Alternate Route Preparation: Kentucky
Expanding the Pool of Teachers Policy
Analysis of Kentucky's policies
Candidates in the Exceptional Work Experience Certification program must prepare a portfolio for review by the Education Professional Standards Board. Candidates must demonstrate their content knowledge and how their 10 years of work experience has provided them with skills that include designing and planning instruction, creating and maintaining a learning climate, implementing and managing instruction and providing leadership within the school/community/profession. If the portfolio is approved and candidates are accepted into the program, they then participate in the Kentucky Teacher Internship Program (KTIP) during the first year of teaching.
The Local District Training Program Certification requires candidates to participate in a one-year training program, followed by one-year participation in KTIP.
The College Faculty Certification and Veterans of the Armed Services Certification programs require candidates to participate in the one-year Kentucky Teacher Internship Program.
University-Based Alternative Route to Certification candidates must complete a university-based preparation program while teaching full time. Candidates must participate in the Kentucky Teacher Internship Program and complete an unspecified amount of coursework and assessments over the course of three years.
The Institute Alternative Route to Certification program requires elementary candidates to complete a 240-hour institute that takes place on six-hour days for eight weeks. Content includes research-based teaching strategies in reading and math; research on child and adolescent growth; knowledge of individual differences, including teaching exceptional children; and methods of classroom management. Middle and secondary candidates complete similar subject matter in a 180-hour institute that takes place on six-hour days for six weeks. Candidates must also participate in the Kentucky Teacher Internship Program.
The Teach For America (TFA) Alternative Route to Certification program requires candidates to complete a five-week intensive training program, which includes practice teaching, during the summer. Coursework is focused on leadership, instructional planning and delivery, classroom management, diversity, learning theory and literacy development. Throughout the two-year program, TFA corps members receive one-on-one coaching.
While Kentucky does not require any of its alternate routes to provide candidates with practice-teaching experience, Kentucky's KTIP program is highly specific in laying out the type of support mentors must provide. Candidates are given a team of advisers and must receive more than 50 hours of in-classroom observations and trainings (about two hours per week), complete modules with their mentors and participate in professional development activities.
Candidates can receive full certification in one or two years in all alternate route programs except for the University Based Alternative Route to Certification.
Recommendations for Kentucky
Establish coursework guidelines for alternate route preparation programs.
The state should articulate guidelines regarding the nature
and amount of coursework required of candidates. Requirements should be
manageable and contribute to the immediate needs of new teachers. Appropriate
coursework should include grade-level or subject-level seminars, methodology in
the content area, classroom management, assessment and scientifically based
early reading instruction.
Offer opportunities to practice teach.
While Kentucky is commended for offering high-quality
mentoring support to new alternate route teachers, the state should consider
providing its candidates with a practice-teaching opportunity prior to their
placement in the classroom.
State response to our analysis
Kentucky recognized the factual accuracy of this analysis.
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Kentucky
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Delivering Well Prepared Teachers
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Early Childhood
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science and Social Studies
- Special Education Teacher Preparation
- Special Education Preparation in Reading
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Pensions
Research rationale
Alternate route
programs must provide practical, meaningful preparation that is sensitive to a
new teacher's stress level.
Too many states have policies requiring alternate route
programs to "backload" large amounts of traditional education
coursework, thereby preventing the emergence of real alternatives to
traditional preparation. This issue is especially important given the large
proportion of alternate route teachers who complete this coursework while
teaching. Alternate route teachers often have to deal with the stresses of
beginning to teach while also completing required coursework in the evenings and
on weekends. States need to be careful to require participants only to meet
standards or complete coursework that is practical and immediately helpful to a
new teacher.
Induction support is
especially important for alternate route teachers.
Most new teachers—regardless of their preparation—find
themselves overwhelmed on taking responsibility for their own classrooms. This
is especially true for alternate route teachers, who may have had considerably
less classroom exposure or pedagogy training than traditionally prepared
teachers. While alternate route programs will ideally have provided at least a
brief student teaching experience, not all programs can incorporate this into
their models. States must ensure that alternate route programs do not leave new
teachers to "sink or swim" on their own when they begin teaching.
Alternate Route Preparation: Supporting Research
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 E.R. Ducharme and M.K. Ducharme, "Quantity and quality: Not enough to go around." Journal of
Teacher Education, Volume 49, No. 3, May 1998, pp. 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 J.W. Miller, M.C. McKenna, and B.A. McKenna, "A comparison of alternatively and traditionally prepared teachers". Journal of Teacher Education, Volume 49, No. 3, May 1998, pp. 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, Volume 17, No. 1, Spring 2007, pp. 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: Final Report at: http://files.eric.ed.gov/fulltext/ED504313.pdf
See
also Alternative Certification Isn't Alternative (NCTQ, 2007)
at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.