Abstract
This chapter describes an alternative teacher certification program to achieve two objectives. The first is to highlight the connection to experiential learning. This connection to experiential learning that underscores the strength of a program in which “work” is essential to gaining true knowledge. The second objective is to refute the negative perception that alternative teacher certification programs may carry due to the negative connotations associated with such programs. These objectives will be accomplished by describing the State University of New York (SUNY) Empire State College's Master of Arts in Teaching Program and demonstrating that it meets the high standards expected from any teacher preparation program. It is the author's hope that stakeholders with an investment in education and in teacher preparation, in particular, will not make unfounded assumptions about alternative preparations and instead understand that there are high quality alternative teacher certification programs that support the profession of teaching.
TopIntroduction And Background
Alternative certification programs have been in existence for several years across the United States, yet they are still unknown to many or they are subject to sweeping negative generalizations. In part due to addressing teacher shortages, state boards beginning in the 1980s agreed to allow new pathways to certification that differed from the traditional route called “alternative” pathways to teacher certification. The National Association for Alternative Certification (NAAC) describes alternative routes to certification as “any other than traditional undergraduate degree-granting programs.” Retrieved from http://www.nycteachingfellows.org/purpose/mission.asp.
The aforementioned reasons also contributed to SUNY Empire State College’s (ESC) incentive to develop an alternative certification program.
Key Terms in this Chapter
Cohort: A group with shared interests, backgrounds, and/or experiences.
Reflection: The ability, time and space to think and process one’s thoughts and experiences.
Clinically-Rich: Having deep, meaningful experience in a K-12 setting during one’s teacher preparation program.
Residency: An extended period of time in a K-12 setting during teacher preparation.
Transitional B: A unique New York State certificate title that applies to alternative programs.
Experiential Learning: The process of learning as one traverses though a variety of contexts and settings.
Alternative Certification: A non-traditional pathway to teacher certification.