • Presenting course information in a logical manner;

  • Implementing a positive instructional climate Motivating learners and sharing subject matter enthusiasm;

  • Using effective classroom management skills;

  • Engaging diverse learners through multiple techniques;

  • Creating a comfortable environment for adult learners;

 

  • Establishing rapport with learners;

  • Handling questions and criticisms appropriately;

  • Developing a climate of mutual respect in the classroom;

  • Establishing class and individual student expectations;

  • Modeling skills, concepts, attributes, and thought processes;

  • Using problem solving and conflict resolution skills;

  • Using situational learning to allow application of skills;

  • Ensuring confidentiality, honesty, integrity, and ethics;

  • Encouraging self-control and self-direction;

  • Maintaining instructor credibility in the classroom;

  • Exhibiting tolerance and flexibility in dealing with students;

  • Responding with sincerity to student needs and concerns;

  • Using a sense of humor to make learning fun;

  • Linking learning to prior knowledge, experience, and background;

  • Encouraging critical thinking skills;

  • Providing opportunities for students to practice what they learn;

  • Demonstrating multicultural sensitivity;

  • Reaching learners with diverse needs, styles, preferences, and backgrounds, and;

  • Displaying oral, written, and electronic communication skills appropriate for a teaching professional.

 

The RE can assess all aspects of learning to improve quality by:

  • Assessing student learning;

  • Assessing the instructional planning and design of the course, if indicated;

  • Assessing all instructional implementation and delivery, improving, if indicated;

  • Determining whether the assessments provide value added feedback, and;

  • Determining new personal, professional, and course improvement plan based upon feedback and assessments.

NCMA

642 Broad Street

Clifton, NJ 07013

  • Facebook Social Icon
  • Twitter Social Icon
  • YouTube Social  Icon
  • Instagram Social Icon

© 2019 by National Certification Medical Association