Alternate Route Preparation: Wyoming
Expanding the Pool of Teachers Policy
Analysis of Wyoming's policies
Candidates in the Northern Plains Transition to Teaching alternate route program must complete 10-11 courses. Courses are offered one at a time, and each course is eight
to twelve weeks in length. One year of courses must be completed before starting to teach. Courses are also offered during the summer following
the first year so that new teachers are not overloaded during their first year.
Coursework includes human development, psychology of learning, diversity,
special needs, classroom discipline, curriculum design, pedagogy and
assessment.
Candidates do not have the opportunity to practice teach, but they do
participate in a year-long internship that includes mentoring from an on-site
master teacher and a university supervisor who makes periodic visits. The
program runs for two years, and candidates are eligible for a degree and full licensure upon
completion.
Candidates must pass the appropriate subject-matter tests during the program.
Recommendations for Wyoming
Ensure that new teachers are not burdened by excessive requirements.
While Wyoming is commended for ensuring that new teachers
are not required to take multiple courses simultaneously during the school
year, the total amount of coursework required is rather high, and not all of it
is geared to the immediate needs of new teachers. Coursework that provides the
greatest benefit with the least burden to new teachers includes grade-level or
subject-level seminars, methodology in the content area, classroom management,
assessment and scientifically based early reading instruction.
Ensure that new teachers are supported in the first year of teaching.
Wyoming should provide more detailed induction guidelines to
ensure that new teachers will receive the support they need to facilitate their
success in the classroom. Effective strategies include practice teaching prior
to teaching in the classroom, intensive mentoring with full classroom support
in the first few weeks or months of school, a reduced teaching load and release
time to allow new teachers to observe experienced teachers during each school
day.
State response to our analysis
Wyoming asserted that the Northern Plains Transition to Teaching program is a Montana state-approved program, not a Wyoming program. Wyoming has no state-approved alternative route programs.
Last word
While it is true that the Northern Plains Transition to Teaching program is a Montana-based program, Wyoming does formally recognize and accept applicants from this program. However, it would be best if the state creates its own alternate route policy and programs to lessen confusion and set the state standard for alternate route quality.
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Wyoming
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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.