Expanding the Pool of Teachers Policy
Candidates in the Innovative and Alternative Professional Education Program
must complete an unspecified amount of preservice coursework in the areas of
adolescent development, psychology of learning and teaching methodology in the
content area. Eight additional semester hours of professional education
coursework are also required. Program guidelines indicate that candidates
"usually complete about 30 semester hours of coursework."
Temporary Authorization Certificate candidates must complete nine semester
hours of coursework in their area of assignment. Overall, coursework is limited
to 24 credit hours in the areas of psychology of the exceptional child,
behavioral management techniques, measurement and evaluation, teaching
methods/instructional strategies, methods of teaching reading and developmental
psychology.
All alternative route candidates receive two years of intensive mentoring, which includes coaching as well as observation and feedback on training and skills.
Innovative and Alternative Professional Education Program candidates are
assigned a mentor who teaches the same subject and approximately the same grade
level for the full length of the program.
American Board for Certification of Teacher Excellence (ABCTE) candidates do
not have coursework requirements and receive mentoring.
Innovative and Alternative Professional Education Program candidates can
receive full certification after two years. Temporary Authorization Certificate
candidates may qualify for an initial license after teaching for a minimum of
two years.
The state does not outline any requirements for candidates working under the
Doctoral Route to Certification.
Establish coursework guidelines for alternate route preparation programs.
Simply mandating coursework without specifying the purpose
can inadvertently send the wrong message to program providers—that
"anything goes" as long as credits are granted. However constructive,
any course that is not fundamentally practical and immediately necessary should
be eliminated as a requirement. 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 Missouri 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.
Missouri recognized the factual accuracy of this analysis.
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.