Post-Baccalaureate Teacher Certification Programs: Strategies for Enhancement, Improvement, and Peaceful Co-existence with Traditional Teacher Certification Programs.

This paper examines alternative certification programs in terms of entrance requirements, supervision and mentoring, and post-certification professional support. A good alternative program uses rigorous screening processes to ensure the selection of qualified teacher interns; provides high-quality preservice training in methodology, classroom management, and human development; has a structured, well-supervised induction period that includes guidance by a mentor teacher; requires ongoing professional development; and follows up with post-internship training to ensure continued effective teaching. Two alternative programs are described: the Texas Alternative Certification Program, the largest school-based teacher education effort, and Teach for America, a non-university private group that has developed its own concept of teacher education. The two programs appear to have the same basic components: similar entrance requirements, pre-assignment training, some university coursework, and collaborative support and mentoring from participating entities. However, the first program is teacher-centered, with the emphasis on methodology, theory, and pedagogy, while the second is more learner-centered and problem-driven. The study concludes that alternative certification programs may be enhanced through collaboration among alternative programs, university faculty and programs, school districts, and other related parties. (Contains 15 references.) (ND) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Post-Baccalaureate programs, p. 1 Post-Baccalaureate Teacher Certification Programs: Strategies for Enhancement, Improvement, and Peaceful Co-existence with Traditional Teacher Certification Programs Gwendolyn Duhon-Haynes, Ph.D. Department of Teacher Education College of Education Grambling State University Grambling, LA Mary Augustus, Ph.D. Calcasieu Parish School Board Lake Charles, LA Rose Duhon-Sells, Ph.D. Distinguished Professor McNeese State University Lake Charles, LA Alice Duhon-Ross, Ph.D. Assistant Professor Albany State University Albany, GA U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction Quality. Points of view of opinion$ Stated in Mil Sac u* ment do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Post-baccalaureate teacher certification programs (the term most commonly associated with university-based alternative certification programs) and other types of alternative certification programs became prominent in the mid to late 1980's as a mechanism to address the severe teacher shortage that existed in the academic areas of math and science, as well as in urban and rural geographic areas. In addition to filling the need for certified teachers in specific areas, Fenstermacher (1990) lists other possibilities for the acceptance of alternative certification. He believes that alternative certification: 1. Provides opportunities for bright college graduates to begin careers in teaching without having to complete extended teacher education programs; Provides relief in times of a teacher shortage while also resolving the problems of competent performance engendered