Alternate Route Preparation: South Carolina
Expanding the Pool of Teachers Policy
Analysis of South Carolina's policies
In the first year of the Program of Alternative Certification for Educators
(PACE), candidates complete a 10-day preservice training institute and six seminars.
The following summer, candidates complete a two-week in-service training and
two follow-up seminars during the second year.
PACE also requires applicants to take three college courses from an approved
list of core courses. Candidates work with an evaluation team to determine
coursework requirements. All coursework is based on the candidates' experience,
knowledge and skills.
Candidates are not required to have a practice-teaching experience, but they do
participate in an induction program. Each school district develops its own induction plan according to the Assisting, Development, and Evaluating Professional Teaching (ADEPT) system, and this includes intensive mentoring.
American Board for Certification of Teacher Excellence (ABCTE) candidates do
not have coursework requirements but must complete the employing school
district's induction program.
Alternate route candidates are eligible for a standard certificate after three
years of teaching.
Teach For America (TFA) candidates who are employed on or before the
28th student attendance day are employed under an induction contract. Induction
and mentoring requirements apply to TFA teachers during their first year of
employment. The alternative-route certificate for TFA is valid for one school
year and may be renewed for an additional year upon recommendation by the
employing district and TFA.
Recommendations for South Carolina
Ensure program completion in fewer than two years.
South Carolina 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.
Offer opportunities to practice teach.
In addition to intensive induction support, South Carolina may want to consider providing PACE candidates with a practice-teaching opportunity prior to their placement in the classroom.
State response to our analysis
South Carolina recognized the factual accuracy of this analysis.
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South Carolina
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Delivering Well Prepared Teachers
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Early Childhood
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science and Social Studies
- Special Education Teacher Preparation
- Special Education Preparation in Reading
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Pensions
Research rationale
Alternate route
programs must provide practical, meaningful preparation that is sensitive to a
new teacher's 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. 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.
Induction support is
especially important for alternate route teachers.
Most new teachers—regardless of their preparation—find
themselves overwhelmed on taking responsibility for 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. While alternate route programs will ideally have provided at least a
brief student teaching experience, not all programs can incorporate this into
their models. States must ensure that alternate route programs do not leave new
teachers to "sink or swim" on their own when they begin teaching.
Alternate Route Preparation: Supporting Research
For
a general, quantitative review of the research supporting the need for states
to offer an alternate route license, and why alternate routes should not be
treated as programs of "last resort," one need simply to look at the
numbers of uncertified and out of field teachers in classrooms today, readily
available from the National Center for Education Statistics. In addition, with
U.S. schools facing the need to hire more than 3.5 million new teachers each
year, the need for alternate routes to certification cannot be underestimated.
See also E.R. Ducharme and M.K. Ducharme, "Quantity and quality: Not enough to go around." Journal of
Teacher Education, Volume 49, No. 3, May 1998, pp. 163-164.
Further,
scientific and market research demonstrates that there is a willing and able
pool of candidates for alternate certification programs—and many of these
individuals are highly educated and intelligent. In fact, the nationally
respected polling firm, The Tarrance Group, recently conducted a scientific
poll in the State of Florida, identifying that more than 20 percent of
Floridians would consider changing careers to become teachers through alternate
routes to certification.
We
base our argument that alternative-route teachers should be able to earn full
licensure after two years on research indicating that teacher effectiveness
does not improve dramatically after the third year of teaching. One study
(frequently cited on both sides of the alternate route debate) identified that
after three years, traditional and alternatively-certified teachers demonstrate
the same level of effectiveness, see J.W. Miller, M.C. McKenna, and B.A. McKenna, "A comparison of alternatively and traditionally prepared teachers". Journal of Teacher Education, Volume 49, No. 3, May 1998, pp. 165-176. This finding is
supported by D. Boyd, D. Goldhaber, H. Lankford, and J. Wyckoff, "The Effect of Certification and Preparation on Teacher Quality." The Future of Children, Volume 17, No. 1, Spring 2007, pp. 45-68.
Project
MUSE (http://muse.jhu.edu/), found that student achievement was
similar for alternatively-certified teachers as long as the program they came
from was "highly selective."
The
need for a cap on education coursework and the need for intensive mentoring are
also backed by research, as well as common sense. In 2004, Education Commission
of the States reviewed more than 150 empirical studies and determined that
there is evidence "for the claim that assistance for new teachers, and, in
particular, mentoring [have] a positive impact on teachers and their retention."
The 2006 MetLife Survey of the American Teacher validates these conclusions. In
addition, Mathematica (2009) found that student achievement suffers when
alternate route teachers are required to take excessive amounts of coursework.
See An Evaluation of Teachers Trained
Through Different Routes to Certification: Final Report at: http://files.eric.ed.gov/fulltext/ED504313.pdf
See
also Alternative Certification Isn't Alternative (NCTQ, 2007)
at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.