Search nctq.org

Or search by choosing a tag
Training and Recruitment

Teacher Prep, Licensure, Student Teaching

Staffing

Hiring and Assignment, Supply and Demand, Teacher Diversity, Work Day

Evaluation and Support

Evaluation, Professional Development, Retention and Tenure

Compensation

Pay, Benefits

Alternate Route Preparation: Maine

Expanding the Pool of Teachers Policy

Look at National Findings
Goal

The state should ensure that its alternate routes provide streamlined preparation that is relevant to the immediate needs of new teachers.

Does not meet goal
Suggested Citation:
National Council on Teacher Quality. (2011). Alternate Route Preparation: Maine results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/ME-Alternate-Route-Preparation-7

Analysis of Maine's policies

Maine does not ensure that its alternate route candidates will receive streamlined preparation that meets the immediate needs of new teachers.

Maine does not require new teachers working under the Conditional Certificate or Targeted Need Certificate to complete an alternate route program.  

A teacher must complete six hours of approved study in order to renew the Conditional or Targeted Need Certificates for an additional year. The state provides no specific guidelines about the nature of this coursework, nor is there a limit on the amount of coursework that can be required overall.

All new teachers are assigned a mentor.

Citation

Recommendations for Maine

Establish coursework guidelines for alternate route preparation programs.
The state should articulate guidelines regarding the nature and amount of coursework required of candidates. Requirements should be manageable and contribute to the immediate needs of new teachers. Appropriate coursework should include grade-level or subject-level seminars, methodology in the content area, classroom management, assessment and scientifically based early reading instruction.

Provide an induction program to support alternate route teachers.
Maine should offer a highly structured, well-supervised induction program for all alternate route candidates. Effective strategies include practice teaching prior to teaching in the classroom, intensive mentoring with full classroom support in the first few weeks or months of school, a reduced teaching load and release time to allow new teachers to observe experienced teachers during each school day.

State response to our analysis

Maine disagreed with NCTQ's analysis that Maine does not specify the content of the required six courses, "which implies a candidate may take anything; that is not true." The state explained that each candidate is provided with a written evaluation of coursework that must be completed. "They must complete six credits from their remaining requirements of which they have already been informed through their valuation letter. This letter is updated each year they remain working under a conditional or targeted need certificate or a transitional endorsement."

Last word

While Maine does appear to review the transcripts and make determinations about coursework for individual candidates, there does not appear to be any formal policy specific to alternate route candidates that is the basis for these decisions. An approach that holds alternate route candidates to the same coursework requirements as would be expected of traditional candidates is not consistent with the purpose of alternative certification.  

    • Best practice
    • Meets goal
    • Nearly Meets goal
    • Meets goal in part
    • Meets a small part of goal
    • Does not meet goal

  • Maine

    Maine map
Alternate Route Usage and Providers
Select another topic
Delivering Well Prepared Teachers
Expanding the Pool of Teachers
Identifying Effective Teachers
Retaining Effective Teachers
Exiting Ineffective Teachers
Research rationale

For a general, quantitative review of the research supporting the need for states to offer an alternate route license, and why alternate routes should not be treated as programs of "last resort," one need simply to look at the numbers of uncertified and out of field teachers in classrooms today, readily available from the National Center for Education Statistics. In addition, with U.S. schools facing the need to hire more than 3.5 million new teachers each year, the need for alternate routes to certification cannot be underestimated. See also Ducharme, E. R. & Ducharme, M. K. (1998). "Quantity and quality: Not enough to go around." Journal of Teacher Education, 49(3), 163-164.

Further, scientific and market research demonstrates that there is a willing and able pool of candidates for alternate certification programs—and many of these individuals are highly educated and intelligent. In fact, the nationally respected polling firm, The Tarrance Group, recently conducted a scientific poll in the State of Florida, identifying that more than 20 percent of Floridians would consider changing careers to become teachers through alternate routes to certification.

We base our argument that alternative-route teachers should be able to earn full licensure after two years on research indicating that teacher effectiveness does not improve dramatically after the third year of teaching. One study (frequently cited on both sides of the alternate route debate) identified that after three years, traditional and alternatively-certified teachers demonstrate the same level of effectiveness, see Miller, J. W., McKenna, M. C., & McKenna, B. A. (1998). Nontraditional teacher preparation: A comparison of alternatively and traditionally prepared teachers. Journal of Teacher Education, 49(3), 165-176. This finding is supported by D. Boyd,  D. Goldhaber,  H. Lankford, and J. Wyckoff, "The Effect of Certification and Preparation on Teacher Quality." The Future of Children (2007): 45-68. 

Project MUSE (http://muse.jhu.edu/), found that student achievement was similar for alternatively-certified teachers as long as the program they came from was "highly selective."

The need for a cap on education coursework and the need for intensive mentoring are also backed by research, as well as common sense. In 2004, Education Commission of the States reviewed more than 150 empirical studies and determined that there is evidence "for the claim that assistance for new teachers, and, in particular, mentoring [have] a positive impact on teachers and their retention." The 2006 MetLife Survey of the American Teacher validates these conclusions. In addition, Mathematica (2009) found that student achievement suffers when alternate route teachers are required to take excessive amounts of coursework. See An Evaluation of Teachers Trained Through Different Routes to Certification at: http://www.mathematica-mpr.com/publications/pdfs/education/teacherstrained09.pdf

See also Alternative Certification Isn't Alternative (NCTQ, 2007) at: http://www.nctq.org/p/publications/docs/Alternative_Certification_Isnt_Alternative_20071124023109.pdf.

We use cookies

We use cookies to recognize your repeat visits and preferences, as well as to measure the effectiveness of campaigns and analyze traffic. To learn more about cookies, including how to disable them, view our Privacy and Cookie Policy. By clicking "Accept" or by continuing in the site you consent to the use of cookies unless you have disabled them.

Dismiss Accept