How
do alternative teacher certification programs like Teach for America (TFA), which require a two - year commitment from corps members to teach in low - income urban and rural schools, contribute to teacher attrition?
Not exact matches
In response to the need for qualified math
teachers and the difficulty of directly recruiting individuals who have already completed the math content required for qualification, some districts, including Baltimore, Philadelphia, Washington, D.C., and New York City, have developed
alternative certification programs with a math immersion component to recruit otherwise well - qualified candidates who
do not have undergraduate majors in math.
Second, to the extent that
alternative certification programs do not emphasize — and sometimes deliberately deemphasize —
teacher retention, they may be undermining their own supply benefits.
Others will point to it to emphasize that
alternative certification programs don't produce superior
teachers.
Those interested in teaching who have earned a bachelor's degree but
did not complete an approved
teacher preparation
program may be eligible for
alternative teacher certification in Washington DC.
Many
teachers struggle when they begin their careers, and far too many
teachers believe that their preparation or
alternative certification program did not equip them with the skills they need for today's classroom.
Critics countered that the law
did not ask the board to evaluate the quality of the out - of - state
programs, instead requiring it to «issue a standard license to an otherwise qualified
teacher candidate under this section who successfully performs throughout a
program under this section, successfully completes all required skills, pedagogy and content area examinations,» and either demonstrates proficiency to a site - based evaluation team or completed an
alternative certification program in another state.
Candidates who hold a bachelor's degree but
did not complete a
teacher preparation
program may be interested in
alternative teacher certification in Delaware.
Walsh said
alternative certification programs are not
doing enough to make sure
teachers know their subject matter, something that will only become more important as most states prepare to test the rigorous Common Core State Standards, which require broad content knowledge.
A
teacher who is providing direct services to gifted / talented (G / T) students and
does not have the G / T endorsement, may be placed in an
alternative certification program.
Those who are seeking to teach at the high school level and
do not complete a
teacher preparation
program while earning their bachelor's degree will typically return to school for an
alternative route
teacher certification program or a master's degree in education.
Although some preparation
programs require that students complete as many as 600 clinical training hours through student teaching, other
programs — which are all low - quality
alternative certification programs — report that their students
did not complete any clinical training hours.25 Even the most intensive
teacher preparation experiences pale in comparison with the 10,000 hours of deliberate practice that researchers say are needed to develop expertise in any given field.26 While there are isolated examples of excellent clinical residency models that provide students with ample time to practice their skills in a classroom setting, 27 there is not an entire system that supports this approach.
TFA's high ranking on this list reveals the popularity of
alternative teacher certification programs among Yale graduates; however, it
does not necessarily explain why Yalies are attracted to such
programs.