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: Utah, with the exception of American Board for Certification of Teacher Excellence (ABCTE), does not allow non-university alternate route programs at the state level through its Alternative Route to Licensure (ARL) program. However, through the state's Academic Pathway to Teaching (APT) route, individual districts can prepare candidates using either university or non-university alternate route programs. Districts are required to prepare the license holder to meet the Utah Effective Teaching Standards, but the state does not limit or specify how this is to be done.
Utah State Board of Education, Alternative Routes to Licensure (ARL): http://www.schools.utah.gov/cert/Alternative-Routes-to-Licensure.aspx Utah State Board of Education, Possible ARL Completion Routes: http://www.schools.utah.gov/cert/Alternative-Routes-to-Licensure/Possible-Routes.aspx R277-511-6 https://rules.utah.gov/publicat/code/r277/r277-511.htm
As a result of Utah's strong alternate route provider policies, no recommendations are provided.
Utah was helpful in providing NCTQ with the facts necessary for 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."