Alternative Certification: A Review of Theory and Research

CHARACTERISTICS OF EFFECTIVE PROGRAMS

Several authors have proposed models for effective alternative certification programs. One of the leading authorities on the subject, Feistritzer, suggests a six-point model that begins by being market driven (Feistritzer & Chester, 2000). By this, she means that programs should be designed specifically to meet the needs of particular regions or subject areas. These needs include, for example, shortages in urban and rural areas, and in subjects such as math, science, and special education. An effective AC program should also be tailored to meet the specific needs of the participants; for example, taking into account the educational backgrounds and learning styles of older teacher candidates. Good AC programs should prepare individuals for specific positions in specific schools, and should place participants in those positions early in the training. Also, prospective teachers should have mentors and should go through their training in cohorts so that they will have sufficient support. Finally, Feistritzer suggests that effective AC programs work as collaborative efforts between state departments of education, colleges and universities, and local school districts.

Other suggestions for quality AC programs include rigorous screening, high-quality pre-service training in pedagogy, classroom management, and human development. In addition, there needs to be a highly structured, well-supervised induction period that includes close supervision and guidance by an experienced teacher for at least one year, plus ongoing professional development and post-internship training (Duhon-Haynes, Augustus, Duhon-Sells, & Duhon-Ross & Mitchell, 1996; Littleton & Larmer, 1998; McKibbon & Ray, 1994).

In an evaluation of an AC program run by the Dallas Intermediate School District, Lutz and Hutton (1989) outlined 10 suggestions that they received from teacher advisors who had supervised AC interns. While not an outline of an effective program, these items touch on several themes that emerged from the review and research literature discussed above. They include the following ten guides:

Provide interns with more on-the-job classroom experience prior to being assigned as teacher of record.
Continue training in classroom management and discipline after the intern becomes the teacher of record.
Provide opportunities for interns to observe other veteran teachers in the classroom.
Give supervising teachers more training for their role in the program.
Continue the opportunity for teacher advisors to work with the interns in small groups.
Provide more information about classroom management as applied to groups of students.
Provide more information about the principles of learning.
Assist the intern to become more active as a helper or aid when assigned to the supervising teacher's class.
Provide more information about child development.
Start interns' training at the beginning of the summer.

Summary Common themes that emerge from the research on effective alternative certification programs focus on six points:

High standards and proper screening of candidates for entry into AC programs.
Solid academic instruction in pedagogy, subject matter, classroom management, and child development—preferably before the teacher candidate begins to teach.
An organized and comprehensive system of support from experienced, trained mentors once the candidate begins working in a school.
If possible, a period of observation and assistance in the classroom by an experienced teacher before the candidate begins teaching solo.
Ongoing training, instruction, and reflection once the candidate assumes control of a classroom.
Continuous monitoring, evaluation, and feedback of individual and group performance to allow for adjustment and improvement in teaching and program management.

Some skeptics of AC programs have suggested that AC teachers should be expected to pass all certification exams required for standard certification before taking over a classroom of students on their own, but one of the central components of most AC programs is that candidates learn in the classroom before gaining full certification.

The components outlined above were used by NCREL in the creation of a template for the evaluation of alternative certification programs. This Web-based tool allows AC programs to engage in a process of self-evaluation and reflection, and assess the extent to which their programs include elements found in the research to contribute to positive teacher outcomes. The template can be found at http://www.ncrel.org/datause/tools/altcert.php

As mentioned above, the research and lessons learned regarding AC programs could have implications for college-based programs. Many if not all of the above criteria that contribute to the effectiveness of AC programs can be applied to undergraduate teacher-education programs. As this area of research moves forward, researchers and practitioners in all teacher preparation programs need to stay informed about new findings and consider the implications for their programs.