Alternative teaching programs nationwide

And in most cases, they also allow teacher-trainees to teach full time with salary while earning their license. In a sense, the only truly national teacher certification program in the United States is Teach for America. This is because only Teach for America has the ability to place program participants in any state where TFA operates. If you apply to TFA, you can be placed anywhere. You can list multiple preferences for where you want to teach.

You can also potentially be placed in a state other than the one you requested. There are a handful of other alternative certification programs that operate in multiple states.

But they require different field experience class observations and student teaching depending on the locale that a program participant chooses. And The New Teacher Project actually has a completely different application process. It also has completely different training locations, and distinctly different coursework for its eight different local programs. Many alternative certification programs are actually specific to just one city. Other prominent city-level alternative certification programs include Denver Teacher Residency , the Los Angeles-based Urban Teacher Residency, and several different alternative certification programs offered in New York City.

Delaware has several state-approved alternative routes to licensure. Candidates agree to teach in a high-need secondary school for four years and attend a three-week seminar before beginning their first teaching position. Four additional courses are taken at the University of Delaware over the next two years en route to teacher certification. The program prepares future educators through on-the-job training and an online curriculum. One must obtain a temporary teaching certificate and secure employment with a school district before being eligible for the program.

Like many other states, Georgia has been suffering from a teacher shortage for years. With teachers often becoming harder to find in Georgia than an Atlanta Thrashers fan, the Peach State has embraced alternative teaching certification as a way to alleviate the shortage. To become fully certified prospective teachers must pass the same required exams as teachers with an education degree in addition to completing an alternative teacher preparation program.

Candidates must then be admitted to the program and take the Praxis I and II content area assessment and once all program requirements are met, candidates are eligible for initial teacher licensure in Hawaii. This license is to be requested by the hiring school district and once received, teachers can teach full-time while completing an accelerated teacher preparation program.

These are two-year programs where candidates teach full-time under the guidance and mentorship of an experienced teacher while completing the necessary coursework. Those looking to teach career and technical education CTE related subjects can achieve a CTE teaching license with hours of coursework and proof of 8,hours of relevant work experience within the last 10 years.

These are two-semester programs that allow prospective teachers with degrees in specific subjects to become licensed to teach through their choice of approved program. Transition to teach programs lead to licensure at the middle or high school level. For elementary school certification, one must follow the traditional pathway or work towards a master's in early childhood education.

The state will also issue emergency teaching permits when schools are unable to fill vacancies with licensed teachers. These are temporary and the recipient must demonstrate he or she is moving forward with the coursework necessary for full certification.

Iowa offers non-traditional licensure in the form of a Teacher Intern Program. The program is open to those who hold at least a baccalaureate degree with a minimum GPA of 2. Prospective teachers must complete an introductory teacher intern program at a college or university approved by the State Board of Education. Upon completion of the introductory program, individuals can apply for the teacher intern license, which allows he or she to teach for one year.

Teachers then must complete a teacher intern seminar and all course requirements of the teacher intern program in that year in order to obtain an initial teaching license. Kansas offers several routes into the classroom but a restricted teaching license is the primary alternative path to certification. To be eligible candidates must have a degree in a major they wish to teach and have at least a 2. They then must enroll in an alternative route program at an approved Kansas college or university and become employed at a Kansas school district.

Candidates are then eligible to teach full-time with their restrictive license while completing the alternative route program. Kentucky has several nontraditional pathways to teacher certification. Most notably is the acknowledgment of career experience in specific fields or subject areas, allowing applicants to use a portfolio evaluation or extensive work experience to skip certain steps toward licensure.

The most common alternative pathway is a university-based alternative route to certification. Candidates must enroll in an approved program and receive a job offer from a school district, at which point they will be eligible for a temporary provisional teaching certificate. They then have three years to complete the program before receiving a professional certification.

Candidates must enroll in an approved teacher preparation program, and are then issued a practitioner license which allows them to teach full time while completing the program. Successful completion of the program leads to a professional teacher's license. College and university graduates who did not major in education have several options for certification in Maine. Successful candidates then undergo pre-employment training before beginning a teaching internship under the supervision of an experienced teacher while completing any necessary coursework.

This license is valid for up to five years, during which time one must complete an approved teacher preparation program in order to upgrade to a renewable initial teaching license. Those not wanting to jump right in the deep end can obtain teacher certification by completing a teacher preparation program prior to stepping into the classroom.

Some of these programs can be completed in as little as one year. Prospective teachers are then granted an interim teaching certificate, which is valid for five years, during which time the teacher must complete 12 credit hours of training in a variety of areas such as child development, child psychology and instructional strategies. Teachers can then upgrade their interim teaching certificate to a standard teaching certificate. Candidates will have their portfolio evaluated by the Department of Education and must pass the requisite skills exams and if successful may be issued a standard professional teaching license.

The specific route that is right for you is dependant on the subject and age level you wish to teach, but all involve both a training program or coursework and a one-year teaching internship. All participants must complete three core elements, no matter the program they take, which are testing, training programs or coursework and a one-year teaching internship.

Upon completion of the internship, teachers will be eligible for the five-year standard teaching license. The state has upwards of 8 approved programs which all vary is program length, format and delivery. However, all must meet the state set standards. Prospective teachers must also complete at least six semester hours of a professional teacher preparation program and then apply for a Class 5 Provisional Licence.

As part of applying for this provisional license, teachers sign a plan of professional intent that affirms the teacher's commitment to completing the requirements for full teacher licensure within three years. Prospective teachers will be required to complete coursework from a teacher preparation program but will be able to teach in the meantime with either an Alternative Teaching Permit, a Transitional Teaching Permit or a Provisional Teaching Permit depending on how far along they are in the process.

Upon meeting the requirements, teachers can be issued a conditional license that will allow them to teach while completing the Alternative Route to Licensure program. The New Hampshire State Board of Education has a list of five alternatives, each of which has different requirements based primarily on experience and regional hiring needs.

For example, a school district can employ an uncertified teacher in a subject area experiencing extreme teacher shortages. However, the superintendent of schools must then develop an Individualized Professional Development Plan that will eventually lead to full certification.

Land of Sinatra, the Sopranos and Springsteen. The Garden State offers what is called the Alternate Route Program for individuals who have not completed a formal teacher preparation program but want to obtain the necessary training to become a certified teacher. Candidates must apply for a certificate of eligibility and then accept employment at a New Jersey public school.

They must then enter the provisional teacher program where they will receive mentorship and formal instruction in teaching on the way towards a standard teaching certificate. There are several ways to alternative teacher licensure in New Mexico , all involving a teacher preparation program. Prospective teachers can apply for an intern license to teach while taking the program.

These programs resemble traditional teacher programs in content but are accelerated and designed to get candidates into the classroom sooner rather than later. The Transitional A Certificate is for prospective teachers looking to teach career and technical education CTE subjects but do not yet meet the certification requirements. A Transitional A Certificate would allow an individual to teach while requirements for certification are being met.

Prospective teachers must complete teacher preparation through a New York State registered alternative program and then teach in a classroom while working towards fulfilling the other requirements for teaching certification. Candidates have three years to complete these requirements before applying for their initial teacher certification.

Those with a graduate degree in the subject they wish to teach can follow the Transitional C program. Like the Transitional B Certificate, candidates enroll in a New York State registered program to complete the requisite coursework. However, after completing the Transitional C program, teachers will be issued a professional certificate rather than an initial one.

Teachers enrolled in the Transition to Teaching program will be mentored for a year, and must participate in seminars and online courses as a prerequisite for full certification. Similar to those who follow the traditional route to teaching by obtaining a Bachelor of Education, candidates for an Ohio teaching license must complete both a teacher preparation program as well as the state certification exam.

ITPI is a series of online modules that one can do at their own pace that covers topics such as student development, student assessment, curriculum development and classroom management. Upon completion, participants will be issued an Alternative Resident Educator License Statement of Eligibility, which will allow them to seek employment as a full time teacher.

The state also has an approved Troops to Teachers program to assist transitioning service members and veterans in beginning new careers in public, charter and Bureau of Indian Affairs schools. All prospective teachers are required to pass an accelerated professional education component, and pass the Oklahoma Professional Teaching Exam to obtain a state teaching certification. A limited license can be issued to someone possessing a skill in a highly specialized area such as computer programming or a language.

Oregon also offers a restricted transitional license for those looking to make a career transition to teaching. While teaching with this license, teachers must complete an approved teacher preparation program.

This allows them to teach full time while completing the coursework associated with intern program on the way to full certification. This emergency permit is valid for one year. Qualified candidates attend an approved alternate educator program before teaching for at least one year. Upon completion of the program and passing the necessary state exams, teachers will qualify for full certification.

The South Carolina Department of Education recognizes several alternative certification programs. Teach Charleston is offered by the Charleston County School District and offers the opportunity for individuals to obtain South Carolina teacher certification in math, science, or English.

The three year program provides training and ongoing support to successful applicants while they teach in Charleston County classrooms. The Greenville Alternative Teacher Education program allows one to be employed and paid as a teacher in Greenville while being supported by on-site mentors and coaches.

Alternative certifications are available to prospective teachers in general, CTE and special education. Successful applicants will be able to teach, but must complete an online teacher preparation program through an approved South Dakota program provider and received the approval of their teaching mentor to qualify for full teacher certification.

These alternative teaching certification programs offer an accelerated route into teaching for qualified candidates, and include training on how to be an effective teacher and sometimes additional courses necessary for the subject area a candidate wishes to teach. The exact certification needed and the route to get there will vary depending on the subject and grade levels you wish to teach.

The good news is that Texas seems to have fully embraced the idea of online teacher certification, and there are numerous online options including iteachTexas and Texas Teachers of Tomorrow. Those seeking certification as a secondary school teacher specifically must have majored in the subject they wish to teach. After being hired by a school district, candidates will be presented with a professional growth plan and enter a mentorship program with an experienced teacher.

After completing all the professional growth plan requirements and teaching for at least a year a teacher will achieve a Utah educator license. Each peer review candidate must submit Praxis score and complete a portfolio documenting their education, skills and experience and have it reviewed by experienced teachers, a process which culminates in an interview and ultimately teacher certification. After passing the appropriate state tests on the subject area to be taught, candidates complete a teacher preparation program, which includes 1 year of coursework and one year of mentored in-classroom teaching.

In cases where a person without a Bachelor of Education can find a school district willing to hire him or her, the school district can apply for a provisional license on behalf of the teacher.

While teaching under a provisional license, the teacher has three years to complete the coursework associated with teacher certification in order to achieve a standard teaching license. Candidates must attend an intensive teacher preparation program followed by a year as a mentored teacher within a school district while completing the necessary coursework. Different school districts have different approved programs, and applicants must receive an offer of employment before enrolling.

Prospective teachers must enroll in a teacher preparation program from a state approved alternative route program provider, during which time they may be able to be employed on an emergency teaching permit. Alternative routes only exist for those who already have teaching experience and are already licensed to teach in another state. However, in an emergency situation, an exception authorization can be issued when a school is having trouble filling a specific vacancy. It is valid for one year and allows the applicant to teach while the requirements of full licensure are completed.

Alternative teacher preparation programs prepare and certify teachers to get them in the classroom as quickly as possible. While different states and programs vary, most consist of both a coursework component which can be done either in-classroom or online and an in-classroom teaching component where you are put in front of a class and supervised and assessed by an experienced teacher. There are however other pathways to alternative teacher certification, including a transition to teaching programs and emergency teaching certificates.

Though most alternative teacher certification programs will involve doing coursework, online or otherwise, through a college or university, there are many other regional and national programs designed to transition people from other careers or with different educational backgrounds into teaching. Some of these exist to serve a specific purpose, such as recruiting teachers for low income and inner city schools, so might come with caveats regarding where you have to teach and for how long.

The National Board for Professional Teaching Standards Certification was designed to train, recognize and retain exceptional teachers and to improve schools nationwide. It is among the most respected professional certifications in K education.

It is a voluntary system that certifies teachers that meet their high and rigorous standards. This certification goes beyond simple teaching licensure the certification a teacher needs in order to teach and is more akin to professional development, making existing teachers better and recognizing exceptional teachers with an advanced certification.

Having a National Board Certification will undoubtedly open many doors and provide opportunities for advancement for certified teachers, but it is a different animal than alternative teacher certification, which is designed to recruit and certify teachers to get them into the classroom in the first place. Career and technical education CTE , often also referred to as vocational or occupational training, are highly focused practical courses meant to prepare students for a specific career.

Examples of career and technical education fields of study are auto repair, cosmetology, computer technology, cooking, the list is almost endless. The process of being certified as a career and technical education teacher varies by state.

Emergency and provisional teaching certificates may be available in jurisdictions with the most dire of teacher shortages. They may be issued to prospective teachers who have not completed all of the requirements for certification but have still been able to secure a teaching position at a public school. Recipients are often required to be working toward teacher certification in order to qualify for a provisional certificate.

In Georgia for example, provisional certificates allow schools to hire non-certified teachers with the basic qualifications for a teaching career. Teachers are then required to divide their time between teaching and working toward fulfilling certification requirements.

Upon completion of the requisite coursework, teachers may acquire a renewable, five-year teaching certificate. Obtaining teacher certification based on a portfolio evaluation or previous teaching experience is not common, but is available in some states. California, for example, uses an internship program as its alternative route to certification, with previous experience substituted for various components of the internship program.

In California, those with at least three years of experience teaching at a private school might be able to forgo the student teaching component of the internship program, and candidates with six or more years of private school experience may be able to apply for state certification, skipping the internship program entirely. Many of these programs were created to address teacher shortages in specific subject areas, or to attract candidates who historically have been underrepresented in the teaching force, such as males or minorities.

Between the and the school years, the number of students in both traditional and alternative teacher preparation programs in California dropped, most likely due to lack of job security, educators say. But according to the U. Department of Education, alternative programs based at universities across the country saw a 3 percent increase in the number of people completing them during that time. Alternative programs not run by universities, such as school district programs, saw an 18 percent increase.

The increase is likely due to more programs and candidates embracing the idea that time spent working in a classroom is more beneficial than time spent reading a textbook about teaching. Alternative routes may also be more convenient—and less expensive—than a university. But just as little is known about the effectiveness of traditional routes, there is little evidence that alternative routes are doing a better job of effectively preparing teachers.

During the school year, teachers prepared through an alternate route accounted for 10 percent of those attempting to pass a performance assessment in California, a requirement before earning a credential.

These teachers also had the lowest pass rate on their first attempt to take the exam of all candidates. Different versions of the test also have lower pass rates than others. The Urban Teacher Residency program, begun in to fill critical teacher shortages in urban Los Angeles schools, has embraced the limited research suggesting that more classroom experience, especially when it replicates what teachers will be expected to do in their own classrooms post-graduation, produces better teachers.

Teachers in the residency program spend an average of about 1, hours in the classroom in student teaching, more than the average number completed in nearly 90 percent of the alternative programs in the state. Unlike some alternative programs, though, the program gradually introduces candidates to full-time teaching. For one semester, the residents observe an experienced teacher nearly full time. The residents say this allows them to build relationships with students before the second semester, when they begin teaching a few classes on their own with mentoring from a more experienced teacher.

Jones, who is in her third semester of the residency program, says that she doubts she could learn the same lessons about managing a classroom and keeping students engaged through courses at a university. Alternative programs are often designed to address another frequent weakness of traditional programs.

Both nationwide and in California, schools of education graduate an overabundance of elementary school teachers. The Urban Teacher Residency program is focused on producing only teachers who will fill some of the shortage areas that have plagued California schools for years: math, science, and special education. Residents are placed in urban, low-income schools and teach only secondary math or science.

To ensure the program is meeting school district needs, HR administrators of the Los Angeles Unified School District sit on a selection committee to interview candidates for the program, and the two entities share data frequently.

Specifically, the district shares student achievement data with the residency program, which Hamdan says is crucial for determining how effective the program graduates are in the classroom, and ultimately, how the program can help. The Hechinger Report provides in-depth, fact-based, unbiased reporting on education that is free to all readers.

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