2017 Alternate Routes Policy
The state should require alternate route programs to limit admission to candidates with strong academic backgrounds while also being flexible to the needs of nontraditional candidates. This goal was consistent between 2015 and 2017.
Arizona maintains the Teaching Intern Certificate as an alternate route to certification and has developed a new Classroom-Based Alternative Preparation Program process that enables school districts and charter schools to receive approval as alternative preparation providers. Prior to August 1, 2020, candidates for the Classroom-Based Alternative Preparation programs must hold a Teaching Intern Certificate or Emergency Certificate, unless employed at a charter school.
Academic Proficiency Requirements: Arizona does not require its Teaching Intern program or Classroom-Based program applicants to demonstrate prior academic performance through a GPA or a test for academic proficiency, such as the SAT, ACT, or GRE.
Subject-matter Testing Requirements: Arizona requires that all applicants seeking a Teaching Intern Certificate must pass a subject-specific portion of the Arizona Educator Proficiency Assessment (AEPA) or have a master's degree in the appropriate subject prior to in-classroom teaching assignment, but it is unclear that this is a requirement for application to the program.
Although Arizona requires alternate route applicants to take a subject-matter exam, the state does not require elementary and special education applicants to pass a stand-alone assessment of early reading prior to entering the classroom as the teacher of record, which in turn does not ensure that these applicants adequately understand the five research-based instructional components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Because elementary and special education teacher preparation in reading are assessed in 2-C: Elementary Reading and 4-B: Special Education Reading, these policies are not considered as part of the assessment for Alternate Route Program Entry.
Coursework Requirements: Arizona does not require Teaching Intern program or Classroom-Based program applicants to have a major in their intended subject area as a condition for admission.
Arizona Revised Statutes Title 15. Education §?15-203. https://www.azleg.gov/arsDetail/?title=15 Arizona State Board of Education Special Meeting, Friday, August 4, 2017: https://azsbe.az.gov/sites/default/files/calendar_agenda/Website%20Posting_0.pdf Arizona Department of Education, Requirements for the Teaching Intern Certificate: https://cms.azed.gov/home/GetDocumentFile?id=57a606fbaadebe02a4f4f3d6
Increase academic requirements for admission.
Arizona should require a rigorous test appropriate for candidates who have already completed a bachelor's degree, such as the GRE, or a GPA of 3.0 or higher to assess academic standing.
Require all applicants to pass a subject-matter test for admission.
Arizona should require all alternate route candidates to pass a subject-matter test prior to admission to an alternate route program. Alternate route programs provide nontraditional candidates with an opportunity to use professional knowledge and skills, including subject-matter knowledge, in the classroom. However, because teachers without sufficient subject-matter knowledge place students at risk, the subject-matter test serves as an important guardrail for alternate route candidates.
Arizona recognized the factual accuracy of this analysis; however, the analysis was updated subsequent to the state's review.
5A: Program Entry
Alternate route teachers need the advantage of a strong academic background. The intent of alternate route programs is to provide a route for those who already have strong subject-matter knowledge to enter the profession, allowing them to focus on gaining the professional skills needed for the classroom. This intent is based on the fact that academic caliber has been shown to correlate with classroom success. Programs that admit candidates with a weak grasp of both subject matter and professional knowledge can put the new teacher in an impossible position, where he or she is much more likely to experience failure and perpetuate high attrition rates.
Academic requirements for admission to alternate routes should set a high bar. Assessing a teacher candidate's college GPA and/or aptitude scores can provide useful and reliable measures of academic caliber, provided that the state does not set the floor too low. States should limit teacher preparation to the top half of the college population. In terms of assessments, relying on basic skills tests designed for those without a college degree is ineffective for alternate route candidates. Appropriate assessments could include the Graduate Record Examinations (GRE) or candidates' SAT/ACT scores.
In addition to evaluating incoming candidates' academic aptitude, programs should also determine whether applicants have the content knowledge they need prior to acceptance into the program. This determination prior to admission is important given that most alternative certification programs do not require additional content coursework during the course of their program. This determination should be made by using the state's subject matter licensure test.
In some cases, alternative route programs require candidates to have a major in the subject they will be licensed to teach. While ensuring content knowledge through an adequate test is essential, rigid coursework requirements can dissuade talented, qualified individuals from pursuing a career in teaching. By allowing candidates to prove their rich content knowledge by testing out of coursework requirements, professionals who have a wealth of relevant, subject-specific experience can pass their expertise on to students. With such provisions, states can maintain high standards for potential teachers, while utilizing experts of respective fields, such as differential mathematics and biology. For instance, an engineer who wishes to teach physics should face no coursework obstacles as long as he or she can prove sufficient knowledge of physics on an adequate test. A good test with a sufficiently high passing score is certainly as reliable as courses listed on a transcript, if not more so. A testing exemption would also allow alternate routes to recruit college graduates with strong liberal arts backgrounds to work as elementary teachers, even if their transcripts fail to meet state requirements.