Expanding the Pool of Teachers Policy
The state should ensure that its alternate routes provide efficient preparation that is relevant to the immediate needs of new teachers, as well as adequate mentoring and support.
The Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) is typically
offered in two phases. Phase 1 provides new teachers with a brief introduction
to teaching offered in an 80-hour summer course called the Essentials of
Effective Teaching. In the first year of teaching, new teachers will
participate in six seminars (three each semester). Seminars are based on a teacher's
identified needs and interests. In the second year, teachers are required to
complete four seminars.
Georgia is commended for both the length of its alternate route program and its coursework requirements, which offer the flexibility and content that new teachers need to succeed in the classroom, without being overly burdensome.
In phase 2, all GaTAPP candidates are assigned a three-person support team, including a school-based mentor and a school-based administrator.
The GaTAPP program is a two-year program providing full certification upon completion. If necessary, some teachers may be required to complete a third year prior to receiving certification.
Alternative Routes http://www.gapsc.com/Certification/RoutesToCert/AlternativeRoutes.aspx Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP) http://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.05.pdf
While Georgia 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.
Georgia noted that while some of the field experience in the GaTAPP program may occur simultaneously with clinical practice, GaTAPP program providers are in the process of developing a plan for preteaching Field Experiences, which will occur during the Essentials of Effective Teaching course and will include opportunities to practice skills and demonstrate knowledge and understandings of the content. For these experiences, and as is done now for job-embedded clinical practice, candidates' level of performance will be assessed and the resulting data will be compiled, analyzed and used by the Candidate Support Team to inform development of the Individual Induction Plan.
The state also pointed out that Field Experience for Educator Preparation Programs is defined as those experiences that require active professional practice or demonstration, and that include substantive work with P-12 students or P-12 personnel as appropriate depending on the preparation program. The preparation program requirements further require settings that "provide [candidates] with opportunities to observe, practice, and demonstrate the knowledge, skills, and dispositions delineated in institutional, state, and national standards."
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://www.mathematica-mpr.com/publications/pdfs/education/teacherstrained09.pdf
See also Alternative Certification Isn't Alternative (NCTQ, 2007) at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.