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ACSM 010-111 : ACSM certified Personal Trainer Exam

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Exam Number : 010-111
Exam Name : ACSM certified Personal Trainer
Vendor Name : ACSM
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010-111 test Format | 010-111 Course Contents | 010-111 Course Outline | 010-111 test Syllabus | 010-111 test Objectives


The test content outline is the blueprint for your certification examination. Every question on the test is associated with one of the knowledge or skill statements that are found in the test content outline. obtain the outline that corresponds to the certification of your choice, and you'll also find the percentage of questions within each domain of the exam.

A job task analysis study was completed to describe the job functions of an ACSM Certified Personal Trainer (ACSM-CPT). The job task analysis serves as the foundation for the ACSM-CPT test blueprint (also known as an test content outline) which assesses the practice-related knowledge of professionals seeking certification as a requirement of the job as a personal trainer. It is important to note that all ACSM-CPT examination questions are based on the test content outline.

Task Name Cognitive Level
I. Initial Client Consultation and Assessment
A. Provide documents and clear instructions to the client in preparation Recall
for the initial interview.
1) Knowledge of:
a) the components of and preparation for the initial client consultation.
b) the necessary paperwork to be completed by the client prior to the initial client
interview.
2) Skill in:
a) effective communication.
b) utilizing multimedia resources (e.g., email, phone, text messaging).
B. Interview the client to gather and provide pertinent information prior to Application
fitness testing and program design.
1) Knowledge of:
a) the components and limitations of a health/medical history, preparticipation
screening, informed consent, trainer-client contract, and organizational policies
and procedures.
b) the use of medical clearance for exercise testing and program participation.
c) health behavior modification theories and strategies.
d) orientation procedures, including equipment utilization and facility layout.
2) Skill in:
a) obtaining a health/medical history, medical clearance, and informed consent.
Job Tasks
Each performance domain is divided into job tasks. Within each task is a list of statements that describe what a personal trainer should know and/or be able to perform as part of their job. Table 2 should provide candidates with a sense of the breadth and depth of information that will be covered on the ACSM-CPT exam.
Table 2. Job tasks and related knowledge and skill statements
C. Review and analyze client data to identify risk, formulate a plan of action, Synthesis and conduct physical assessments.
1) Knowledge of:
a) risk factors for cardiovascular disease.
b) signs and symptoms of chronic cardiovascular, metabolic, and/or pulmonary disease. c) the process for determining the need for medical clearance prior to participation in fitness testing and exercise programs.
d) relative and absolute contraindications to exercise testing.
2) Skill in:
a) identifying modifiable risk factors for cardiovascular disease and teaching clients about risk reduction.
b) determining appropriate fitness assessments based on the initial client consultation.
c) following protocols during fitness assessment administration.
D. Evaluate behavioral readiness and develop strategies to optimize Application exercise adherence.
1) Knowledge of:
a) behavioral strategies to enhance exercise and health behavior change (e.g., reinforcement, S.M.A.R.T. goal setting, social support).
b) health behavior change models (e.g., socioeconomic model, readiness to change model, social cognitive theory, theory of planned behavior) and effective strategies that support and facilitate behavioral change.
2) Skill in:
a) setting effective client-oriented S.M.A.R.T. behavioral goals.
b) choosing and applying appropriate health behavior modification strategies based on the clients skills, knowledge and level of motivation.
E. Assess the components of health- and/or skill-related physical fitness to Synthesis establish baseline values, set goals, and develop individualized programs.
1) Knowledge of:
a) the basic structures of bone, skeletal muscle, and connective tissue.
b) the basic anatomy of the cardiovascular and respiratory systems.
c) the definition of the following terms: anterior, posterior, proximal, distal, inferior, superior, medial, lateral, supination, pronation, flexion, extension, adduction, abduction, hyperextension, rotation, circumduction, agonist, antagonist, and stabilizer.
d) the sagittal, frontal (coronal), transverse (horizontal) planes of the body and plane in which each muscle action occurs.
e) the interrelationships among center of gravity, base of support, balance, stability, and proper spinal alignment.
f) the following curvatures of the spine: lordosis, scoliosis, and kyphosis.
g) the differences between the aerobic and anaerobic energy systems and the effects of acute and chronic exercise on each.
h) acute responses to cardiorespiratory exercise and resistance training.
i) chronic physiological adaptations associated with cardiovascular exercise and resistance training.
j) physiological responses related to warm-up and cool-down.
k) physiological basis of acute muscle fatigue, delayed onset muscle soreness (DOMS), and musculoskeletal injury/overtraining.
l) physiological adaptations that occur at rest and during submaximal and maximal exercise following chronic aerobic and anaerobic exercise training.
m) physiological basis for improvements in muscular strength and endurance.
n) expected blood pressure responses associated with postural changes, acute physical exercise, and adaptations as a result of long-term exercise training.
o) types of muscle contraction, such as isotonic (concentric, eccentric), isometric (static), and isokinetic.
p) major muscle groups (e.g., trapezius, pectoralis major, latissimus dorsi, deltoids, biceps, triceps, rectus abdominis, internal and external obliques, erector spinae, gluteus maximus, hip flexors, quadriceps, hamstrings, hip adductors, hip abductors, anterior tibialis, soleus, gastrocnemius).
q) major bones (e.g., clavicle, scapula, sternum, humerus, carpals, ulna, radius, femur, fibula, tibia, tarsals).
r) joint classifications (e.g., hinge, ball and socket).
s) the primary action and joint range of motion specific to each major muscle group.
t) the following terms related to muscles: hypertrophy, atrophy, and hyperplasia.
u) physiological basis of the components of health-related physical fitness (cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition).
v) normal chronic physiologic adaptations associated with cardiovascular, resistance,
and flexibility training. w) test termination criteria, and proper procedures to be followed after discontinuing an exercise test.
x) anthropometric measurements and body composition techniques (e.g., skinfolds, plethysmography, bioelectrical impedance, infrared, dual-energy x-ray absorptiometry (DEXA), body mass index (BMI), circumference measurements).
y) fitness testing protocols, including pre-test preparation and assessments of cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition.
z) interpretation of fitness test results.
aa) the recommended order of fitness assessments.
bb) appropriate documentation of signs or symptoms during an exercise session.
cc) various mechanisms for appropriate referral to a physician.
2) Skill in:
a) locating/palpating pulse landmarks, accurately measuring heart rate, and obtaining rating of perceived exertion (RPE).
b) selecting and administering cardiovascular fitness assessments.
c) locating anatomical sites for circumference (girth) and skinfold measurements. d) selecting and administering muscular strength and muscular endurance assessments.
e) selecting and administering flexibility assessments for various muscle groups. f) recognizing postural deviations that may affect exercise performance and body alignment.
g) delivering test and assessment results in a positive manner. F. Develop a plan and timeline for reassessing physical fitness, goals, and Application related behaviors.
1) Knowledge of:
a) developing fitness plans based on the information obtained in the client interview and the results of the physical fitness assessments.
b) alternative health behavior modification strategies.
c) the purpose and timeline for reassessing each component of physical fitness (cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition).
II. Exercise Programming and Implementation A. Review the clients goals, medical history, and assessment results and Recall determine exercise prescription.
1) Knowledge of:
a) the risks and benefits associated with guidelines for exercise training and programming for healthy adults, older adults, children, adolescents, and pregnant women.
b) the risks and benefits associated with guidelines for exercise training and programming for clients with chronic disease who are medically cleared to exercise.
c) Health-related conditions that require consultations with medical personnel prior to initiating physical activity.
d) components of health-related physical fitness (cardiovascular fitness, muscular strength, muscular endurance, flexibility, and body composition).
e) program development for specific client needs (e.g., sport-specific training, performance, lifestyle, functional, balance, agility, aerobic and anaerobic).
f) special precautions and modifications of exercise programming for participation in various environmental conditions (e.g., altitude, variable ambient temperatures, humidity, environmental pollution).
g) documenting exercise sessions and performing periodic re-evaluations to assess changes in fitness status.
B. Select exercise modalities to achieve the desired adaptations based on the Application clients goals, medical history, and assessment results.
1) Knowledge of:
a) selecting exercises and training modalities based on clients age, functional capacity, and exercise test results.
b) the principles of specificity and program progression. c) the advantages, disadvantages, and applications of interval, continuous, and circuit training programs for cardiovascular fitness improvements.
d) activities of daily living (ADLs) and their role in the overall health and fitness of the client.
e) differences between physical activity recommendations and training principles for general health benefits, weight management, fitness improvements, and athletic performance enhancement.
f) advanced resistance training programming (e.g., super sets, Olympic lifting, plyometric exercises, pyramid training).
g) the six motor skill-related physical fitness components; agility, balance, coordination, reaction time, speed and power.
h) the benefits, risks, and contraindications for a wide variety of resistance training exercises specific to individual muscle groups (e.g., for rectus abdominis, performing crunches, supine leg raises, and plank exercises).
i) the benefits, risks, and contraindications for a wide variety of range of motion exercises (e.g., dynamic and passive stretching, Tai Chi, Pilates, yoga, proprioceptive neuromuscular facilitation, partner stretching)
j) the benefits, risks, and contraindications for a wide variety of cardiovascular training exercises and applications based on client experience, skill level, current fitness level and goals (e.g., walking, jogging, running).
C. Determine initial Frequency, Intensity, Time, Type, Volume and Progression Application (i.e., FITT-VP Principle) of exercise based on the clients goals, medical history, and assessment results.
1) Knowledge of:
a) the recommended FITT-VP principle for physical activity for cardiovascular and musculoskeletal fitness in healthy adults, older adults, children, adolescents, and pregnant women.
b) the recommended FITT-VP principle for development of cardiovascular and musculoskeletal fitness in clients with stable chronic diseases who are medically cleared for exercise.
c) exercise modifications for those with physical and intellectual limitations (e.g., injury rehabilitation, neuromuscular and postural limitations). d) implementation of the components of an exercise training session (e.g., warm-up, conditioning, cool down, stretching). e) application of biomechanics and exercises associated with movements of the major muscle groups (i.e., seated knee extension: quadriceps).
f) establishing and monitoring levels of exercise intensity, including heart rate, RPE, pace, maximum oxygen consumption and/or metabolic equivalents (METs).
g) determining target/training heart rates using predicted maximum heart rate and the heart rate reserve method (Karvonen formula) with recommended intensity percentages based on client fitness level, medical considerations, and goals.
h) periodization for cardiovascular, resistance training, and conditioning program design and progression of exercises.
i) repetitions, sets, load, and rest periods necessary for desired goals. j) using results from repetition maximum tests to determine resistance training loads. D. Review the proposed program with the client, demonstrate exercises, and Application teach the client how to perform each exercise.
1) Knowledge of:
a) adaptations to strength, functional capacity, and motor skills.
b) the physiological effects of the Valsalva Maneuver and the associated risks.
c) the biomechanical principles for the performance of common physical activities (e.g., walking, running, swimming, cycling, resistance training, yoga, Pilates, functional training).
d) the concept of detraining or reversibility of conditioning and effects on fitness and functional performance.
e) signs and symptoms of over-reaching/overtraining.
f) modifying exercise form and/or technique to reduce musculoskeletal injury.
g) exercise attire for specific activities, environments, and conditions (e.g., footwear, layering for cold, light colors in heat).
h) communication techniques for effective teaching with awareness of visual, auditory, and kinesthetic learning styles.
2) Skill in:
a) demonstrating exercises designed to enhance cardiovascular endurance, muscular strength and endurance, balance, and range of motion.
b) demonstrating exercises for improving range of motion of major joints.
c) demonstrating a wide range of resistance training modalities and activities (e.g., variable resistance devices, dynamic constant external resistance devices, kettlebells, static resistance devices).
d) demonstrating a wide variety of functional training exercises (e.g., stability balls, balance boards, resistance bands, medicine balls, foam rollers).
e) proper spotting positions and techniques for injury prevention and exercise assistance.
E. Monitor the clients technique and response to exercise, providing Synthesis modifications as necessary.
1) Knowledge of:
a) normal and abnormal responses to exercise and criteria for termination of exercise (e.g., shortness of breath, joint pain, dizziness, abnormal heart rate response).
b) proper and improper form and technique while using cardiovascular conditioning equipment (e.g., stair-climbers, stationary cycles, treadmills, elliptical trainers).
c) proper and improper form and technique while performing resistance exercises (e.g., resistance machines, stability balls, free weights, resistance bands, calisthenics/body weight).
d) proper and improper form and technique while performing flexibility exercises (e.g., static stretching, dynamic stretching, partner stretching).
2) Skill in:
a) interpreting client comprehension and body language during exercise.
b) effective communication, including active listening, cuing, and providing constructive feedback during and after exercise.
F. Recommend exercise progressions to Improve or maintain the clients Synthesis fitness level.
1) Knowledge of:
a) exercises and program modifications for healthy adults, older adults, children, adolescents, and pregnant women.
b) exercises and program modifications for clients with chronic disease who are medically cleared to exercise (e.g., stable coronary artery disease, other cardiovascular diseases, diabetes mellitus, obesity, metabolic syndrome, hypertension, arthritis, chronic back pain, osteoporosis, chronic pulmonary disease, chronic pain).
c) principles of progressive overload, specificity, and program progression. d) progression of exercises for major muscle groups (e.g., standing lunge to walking lunge to walking lunge with resistance).
e) modifications to periodized conditioning programs to increase or maintain muscular strength and/or endurance, hypertrophy, power, cardiovascular endurance, balance, and range of motion/flexibility.
G. Obtain client feedback to ensure exercise program satisfaction and adherence. Recall 1) Knowledge of:
a) effective techniques for program evaluation and client satisfaction (e.g., survey, written follow-up, verbal feedback).
b) client goals and appropriate review and modification.
III. Exercise Leadership and Client Education
A. Optimize participant adherence by using effective communication, motivational Synthesis techniques, and behavioral strategies.
1) Knowledge of:
a) verbal and nonverbal behaviors that communicate positive reinforcement and encouragement (e.g., eye contact, targeted praise, empathy).
b) learning preferences (auditory, visual, kinesthetic) and how to apply teaching and training techniques to optimize training session.
c) applying health behavior change models (e.g., socioecological model, readiness to change model, social cognitive theory, theory of planned behavior) and strategies that support and facilitate adherence.
d) barriers to exercise adherence and compliance (e.g., time management, injury, fear, lack of knowledge, weather).
e) techniques to facilitate intrinsic and extrinsic motivation (e.g., goal setting, incentive programs, achievement recognition, social support).
f) strategies to increase non-structured physical activity (e.g., stair walking, parking farther away, biking to work).
g) health coaching principles and lifestyle management techniques related to behavior change.
h) leadership techniques and educational methods to increase client engagement. 2) Skill in:
a) applying active listening techniques.
b) using feedback to optimize a clients training sessions.
c) effective and timely uses of a variety of communication modes (e.g., telephone, newsletters, email, social media).
B. Educate clients using scientifically sound resources. Application 1) Knowledge of:
a) influential lifestyle factors, including nutrition and physical activity habits. b) the value of carbohydrates, fats, and proteins as fuels for exercise and physical activity.
c) the following terms: body composition, body mass index, lean body mass, anorexia nervosa, bulimia nervosa, and body fat distribution.
d) the relationship between body composition and health.
e) the effectiveness of diet, exercise and behavior modification as a method for modifying body composition.
f) the importance of maintaining hydration before, during and after exercise. g) Dietary Guidelines for Americans.
h) the Female Athlete Triad.
i) the myths and consequences associated with various weight loss methods (e.g., fad diets, dietary supplements, over-exercising, starvation diets).
j) the number of kilocalories in one gram of carbohydrate, fat, protein and alcohol. k) industry guidelines for caloric intake for individuals desiring to lose or gain weight. l) accessing and disseminating scientifically-based, relevant, fitness- and wellnessrelated resources and information.
m) community-based exercise programs that provide social support and structured activities (e.g., walking clubs, intramural sports, golf leagues, cycling clubs).
n) stress management and relaxation techniques (e.g., progressive relaxation, guided imagery, massage therapy).
IV. Legal and Professional Responsibilities
A. Collaborate with health care professionals and organizations to create a Application network of providers who can assist in maximizing the benefits and minimizing the risk of an exercise program.
1) Knowledge of:
a) reputable professional resources and referral sources to ensure client safety and program effectiveness.
b) the scope of practice for the Certified Personal Trainer and the need to practice within this scope.
c) effective and professional communication with allied health and fitness professionals.
d) identifying individuals requiring referral to a physician or allied health services (e.g., physical therapy, dietary counseling, stress management, weight management, psychological and social services).
B. Develop a comprehensive risk management program (including an Application emergency action plan and injury prevention program) consistent with industry standards of care.
1) Knowledge of:
a) resources available to obtain basic life support, automated external defibrillator (AED), and cardiopulmonary resuscitation certification.
b) emergency procedures (i.e., telephone procedures, written emergency procedures, personnel responsibilities) in a health and fitness setting.
c) precautions taken to ensure participant safety (e.g., equipment placement, facility cleanliness, floor surface).
d) the following terms related to musculoskeletal injuries (e.g., shin splints, sprain, strain, bursitis, fractures, tendonitis, patellofemoral pain syndrome, low back pain, plantar fasciitis).
e) contraindicated exercises/postures and risks associated with certain exercises (e.g., straight-leg sit-ups, double leg raises, full squats, hurdlers stretch, cervical and lumbar hyperextension, standing bent-over toe touch).
f) the responsibilities, limitations, and legal implications for the Certified Personal Trainer of carrying out emergency procedures.
g) potential musculoskeletal injuries (e.g., contusions, sprains, strains, fractures), cardiovascular/pulmonary complications (e.g., chest pain, palpitations/ arrhythmias, tachycardia, bradycardia, hypotension/hypertension, hyperventilation), and metabolic abnormalities (e.g., fainting/syncope, hypoglycemia/hyperglycemia, hypothermia/hyperthermia).
h) the initial management and basic first-aid procedures for exercise-related injuries (e.g., bleeding, strains/sprains, fractures, shortness of breath, palpitations, hypoglycemia, allergic reactions, fainting/syncope).
i) the need for and components of an equipment service plan/agreement. j) the need for and use of safety policies and procedures (e.g., incident/accident reports, emergency procedure training) and legal necessity thereof.
k) the need for and components of an emergency action plan.
l) effective communication skills and the ability to inform staff and clients of emergency policies and procedures.
2) Skill in:
a) demonstrating and carrying out emergency procedures during exercise testing and/or training.
b) assisting, spotting, and monitoring clients safely and effectively during exercise testing and/or training.
C. Adhere to ACSM Certifications Code of Ethics by practicing in a professional Recall manner within the scope of practice of an ACSM Certified Personal Trainer.
1) Knowledge of:
a) the components of both the ACSM Code of Ethics as well as the ACSM Certified Personal Trainer scope of practice.
b) appropriate work attire and professional behavior.
2) Skill in:
a) conducting all professional activities within the scope of practice of the ACSM Certified Personal Trainer.
D. Follow industry-accepted professional, ethical, and business standards. Recall 1) Knowledge of:
a) professional liability and potential for negligence in training environments. b) legal issues for licensed and non-licensed healthcare professionals providing services, exercise testing and risk-management strategies.
c) equipment maintenance to decrease risk of injury and liability (e.g., maintenance plan, service schedule, safety considerations).
E. Respect copyright laws by obtaining permission before using protected Recall materials and any form of applicable intellectual property.
1) Knowledge of:
a) national and international copyright laws.
2) Skill in:
a) referencing non-original work.
F. Safeguard client confidentiality and privacy rights unless formally waived or in Recall emergency situations.
1) Knowledge of:
a) practices/systems for maintaining client confidentiality.
b) the importance of client privacy (i.e., client personal safety, legal liability, client credit protection, client medical disclosure).
c) the Family Educational Rights and Privacy Act (FERPA), and the Health Insurance Portability and Accountability Act (HIPAA) laws.



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Minister On instructor Certification Bonded personal loan | 010-111 PDF Braindumps and Questions and Answers

The instructor’s Certification Bonded personal loan offering will come into impact in September 2021, Minister of schooling Diallo Rabain mentioned within the residence of meeting today [June 4].

The Minister said, “The purpose of this mortgage is to supply economic help to Bermudian residents who are enrolled in an accepted and authorized distance- discovering teacher Certification Programme.

“The lack of a income while finishing a 12-week teaching practicum has become a roadblock for humans who have determined to change professions and pursue a career in teaching. by affording a bonded mortgage to cover residing costs all through these 12 weeks, individuals should be able to focus on their instructing practicum adventure and comprehensive their educating certification devoid of huge monetary impediment.

“The instructor Certification Bonded mortgage is valued at up to $4,800 per thirty days for three months. applicants could be required to work for the Bermuda Public faculty device for not less than three years, all the way through which the personal loan might be paid back through normal deductions from their profits.

“candidates may be supplied upfront with the numerous options obtainable for borrowing and repaying the mortgage to make an counseled decision about how plenty they could fairly find the money for to borrow.

“The trainer’s Certification Bonded personal loan providing will come into effect in September 2021, and guidelines for making use of for the Bonded mortgage and the software kind should be accessed on the government’s www.types.gov.bm web page.”

Mr Speaker, this morning I rise earlier than you and my Honorable colleagues to share a brand new initiative that the Ministry is inserting in vicinity to aid Bermudians pursuing a career within the educating occupation to turn into a professional educator.

Mr Speaker, there is not any extra noble profession than that of a trainer. instructing is the only occupation that teaches all other professions. As we continue on our route to education reform, reform should involve every thing from the Improve of facilities, provision for professional building of our educators, and revised system governance. This executive has committed to providing our babies with a device with a purpose to allow them to recognize their true knowledge.

Mr Speaker, the govt has at all times stated that financial capability may still not be a barrier to attaining one’s tutorial goals. given that 2017, we have committed to guaranteeing that as a great deal funding as viable has been supplied for students pursuing bigger education. From the $300,000 annual supply to the Bermuda school that has helped virtually 1,000 students up to now, to how we have managed to maintain the 2021 scholarships and awards funds at the identical 2020 degree. Even during this Covid era of compelled austerity, we now have made funding for Bermudians who are seeking for to greater themselves a priority.

Mr Speaker, today, i am blissful to notify my Honourable colleagues of yet a further software designed to assist Bermudians recognize their educational desires. In September 2021, the Ministry of schooling will present for the first time a ‘instructor’s Certification Bonded personal loan.’ The purpose of this loan is to give economic guide to Bermudian residents who're enrolled in an approved and authorized distance- getting to know instructor Certification Programme. one more probably the most many steps within the appropriate route is to make certain opportunities exist for Bermudians to observe their dreams of becoming qualified lecturers.

Mr Speaker, let me first share that as per the Bermuda Educators Council [BEC] Act 2002, an individual is a professional educator in the event that they hang a university diploma or an equivalent qualification granted by means of an institution acknowledged through the Council; and, they've effectively achieved a path of preliminary practising for teachers in faculties at an institution recognized via the Council. In help of ensuring the public college system has certified educators, Mr Speaker, a key outcome in Plan 2022 – precedence three, enhancing the great of teaching follow, is that 90% of academics are certified of their assigned container. we are diligently working against reaching that influence.

Mr Speaker, as a backdrop, every year, the public college device experiences shortages for quite a few motives of qualified lecturers for selected subject areas. one of the most perennially elaborate-to-fill instructing positions are in the subject areas of music, drama, actual training, arithmetic, English, and international languages. To assist fill these educating positions, a BEC Exemption Committee legislated below the Bermuda Educators Council [BEC] Act 2002 gives strategies to the Minister of schooling for folks to be exempted from educating these subjects at schools. although, they do not grasp the prerequisite instructing qualifications as stipulated in the Bermuda Educators Council Act.

Mr Speaker, while exemptions are offered to men and women to train in the schooling gadget, we need to have in reality qualified educators. therefore, humans who receive an exemption to teach in our colleges should decide to pursuing a educating certification within a certain time for the exemption fame to proceed. due to this fact, we've persons who had been granted exemptions to train in the system and who're concurrently pursuing their teaching certification.

Mr Speaker, presently, there are two school educating Certification Programmes that persons who are living on Island often enrol in to undertake their instructing certification via distance gaining knowledge of. The Bermuda school, in settlement with the tuition of the West Indies, gives a teaching certification programme [TCP] in arithmetic, English Language, suggestions technology, Science, up to date Languages, history and Social stories/Geography education. the united kingdom Sunderland college additionally offers a instructing Certification distance learning programme in a variety of field specialisations, the place men and women practice without delay to the college for enrollment. The teaching certification programme [TCP] extensively comprises accomplishing area-concentrated coursework main in opposition t a degree specialisation and participating in a 12-week instructing practicum assessed for a hit passing. The educating practicum, as I remember, refers to humans instructing infants discipline depend content material within the lecture room and demonstrating lecture room management and management. This outcomes in men and women achieving a educating Certification and recognized as a professional educator.

Mr Speaker, the 12-week instructing practicum is regarded a length of examine, now not employment, that parallels that of an overseas scholar who undertakes a instructing practicum programme. hence, throughout this length, exempted fame humans are not remunerated. This has turn into financially difficult for individuals enrolled within the educating certification programme who also have to uphold their family fiscal duties whereas adhering to the teaching certification programme’s deadline. consequently, we've considered promising potential academics choose to pursue employment in other places rather than finish their educating certification. This year alone has seen 4 college students, 3 of whom are male, in the UWI program, postpone their pursuit of a instructing certification because of this monetary barrier.

Mr Speaker, seeing that fitting the Minister of training, I have individually viewed promising academics choose to put off or hand over on pursuing their qualification due to the inability to navigate this 12-week practicum with no earnings. To tackle this subject, closing summer time, I tasked the Board of schooling to create new pathways to support boost the recruitment and development of exact academics. In response, they developed a teacher’s Certification Bonded loan profession building policy that supports the Bermudianisation of academics within the education device by presenting restrained monetary counsel for profession transferring professionals to turn into licensed teachers. whereas this coverage was at the beginning developed to help individuals with exempted instructing fame, let me be clear that this coverage also covers any one at present within the public faculty gadget drawn to pursuing a teachers’ certification.

Mr Speaker, the lack of a salary whereas completing a 12-week instructing practicum has become a roadblock for men and women who have decided to trade professions and pursue a career in instructing. through affording a bonded mortgage to cowl living costs all over these 12 weeks, folks could be in a position to focus on their teaching practicum journey and complete their instructing certification without massive financial obstacle.

Mr Speaker, the instructor Certification Bonded personal loan is valued at up to $4,800 per month for three months. applicants may be required to work for the Bermuda Public faculty device for at least three years, throughout which the personal loan may be paid lower back through regular deductions from their salary. applicants should be supplied upfront with the a considerable number of alternatives accessible for borrowing and repaying the mortgage to make an suggested resolution about how a lot they can fairly afford to borrow.

Mr Speaker, the Bonded mortgage utility process requires the applicant to:

  • to be 25 years of age or older,
  • already enrolled in an accredited and permitted lengthy-distance instructing certification programme
  • individuals must be pursuing an area of look at essential in the public faculty equipment,
  • conform to work in the Public school equipment for at least three years upon receiving their certification, and
  • They should even be able to impact a Bond signed by two Sureties.
  • The teacher’s Certification Bonded mortgage offering will come into effect in September 2021, and guidelines for applying for the Bonded loan and the software kind should be accessed on the executive’s www.forms.gov.bm web site.

    Mr Speaker, in closing, let me emphasise that this initiative is to aid our Bermudians who are dedicated to the training of our toddlers and are pursuing a profession within the instructing occupation. therefore, we encourage these at present exempted to teach within the public college system and anyone else in the BPSS looking for a lecturers’ Certification who may wish financial aid all over their 12-week practicum to take advantage of this initiative. We appear forward to carrying on with efforts to support the Bermudianisation of academics within the education device and ensuring all teachers are qualified educators.

    thank you, Mr. Speaker.




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