Key Points: The Teaching Profession — Preparation and Certification

Student Teaching Experience

• Supervision by college/university professor with periodic observations and visits from cooperating teacher.
• Student gradually assumes greater instructional responsibility; average time spent teaching is $60\%$; remainder for observing, record-keeping, and assisting.
• Widely regarded as the most important part of the preparation process by practicing teachers.

Alternative Teacher Preparation/Certification Programs

• States have adopted alternative programs to certify candidates who lacked undergraduate teaching prep but have subject-matter competence; aims to attract qualified graduates or professionals with degrees from other fields.
• Notable paths include programs like Teach for America and Troops to Teachers; intended to recruit for underserved rural/inner-city districts or shortages in specific subjects; as of 2014, these programs accounted for up to $\frac{1}{5}$ of new teachers.
• Delivery models vary: local district, college/university, private providers, state department of education, or partnerships.
• Coursework and internship requirements vary by state; internship length and supervision levels differ.
• University-alternative programs may require completing all coursework before certification, or may allow a short summer program (e.g., $5\text{ or }8\text{ weeks}$) before teaching, with remaining coursework done concurrently while teaching.
• Some programs follow an extended residency (medical-residency style) with coursework and in-school time under a mentor; partnerships often involve a district and university; popular in urban districts and focused on needs like math and science.
• Typical commitment: stay in the district for $3\text{ years}$ after residency completion; this model has support and funding from federal initiatives like the Teacher Quality Enhancement program and backing from the Obama administration.
• Merits and debates: evidence is mixed—some studies show alternatively prepared teachers are less effective or more likely to leave, especially if not affiliated with an traditional teacher-education institution; other research finds no clear difference after the first year.
• Alternative programs tend to attract more men ($38\%$), minorities ($30\%$), and mature/experienced individuals ($70\%\text{ over }30)$ than traditional programs.

Teacher Certification

• Completion of training does not automatically qualify someone to teach; a valid certificate/licensure from the state is required.
• Under No Child Left Behind Act of $2001$, all new hires in Title I schools must be certified in the level/subject to be taught; waivers are not allowed on emergency or temporary bases.
• Certification is administered by the state education agency.
• Two paths to certification: (1) apply to the state agency for evaluation; (2) be recommended for certification after graduation from a state-approved teacher preparation program.
• The certificate specifies acceptable grade levels and content areas; it is not lifelong and typically must be renewed every $3\sim5$ years.
• A certificate does not guarantee employment; it makes the holder eligible for employment.
• Common requirements (vary by state): $ext{bachelor's degree}$, minimum credit hours in designated curricular areas (often $35\text{ credits}$ in education), recommendation from college/employer, student teaching, "good moral character," minimum age, fingerprint/background check, U.S. citizenship, loyalty oath, and passing a state basic skills and subject-matter exam.
• Many states use a staged certification system: initial/probationary certificate, followed by a professional certificate based on assessment (e.g., videotaped lessons, portfolios, classroom observations), and an advanced/master certificate based on experience and higher performance.
• National Board for Professional Teaching Standards (NBPTS) certification can lead to a master-level credential in some states.

Assessment for Initial Certification and Licensure

• Heightened state focus on assessment of new teachers due to public concern and the No Child Left Behind framework.
• Initial certification assessments may involve district/state evaluations using portfolios, videotaped lessons, and classroom observations to determine readiness for licensure.