Alternate Route Preparation: New Hampshire

Analysis of New Hampshire's policies

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

There are no specific coursework requirements outlined for Alternative Route 3A. Candidates provide evidence of competence for each required standard through a written portfolio and participation in a half-day oral examination. There is no requirement for practice teaching or induction support.

American Board for Certification of Teacher Excellence (ABCTE) candidates do not have traditional coursework requirements and do not have a practice-teaching experience or mentor.

Candidates in Alternative Routes 4 and 5 work with their school districts to develop a plan that meets New Hampshire's teacher competencies. Candidates receive a mentor for the full time they are participating in their program.

Candidates in all routes are eligible for certification upon completion of program requirements.

Citation

Administrative Rules for Education 505.03; 505.04; 505.05

Recommendations for New Hampshire

Establish coursework guidelines for alternate route preparation programs.
The state should articulate guidelines regarding the nature and amount of coursework required of candidates. 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 program completion in less than two years.
New Hampshire 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.

Extend mentoring to all alternate route teachers.
While New Hampshire is recognized for requiring Alternates Route 4 and 5 teachers to work with a mentor, ABCTE and Alternate Route 3A teachers should also receive this support. In addition, the state should consider providing sufficient guidelines to ensure that induction is structured for new teacher success. 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. Alternatively, the state may want to consider providing candidates with practice-teaching opportunities prior to entering the classroom. 

State response to our analysis

New Hampshire asserted that "Alternatives 3A, 4, and 5 are all based on the certification standards for each endorsement. The routes allow candidates the flexibility to pursue coursework, assessment of prior knowledge, professional learning, and supervised on-the-job training with mentoring to demonstrate the evidence of competency. Students are able to complete the Alternative 4 route in less than 3 years but no more than 3 years. The Alternative 5 route must be completed in 2 years."