The state should ensure that its alternate routes provide streamlined preparation that is relevant to the immediate needs of new teachers.
New York does not ensure that its alternate route candidates will receive streamlined preparation that meets the immediate needs of new teachers.
Candidates in New York's Transition B route must complete 200 clock hours of coursework, including 40 clock hours of field experiences. At least six of the field-based hours must be focused on meeting the needs of students with disabilities. The state has set a wide range of coursework for Transition B candidates to complete. In addition to learning about child development, instructional planning and classroom management, new teachers must also be instructed in such coursework as the historical, social and legal foundations of education and instructing students in the prevention of child abduction.
New York provides no specific guidelines about the nature or quantity of coursework for its Transition C alternate route. There is no limit on the amount of coursework that can be required overall, nor on the amount of coursework a candidate can be required to take while also teaching.
Both Transition B and C routes allow colleges to set the time frame for completion of their alternate route programs. Most programs are intended to be completed in two years, but this may vary, and some may require up to three years to complete.
Transition C teachers must teach for three years in order to be eligible for standard certification. Transition B alternate route candidates are eligible to receive full certification within two years.
Transition B candidates receive intensive mentoring during their first eight weeks and receive continued support during the remainder of the time the candidate is enrolled in the program and teaching. Program faculty, the school principal, the mentor and the candidate are required to meet at least once every three months during the first year of mentored teaching and periodically thereafter.
Transition C candidates receive mentoring for two years. The state requires that daily mentoring occur for at least the first 20 days of teaching.
New York is commended for its mentoring program, which appropriately front-loads support for new teachers during their first weeks in the classroom.
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 that coursework is relevant to the immediate needs of new teachers.
The nature of coursework outlined for Transition B candidates seems to reflect the preparation typical of a traditional program, not a streamlined one designed to meet the immediate needs of new teachers. However constructive, any course that is not fundamentally practical and immediately necessary should be eliminated as a requirement.
Ensure program completion in less than two years.
New York 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.
New York recognized the factual accuracy of this analysis.