National Center for Alternative Certification Facts from NCEI’s Alternative Teacher Certification: A State-by- State analysis 2009 Every state now has at least one alternate route to teacher certification 130 state alternate routes ~600 alternate route programs being implemented ~62,000 individuals issued certificates to teach through alternate routes in 2007-08 – nearly double the number just five years ago
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National Center for Alternative Certification Facts from NCEI’s Alternative Teacher Certification: A State- by-State analysis 2009 Every state now has.
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National Center for Alternative Certification
Facts from NCEI’s Alternative Teacher Certification: A State-by-State analysis 2009 Every state now has at least one alternate
route to teacher certification 130 state alternate routes ~600 alternate route programs being
implemented ~62,000 individuals issued certificates to teach
through alternate routes in 2007-08 – nearly double the number just five years ago
Entities With Primary Administrative Responsibility for ATC Programs
50%
2%
21%
6%
0%
5%
4%
12%
College/University
Community College
School district
Regional Service Center
School
State Department
Consortium
Other
Paticipants in ATC programs are required to complete semester hours for which they pay tuition at a college or university:
38
86 6
14
27
0
5
10
15
20
25
30
35
40
0 hours 1 - 9 hours 10-15 hours 16 - 21 hours 22 - 30 hours 31 or more hours
Hours
Perc
en
tag
e
ATC Program Providers
National Center for Alternative Certification
Characteristics of Alternate Routes– Candidates who get licensed to teach through alternate routes
Have at least a bachelor’s degree. Pass a screening process, such as passing tests,
interviews, and demonstrated mastery of content to be taught.
Begin teaching – usually full-time – early. They engage in on-the-job training.
Complete any coursework or equivalent experiences in professional education studies while teaching.
Usually work with mentor teachers. Meet high performance standards.
National Center for Alternative Certification
Overview of Alternative Routes Market-driven
Driving factors – school requirements and teacher candidate requirements
Efficient models
Results in tailor-made programs designed to meet specific needs for specific teachers in specific areas
Multiplicity of program models
'Very Important' Reasons In Choosing An Alternate Route To Teaching
18
30
30
34
35
40
46
52
57
57
73
76
0 20 40 60 80
Guidance f rom collegefaculty
Being able to get amaster degree
Cohort program
School basedpersonnel
Guidance f rom amentor
Spend more time w ithyour family
AC program f ittingw ith my lifestyle
Convenience ofcourse scheduling
Out of pocket cost
Length of program
Being able to teachw hile getting certif ied
Receiving a teacher'ssalary and benef its
Percent
“Teaching full time as a teacher of record during the program” far outranked any other variable as most helpful component of the AC program. (n = 632 to1393)