Schools across the country face teacher vacancies year after year, with especially deep need in the STEM subjects. One approach to quickly filling classrooms is to provide individuals with immediate access to a restricted license while they complete preparation requirements to become a fully licensed teacher—called an Alternative Teaching Licensure program. However, teachers who emerge from these programs struggle to adequately engage and instruct their students and ultimately leave the profession quickly. 

The goal of this Project Team was to explore how to improve alternative pathways that enable immediate or emergency certification in conjunction with pursuing full certification. The team  will identify elements that are critical to success and make recommendations for all transition to teaching programs.

This project team gathered survey and interview data from two groups: 1) Teachers who have completed or are still completing an alternative licensure program, and 2) Faculty and staff at educator preparation programs.  Data gathered from Group 1 gives insight into general aspects of alternative licensure programs that are beneficial to the success of an alternative teacher candidate’s development and also aspects that need improvement.  These insights are applicable to traditional educator preparation programs, as well. Data gathered from Group 2 gives insights into the operations of Educator Preparation Programs (EPPs) issuing alternative licensure pathways.  These EPPS offer examples that can be used as models for study and reference points for programs that are seeking improvement.   

If you would like to contact the team, please reach out to: Earl Legleiter (Director at Science and Mathematics Education Institute, Fort Hays State University) and/or Ashley Clark (Director of Recruitment at Academy for Urban School Leadership).