Alternate Educator Licensure
- Submitted by: dmartixplosive
- Views: 464
- Category: Other
- Date Submitted: 06/11/2012 03:29 PM
- Pages: 5
- Report this Essay
ALTERNATE LICENSURE PROGRAMS
BY
DEREK D. MARTIN
EDU 7531 SEMINAR IN EDUCATIONAL DILEMMAS
DR. GERALD HASSELMAN, INSTRUCTOR
SUMMER 2007
MISSISSIPPI COLLEGE
Information
The issue of alternate licensure programs has become a popular option for those people who wish to teach but do not possess the training that a person that went through a traditional teacher education program would have. This concept of licensing people to teach began in the early 1980s when education officials saw the need to make sure that the teacher pool would be diversified in terms of the backgrounds of applicants. The number of alternative programs that certify teachers has grown from 12 in 1983 to 485. (Honawar, 2007.) The concept of alternate route licensure is used more by people that would not have ever gone into the teaching profession. In 2004-2005, states issued teaching certificates to more than 50,000 candidates through alternate rout programs, which made up a third of all new teachers hired that year. (Honawar) The effect that these alternate route programs have on schools, particularly the No Child Left Behind Act of 2001, is that these teachers that are certified through alternate routes are still considered highly qualified teachers if they are teaching in the area in which they are certified. A benefit of the alternate route licensure is that a person could begin teaching right away while completing the requirements for their credentials. (Jacobson, 2005). The alternate route certification has brought about some changes when it comes to who is coming into the profession now. According to a study conducted by The National Center for Alternative Education, participants in Troops to Teachers and the New York City Teaching Fellows program were composed of several different demographic groups. (Jacobson). There were more men than the national average, and the starting age for alternately licensed people were...
BY
DEREK D. MARTIN
EDU 7531 SEMINAR IN EDUCATIONAL DILEMMAS
DR. GERALD HASSELMAN, INSTRUCTOR
SUMMER 2007
MISSISSIPPI COLLEGE
Information
The issue of alternate licensure programs has become a popular option for those people who wish to teach but do not possess the training that a person that went through a traditional teacher education program would have. This concept of licensing people to teach began in the early 1980s when education officials saw the need to make sure that the teacher pool would be diversified in terms of the backgrounds of applicants. The number of alternative programs that certify teachers has grown from 12 in 1983 to 485. (Honawar, 2007.) The concept of alternate route licensure is used more by people that would not have ever gone into the teaching profession. In 2004-2005, states issued teaching certificates to more than 50,000 candidates through alternate rout programs, which made up a third of all new teachers hired that year. (Honawar) The effect that these alternate route programs have on schools, particularly the No Child Left Behind Act of 2001, is that these teachers that are certified through alternate routes are still considered highly qualified teachers if they are teaching in the area in which they are certified. A benefit of the alternate route licensure is that a person could begin teaching right away while completing the requirements for their credentials. (Jacobson, 2005). The alternate route certification has brought about some changes when it comes to who is coming into the profession now. According to a study conducted by The National Center for Alternative Education, participants in Troops to Teachers and the New York City Teaching Fellows program were composed of several different demographic groups. (Jacobson). There were more men than the national average, and the starting age for alternately licensed people were...