One charter school teacher-training program gives first-year teachers a part-time workload and allows them to learn alongside mentor teachers.
Another has summer workshops that include home visits with students’ families.
A third network often starts the year with a week of workshops at a Westchester hotel, has a staff member devoted to professional development, and brings in consultants for math, writing, and reading instruction.
These are a handful of training programs at charters that may soon substitute for the formal state-certification process, which requires obtaining a master’s degree and passing certification exams. Under regulations proposed by SUNY earlier this month, some charter schools would largely be able to design their own alternative certification programs that would be valid at other SUNY-authorized schools. And charter leaders say those programs will be heavy on practical experience and embedded within the schools’ existing teacher-improvement efforts.
The proposed change is intended to relieve hiring pressure on charters, which are currently required to have no more than 15 uncertified teachers—and to free teachers from burdensome certification requirements.
Teachers unions and top state officials were quick to criticize the idea, arguing that putting less trained teachers in classrooms hurts students. To many charter-school leaders, though, the training they already offer inside their schools is more relevant than what education schools provide.
“Come to me with a degree in astronomy,” said Jeff Litt, the superintendent of Icahn Charter Schools. “If you spend a year with me, I’m going to turn you into a successful teacher.”
The proposed change would require SUNY-authorized schools to apply for permission to run their own certification programs. Those programs must include at least 30 hours of instruction, 100 hours of teaching experience under the supervision of an experienced teacher, and the completion of certain State Education Department workshops—all of which is far less than a typical prospective teacher would need to complete before becoming certified through the regular process.
Charter leaders like Litt say there is little evidence to support the idea that certified teachers are better at improving student performance than uncertified teachers. In fact, some studies do show certified teachers can be more effective than uncertified teachers, but the differences are relatively modest.
Even if the state’s current certification is no silver bullet, said Jonah Rockoff, an education researcher at Columbia University, the lingering question is: Can charter schools come up with something better?
“Great teachers have many complex skills, so the key is how charters will train these new hires,” Rockoff said in an email. “A master’s degree is no guarantee, but that doesn’t mean everybody can teach.”
A lot of schools say they already have come up with something better—and the state’s certification process is either an unnecessary nuisance or, worse, an impediment to progress.
At Democracy Prep Public Schools new teachers are required to attend four weeks of training during the summer, said the network’s CEO Katie Duffy. Once teachers start working, there is an instructional coach on staff to give feedback to teachers, which might involve videotaping and reviewing lessons with new teachers, she said. One day each week, students are dismissed early and the staff participates in professional-development workshops.
In the midst of that process—which Duffy considers the real driver of success—new teachers currently have to find time to take graduate-school courses.
“First of all, you don’t have the time to go back to school and you sure don’t have the money,” Duffy said. (Some networks, including Democracy Prep, do pay for continuing education.)
Steven Wilson, the founder and executive director of Ascend Charter Schools, feels the same way. At Ascend, Wilson said, they try not to give any first-year teachers the full responsibility of leading a classroom. Instead, they allow new teachers to learn the ropes under a mentor and help the new teacher gradually increase their workload over the course of the school year.
And some, including Wilson, believe the existing certification process can be harmful. Education schools, he said, are “awash with deeply harmful jargon and practices.” He said Ascend has to unteach some of the practices teachers learn in education school and the requirement to go back to school discourages some prospective teachers from entering the practice.
“The requirement to do this is a turnoff to the very people the profession needs most,” Wilson said. “Are you going to take a year of your life and go to a third-rate education school? No, you’re going to go to a profession where you don’t have to do that.”
One of the arguments in favor of alternative certification is that it makes charter schools more welcoming to professionals who have a background in something else—like history or engineering, for instance—but now want to teach.
“We’re always looking to attract those individuals into our network,” said Janelle Bradshaw, the superintendent at Public Prep, noting that under the current rules these professionals often do not have the requisite credits. “Then, what we do is provide you with the tools and the resources to become a strong and effective teacher.”
But Dirck Roosevelt, a visiting associate professor at Columbia University’s Teachers College, says professional success doesn’t always translate into the ability to lead a classroom. “To know mathematics sufficiently to design a bridge or to supervise the construction of a bridge is not remotely the same thing as to know it in such a way that you will know what your sophomore algebra student is going to find difficult,” he said.
If these regulations pass, charters’ training will be subject to oversight, Joseph Belluck, the charter-school committee chair on the SUNY board, said last week.
When reached, SUNY did not provide details about what the oversight might entail but hinted that it could be linked to student performance.
“Should any SUNY charter have the opportunity to establish a SUNY charter-school teacher-certification program, the strength of such a program will directly link to how well students perform,” said Susie Miller Carello, the executive director of the SUNY Charter Schools Institute.
Certified or not, charter networks say, they want prospective teachers to thrive in the classroom—and already work to ensure that.
“We, as a public school, have the responsibility to put great teachers in front of kids, regardless of certification status,” said Ian Rowe, the CEO of Public Prep. “We bear that responsibility even if 100 percent of our teachers were certified. From that perspective, I don’t see a difference.”
This post appears courtesy of Chalkbeat.
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