ERIC EJ874620: Traditional or Alternative--Finding New Teachers along Different Pathways

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by  ERIC

Teacher recruiTmenT and reTenTion
Traditional Alternative—
or
New Teachers
Finding Along Different Pathways
phoTo by iSTock.com
By SuSan reeSe
A
number of factors have made from state to state, and in the National more confusing, education researchers Stanford Center for Opportunity Policy with the National Center for Education ing; complete coursework or equivalent
finding qualified educators a Research Center for Career and Techni- and other experts often argue among in Education, calling the study flawed be- Information (NCEI) and the National experiences in professional education
challenge. A September 2009 cal Education’s (NRCCTE) 2007 publica- themselves about the evidence used to cause it sought out schools that hire large Center for Alternative Certification studies while teaching; usually work with
National Center for Policy tion, “Study of State Certification/Licen- determine the quality and effectiveness numbers of alternatively certified teachers noted that one-third of the approximately mentor teachers; and meet high perfor-
Analysis (NCPA) brief, “Alternative Cer- sure Requirements for Secondary Career of traditional versus alternative teacher from non-selective programs. Darling- 150,000 new teachers hired in 2006 mance standards. Feistritzer notes in her
tification Programs: Meeting the Demand and Technical Education Teachers,” certification programs. In February 2009, Hammond noted that both alternative came through what the states identify overview of alternative routes to teaching
for Effective Teachers,” noted that grow- Chris Zirkle, Lindsey Martin, and N.L. Mathematica Policy Research released and traditional teachers in the hard-to- as alternative routes to teacher certifica- from 1985 to 2009 that the programs
ing school enrollment, an increase in the McCaslin of The Ohio State University the results of a study that found elemen- staff schools selected for the study had less tion. In 2007-2008, 62,000 individuals tended to be market driven and resulted
number of teachers retiring or leaving the even reported that no two states’ require- tary school students whose teachers chose training than most teachers nationally, were issued certificates to teach through in “tailor-made programs designed to
profession, and legislated class size limits ments were exactly alike. an alternate route to certification scored and neither group was highly effective. So alternative routes, which is nearly double meet specific needs for specific teachers in
are the key issues. Rebecca Garcia and In 2009, the NCPA brief reported no differently on standardized math and as the arguments continue, the need still the number just five years ago. specific areas.”
Jessica Huseman note in the brief that, similar findings, noting that each state reading tests from students whose teach- remains. According to Feistritzer, candidates In a 2009 NCEI survey, when asked,
in order to meet this challenge, all 50 had its own requirements for alternative ers chose a traditional route to certifica- who are licensed to teach through “Would you have become a teacher if
states and the District of Columbia have certification, and while some states and tion. Very quickly others responded, Filling the Need alternative pathways tend to have the an alternate route to certification had
established alternative certification pro- school districts have become more open among them the American Association In her presentation at the National Coun- following characteristics: They have at not been available?” 47 percent of those
grams. Education researchers have found, to alternative certification, other states of Colleges for Teacher Education and cil for Accreditation of Teacher Education least a bachelor’s degree; pass a screen- surveyed responded, “No.” If the NCEI
however, that these programs vary widely are very restrictive. To make matters even Linda Darling-Hammond with the (NCATE) in May 2009, Emily Feistritzer ing process; engage in on-the-job train- statistics are even close to being accurate,
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Teacher recruiTmenT and reTenTion
then nearly half of the large and growing who have completed coursework from teach a CTE program. “In CTE, we less prepared or inferior to other
number of teachers coming into teaching another institution, and wish to have it have some requirements that a teacher teachers.”
through alternative pathways would be recognized by CWU, can submit their of- who has completed a program such as The people in the program clearly
lost to a profession already in need. ficial transcripts and a course description math, history or foreign languages won’t do not want that either, because Bowers
or syllabus. Business or industry profes- have,” notes Bowers. “Many CTE courses says many of them are now asking for a
Preparing CTE Teachers sionals seeking a teaching certificate in are offered in a laboratory setting and graduate program option. As a result of
in Washington State CTE complete two courses of study over workplace environment, so an English that request, she says, “In the coming
The Competency Block Certificate Pro- the two years of the program. Compe- teacher, for example, would not be used to year, we will be adjusting the program to
gram at Central Washington University tency Block 1 includes an introduction to working in a lab or dealing with industry facilitate both undergraduate and gradu-
(CWU) is designed to help career and teaching, classroom management, cur- safety issues. There are also different ate options.” With variable credit hours
technical education (CTE) teachers build riculum design and assessment, classroom standards for CTE programs. Our CTE designed to fit individual certification
a strong foundation in teaching methods, safety, and application of occupational teachers must be able to facilitate student requirement needs and 24-hour Internet
classroom management, assessment, lead- skills, knowledge and practice in a voca- leadership development and work with access to curricula, schedules, exams and
ership and educational technology. It was tional setting. business and industry advisory commit- electronic messaging, the CWU Com-
tees to ensure that their programs are petency Block Certificate Program is
meeting industry needs.” providing the flexibility and the tools that
Most of those who come to the pro- can build a successful career in education.
gram are already teaching with proba- What it has achieved has not gone un-
Candidates who are licensed to teach through alternative pathways tionary credentials. According to Bowers, noticed. Last year this program received a
the district hires them to teach and then CWU President’s Sphere of Distinction
tend to have the following characteristics: They have at least a bachelor’s
sends them to the CWU program to Award—an award that is given to in-
degree; pass a screening process; engage in on-the-job training; complete become fully prepared and credentialed novative and resourceful approaches to
as teachers. Their years of industry academic, student and campus life giving
coursework or equivalent experiences in professional education studies
experience not only have helped them in regional, national or international promi-
while teaching; usually work with mentor teachers; being hired, but also count toward years nence to CWU.
of experience on the teaching pay scale.
and meet high performance standards. One thing that makes the program so An Alternative Route
valuable also makes it unique. “We hire in Eastern Illinois
district CTE administrators as our uni- When Eastern Illinois University (EIU)
versity faculty for teaching the program,” began building its alternative teacher
phoTo by iSTock.com
also the first business and industry teacher The classes in Competency Block 2 Bowers explains. “The field-based faculty education program in 2001, it started
preparation program to be approved by are advanced teaching pedagogy, history are state leaders in CTE and employed by surveying administrators in the state
the Washington State Higher Education and philosophy of vocational education, by school districts to supervise their CTE to find out what their needs were. Jim classes generally running from 8:00 a.m. teaching with a provisional vocational
Coordinating Board. According to the personal and student leadership develop- programs. As district CTE directors, Kestner, the program’s coordinator, says, to 5:30 p.m. Monday through Friday. To education certificate, and some have been
program’s director, Jan Bowers, “The ment, school law and abuse-related issues, they are very well respected because they “Although we couldn’t meet them all, be admitted to the program, candidates teaching in private schools.”
program was established to meet the and work-based and worksite learning. know what kind of teachers our schools we were able to identify certain needs must have a bachelor’s degree from an The program includes an internship,
shortage of teachers and to help us get the The program is a 24-hour, Web-support- need, and they ensure that our university we could meet.” As a result, in 2003, the accredited college or university (with a and the applicants must have secured a
best people to meet that shortage. People ed program, with classes meeting one program completers meet the district EIU College of Education and Profes- GPA 2.65 or higher) and a major or minor commitment from a school district to be
from business and industry have rich Saturday a month at each of the regional expectations.” sional Studies received approval from the in the intended area of certification. They hired and paid as a full-time teacher for
experiences that can make the learning centers. The nine classes held over nine According to Bowers, more than 1,000 Illinois State Teacher Certification Board must also have passed the Illinois Basic the internship. Although EIU doesn’t take
real for students.” months are from 8:00 a.m. to 5:00 p.m., teachers have been certified through for its alternative route to teacher certi- Skills test and the subject matter test for a formal role in internship placements, it
Offered at four regional centers in and attendance is mandatory. Orienta- the program since its inception in 1994. fication program, and students can now the areas in which they intend to become does assist in certain ways. For example,
Washington state—Kennewick, Renton, tion attendance is also required for those “They have to meet the same entry become certified through the program certified. In addition, they must be able a mailing is sent to all Illinois superinten-
Stanwood and Wenatchee—the variable- registering in Competency Block 1 and requirements that other students have to in the areas of math, science, foreign to document five years of relevant work dents and high school principals telling
credit program allows students to register for those who are new to the program and meet to get into a college program,” she languages, family and consumer sciences experience in their intended certification them about the program and letting them
only for the credits they need to fulfill registering in Competency Block 2. adds. “We have aligned our program re- education, business education and indus- area. know they may be contacted about intern-
their individual certification require- Some individuals who already have quirements with the traditional teaching trial technology education. “We have had quite a mix of people,” ships. If a district indicates that it has a
ments. Those who are just beginning the education degrees and a Washington state requirements, so our students demon- The program begins as a Web-based says Kestner. “Most have not been need in a specific area and is looking for
program must register for the full load teaching certificate come to the program strate the same competencies. We did not course, but there is also an eight-week teaching but have an interest in becom- teachers to fill that need, EIU will work
of 12 credits. When registering, students because they need an endorsement to want our CTE teachers to be considered summer session on EIU’s campus, with ing teachers, some have already been toward connecting the prospective candi-
18 Techniques JANUARY 2010 www.acteonline.org www.acteonline.org JANUARY 2010 Techniques 19
Teacher recruiTmenT and reTenTion
Q: What Do YOU Need

any career and technical educator. “High need for teachers can be met. And whether
school students always ask, ‘When are we they are young, enthusiastic new teach-
going to use this?’ and our candidates al- ers fresh from college, or career changers
to Succeed in Today’s
ways have an answer,” he explains. “The bringing rich real-life experiences into the
schools really like that.” classroom, the more prepared they are, the
greater their chances of remaining in the High-Tech Classroom?
Modeling Excellence profession that so greatly needs them.
Bringing new teachers into our profession
is vital, but whether they arrive through
Further Preparation A:
traditional or alternative routes, their first EVERYTHING YOU NEED IS AT
For more information about the resources
years of teaching will include both re-
and the teacher preparation programs
wards and challenges. How they are able GOODHEART-WILLCOX!
discussed in this article, here are some
to make the most of the rewards
Web sites to visit. In addition to the study
and best meet the challenges will be
cited in this story, the National Research
important in keeping them in the
Center for Career and Technical Education
classroom. New teachers may look to their has other resources on CTE teacher
more experienced colleagues as mentors preparation.
and role models, and what they see may www.nrccte.org
affect the quality of their teaching, accord-
phoTo by iSTock.com “Alternative Certification Programs: Meeting
ing to the results of a recent study.
the Demand for Effective Teachers”
With CTE teacher education programs striving to prepare future teachers In “Teaching Students and Teach-
www.ncpa.org/pub/ba675
ing Each Other: The Importance of
to the highest standards, and experienced teachers serving as models of
Mathematica Policy Research
Peer Learning for Teachers,” which was
www.mathematica-mpr.com
excellence, the need for teachers can be met. published in the October 2009 issue of
American Economic Journal: Applied Economics, National Center for Alternative Certification
C. Kirabo Jackson at Cornell University www.teachnow.org
and Elias Bruegmann at Cornerstone
“Educational Opportunity and Alternative
dates and the district with one another. August they have a certificate that allows Research found that the performance of Certification: New Evidence and New
In CTE, the program has been suc- them to teach in a classroom as a regular teachers is affected by the quality of their Questions” can be accessed at the Stanford
cessful in all areas, but more applicants teacher. From the school’s perspective, peers. Using student examination data Center for Opportunity Policy in Education
have come from the world of business. candidates are beginning their careers as linked to longitudinal teacher personnel Web site:
However, notes Kestner, “Of those who first-year teachers during the internship, data, Jackson and Bruegmann document http://edpolicy.stanford.edu/pages/
apply and meet all requirements, the ones the same as if they had been certified that a teacher’s students have larger test pubs/pubs.html
having greater success in finding teaching through a traditional program.” score gains when the teacher has more “Teaching Students and Teaching Each
positions are those with backgrounds in Another thing that makes the program effective colleagues (based on their own Other: The Importance of Peer Learning
family and consumer sciences and indus- valuable, says Kestner, is that, “As a students’ achievement gains). for Teachers” G-W products combine accurate, authoritative content with dynamic
trial technology.” cohort program, it allows them to build Jackson and Bruegmann also found http://works.bepress.com/ illustrations to help your students learn important career skills.
There is a definite need for career tech long-lasting relationships. Working with that less experienced teachers are gener- c_kirabo_jackson/13/ G-W teaching packages provide you with an abundance of flexible
teachers, and this need does not exist only other people from all walks of life who are ally more responsive to changes in peer
Central Washington University Career/ solutions, including Resource CDs, Blackboard® Course Cartridges,
at the secondary level. “When we have a taking the same courses becomes a really quality than more experienced teachers, Technical Education Teacher Preparation ExamView® Assessment Suites and PowerPoint® Presentations,
faculty opening in our CTE program, we important experience. They form long- suggesting that novice teachers should be Program
allowing you to focus on successful career and technical education.
find it is hard to fill at the university level lasting friendships with teachers all over exposed to effective experienced teachers. www.cwu.edu/~fandcs/teched/index.html
as well,” Kestner says. Through the EIU the state. They can turn to one another Their evidence of what they call the “spill- In print, on CD, or online, G-W products give YOU the tools to succeed
Eastern Illinois University Alternative
program, however, career tech educators for support, and that network becomes a over effect” demonstrates the importance in today’s high-tech classroom!
Route to Teacher Certification
can very quickly be teaching in the high really powerful thing.” of veteran teachers modeling excellence
www.eiu.edu/~eiuttp/
school classrooms where they are needed. The school administrators are also for novice teachers.
“From the candidates’ standpoint, our very happy to have teachers who bring With CTE teacher education programs
Susan reese
program is unique in terms of timing,” real-life experience to the classroom. Kes- striving to prepare future teachers to the
is a Techniques contributing writer. She can be contacted at Goodheart-Willcox Publisher
explains Kestner. “It takes about a year, tner offers just one example of why they highest standards, and experienced teach-
[email protected]. 800.323-0440 • www.g-w.com
but they begin in mid-May, and by mid- feel that way, and it will be familiar to ers serving as models of excellence, the
20 Techniques JANUARY 2010 www.acteonline.org www.acteonline.org JANUARY 2010 Techniques 21