Overview of Alternative Routes to Certification Licensure

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Overview of Alternative Routes to
Certification / Licensure
by Colleen Finegan
based on
totally borrowed information
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Alternate Routes to Teaching
are having a major impact on
the teaching profession
in the United States,
affecting not only the number
of individuals entering teaching,
but who enters teaching,
how and why. Feistritzer Haar, 2006
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Alternate Routes to Teaching (ART) state
approved, non-traditional routes that permit
teacher candidates who already have at least a
bachelors degree to enter classrooms and obtain
teaching certificates in an expedited manner
Feistritzer Haar, 2006
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1983 - 8 states had an ART 2006 - every state has
at least one
In some states 30-40 of all new teachers come
from ART
Feistritzer Haar, 2006
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Since 1985, 250,000 teachers have entered
teaching through alternate routes
(most since 2000)
In 2006, 124 alternate routes to teaching
certificates were implemented in 500 alternate
route programs that produced about 50,000 new
teachers
Feistritzer Haar, 2006
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1980s

• Recruiting non-traditional candidates
• Creating new pathways for certifying them
• Renamed emergency or other forms of temporary
  certification as alternate routes

Feistritzer Haar, 2006
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Early - mid 1990s

• Re-defining alternate certification
• No longer calling emergency or other forms of
  temporary certification alternate routes
• Getting rid of emergency and temporary
  certification

Feistritzer Haar, 2006
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Source National Center for Alternative
Certification, Washington D.C., Sept. 2005
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late 1990s

• states developed approved alternate routes
• and common characteristics began to emerge

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Common Characteristics of Alternate Certification
Candidates

• Have at least a bachelors 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.

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Source National Center for Alternative
Certification, Washington D.C., February 2004
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Source National Center for Alternative
Certification, Washington D.C., February 2004
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Feistritzer Haar, 2006
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Source National Center for Education
Information, 2005
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Compare traditionally trained teachers to
alternate certification teachers on

• Race/ethnicity
• Gender
• Age
• Experience
• Concentration
• Perseverance

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Overall teaching force is 15 non-white
33 of teachers entering through alternate routes
are non-white
40 of those entering through alternate routes
are 40 years old
37 of alternate route teachers are men
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1/2 of the 50,000 who entered teaching in 2005
through alternates routes came into teaching from
fields other than education
Only 1/5 of alternate route teachers had prior
experience in an educational field
Alternate programs create content and curriculum
targeted to mid-career changers, based on
maturity and life experiences
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High Demand Subjects
7 of traditionally trained teachers
- MATH
20 of alternate route teachers
- MATH
38 of traditionally trained teachers -
SPECIAL EDUCATION
50 of alternate route teachers - SPECIAL
EDUCTION
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50 of those traditionally trained are still
teaching after 5 years
85-90 of alternate route teachers are teaching
after 5 years
97 of providers of alternate route programs say
that their teachers serve students in high needs
areas (low SES, high poverty level, high minority
school)
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Characteristics of Alternate Certification
Programs

• 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

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Source National Center for Alternative
Certification, Washington D.C., April 2005
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