Preparation for the Classroom: Kentucky

Alternate Routes Policy

Goal

The state should ensure that its alternate routes provide efficient preparation that is relevant to the immediate needs of new teachers through targeted and manageable coursework, as well as supervised practice teaching opportunities and intensive induction support that includes mentorship. This goal has been revised since 2017.

Meets a small part
Suggested Citation:
National Council on Teacher Quality. (2019). Preparation for the Classroom: Kentucky results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/KY-Preparation-for-the-Classroom-93

Analysis of Kentucky's policies

Kentucky offers several options for alternative routes to teacher certification: Exceptional Work Experience, College Faculty, Armed Forces Veterans, local district training programs, and university-based alternative routes. The EPSB currently has no approved local district training programs nor institute alternative routes. Kentucky also offers an Adjunct Instructor Certification for candidates with expertise and a bachelor's degree with a major or minor in an academic content area to teach part-time on a contract basis, but this route does not lead to professional certification.

Practice Teaching: Kentucky's District Training Programs require candidates to participate in a full-time seminar and practicum of at least eight weeks' duration prior to the time the candidate assumes responsibility for a classroom. This includes an introduction to basic teaching skills through supervised teaching experiences with students.
No practice teaching opportunities are required for other alternative routes.

Induction Support: Exceptional Work Experience, Armed Forces Veterans, and University Alternative Program candidates are required to complete the Kentucky Teacher Internship Program (KTIP) in order to receive professional certification. Through the internship, candidates are guided by a beginning teacher committee that is comprised of a resource teacher, the principal of the school where the internship is served, and a teacher educator appointed by a state-approved teacher preparation program. The committee is required to meet with candidates at least three times per year for evaluation and recommendation, and they must also observe candidates in their classrooms at least three times per year. The trained resource teacher must spend at least 70 hours working with the candidate, 20 of which must be in the classroom setting and 50 hours in consultation other than class time or attending assessment meetings. The resource teacher is required to have completed minimum 4 years of successful teaching experience and 2,000 hours of continuing professional activities or a master's degree.
District Training Programs must supervise candidates once they assume responsibility on a one-half time basis for a classroom for 18 weeks. The candidate must be visited and critiqued no less than once per week by a member of a professional support team appointed by the local district. During an additional period of at least 18 weeks, candidates are formally observed at least once every two months and are provided opportunities to observe experienced teachers' classrooms.
For certification of candidates in a field other than education, elementary teacher candidates to successfully complete the equivalent of 240-hour institute, based on six-hour days for eight weeks prior to receiving the one-year provisional certificate or during the first year of certificate. Middle and secondary teacher candidates must successfully complete the equivalent of a 180-hour institute based on six-hour days for six weeks. 

Manageable Coursework: District Training Programs must provide at least 250 hours of formal instruction in all three phases of the program combined, which is about 44 weeks total.
Students in university alternative programs are granted a one-year provisional certificate, which can be renewed two additional years, contingent upon the candidate's continued enrollment and compliance.

Targeted Coursework: The only coursework requirements articulated pertain to District Training Programs and Institute alternative routes.
District Training Program candidates must participate in formal instruction during the first 36 weeks of full-time teaching. This instruction emphasizes student assessment, child development, learning, curriculum, instruction of exceptional children, and school and classroom organization.
Institute routes require elementary, middle and secondary teacher candidates to be trained in research-based teaching strategies in reading and math, child and adolescent growth, knowledge of individual differences, teaching exceptional children, and methods of classroom management.

Citation

Recommendations for Kentucky

Re-fund teacher mentorship.
Although the Kentucky Teacher Internship Program (KTP) is required by policy, it was unfunded by the legislature in the 2018 Budget Bill and suspended until June 30, 2020 due to lack of available funds. The state should ensure that all alternate route candidates have access to high-quality induction experiences that include intensive mentoring with full classroom support in the first few weeks or months of school.

Require practice teaching opportunities.
Kentucky should require that all alternate routes establish practice teaching opportunities for novice teachers as part of their preparation prior to becoming teachers of record. This corresponds directly to the student teaching experience for traditionally prepared educators and better prepares candidates to be successful in the classroom.

Limit coursework for new teachers.
Kentucky should ensure that all novice alternate route teachers have manageable coursework while teaching. Given the demands on a novice teacher's time, course requirements should not exceed three credit hours in the spring and fall and six credit hours in the summer.

Target coursework for all new teachers.
Kentucky should ensure that all novice alternate route teachers' coursework is relevant to the immediate needs of new teachers. Appropriate coursework should include grade-level or subject-level seminars, methodology in the content area, classroom management, assessment and instruction in the science of reading.

State response to our analysis

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

Updated: July 2019

How we graded

5B: Preparation for the Classroom
 
  • Practice Teaching: The state should require a supervised practice-teaching experience prior to entry into the classroom as the "teacher of record".
  • Induction: The state should require that all new teachers receive intensive induction support that includes mentorship with experienced educators.
  • Manageable Coursework: The state should ensure that the amount of coursework it either requires or allows is manageable for a novice teacher. Anything exceeding 12 credit/semester hours or 40 contact/clock hours per year may be counterproductive, placing too great a burden on the teacher. This calculation is premised on no more than six credit hours in the summer, three credit hours in the spring, and three credit hours in the fall.
  • Targeted Coursework: The state should ensure that all coursework requirements are targeted to the immediate needs of new teachers, with an emphasis on classroom behavioral management (courses that include childhood development and psychology, culturally responsive teaching and learning, diverse learners, etc.) and pedagogy (courses that include curriculum, instructional planning and assessment; differentiated learning; etc.).
Preparation for the Classroom
The total goal score is earned based on the following:
  • Full credit: The state will earn the full point if all four elements - practice teaching, induction, manageable coursework, and targeted coursework - are required for every alternate route program/pathway offered by the state.
  • Three-quarters credit: The state will earn three-quarters of a point if three elements are required for every alternate route program/pathway offered by the state.
  • One-half credit: The state will earn one-half of a point if two elements are required for every alternate route program/pathway offered by the state.
  • One-quarter credit: The state will earn one-quarter of a point if one element is required for every alternate route program/pathway offered by the state.

Research rationale

Teachers who enter the profession through alternate routes report lower levels of self-efficacy compared to beginning teachers who enter through traditional teacher preparation programs. Alternate route teachers are likely to be especially concerned about their ability to effectively deliver instruction, manage the classroom, and plan lessons[1]. Most new teachers—regardless of their preparation—find themselves overwhelmed by the responsibilities of the job. This is especially true for alternate route teachers, who may have had considerably less classroom exposure than traditionally prepared teachers[2]. States must ensure that alternate routes do not leave new teachers to "sink or swim" on their own when they begin teaching.

It is critical that all alternate routes provide at least a brief student teaching or other supervised practice experience for candidates before they enter their own classrooms. Field work and exposure to real classrooms offers a scaffolded opportunity for prospective new teachers to gain practical experience. Across areas of instruction, student teachers feel significantly better prepared after completing student teaching[3]. Access to highly-effective rated cooperating teachers in student teaching experiences results in pronounced positive outcomes for students of aspiring teachers[4].

Additionally, all new teachers need comprehensive and ongoing professional development even after they become "teachers of record.[5]" Effective induction programs go beyond the basics of new teacher orientation[6] and may include comprehensive supports, such as mentorship, common planning time with other teachers, reduced teaching course loads, and assistance from a classroom aide. Access to a mentor teacher with subject-area expertise and dedicated common collaboration time with other teachers of the same subject area are cited as the two most effective factors in reducing first-year turnover and improving job satisfaction and commitment[7]. Robust and consistent mentorship not only helps new teachers feel supported, but also improves retention and student outcomes[8]. Importantly, students' academic performance increases when they're taught by teachers who are highly engaged in induction programs with mentorship, as compared to students of teachers who are not engaged in such programs[9]. Induction programs should require new teachers, especially those who enter the profession through alternate routes with limited preparation, to collaborate with experienced and effective mentors who can guide them through what can often be a challenging transition into a new career.

Alternate routes must provide practical and meaningful coursework that is sensitive to a new teacher's workload and stress level. State policies that require alternate route programs to "backload" large amounts of traditional education coursework prevent the emergence of real alternatives to traditional preparation. This issue is especially important given the large proportion of alternate route teachers who complete required coursework in the evenings and on weekends while also teaching[10]. 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[11]. That is, while advanced pedagogy coursework may be meaningful for veteran teachers, alternate route coursework should build on more fundamental professional competencies such as classroom management techniques, instructional methods, or curriculum delivery. Alternate route participants' primary concern as novice teachers is managing the classroom, which should be a focus in required coursework. Furthermore, the curriculum for teacher training programs must be aligned to what beginner teachers experience in the classroom. Clear connections between theory and best teaching practices enable coursework to be directly translated into the classroom[12].


[1] Forsbach-Rothman, T., Margolin, M., & Bloom, D. (2007). Student Teachers and Alternate Route Teachers' Sense of Efficacy and Views of Teacher Preparation. Journal of the National Association for Alternative Certification,2(1), 29-41. Retrieved from http://jnaac.com/index.php/JNAAC/article/view/45/33

[2] Greenberg, J., Walsh, K., & McKee, A. (2014). Teacher Prep Review: A review of the nation's teacher preparation programs.Retrieved from http://www.nctq.org/dmsView/Teacher_Prep_Review_2014_Report

[3] Darling-Hammond, L. (2014). Strengthening Clinical Preparation: The Holy Grail of Teacher Education. Peabody Journal of Education,89(4), 547-561. doi:https://doi-org.proxy.library.georgetown.edu/10.1080/0161956X.2014.939009

[4] Goldhaber, D., Krieg, J., & Theobald, R. (2019). Leveraging the student-teaching experience to train tomorrow's great teachers. Brown Center Chalkboard. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2019/05/20/leveraging-the-student-teaching-experience-to-train-tomorrows-great-teachers/.

[5] For a further review of the research on new teacher induction, see: Rogers, M., Lopez, A., Lash, A., Schaffner, M., Shields, P., & Wagner, M. (2004). Review of research on the impact of beginning teacher induction on teacher quality and retention. Retrieved from http://www.newteacher.com/pdf/ResearchontheImpactofInduction.pdf

[6] Wong, H. K. (2004). Induction Programs That Keep New Teachers Teaching and Improving. NASSP Bulletin, 88(638), 41-58. Retrieved from https://pdfs.semanticscholar.org/f71d/e558a5e10724e31ba26d477057ef0272110b.pdf

[7] Ingersoll, R. M. (2012, May 16). Beginning Teacher Induction: What the Data Tell us. Education Week. Retrieved from https://www.edweek.org/ew/articles/2012/05/16/kappan_ingersoll.h31.html

[8] Brody, S. (2017, November). A bright spot for PD—new teacher induction that works [Web log post]. Retrieved from https://www.nctq.org/blog/A-bright-spot-for-PDnew-teacher-induction-that-works

[9] There is no shortage of research that indicates the students of new teachers who receive strong mentorship have higher scores than those of new teachers with minimal to no or weak mentorship. See: Best Practices in Teacher and Administrator Induction Programs. (2016). California County Superintendents Educational Services Association. Retrieved from http://ccsesa.org/wp-content/uploads/2016/06/Best-Practices-in-Teacher-and-Administrator-Induction-Programs.pdf

[10] Constantine, J., Player, D., Silva, T., Hallgren, K., Grider, M., & Deke, J. (2009). An evaluation of teachers trained through different routes to certification. Final Report. NCEE 2009-4043. National Center for Education Evaluation and Regional Assistance. Retrieved from http://files.eric.ed.gov/fulltext/ED504313.pdf

[11] Walsh, K., & Jacobs, S. (2007). Alternative certification isn't alternative. Thomas B. Fordham Institute, National Council on Teacher Quality. Retrieved from http://files.eric.ed.gov/fulltext/ED498382.pdf

[12] O'Connora, E. A., Malow, M. S., & Bisland, B. M. (2011). Mentorship and instruction received during training: Views of alternatively certified teachers. Educational Review,63(2), 219-232. doi:10.1080/00131911.2010.537312