NCTQ Databurst: State Oversight of Alternate Routes into Teaching

Institution	National Council on Teacher Quality
Titel	NCTQ Databurst: State Oversight of Alternate Routes into Teaching
Quelle	(2020), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Teacher Certification; State Standards; Admission Criteria; Teacher Competency Testing; Knowledge Base for Teaching; Teacher Education; Required Courses; Prior Learning; Licensing Examinations (Professions); State Policy; Student Teaching; Beginning Teacher Induction; Elementary School Teachers; Reading Instruction; Middle School Teachers; High School Teachers; Louisiana; Ohio; Michigan; New Jersey; Iowa; Indiana; Maine; Minnesota; Nebraska; Hawaii; Montana; Vermont; Massachusetts; Pennsylvania; Mississippi; Texas + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrerausbildung; Lehrerbildung; Pflichtkurs; Vorkenntnisse; Teaching practice; Unterrichtspraxis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule; Master-Studiengang
Abstract	All but four states in the nation now permit teachers to come into the profession through an "alternate route," compared to only a few 30 years ago. Alternate routes into the classroom have grown so acceptable that about one in five teachers now enters the profession through one of these programs, which offer some real benefits to the profession. Nearly double the percentage of teacher candidates in alternate route programs identify as Black and more than double identify as Latino as compared to traditional teacher preparation programs (15% vs. 8%, and 13% vs. 5%, respectively). Additionally, alternate route candidates often fill jobs in hard-to-staff subjects and schools. When it comes to requirements for alternate routes, states must balance between upholding standards for educators regardless of how they come into the profession with providing flexibility by differentiating the requirements they place on these programs from traditional pathways. Since alternate route candidates typically become a teacher of record immediately or shortly after they enter into a program, establishing strong entrance requirements and specifying essential supports are important levers states should exercise. This brief explores how states fare in the balancing act between appropriate oversight and flexibility. (As Provided).
Anmerkungen	National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01