Preparation for the Classroom: Wyoming

2017 Alternate Routes Policy


The state should ensure that its alternate routes provide efficient preparation that is relevant to the immediate needs of new teachers, as well as intensive induction support. The bar for this goal was raised in 2017.

Does not meet

Analysis of Wyoming's policies

Wyoming does not have any state-approved alternate licensing programs. Previously, the state's Professional Teaching Standards Board's (PTSB) formally recognized the Montana-based Northern Plains Transition to Teaching alternate route program; however, this program is no longer offered. The PTSB site now states that out-of-state alternate route programs may be recognized by Wyoming if the program meets the state's traditional preparation program approval standards.


Recommendations for Wyoming

Establish an alternate route to licensure.
Wyoming should establish an alternate route to licensure. While the state does recognize and accept out-of-state alternate route programs, it would be best if the state creates its own alternate route policy and programs to lessen confusion and set the state standard for alternate route quality.  This route should be flexible regarding the needs of nontraditional candidates in order to broaden and deepen the available pool of teachers.

Establish coursework guidelines for alternate route programs.

Wyoming should articulate guidelines regarding the nature and amount of coursework required of candidates. Requirements should be manageable given the time constraints of a novice teacher 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, and scientifically based early reading instruction. 

Establish induction experience for new teachers.
Wyoming should establish an induction experience to ensure that new teachers are sufficiently prepared to be successful. This induction experience should provide for: 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 the school day.

Require opportunities to practice teach.

In addition to intensive induction support, Wyoming should provide its candidates with a practice teaching opportunity prior to their placement in the classroom.

State response to our analysis

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

How we graded

5B: Preparation for the Classroom 

  • Practice Teaching: The state should require a supervised practice-teaching experience.
  • Induction: The state should require that all new teachers receive intensive induction support.
  • 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 hours 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 the new teacher (e.g., seminars with other grade-level teachers, classroom management techniques, training in a particular curriculum, reading instruction).
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 are required for all alternate route programs.
  • Three-quarters credit: The state will earn three-quarters of a point if three elements are required for all alternate route programs.
  • One-half credit: The state will earn one-half of a point if two elements are required for at least some of the state's alternate route programs.
  • One-quarter credit: The state will earn one-quarter of a point if one element is required for at least one of the state's alternate route programs.

Research rationale

Alternate route programs must provide practical, meaningful preparation that is sensitive to a new teacher's workload and stress level. Too many states have policies requiring alternate route programs to "backload" large amounts of traditional education coursework, thereby preventing the emergence of real alternatives to traditional preparation. This issue is especially important given the large proportion of alternate route teachers who complete this coursework while teaching. Alternate route teachers often have to deal with the stresses of beginning to teach while also completing required coursework in the evenings and on weekends.[1] 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.[2] That is, while advanced pedagogy coursework may be meaningful for veteran teachers, alternate route coursework should build on more fundamental teaching competencies such as classroom management techniques, reading instruction, or curriculum delivery.

Most new teachers—regardless of their preparation—find themselves overwhelmed by taking on their own classrooms. This is especially true for alternate route teachers, who may have had considerably less classroom exposure or pedagogy training than traditionally prepared teachers.[3] States must ensure that alternate route programs do not leave new teachers to "sink or swim" on their own when they begin teaching. It is critical that all alternate route programs provide at least a brief student teaching or other supervised practice experience for candidates before they enter the classroom, as well as ongoing induction support during those first critical months as a new teacher.[4]

[1] 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
[2] Walsh, K., & Jacobs, S. (2007). Alternative certification isn't alternative. Thomas B. Fordham Institute, National Council on Teacher Quality. Retrieved from
[3] Greenberg, J., Walsh, K., & McKee, A. (2014). Teacher Prep Review: A review of the nation's teacher preparation programs. Retrieved from
[4] 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