Receive support during their first two years on the job


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Receive support during their first two years on the job

  • Receive support during their first two years on the job

  • Set high expectations for students

  • Plan engaging learning opportunities

  • Monitor student progress

  • Adapt instruction as needed

  • Collaborate with other educators and parents

  • Constantly look for ways to grow professionally

  • Create classrooms that value diversity and civic mindedness

  • * Methods of evaluating teacher effectiveness (March 2009)



Having alternative teachers attend classes one night per week, learning research-supported best practices in classroom management, effective instructional techniques, instructional planning, and assessment-driven instruction.

  • Having alternative teachers attend classes one night per week, learning research-supported best practices in classroom management, effective instructional techniques, instructional planning, and assessment-driven instruction.

  • Having a Metropolitan State College instructor observe alternative teachers in the classroom for two years to provide coaching and support.

  • Providing alternative teachers with on-going feedback consisting of prompts and suggestions which help the candidate focus on the effectiveness of his/her instruction/lessons based on student engagement and student performance.

  • Communicating and coordinating support and coaching efforts with the candidate’s school mentor and evaluating administrator.



Meet or exceed the same performance standards as traditionally-licensed teachers

  • Meet or exceed the same performance standards as traditionally-licensed teachers

  • Alleviate the current and future teacher shortage as it is estimated that in the next four years approximately 53% of the nation’s 3.2 million teachers will retire.

  • Help school districts hire into high-need content areas and high-need schools.

  • Increase the diversity of the teacher workforce and are more representative of the national student population

  • Bring diverse experiences and pedagogical approaches to the classroom

  • And…based on research conducted by the US Dept of Education (Constantine et al., 2009); there is no statistically significant difference in performance between students of alternative route to certification teachers and those of traditional route to certification teachers.”



The non-licensed teacher has the option of enrolling in a Colorado Department of Education approved alternative teacher preparation program while employed. The advantage to the teacher is that he/she can simultaneously teach and earn a teaching salary while working towards earning a Colorado Teaching License.

  • The non-licensed teacher has the option of enrolling in a Colorado Department of Education approved alternative teacher preparation program while employed. The advantage to the teacher is that he/she can simultaneously teach and earn a teaching salary while working towards earning a Colorado Teaching License.



  • 94% of alternative teachers earned a Colorado license in two years.*

  • 89% of alternative teachers are still working in educational careers*

  • 85% of alternative teachers plan on remaining in an educational career.*

  • 81% of alternative teachers still work at the same level subject/grade.*

  • 77% of alternative teachers still work at the same school/district.*

  • * Data from a survey of all teachers who have completed the ALP programs at Metropolitan State College of Denver



Are more mature (e.g.older) than traditional new teachers,

  • Are more mature (e.g.older) than traditional new teachers,

    • Median age of traditionally trained new teachers* ------------------------------------ 26 yrs
    • Median age of Metro State’s ALP licensing program teachers --------------- 32 yrs
  • Are more closely balanced by gender,

    • Traditionally trained male vs. female* ------------------------------------ 32%(M) - 68% (F)
    • Metro State’s alt. licensing program teachers male vs. female  38%(M) - 61%(F)
  • Are more ethnically diverse,

    • Traditionally trained*---------------> White 82.7%, Black 6.6%, Hispanic 6.1%, Asian 1.7%,
    • Metro State alt. programs--> White 68.5%, Black 6.4%, Hispanic 16.7%, Asian 2.1%,
      • * Data from the Beginning Teacher Longitudinal Study, U.S. Department of Education


Our data show that over the past 10 years, Metropolitan State College of Denver’s alternative licensing program has helped school districts hire over 1000 qualified teachers in all subject areas….but most importantly…. in the high needs subject areas of mathematics, science, bilingual education, and Special Education.

  • Our data show that over the past 10 years, Metropolitan State College of Denver’s alternative licensing program has helped school districts hire over 1000 qualified teachers in all subject areas….but most importantly…. in the high needs subject areas of mathematics, science, bilingual education, and Special Education.



Principals supervising alternatively licensed candidates have consistently:

  • Principals supervising alternatively licensed candidates have consistently:

  • Rated alternatively-prepared teachers as well prepared as, or better prepared than teachers from traditional teacher preparation backgrounds.

  • Stated that hiring alternatively licensed teachers has helped diversify the demographics of their teaching staff as alternatively licensed teachers are typically older and have professional experiences and subject matter expertise outside teaching.

  • Indicated that alternatively licensed teachers make specific attempts to address the needs of hard-to-serve students through instruction that is directly responsive to those needs.



Hiring an alternatively-licensed teacher helps school districts hire into “hard to fill” teaching vacancies.

  • Hiring an alternatively-licensed teacher helps school districts hire into “hard to fill” teaching vacancies.

  • Increases the diversity of the school/district’s teaching staff.

  • Increases the number of teaching staff with real world work experience specific to their assigned teaching assignments.

  • Helps reduce the number of educators leaving the profession as our data show that when compared to traditionally-licensed teachers, Metropolitan State College of Denver’s alternatively-licensed teachers are more likely to remain in the teaching profession.



  • Greg Reed- Director, One year and Two year Alternative Licensing Programs

  • (ALP-1 and ALP-2)

  • 720-323-2116 Email: greed8@mscd.edu

  • Delia Armstrong- Director, Colorado Accelerated Special Education Licensure Program (CASEL)

  • 303-399-3728 Email: deliadenver@msn.com







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