An alternative graduate teacher inclusive preparation programme in early childhood education: a collaboration model

Teacher shortages are a pervasive global issue that is expected to continue, especially in low-performing, high-needs schools [O'Connor, E. A., Malow, M. S., & Bisland, B. M. (2011). Mentorship and instruction received during training: Views of alternatively certified teachers. Educational Review, 63(2), 219–232]. In an effort to meet the demand of qualified teachers and mediate the teacher shortage, governments have had to seek innovative methods to produce increasing numbers of certified teachers while preserving teacher quality. ‘In 2005, 122 alternative routes to teacher certification exist in the United States, in 47 of 50 states and the District of Columbia’ (National Center for Education Information, as cited in O'Connor et al. (2011). This paper will describe one alternative route to the licensure programme created, in collaboration between the local university and school district, to meet the demand for qualified early childhood teachers in a large school district in the Southwestern USA.