Overview
Promising Practices
- Pre-Service Tutoring and Counseling
- Create New Alternative Routes to Certification (ARCs)
- Financial Supports for Certification Process
Promising Practice: Pre-Service Tutoring and Counseling
Educator preparation programs (EPPs) provide academic and career counseling to assist teacher candidates to navigate and successfully complete all certification requirements.
Research/Evidence Shows: | Recommended Actions: |
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Supporting candidates while in pre-service and beyond will contribute to successful certification. This may include academic and career counseling and can help teacher candidates pass pre-service exams and meet other certification requirements, ultimately increasing the number of certified teachers of color. |
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References: |
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National Education Association, NEA and Teacher Recruitment: An Overview EducationWeek Teacher: Can These 11 States make Their Teaching Forces More Diverse by 2040? |
Spotlights
Spotlight: TEACH Connecticut (CT)
Description | The TEACH Connecticut campaign is led by the Connecticut State Department of Education and aims to provide tools and services that raise the image of the teaching profession, reduce the number of vacancies in certification shortage areas, and improve the quality and the diversity of new teacher supply. |
Scope of Reach | TEACH Connecticut |
Timeframe | 2018 - present |
Budget / Sources of funds | Funded by Microsoft in partnership with Teach.org and the Buck Foundation. The CT State Department of Education maintains a management position and supports the work of the TEACH team. |
Actor(s) Implementing | Collaboration between the CSDE and TEACH.org |
Results | The website aims to:
As of March 2019, TEACH Connecticut has partnered with 15 educator preparation programs and 66 school districts. Most partners have descriptive profiles on the site for users to gain a deeper understanding of pathways to certification and the variety of educational communities available for teachers to serve Connecticut's students. |
Spotlight: University of Maryland - Eastern Shore (MD)
Description | University of Maryland - Eastern Shore (UMES) emphasizes the importance of licensure exam preparation and helps students improve their academic and test-taking skills by providing computer-based diagnostic tests, practice tests, and more than thirty-five hours of instruction in each content area. |
Scope of Reach | UMES students pursuing teacher certification |
Timeframe | Began in early 2000s |
Budget / Sources of funds | Unknown |
Actor(s) Implementing | Partnership between UMES and Education Testing Service (ETS), publisher of Praxis exams |
Results | In a study to determine the impact of a PRAXIS I preparation program on PRAXIS I test scores among eighty-two teacher education candidates, 70% of whom were African American, students who participated in exam preparation programs scored higher on Praxis I post-test scores than pre-test scores. |
Promising Practice: Create Alternate Pathways to Certification
Connecticut ARC programs accept candidates with bachelor's degrees in non-teaching fields and prepare them to be teachers. Most programs are accelerated and intensive and provide a direct pathway to teacher certification. Alternate routes to certification programs are often used as a way to increase the number of certified teachers entering shortage areas.
Research/Evidence Shows: | Recommended Actions: |
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Alternate routes to certification can reduce the time and financial investment required to become a teacher for candidates already holding a bachelor's degree. ARC programs often attract career changers and other candidates who might not be able to attend more traditional EPPs and maintain a consistent work schedule. The CSDE prioritizes approval of new ARC programs that prepare candidates to teach in certification shortage areas and/or seek to enroll candidates of color. |
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References: |
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Educator Preparation Programs - Traditional and Alternate Route |
Spotlights
- Office of Higher Education Alternate Route Program
- Relay GSE CT Alternate Route to Certification
- Teach for America CT
- Teacher Certification Program for College Graduates (University of CT)
- Charter Oak Early Childhood Certification Program
Spotlight: Office of Higher Education Alternate Route to Certification Program (CT)
Description | The Alternate Route to Certification (ARC) is a weekend program for adults wanting to enter the teaching profession. It offers subject-based methods classes and training in areas such as Common Core State Standards, classroom management, differentiated instruction, lesson and unit planning, assessment of student learning, special education and Section 504, English Language Learners, and integrating technology in the classroom. ARC students observe classrooms and work with TEAM-trained cooperating teachers and ARC evaluators during their student practicum experience. ARC does not provide certification training in elementary education, art, history/social studies or special education. |
Scope of Reach | TBD |
Timeframe |
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Budget / Sources of funds | Tuition and other costs average $6,000. |
Actor(s) Implementing | Created by the Connecticut legislature, ARC is conducted by the Office of Higher Education and is approved by the Connecticut State Board of Education. |
Results | ARC has prepared over 5,000 teachers since its inception. Most current ARC offerings seek to prepare graduates for jobs in critical teacher shortage areas as determined each year by the Connecticut State Department of Education (CSDE). |
Spotlight: Relay/GSE (The Relay Connecticut Alternate Route to Certification Program/Graduate School of Education) (CT)
Description |
The Relay Connecticut Alternate Route to Certification (ARC) Program is an innovative and rigorous educator preparation program that offers a unique and powerful residency model for aspiring teachers to begin a long-term career in the classroom. It is a part-time, one-year alternate route certification program designed for non-certified school community members who are seeking certification in Connecticut. Candidates who successfully complete the program are eligible for a Connecticut Temporary 90 Day Certificate, and, upon successful completion of 90 days of teaching, will earn a Connecticut Initial Educator Certificate. |
Scope of Reach |
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Timeframe |
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Budget / Sources of funds | The cost of the one year Alternate Route to Certification program is $5,000 or less, depending on scholarship opportunities. |
Actor(s) Implementing |
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Results |
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Spotlight:Teach for America (TFA) (CT)
Description | Teach for America first opened its doors in 2006. Corps members are recruited from universities throughout the country to participate in a rigorous onboarding process that includes a formal induction process, a five-week learning institute, and ongoing support and mentorship through a two-year commitment in one of Connecticut's high-needs schools. |
Scope of Reach |
CT TFA corps members join a network of over 700 alumni who work toward educational equity in education, health, public policy, law, and other sectors. |
Timeframe |
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Budget / Sources of funds |
Tuition for 2018-19:
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Actor(s) Implementing | TFA is supported by the CT Commission on Community Service, a partnership of the Corporation for National and Community Services and the Department of Higher Education. TFA also partners with Quinnipiac University to offer corps members an application fee waiver and a 10% tuition discount. |
Results | Nationwide, 84% of alumni work in education or related fields. 34% of alumni serve as PreK-12 teachers. |
Spotlight: Teacher Certification Program for College Graduates (TCPCG) (University of CT)
Description |
The Teacher Certification Program for College Graduates is a part of the University of Connecticut’s Neag School of Education. Programs operate out of three regional campuses: Avery Point, Downtown Hartford, and Waterbury. Candidates in the program earn Connecticut Teacher Certification and an MA in Curriculum and Instruction or Educational Psychology (Special Education students)
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Scope of Reach | Graduates have found middle school and high school teaching positions in districts throughout Connecticut and New England as well as throughout the nation and abroad. With a bachelor degree related to core secondary academic disciplines, students can earn an MA in Curriculum and Instruction or Educational Psychology (Special Education) and be qualified to teach in a variety of certification areas. |
Timeframe | Applications to the TCPCG Program are accepted from Sept. 1-Dec. 1 of each year, for the program beginning the following summer. |
Budget / Sources of funds | Students are charged by residency status at graduate tuition and fee rates, which are capped at the full-time rate. The programs take place at regional campuses based on discipline. Students are charged at AY19 rates for Alternative Session 1 and AY20 rates for Alternative Session 2. Alternative Session 1 cost is $7,677 in state; Alternative Session 2 cost is $8,154. |
Actor(s) Implementing | University of Connecticut Neag School of Education |
Results |
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Spotlight: Charter Oak Early Childhood Certification Program (CT)
Description | Charter Oak State College offers an alternate route to the Connecticut Birth through Five teaching certificate (112 endorsement). This teaching certificate qualifies professionals to work in a variety of settings such as public preschools, Birth to Three Early Intervention services, and public school kindergartens. |
Scope of Reach |
To be considered for the program, applicants must meet the following minimum requirements:
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Timeframe |
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Budget / Sources of funds |
Tuition for the next cohort of the program is $6995 with a $300 portfolio fee paid to Pearson. Liberal payment plans are available. |
Actor(s) Implementing | Charter Oak State College |
Results | Since 2016, approximately 150 teachers have obtained the 112 certification. |
Promising Practice: Financial Supports for Certification
Financial supports for certification may come in the form of grants to cover licensure exam fees and study guides for program completers.
Research/Evidence Shows: | Recommended Actions: |
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The costs associated with licensure may impact students of color who are enrolled in a preparation program. |
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References: |
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Office of Higher Education Financial Supports/Grant Programs |