2017 General Teacher Prep Programs Policy
The state should allow a diversity of alternate route providers. This goal was reorganized in 2017.
Alternate Route Providers: Nebraska requires applicants to complete required coursework for the Transitional Teaching and Alternative Program Teaching permits in approved teacher preparation programs, and the state only approves institutions of higher education to provide teacher preparation. Although Nebraska does not officially preclude entities other than institutions of higher education from preparing alternately certified teachers, the state does so in practice.
Transition to Teaching: http://www.education.ne.gov/EducatorPrep/TopPages/TTT.html Transitional Certification Program: http://www.unk.edu/academics/ted/transitional_certification/index.php 2016-2017 Nebraska Approved Program Report: https://www.education.ne.gov/educatorprep/IHE/ProgramApproval/BoardApproval-20004/BoardApprovalReport-1617.pdf Title 92 Nebraska Administrative Code, Chapter 21, Sections 005.27, 005.28, 005.11, and 005.12
Encourage diversity of alternate route providers.
Nebraska should specifically authorize alternate route programs run by local school districts and nonprofits, as well as institutions of higher education. A robust diversity of providers has the potential to help all programs, both university- and non-university-based, to improve.
Nebraska recognized the factual accuracy of this analysis.
Alternate routes should be structured to do more than just address shortages; they should provide an alternative pipeline for talented individuals to enter the profession. Many states have structured their alternate routes as a streamlined means to certify teachers in shortage subjects, grades, or geographic areas. A true alternate route creates a new pipeline of potential teachers by certifying those with valuable knowledge and skills who did not prepare to teach as undergraduates and are disinclined to fulfill the requirements of a new degree.
Some states claim that the limitations they place on the use of their alternate routes impose quality control. However, states control the criteria for who is admitted and who is licensed. With appropriate standards for admission and program accountability, quality can be safeguarded without casting alternate routes as routes of last resort or branding alternate route teachers "second-class citizens."