Alternative Educator Preparation: A Viable Option, or a Non-Starter?

There’s an interesting article about alternative teacher preparation programs entitled Analysis Finds Alternatively Credentialed Teachers Performed Equal to Peers in First Two Years–while the results are inconclusive on several fronts it does present some thoughtful information to consider, including:

  • Are traditional educator preparation programs the ONLY way to train future teachers successfully? Are they BEST way?
  • Can alternative (non-traditional) educator preparation programs support student learning in a positive way, whilst supporting supply and demand challenges faced by multiple school districts across the nation?
  • What are the long-term impacts of educator preparation on our country’s workforce? And, what are the long-term impacts of what we view as an educated society?
  • Will how teachers are prepared impact our standing in the world relative to student achievement?
  • How would we know? What research questions need to be posed?

 

An experienced consultant can help with these questions, and more. Reach out to me for program development, collaboration, accreditation, clinical partnerships, and other matters related to preparing educators with excellence.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at: globaleducationalconsulting@gmail.com

The Drive-Thru Approach to Teacher Preparation

The Drive-Thru Approach to Teacher Preparation

I read yet another article about national teacher shortages; this one was entitled Teacher Shortages Spur a Nationwide Hiring Scramble (Credentials Optional). As a result of their desperation to staff classrooms, school district officials are putting pressure on states to relax teacher licensure requirements. In some cases, this has led to the watering down of standards and expectations. Some are taking advantage of the current climate, smelling the sweet aroma of serious revenue by offering what is essentially a drive-thru teacher preparation program: The “customer” arrives at the window, attracted by the bright lights and yummy-looking food pics. Enrollment counselors take their order and send them on. Worker bees behind the scenes serve up a program that may be of questionable or untested quality and the customer is on their way in record time. They don’t know that their fries were cold or there was no straw until they are miles down the road. Programs know such a model is cheap to build and cheap to operate; it’s easy money and there are so many students rolling through the drive-thru lane that they can afford to have some unhappy customers and still turn a profit.

In the short term, school districts are happy because they have a less difficult time hiring teachers, and program completers are happy because they’ve gotten through their program at break-neck speed and haven’t had to “waste” their time on courses they perceive as useless. However, in the long term, a host of new cyclical problems are revealed, including:

  • Individuals are admitted to the programs who really shouldn’t be—they sometimes lack the academic preparation or the professional dispositions necessary for success in the classroom.
  • Program completers are often ill-prepared to enter the classroom; they require a great deal of on-site training by the school district.
  • Many new teachers quickly become disillusioned and leave the profession because they didn’t know how challenging teaching really can be. Some leave in the middle of a school year.
  • Students often suffer due to constant turnover and lack of consistency.
  • Test scores lag and fall behind state averages; impact outcomes tend to be dismal.

 

Not all for-profit alternative certification programs are of poor quality, but many are. While accrediting bodies have recently come under greater scrutiny for their standards and expectations, many of these programs fly under the radar and are not regionally accredited*, which is the foundational accreditation any legitimate institution of higher education should attain. Some are taking the easy path to accreditation through bodies that focus mostly on career schools** such as beauty schools, truck driving schools, at-home hypnosis training, etc. just to state on their program’s website that they are accredited. These programs use “sleight of hand” language with the lay public, saying they are “accreditation eligible” which in reality means nothing but it sounds very convincing to those who are not well versed in the lingo.  Make no mistake: The drive-thru teacher preparation model is very real, and it is having a very real impact on our P-12 schools. The question is: Are we going to accept it as the new normal, or are we finally going to draw a line in the sand and insist on academic excellence for our children?

 

–rrf

 

*The regional accreditation bodies in the United States include: (1) Higher Learning Commission (HLC); (2) Middle States Commission on Higher Education (MSCHE); (3) New England Association of Schools and Colleges (NEASC-CIHE) Commission on Institutions of Higher Education; (4) Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and (5) WASC Senior College and University Commission (WSCUC).

**The Distance Education Accrediting Commission (DEAC) awards accreditation to degree-granting, high school, military, and post-secondary schools. A search of accredited post-secondary schools, which would apply to alternative teacher certification programs, includes the Hypnosis Motivation Institute, At-Home Professions, and the Modern Gun School, to name a few.

Innovation Authorizers???

Senators Marco Rubio (R-FL) and Michael Bennet (D-CO) reintroduced a bill that would create an alternative accreditation pathway for higher education institutions. The proposed legislation, entitled S.615: Higher Education Innovation Act, would give previously unaccredited institutions access to federal financial aid under a five-year pilot program. Apparently, the conditions for students in those institutions to receive financial aid are dependent upon the extent to which the institution can demonstrate positive learner outcomes.

The text of the bill refers to what we currently call accrediting bodies as innovation authorizers. If adopted as proposed, this bill could have an impact not only on higher education institutions, but on accrediting bodies themselves.

At the time of this writing, the last action taken on this proposed bill was back on March 13, 2017, where it was read twice and referred to the Committee on Health, Education, Labor, and Pensions. I have no idea if the bill pick up steam and move forward or not, but there are just too many unknowns at this time to truly gauge its possible impact. I suspect there will be some hefty push back from those who support traditional models of higher education and accreditation. I’m all for innovation and this may be a step in the right direction toward addressing some of our systemic challenges, but it is important to consider all possible ramifications before cutting the steering wheel too hard. Let’s get all the stakeholders together at the table and talk this out.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.

 

 

Source: Rubio Reintroduces Accreditation Bill