Akila Robinson, A Goldman Sachs’ financial analyst was at a leadership conference in New York when she realized that the financial world was not where she was. “They don’t talk about being afraid to follow their passion,” she says. “I remember that: it’s time to follow my passion.” And follow him down the street to the New York City Teaching Fellow. She now does early special education in Brooklyn, and she took a 55 percent pay cut to do it. Who knew Wall Street’s revolving door in which direction it was moving?
Robinson is one of thousands of educational scholars who have dedicated careers to serve some of New York’s most disadvantaged children. The program, established in 2000 to get more teachers in the city’s struggling schools, currently teaches 8,000 fellows in 1,200 schools. Admission is competitive – this year’s acceptance rate is 16 percent – and applicants with outside experience are preferred. “There’s a certain maturity, which is a different profession,” explains Vicki Bernstein, executive director of teacher recruitment and quality.
Ultraism aside, why is the program so popular? Applicants are responding, in response, to incentives that feature alternative teacher certification programs. These usually provide training at atypical times- nights, weekends and summers. He made his debut in the early 1980s, when a teacher shortage led many states to seek out unaffected talent by offering salaried training, condensed classes, and flexible schedules. Teaching fellows, for example, do a seven-week intensive training program on stipends, then go directly to schools, earning $ 40,000 or more for one school year. Meanwhile, funded by the district, they pack in courses at local universities; After two years, he has earned his boss. Conversely, traditional master’s students have no opportunity for salaried tuition and often pay more than $ 40,000 for their degree. It is surprising that alternative routes have become very popular, especially among midcoker professionals, many of whom have families to support. “There was no other way I could get my certification,” says Paul Perry. “If I had to give up my job and my income to the student – without any salary – I wouldn’t be able to do that.”
Not a silver bullet. When alternative certification first surfaced, it was seen as a quick fix for backdoor or desperate school districts. But today’s programs generally have little to do with “emergency certification”, their poor-quality precursor, who outshines ill-trained teachers in just a few weeks. “When I call people saying, ‘I need an easy way to be a teacher,’ I say, ‘You’re talking to the wrong person,” “says Michael McKibbin, California Commission for Teacher Development Administrator teacher credentials. Optional programs typically last one to three years, and many provide better support networks and supervise teaching in participating school districts.
Today there are over 485 events, at least one in every major city and in all 50 states. In California – where, more than a decade ago, state law dramatically reduced the size of the K-3 category, creating an overnight shortage of 18,000 teachers – there are more than 70 programs. In Florida, state law states that there are 67 programs for each of the state’s 67 counties. They have also become a competition for traditional certification programs. For example, the UCLA School of Education has established a well-regarded program in conjunction with school districts in the Los Angeles area, and Pace University in New York has served several to serve the city’s lowest-performing schools Programs have been started.
Cavite Teacher. Is Alternative Authentication Right For You? He depends. Teachers are often funnels where the need is greatest: in struggling schools that serve families with many challenges. How skilled are you Do you join children? Do you know your subject Where do you want to live “Alternative routes are efficient,” explains Emily Feisztiger, president of the National Center for Alternative Certification, “because they are really built to meet the demand of specific teachers for specific needs in specific schools, in specific disciplines.”
If you want to assess an alternative program yourself, McKibbin offers some suggestions:
Feistritzer has considered national studies about which components of alternative pathways contribute most to producing effective teachers. Traditional ed schools are looking over their shoulders; If there is evidence, we can see a revolution in the way teachers are produced in this country.