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Creative
Solution Meets Needs of Teachers Large population states, like California and Texas, passed legislation in the past few years that mandated reduction in class sizes, especially in the primary grades. Studies showed that smaller classes enhanced the learning process and the learning curve for the students. While this was a sound idea, simple mathematics revealed a subsequent problem: dividing the class in half meant doubling the number of teachers. This came on the heels of a dwindling teacher population, and some schools were coming under fire for hiring teachers that many felt were not qualified or properly credentialed. Since California passed class-size reduction legislation three years ago, the number of teachers teaching on emergency permits has jumped to more than 18,000. School Districts and the state had to look at the reasons for the shortage of teachers, so they might address the underlying needs and interests of potential teachers. One reason given for high attrition rates in new teachers is that traditionally trained teacher education graduates are overwhelming young, white females. They generally do not want to teach where the demand for teachers is greatest - inner cities and outlying rural areas. In addition, studies showed that new teachers, in their first few years of teaching, received very little support and assistance with professional development. Alternative Certification and Credentialing In response to these problems, ten states have created alternative certification and credentialing programs, many in conjunction with state universities. The alternative teacher certification movement rose out of a need for not only more, but also better, teachers. Faced with the threat of teacher shortages, concern about diversity and the quality of the teaching force, some states have stepped forward to meet the demand. They have developed new avenues for people to come into the teaching profession. Addressing More Than One Need By looking at the needs of the schools and the needs of the teacher candidates, these alternative credentialing programs have created a win-win outcome for all. Compared with traditional teacher preparation programs, those entering teaching through alternate routes: ·
Have degrees with majors in subjects other than
education In addition, alternate route candidates teach where the job demand is greatest: in inner cities and in outlying rural counties, as well as in high-demand subject areas. Alternative Credentialing Results in High Retention Early data indicate that individuals entering teaching through alternative routes have higher retention rates than those entering teaching from traditional college-based programs. Reasons given for this are: ·
Teachers coming through alternative routes generally
are older, more experienced and have a strong commitment to helping
young people learn and develop. They are making a definitive decision
to teach at this point in their lives. WIN-WIN If these states had only looked at the needs of schools for more teachers, it is quite possible that their efforts would have been directed only toward recruiting existing or newly graduated teachers. Alternative routes for preparing and licensing teachers are attracting large numbers of highly qualified, talented and enthusiastic individuals to the teaching profession. Applicants to these programs number in the thousands. Most are highly educated, life-experienced adults who want to teach and to improve America's educational system. They will do whatever is necessary to prepare themselves so that they can accomplish the goal of educating students. Many of them think alternative routes not only make the most sense, but also provide the best preparation for the real world of teaching. By exploring the underlying interests of not only the schools, but of the prospective teachers, a solution evolved that met the needs of both; and in true serendipitous tradition, their creativity is spawning long term benefits for the schools, teachers, students and their communities. SOURCES: http://www.ncei.com/Testimony051399.htm
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