Alternative Teacher Certification at the University of Texas at El Paso What works and what could work better?

What is an alternative certification program? (ACP) “Teacher preparation program that enrolls non-certified individuals with at least a B.S., offering shortcuts, special assistance or unique curricula leading to eligibility for standard teaching credential” (US Dept of Education, 1986) Designed for quick entry into the teaching profession

Some factors in the proliferation of ACPs over the last two decades Nationwide qualified teacher shortages Dissatisfaction with traditional teacher certification programs NCLB mandates “highly qualified” teachers in every classroom by Need to attract a greater diversity of individuals to the teaching profession

Variation in Alternative Certification Programs E.g., University-based, regional service center-based, for-profit Despite variation, most offer “abbreviated preparation, rapid licensure, and quick entry into classrooms… access to full-time, paid teaching positions” (Birkeland & Peske, 2004) and mentoring by experienced teachers

Issues in public debate about role of ACPs Teacher shortages, disproportionately in poor, urban schools with high number of at-risk students Growing public concern over teacher quality

Factors associated with effective teaching Disposition - enthusiasm, dedication, caring Content knowledge Pedagogical knowledge Practices associated with higher order learning

UTEP’s ACP Evaluation Questions How does the program’s content address the criteria for producing quality teachers? Are the attrition rates for ACP teachers comparable to teacher population as a whole? How might the retention rate be improved?

Can alternative certification programs such as the one at University of Texas at El Paso address the teacher shortage problem while maintaining high standards for teacher quality?