Given the difficulty of attracting and retaining excellent teachers in urban schools, should urban districts hire well-educated, highly motivated people who want to teach but who don't have a teaching background?
Adherence to meaningful credentialing standards for all professionals is extremely important. Hiring highly motivated people who do not have a teaching background—with no plan for appropriate credentialing—is not an option that should be considered to attract and retain excellent teachers in urban schools.To respond to this need, colleges of education, school districts, and businesses could join forces to develop a model for these highly motivated individuals, which would include providing the funds needed to complete an alternative teacher credentialing program. Colleges of education, in cooperation with state departments of education and school districts, could develop programs to place potential teachers in salaried positions in classrooms (with identified master teachers) while they pursue the coursework needed for certification.Members of the business community could provide the funds these individuals need to complete their coursework, as well as underwriting salaries while the potential teachers work as apprentices in classrooms with master teachers. Salary provisions are important because many of the people who would be interested in earning teacher certification through this alternative training will have been gainfully employed before entering the program. They also may lack the funds needed to return to school and have the need for continued income.—Gene Harris is assistant superintendent for curriculum and instruction (K–12) in the Columbus (Ohio) City Schools.
The alternative certification route has the potential to fill much of the void created by the exodus of the best and the brightest from education to other professions.Typically, participants who enter alternative certification programs have worked in other professions; yet that experience has failed to meet their professional and personal needs. As a result, in considering education as a second profession, they are making a choice based on experience and tend to feel a deep commitment and dedication to teaching.The lack of a teaching background need not be an obstacle to preparing those who choose the alternative certification route. A rational approach to preparation, however, should include in-depth preservice training and an internship in teaching for the transitioning professional. In addition, a solid theoretical foundation that includes learning theory and knowledge of effective instructional strategies will enhance the strong base of content knowledge and experience that these individuals generally possess.Whether urban school districts can recruit and retain qualified and dedicated staff will continue to be a critical variable in school reform. Retired and transitioning professionals who become available through an alternative certification program may provide that pool of talent so desperately needed to ensure continuous improvement in the quality of instruction in urban classrooms.—Monte Littell is deputy superintendent in the Tucson Unified School District in Tucson, Ariz.
Yes, urban districts should indeed hire such people, even if they don't have teaching credentials. Teacher preparation institutions are not currently graduating enough people to meet the needs of districts such as New York City, Chicago, Los Angeles, Philadelphia, and Houston. Many districts are unable to find qualified teachers in the areas of mathematics, science, world languages, and technology.Motivated people coming out of business, industry, government, and other occupations who want to work with children and who see themselves as lifelong learners can be effective teachers, especially if districts provide them with mentors and quality staff development opportunities. Business uses this approach effectively; why not school districts? Even teacher education institutions are recognizing the value of on-the-job training: many require their students to participate in K-12 schools throughout the length of the program—not just during a final quarter or semester of "student teaching."If we are truly committed to educating all children, we must take advantage of every possible resource to provide motivated and dedicated instructors for urban schools. If that means hiring people without formal educational credentials, then so be it.—John Thorp is director of instructional and curriculum support for the Seattle (Wash.) School District.
I believe that all schools must eventually open their doors to the expertise available in the wider community if we are to prepare our students to work successfully in a global market.We must continue to hire certified teachers. However, we must also expand our teaching teams to include persons who have skills and experiences that can support the classroom teacher and make connections between the textbook and the real world of work. The practitioner, the parent, the retired business executive—all those who have a gift for teaching, a love of learning, and the desire to teach children—must become part of the school staff.Math and science are critical areas, areas in which urban school districts have difficulty recruiting certified teachers. Hiring persons who have expertise in these areas, without requiring a teaching certificate, would create multiple learning opportunities for students as well as staff. We need practitioners who can take algebraic concepts and transform them into architectural plans for a shopping mall that a 4th grade class can study and construct. Persons trained in the field of science can make science "real" for students in their daily lives and strengthen the instructional program of the school.Our children need to be surrounded by people who exhibit the joy of learning. They need to experience lessons taught by teachers and practitioners who represent the diversity of our society, in both culture and job role. If schools are to create opportunities for success for all children, then we as educators must reach out and allow others who are willing and able to join our instructional teams.—Betty Davis is assistant superintendent for curriculum management, Pontiac, Mich., public schools.