Alternate Route Preparation: Ohio

Analysis of Ohio's policies

Ohio alternate route candidates participate in the Intensive Pedagogical Training Institute (IPTI) or an intensive summer training program approved by the Chancellor of the Ohio Board of Regents. The state has not provided guidelines for the intensive summer training preparation programs.

IPTI is self-paced, although participants must complete three modules within the first six months of enrollment. Information included in the modules focuses on student development and learning, pupil-assessment procedures, curriculum development, classroom management and teaching methodology. 

Candidates must also complete 12 semester hours of college coursework within the four years teaching under the Alternative Resident Educator License. This requirement can also be met by professional development work provided by a teacher preparation program or a regional Educational Service Center.

Candidates are required to complete a field experience prior to entering the classroom. IPTI requires that applicants arrange their own student teaching experiences and notes that candidates must have flexibility in their schedules to fulfill this requirement.

Candidates with an Alternative Resident Educator License must "complete a resident educator program consistent with standards established by the Ohio department of education." This includes an intensive, structured mentoring program.

Upon IPTI completion, candidates qualify for the Alternative Resident Educator License. After four years of successful teaching, teachers are eligible for the professional license.

Citation

Ohio Revised Code 3319.26; 3319.223 Alternative Resident Educator Licenses http://education.ohio.gov/Topics/Teaching/Educator-Licensure/Resident-License-Options/Alternative-Resident-Educator-Licenses Mentor Standards for the Ohio Resident Educator Program http://education.ohio.gov/getattachment/Topics/Teaching/Resident-Educator-Program/Resident-Educator-Overview/Resident-Educator-Program-Standards.pdf.aspx

Recommendations for Ohio

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, assessment and scientifically based early reading instruction.

Ensure program completion in fewer than two years.
Ohio should consider shortening the length of time it takes an alternate route teacher to earn standard certification. The route should allow candidates to earn full certification no later than the end of the second year of teaching.

Strengthen the induction experience for new teachers.
While Ohio is commended for requiring all new teachers to work with a mentor, the state should consider explicitly requiring that mentors are assigned full time to the new teacher for the first critical weeks of school and then gradually reduced over the course of the entire first year. Further, other strategies, such as having candidates arrange their own practice teaching opportunities, are of questionable value. Effective induction strategies include practice teaching prior to teaching in the classroom, a reduced teaching load and release time to allow new teachers to observe experienced teachers during each school day.

State response to our analysis

Ohio was helpful in providing NCTQ with facts that enhanced this analysis.

Ohio indicated that both the Chancellor of the Ohio Board of Regents and the state superintendent of public instruction developed the guidelines for the intensive summer training: the Intensive Pedagogical Training Institute (IPTI). The guidelines for the program contents are outlined in law.

The state additionally noted that with regard to the mentor program requirements for the Alternative Resident Educator License, each new Ohio teacher who meets the Resident Educator Program eligibility requirements (i.e., teaching on a 120+ days license, teaching in the area and grade level of their teaching license at least .25 FTE) is required to be supported by a trained certified mentor. Intentional instructional coaching on Best Teaching Practices coupled with observations provide new teachers (Resident Educators) opportunities to deepen their skills and knowledge.

Ohio commented that mentors and Resident Educators work through rigorous teaching processes focused on Best Teaching Practices evidenced through classroom observations. Mentors conduct frequent “drop-ins” (referred to as on-going classroom observations) to continually and formatively assess the Resident Educator, followed by reflective conversations that provide deliberate and timely feedback.

The state added that the Ohio Resident Educator Program is based on research that shows that teachers learn best by watching other teachers, followed by reflective conversations and specific feedback. Resident Educators are required to conduct reciprocal observations with their mentors or other exemplary colleagues to sharpen their lens of effective teaching. Resident Educators conduct exemplary observations of experienced teachers followed by reflection and feedback in postobservation conversations.

Ohio further stated that Resident Educators are encouraged to videotape their teaching to establish the best practice of ongoing self-assessment resulting in adjustments in lesson and assessment design and implementation.