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Ohio Confederation of Teacher Educator Organization Partnerships: Higher Education Columbus Marriott Airport Hotel Colum

Ohio Confederation of Teacher Educator Organization Partnerships: Higher Education Columbus Marriott Airport Hotel Columbus, OH October 25-27, 2006. Meeting the Needs of our Partners: The Alternate Educator License. By Dr. Colleen Finegan & Dr. Burga Jung. Wright Charter College

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Ohio Confederation of Teacher Educator Organization Partnerships: Higher Education Columbus Marriott Airport Hotel Colum

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  1. Ohio Confederation of Teacher Educator OrganizationPartnerships: Higher EducationColumbus Marriott Airport HotelColumbus, OHOctober 25-27, 2006

  2. Meeting the Needs of our Partners: The Alternate Educator License

  3. By Dr. Colleen Finegan&Dr. Burga Jung Wright Charter College Wright State University Dayton, OH

  4. Alternate Routes to Teaching (ART) are “state approved, non-traditional routes that permit teacher candidates who already have at least a bachelor’s degree to enter classrooms and obtain teaching certificates in an expedited manner” Feistritzer & Haar, 2006

  5. Benefits: This allows students, schools and communities to benefit from their content-related knowledge and their experience in other work settings as well as from their maturity. It also meets many of the urgent and long-term staffing needs of schools in teacher shortage areas. Feistritzer & Haar, 2006

  6. “Alternate Routes to Teaching are having a major impact on the teaching profession in the United States, affecting not only the number of individuals entering teaching, but who enters teaching, how and why”. Feistritzer & Haar, 2006

  7. 1983 - 8 states had an ART 2006 -every state has at least one In some states 30-40% of all new teachers come from an ART Feistritzer & Haar, 2006

  8. Since 1985, 250,000 teachers have entered teaching through alternate routes (most since 2000) In 2006, 124 alternate routes to teaching certificates were implemented in 500+ alternate route programs that produced about 50,000 new teachers Feistritzer & Haar, 2006

  9. 1980s • Recruiting non-traditional candidates • Creating new pathways for certifying them • Renamed emergency or other forms of temporary certification as “alternate routes” Feistritzer & Haar, 2006

  10. Early - mid 1990s • Re-defined alternate certification • No longer calling emergency or other forms of temporary certification “alternate routes” • Getting rid of emergency and temporary certification Feistritzer & Haar, 2006

  11. Source:National Center for Alternative Certification, Washington D.C., Sept. 2005

  12. late 1990s • states developed approved alternate routes • and common characteristics began to emerge Feistritzer & Haar, 2006

  13. Common Characteristics of Alternate Certification Candidates • Have at least a bachelor’s degree. • Pass a screening process, such as passing tests, interviews, and demonstrated mastery of content to be taught. • Begin teaching – usually full-time – early. They engage in on-the-job training. • Complete any coursework or equivalent experiences in professional education studies while teaching. • Usually work with mentor teachers. • Meet high performance standards. Feistritzer & Haar, 2006

  14. Source:National Center for Alternative Certification, Washington D.C., February 2004

  15. Source:National Center for Alternative Certification, Washington D.C., February 2004

  16. Feistritzer & Haar, 2006

  17. Feistritzer & Haar, 2006

  18. Feistritzer & Haar, 2006

  19. Source: National Center for Education Information, 2005

  20. Compare traditionally trained teachers to alternate certification teachers on: • Race/ethnicity • Gender • Age • Experience • Concentration • Perseverance Feistritzer & Haar, 2006

  21. Overall teaching force is 15% non-white 33% of teachers entering through alternate routes are non-white 40% of those entering through alternate routes are 40+ years old 37% of alternate route teachers are men Feistritzer & Haar, 2006

  22. 1/2 of the 50,000 who entered teaching in 2005 through alternates routes came into teaching from fields other than education Only 1/5 of alternate route teachers had prior experience in an educational field Alternate programs create content and curriculum targeted to mid-career changers, based on maturity and life experiences Feistritzer & Haar, 2006

  23. High Demand Subjects 7 % of traditionally trained teachers - MATH 20% of alternate route teachers - MATH 38 % of traditionally trained teachers - SPECIAL EDUCATION 50%+ of alternate route teachers - SPECIAL EDUCATION Feistritzer & Haar, 2006

  24. 50% of those traditionally trained are still teaching after 5 years 85-90% of alternate route teachers are teaching after 5 years 97 % of providers of alternate route programs say that their teachers serve students in high needs areas (low SES, high poverty level, high minority school) Feistritzer & Haar, 2006

  25. Characteristics of Alternate Certification Programs • Market-driven • Driving factors – school requirements and teacher candidate requirements • Efficient models • Results in tailor-made programs designed to meet specific needs for specific teachers in specific areas • Multiplicity of program models Feistritzer & Haar, 2006

  26. Source:National Center for Alternative Certification, Washington D.C., April 2005

  27. “State of the State” Where are those with Alternate Teaching Licenses Teaching? Percent of AEL per LEA type2000-2004 17 % - rural, low-high poverty, low SES 15 % - small town-small city, low-mod. SES, mod. to high poverty 40 % - urban, mod. to low SES, mod. to very high poverty 12 % - urban/suburban, high to very high SES 6 % - joint vocational school districts, ed. service centers 10 % - other

  28. “State of the State” What are those with Alternate Teaching Licenses Teaching? Percent of AEL by teaching field2002-2004 37 % - intervention specialist (special ed) 20 % - sciences 13 % - math 7 % - foreign languages 5 % - business ed 3 % - English 3 % - computer science 12 % - other

  29. In OHIO Alternative Paths to Education are governed by ODE, not by the Universities, ESEAs, etc. ODE determines whether courses count, makes the final decision, and provides the license. http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=540

  30. What is an Alternative Educator License? The two-year, non-renewable Alternative Educator License was created in January 2000 in response to current and expected teacher shortages in grades 7 through 12 and in special education in grades Kindergarten through 12. The Alternative Educator license is a non-traditional route for qualified baccalaureate degree-holders to transition to careers as classroom teachers. Candidates must meet the academic major or work experience requirement, the professional educator coursework requirement and pass the required subject area Praxis II assessment (if applicable) to qualify for this license.

  31. Requirements for an Alternative Educator License (for Grades 7-12): * Provide evidence of the additional three semester hours of coursework in teaching or content area, completed while employed under the conditional permit (for those entering through the Conditional Permit route); * Applicant must hold baccalaureate degree with a GPA of 2.5 or higher in major (the content area to be taught) or extensive work experience directly related to the content area; * Applicant must pass prescribed content area examination (Praxis II content area test);

  32. * Applicant must complete six semester hours (or the equivalent) of professional education coursework within the past five years with a GPA of 2.5, and from a college or university approved to prepare teachers, as follows: three hours in teaching methods, including field experience, and three hours in developmental characteristics of adolescent youths; * License (two-year non-renewable) is issued on verification of employment by superintendent of school district; Employing school district agrees to provide a structured mentoring program.

  33. Requirements for an Alternative Educator License (for Intervention Specialists, K-12) * Provide evidence of the additional three semester hours of coursework in the content and methods of teaching reading, completed while employed under the conditional permit; * Applicant must hold baccalaureate degree with a GPA of 2.5 or higher in major (the content area to be taught) or extensive work experience directly related to the content area;

  34. * Applicant must complete six semester hours (or the equivalent) of professional education coursework, as follows: three hours in teaching methods, including field experience, and three hours in developmental characteristics of adolescent youths; license is issued on verification of employment by superintendent of school district, for two years only; * Employing school district agrees to provide a structured mentoring program.

  35. Charter College RFP • a. math / science / foreign language / intervention specialist licensure • b. technologically-integrated • c. future employers: high needs LEAs • d. apprenticeship model • e. Pass Praxis II - Content Exam • f. Institutionalize program

  36. Wright Charter College Summary First Year • math/sciences/foreign languages: 40 seats • intervention specialist : 5 seats • Alternative Educator License • online courses + just-in-time Praxis II prep + training for classroom applications • state-wide high needs LEAs • apprenticeship model

  37. Wright Charter College Summary Second Year • math/sciences/foreign languages: 41 seats • intervention specialist : 45 seats • Alternative Educator License • online courses + just-in-time Praxis II prep + training for classroom applications • state-wide high needs LEAs • apprenticeship model

  38. CHARTER COLLEGE GRANT AWARDED to WSU / CEHS - Year 1 • Awarded August 2004 • One year pilot program • Fall, 2004 - August 2005 • One of two Ohio IHEs • Award = $375,000 each

  39. CHARTER COLLEGE GRANT AWARDED to WSU / CEHS - Year 2 • Awarded November 2005 • Continuation of pilot program • November 2005 - June 30 2006 • One of two Ohio IHEs • Award = $167,500 each

  40. Teaching Fields • Mathematics • Chemistry • Physics • Biology • Spanish • French • German • Intervention Specialist

  41. Previous Careers • Engineering: chemical, aerospace, civil, industrial, mechanical • Health / Medical sciences • Industrial sciences • Business: marketing, sales, financial services, training program designer • Prison system / youth detention center • College teaching: adjunct

  42. Previous Careers • Overseas English language teaching • Security: supervisor • Substitute teaching • Analytical chemist: lab supervisor • Computer technology: systems analysis/ information networks • Project engineer: nuclear facility

  43. Previous teaching experiences • Coaching: tennis, basketball, football • High School: guest teaching • Substitute teaching • Community College: adjunct • In-house training program delivery • Sponsor: band

  44. Previous teaching experiences • Youth groups: American Legion / Veterans of Foreign Wars • Future Farmers of America • Boy Scouts • Church school • Vicarious: married to a teacher • Vicarious: son/daughter, niece/nephew/ cousins of teachers

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