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)

19%

36%

27%

35%

46%

42%

39%

37%

44%

48%

86%

34%

31%

41%

40%

31%

36%

38%

41%

39%

35%

13%

0% 25% 50% 75% 100%

Working with College Faculty

Online Courses

Pre-teaching Preparation < 6 weeks

College Campus-based Courses

Working with a mentor teacher in the school

Off-Campus Courses

School-Based Courses/Seminars

Working with other school district staff

Pre-teaching preparation > 6 weeks

Teaching part-time as a teacher of record

Teaching full-time as a teacher of record

Very Helpful

Somewhat Helpful

Source: National Center for Education Information’s Survey of Individuals Entering Teaching Through Alternative Teacher Certification Programs © NCEI 2005

Program Requirements for ATC Programs

53

83

61

12

18 19

52

21

42

0

10

20

30

40

50

60

70

80

90

Summerorientation

Mentoring Collegecourses on

campus

Collegecourses at

teaching site

Collegecoursesonline

Districtcourses

Seminars PeerReview

Other

Program Requirements

Per

cen

tag

es

ATC Porgram Providers

Figure 6.2. Would You Have Become a Teacher if an Alternate Route to Certificatiion Had Not Been

Available?

47%

22%

6%

25%

No

Yes, I would have goneback to college andcompleted a traditionalteacher educationprogram.

Yes, I would have founda job in a private schoolor in a setting in which Idid not have to becertified.

Not sure

Figure 6.11. Reasons for Teaching

0 20 40 60 80

Preparation program in college was appealing to me

One of the few professions open to me

Influence of a teacher or advisor in college

Financial rewards

Want a change from other work

Never really considered anything else

Need a second income in the family

Too much invested to leave now

Employment mobility

Influence of a teacher in school

Spend more time with my family

Job security

Long summer vacation

Sense of freedom in my own classroom

Interest in subject-matter field

Value of education in society

Desire to work with young people

Percent

Alternate Route Teachers All Teachers

Figure 6.12. "Very Valuable" in Developing Competence to Teach

0 10 20 30 40 50 60 70 80 90 100

The college of education faculty

Education methods courses

Faculty in one's subject area major

Studying on one's own

Courses in subjects to be taught

Other teachers/colleagues

One's own teaching experiences

Percent

Components

Alternate Route Teachers 2005 All Teachers 2005 All Teachers 1996

Figure 5.5. Participants in this alternative teacher certification program are required to

complete semester hours for which they pay tuition at a college or university

6% 8%

4%

12% 17%

40%

68%

7% 4%

0% 4% 5%

54%

6% 6%

0% 4%

9%

0 hours 1–9 hours 10–15 hours 16–21 hours 22–30 hours 31 or more hours

College Local Consortia and other

What the Research is Showing

Zero difference after 2 years teaching Experience teaching #1 variable in

developing competence to teach Followed by working with other

teachers/colleagues Content and subject matter support Clinical experiences much more valuable

than courses