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.
Nebraska offers two alternate pathways to certification: its Transitional Teaching Permit and its new Alternative Program Teaching Permit.
Academic Proficiency Requirements: Nebraska, for both its traditional and alternate program providers, requires applicants to have a 2.5 cumulative GPA upon application and a 2.75 cumulative GPA by the time the applicant applies to the clinical practice portion of their preparation coursework. Nebraska's Transitional Teaching Permit, however, is primarily managed by the University of Nebraska at Kearney; this program provider requires applicants to have a 2.75 GPA at the point of initial admission. Applicants to any Nebraska teacher preparation program must also pass the Praxis Core basic skills test.
Subject-Matter Testing Requirements: Nebraska does not require its alternate route applicants to pass a subject-matter exam in order to gain entry into alternate route preparation programs, or to receive the Transitional Teaching Permit or Alternative Program Teaching Permit.
Coursework Requirements: Nebraska requires applicants to the Transitional Teaching Permit to have completed 75 percent of the coursework requirements for their intended teaching area. Applicants no longer have to complete a human relations and special education training prior to applying for this permit.
Alternative Program Teaching Permits are available to applicants who have completed 50 percent of the pre-student teaching requirements of an approved preparation program, as well as 75 percent of the coursework requirements for their intended teaching area.
There is no test-out option for coursework requirements for either of the state's alternate route pathways.
Title 92 Nebraska Administrative Code, Chapter 20, Section 004.06E; Chapter 21, Sections 005.27, 005.28, 005.11, and 005.12 https://www.education.ne.gov/wp-content/uploads/2017/07/CLEANrule21_2015.pdf Nebraska Department of Education, Teaching Certificates and Permits: https://dc2.education.ne.gov/tc_interactive_teaching2/welcome.aspx
Increase academic requirements for admission.
Nebraska 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. Although the minimum GPA requirement that the state maintains is an important first step toward ensuring that candidates have strong academic ability, the current standard of 2.5 does not represent a rigorous requirement.
Require applicants to pass a subject-matter test for admission.
Nebraska 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.
Offer flexibility in fulfilling coursework requirements.
Nebraska should allow any candidate who already has the requisite knowledge and skills to demonstrate such by passing a rigorous test in lieu of needing a major in a particular subject area. Because exacting coursework requirements could dissuade talented individuals who lack precisely the right courses but possess the requisite subject-matter expertise from pursuing a career in teaching, it is important that alternate route candidates have an opportunity to demonstrate subject-matter knowledge through a rigorous test.
Eliminate basic skills test requirement.
Nebraska should eliminate the basic skills test requirement. The state's requirement that alternate route candidates pass a basic skills test is impractical and ineffectual. Basic skills tests measure minimum competency—essentially skills that a person should have acquired in middle school—and are inappropriate for candidates who have already earned a bachelor's degree.
Nebraska recognized the factual accuracy of this analysis.
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.