1. A Personal Reflection Sharon E. Russell

2. Professionalism: standards to ensure a “caring competent teacher” in every classroom. Linda Darling Hammond Free Market: enable “talented individuals without teaching degrees to enter the classroom.” Chester Finn

3.  “They have tackled the quality problem by increasing regulation and expanding pedagogical requirements, even though this approach shrinks the pool of candidates while having scant effect on their quality  “They have tackled the quality problem by increasing regulation and expanding pedagogical requirements, even though this approach shrinks the pool of candidates while having scant effect on their quality.”  “Turning our back on excessive and ill- conceived regulations and focusing instead on student outcomes is the key  “Turning our back on excessive and ill- conceived regulations and focusing instead on student outcomes is the key.”

4. Whereas some of these are carefully structured post-baccalaureate programs, others are little more than emergency hiring options.”  “Whereas some of these are carefully structured post-baccalaureate programs, others are little more than emergency hiring options.”  Studies of short-term alternative programs have also noted that what little pedagogical training they provide tends to focus on generic teaching skills rather than subject-specific pedagogy, on singular techniques rather than a range of methods, and on specific, immediate advice rather than research or theory (Bliss, 1992; Stoddart, 1992;Zumwalt, 1990).

5. National Association for Alternative Certification http://www.alt-teachercert.org/index.asp National Association for Alternative Certification http://www.alt-teachercert.org/index.asp http://www.alt-teachercert.org/index.asp Teach For America http://www.teachforamerica.org/ Teach For America http://www.teachforamerica.org/http://www.teachforamerica.org/ New Teacher Project http://www.tntp.org/ New Teacher Project http://www.tntp.org/http://www.tntp.org/ Transition to Teaching (Office of Innovation & Improvement) http://www2.ed.gov/programs/transitionteach/index. html Transition to Teaching (Office of Innovation & Improvement) http://www2.ed.gov/programs/transitionteach/index. html http://www2.ed.gov/programs/transitionteach/index. html http://www2.ed.gov/programs/transitionteach/index. html Troops to Teachers http://www.proudtoserveagain.com/ Troops to Teachers http://www.proudtoserveagain.com/ http://www.proudtoserveagain.com/ I Teach Texas http://www.iteachtexas.com/ I Teach Texas http://www.iteachtexas.com/http://www.iteachtexas.com/ ABCTE ABCTE

6.  http://www.nctq.org/ stpy09/ http://www.nctq.org/ stpy09/ http://www.nctq.org/ stpy09/

7.  Taken as a whole, state teacher policies are broken, outdated and inflexible.  Few states' alternate routes to certification provide a genuine alternative pathway into the teaching profession.  States' requirements for elementary teacher preparation ill equip teachers of the youngest students to teach the basic building blocks of all learning: reading and mathematics.  States' requirements for the preparation of special education teachers are one of the most neglected and dysfunctional areas of teacher policy.  States fail to exercise appropriate oversight of their teacher preparation programs.

8.  Places no restrictions on alternate route usage or providers +  Does not ensure that elementary teachers are well prepared to teach mathematics  Alternate routes are not sufficiently selective or flexible to the needs of nontraditional candidates and  Alternate routes do not ensure that candidates receive streamlined preparation that meets the immediate needs of new teachers.  State collects no objective data to hold alternate route programs accountable for the performance of the teachers they prepare  State collects no objective data to hold alternate route programs accountable for the performance of the teachers they prepare.

9. DR. EMILY FEISTRITZER HTTP://WWW.TEACH- NOW.ORG/ HTTP://WWW.TEACH- NOW.ORG/  comprehensive clearinghouse for information about alternative routes to certification

10.  National Center for Education Information  http://www.ncei.com/ overview.html http://www.ncei.com/ overview.html http://www.ncei.com/ overview.html  private, non-partisan research organization  survey research and data analysis

11.  Aggressive targeted recruitment: talented candidates with high retention rates  600 state based program providers  Approximately 62,000 new teachers produced annually  1/3 of teachers hired annually  Success=market driven  Diversity: ethnicity, gender, age, socioeconomic

12.  Designed to recruit, prepare and certify BA holders  Rigorous screening processes  On-the job training  Coursework or equivalency in professional education studies  Work with mentor teachers  High performance standards for completion

13.  Learning to Teach Continuum: Multiple Pathways  Teacher Market: Teacher Lay Offs & Area Shortages  Block Grants: Changed Funding Stream  California Teacher Corps http://www.cateachercorps.org/ http://www.cateachercorps.org/  Non-governmental Organizations (NGOs) and Community Based Organizations (CBOs) in Teacher Preparation

14.  Can we maintain alternative routes without state funding?  Can alternative routes generate their own income?  What impact does an unsure market place have on alternative routes?  If teacher shortages end, should alternative routes continue?