Alternate Route Preparation: Georgia

Expanding the Pool of Teachers Policy

Look at National Findings

Goal

The state should ensure that its alternate routes provide streamlined preparation that is relevant to the immediate needs of new teachers.

Meets goal

Suggested Citation:
National Council on Teacher Quality. (2011). Alternate Route Preparation: Georgia results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/GA-Alternate-Route-Preparation-7

Analysis of Georgia's policies

Georgia offers an alternate route with streamlined preparation that meets the immediate needs of new teachers.

The Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) is typically offered in two phases. Phase 1 provides new teachers with a brief introduction to teaching offered in an 80-hour summer course called the Essentials of Effective Teaching. In the first year of teaching, new teachers will participate in six seminars (3 each semester). Seminars are based on a teacher's identified needs and interests. In the second year, teachers are required to complete four seminars.

Georgia is commended for both the length of its alternate route program and its coursework requirements, which offer the flexibility and content that new teachers need to succeed in the classroom, without being overly burdensome.

In phase 2, all GaTAPP candidates are assigned a three-person support team, including a school-based mentor and a school-based administrator.

The GaTAPP program is a two-year program providing full certification upon completion. If necessary, some teachers may be required to complete a third year prior to receiving certification.

Recommendations for Georgia

Offer opportunities to practice teach.
While Georgia is commended for offering high-quality mentoring support to new alternate route teachers, the state may want to consider providing its candidates with a practice-teaching opportunity prior to their placement in the classroom.

State response to our analysis

Georgia recognized the factual accuracy of this analysis.

Alternate Route Usage and Providers

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Delivering Well Prepared Teachers

Expanding the Pool of Teachers

Identifying Effective Teachers

Retaining Effective Teachers

Exiting Ineffective Teachers

Research rationale

For a general, quantitative review of the research supporting the need for states to offer an alternate route license, and why alternate routes should not be treated as programs of "last resort," one need simply to look at the numbers of uncertified and out of field teachers in classrooms today, readily available from the National Center for Education Statistics. In addition, with U.S. schools facing the need to hire more than 3.5 million new teachers each year, the need for alternate routes to certification cannot be underestimated. See also Ducharme, E. R. & Ducharme, M. K. (1998). "Quantity and quality: Not enough to go around." Journal of Teacher Education, 49(3), 163-164.

Further, scientific and market research demonstrates that there is a willing and able pool of candidates for alternate certification programs—and many of these individuals are highly educated and intelligent. In fact, the nationally respected polling firm, The Tarrance Group, recently conducted a scientific poll in the State of Florida, identifying that more than 20 percent of Floridians would consider changing careers to become teachers through alternate routes to certification.

We base our argument that alternative-route teachers should be able to earn full licensure after two years on research indicating that teacher effectiveness does not improve dramatically after the third year of teaching. One study (frequently cited on both sides of the alternate route debate) identified that after three years, traditional and alternatively-certified teachers demonstrate the same level of effectiveness, see Miller, J. W., McKenna, M. C., & McKenna, B. A. (1998). Nontraditional teacher preparation: A comparison of alternatively and traditionally prepared teachers. Journal of Teacher Education, 49(3), 165-176. This finding is supported by D. Boyd, D. Goldhaber, H. Lankford, and J. Wyckoff, "The Effect of Certification and Preparation on Teacher Quality." The Future of Children (2007): 45-68.

Project MUSE (http://muse.jhu.edu/), found that student achievement was similar for alternatively-certified teachers as long as the program they came from was "highly selective."

The need for a cap on education coursework and the need for intensive mentoring are also backed by research, as well as common sense. In 2004, Education Commission of the States reviewed more than 150 empirical studies and determined that there is evidence "for the claim that assistance for new teachers, and, in particular, mentoring [have] a positive impact on teachers and their retention." The 2006 MetLife Survey of the American Teacher validates these conclusions. In addition, Mathematica (2009) found that student achievement suffers when alternate route teachers are required to take excessive amounts of coursework. See An Evaluation of Teachers Trained Through Different Routes to Certification at: http://www.mathematica-mpr.com/publications/pdfs/education/teacherstrained09.pdf

See also Alternative Certification Isn't Alternative (NCTQ, 2007) at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.

State Teacher Policy