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Cautions on Emergency Teacher Certification Programs
Many career changers transition to teaching through an alternative teacher program. Most outcomes are positive, but some cautions should be considered.
According to the National Center for Alternative Certification and Writemypaperbro.com, most alternatively licensed teachers have higher satisfaction and retention. Programs from state to state differ. Although usually mature career changers become teachers without a glitch, some dangers are integral to the process.Emergency Teacher Certification Programs Created for the Benefit of School Districts
Initially, alternative programs were designed to help school districts fill positions when no qualified teacher applicants were available. The programs are not designed to protect teacher candidates, but to help districts fulfill a need.
A career changer may seek out information from the state department of education and be fully informed. Yet a school district he approaches may not be informed about the process because the need has not existed yet. This may put the candidate in an awkward situation as he finds himself explaining to administrators, who might be incredulous.
For example, in Ohio, a prospective teacher should not apply for an Alternative Educator License until a district has hired him, because the clock begins to tick on the license. It is a two year, non-renewable license and requires two years of full time teaching before qualifying for a provisional license. As a result, a candidate for alternative teacher certification will need to explain his status each time he applies, first in the cover letter, then in the interview. Ohio offers an Alternative Educator License Statement of Eligibility to interested individuals which might help in an interview. (See Alternative Educator Licensure Rule for information.)Mentoring Programs and Alternatives to Student Teaching
Individuals wishing to transition to teaching are usually older than the traditional new teacher. They have life experience and come to the job with a level of maturity beyond the typical college graduate entering teaching. However, most alternative programs do not require student teaching. Student teaching is a structured program that usually is the capstone of a teacher preparation program. The student teacher has the support of her peers, a professor and/or supervisor, the teacher she is working under, the principal and other teachers in the building. All involved parties are focused on helping the student teacher to have a positive experience.
It is not unusual for an individual in an alternative teaching program to be left alone with little support, in sink-or-swim style. Sometimes neighboring teachers will offer their moral support, but they can't be in the new teacher's classroom enough because they have their own responsibilities. Some teachers may not fully understand that the career changer has not had the student teaching experience and may expect the new teacher to have certain knowledge and skills. This may be true of the principal or other supervisor as well. Unrealistic expectations and negative evaluations might result, leading to discouragement. Revent Entries The Reasons and Benefits to Continue Education for Workplace Skills
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States may or may not require a mentoring program for these new teachers. Although first year teachers are required to go through a structured mentoring program, the teacher in an alternative certification process may not be given that privilege. The new teacher may notice that student teachers have special meetings both at the employing district and at their university, and that first year teachers attend special events and trainings with their mentors.
As a result, the teacher working through this often two-year process will have less support than a student teacher, and less support than a first-year teacher who has completed an entire teacher preparation program. The first teacher evaluation may come as a total surprise to the unprepared teacher, especially if more is expected than from a student teacher.
The Ohio Department of Education website provided information about the Ohio Alternative Licensure Rule, but has recently removed it. Although the website quoted an Ohio statute requiring school districts to provide a structured mentoring program, the rule has not been enforced. School districts often opt out because of the extra expense. (For interested parties, the Ohio Alternative Licensure Rule can be found in a pdf file.)Strategies for Individuals Considering an Alternative Certification Program
Consider an online teacher certification program if there is one with a state specific program that includes a student teaching component. It might be a safer route to take. Saving money and/or taking out extra student loans to quit a job in order to complete student teaching might give a prospective teacher a more well-rounded experience.
For individuals already in an alternative program, seek out or start a support group for others in similar situations. There may not be others in the same district, but perhaps some can be found within the region.
Talking to the union representative about challenges as soon as they occur could be a good way to ameliorate problems by becoming informed. Read the union contract and ask about things not understood.
Request a mentoring program on the first day if it is not available.
At the beginning of the year, ask seasoned teachers for tips on getting through teacher evaluations.
Ask the supervisor to explain the evaluation process as close to the first day as possible. Ask to see the form that is used and seek an explanation for each item.
Don't be afraid to ask questions, especially if there seem to be unrealistic expectations.
For most individuals who choose to transition to teaching from a different career, things will probably go smoothly. If possible, consider carving out the time to complete a traditional teacher preparation program, including student teaching. However, if that does not work out, it is a good idea to fully understand the process created by the individual state, and to search for the gaps for the teacher. Finding where the teacher candidate is not supported will help the individual know what to request from the employing school district. Keep in mind that most alternative certification options are created to help school districts, and find the support needed to have a smooth and successful transition. Don't hesitate to ask for help as soon as the need arises.References:
https://gitlab.uliege.be/snippets/9
https://gitlab.wacren.net/snippets/1327
https://mail.openmobilealliance.org/hyperkitty/list/admin@mail.openmobilealliance.org/thread/EO553KUH6MMNRUNNSFQWQRH5OIOS6U3H/
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