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Alternate Route Preparation: North Carolina

Expanding the Pool of Teachers Policy

Look at National Findings
Goal

The state should ensure that its alternate routes provide streamlined preparation that is relevant to the immediate needs of new teachers.

Does not meet goal
Suggested Citation:
National Council on Teacher Quality. (2011). Alternate Route Preparation: North Carolina results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/NC-Alternate-Route-Preparation-7

Analysis of North Carolina's policies

North Carolina does not ensure that its alternate route candidates will receive streamlined preparation that meets the immediate needs of new teachers.

Candidates must follow a plan of study prescribed by their college or university with a minimum of six semester hours per year until the plan has been completed.

All employing school districts must provide a two-week, pre-work orientation that includes lesson planning, classroom organization, classroom management and an overview of the state accountability system, including the standard course of study and end-of-grade and end-of-course testing.

There is no requirement for practice teaching. Every candidate is assigned a mentor on or before the first day on the job.

Candidates must complete licensure requirements within three years.

Citation

Recommendations for North Carolina

Establish coursework guidelines for alternate route preparation programs.
The state should articulate guidelines regarding the nature and amount of coursework required of candidates. 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. Requirements should be manageable and contribute 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 scientifically based early reading instruction. 

Ensure that new teachers are supported in the first year of teaching.
The state should offer a highly structured, well-supervised induction program for all alternate route candidates. This should include more detailed mentoring 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. 

Ensure program completion in less than two years.
North Carolina 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.

State response to our analysis

North Carolina recognized the factual accuracy of this analysis. The state added that the Statewide Evaluation Committee reviews all proposals for alternate-licensure programs and only recommends for approval those that address the Professional Teaching Standards, are responsive to the needs of the partnering school district and are comprehensive in nature. Ultimately, the State Board of Education must approve all alternate-licensure programs. The state contends that the majority of alternate-licensure programs in North Carolina are streamlined.

    • Best practice
    • Meets goal
    • Nearly Meets goal
    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • North Carolina

    North Carolina map
Alternate Route Usage and Providers
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Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

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 Ducharme, E. R. & Ducharme, M. K. (1998). "Quantity and quality: Not enough to go around." Journal of Teacher Education, 49(3), 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 Miller, J. W., McKenna, M. C., & McKenna, B. A. (1998). Nontraditional teacher preparation: A comparison of alternatively and traditionally prepared teachers. Journal of Teacher Education, 49(3), 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 (2007): 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 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.

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