Recruiting Teachers of Mathematics: Lessons From an Alternative Route to Licensure

Recruiting Teachers of Mathematics: Lessons From an Alternative Route to Licensure

Mary D. Burbank (University of Utah, USA), Andrea K. Rorrer (University of Utah, USA) and Wynn Shooter (University of Utah, USA)
Copyright: © 2019 |Pages: 25
DOI: 10.4018/978-1-5225-6249-8.ch003
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Calls for recruitment and retention into teaching remain at all-time highs in math and science. Response initiatives may include alternative routes to licensure (ARL), streamlined curricula, financial incentives for participants, and intensive on-the-job training. While ARLs offer potential for innovation, challenges also exist when trying to maintain preparation quality and integrity. This project presents end-of-program findings from a five-year investigation into the factors that contribute to quality teacher preparation within an ARL framework. Summative outcomes document program dimensions where research-intensive preparation goals align with priorities for increasing the pool of future teachers. The roles of teacher mentors, curriculum impact, and classroom-based practica are highlighted.
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Debates regarding teacher quality and what counts as quality preparation have increased over the past two decades. In an attempt to resolve these debates, policy mandates, such as No Child Left Behind Act (2002) outlined the qualifications of those working in schools and the standards by which they are deemed qualified. Attention to the linkages between content knowledge and pedagogy became central to examinations of preparation and program quality (National Mathematics Advisory Panel, 2008) and have remained central within national conversations. Moreover, quality indicators have expanded to more comprehensive evaluations that include teacher preparation programs and their impact on teaching and learning (Dillon & Silva, 2011; Eaton, 2011; National Council on Teacher Quality, 2014; 2017).

Key Terms in this Chapter

Teacher Preparation: A course of study for individuals working in classrooms and schools.

Mentoring: A process of relationship building typically between a novice and an expert.

Collaboration: Individuals or groups working together to support mutual goals in ways that are mutually beneficial.

Curriculum: A course of study often identified by an oversight body.

Quality Teaching: An evaluation of instructional performance based upon indicators demonstrated in classroom settings.

Stakeholders: Individuals or groups committed to a common goal.

Performance Standards: In education, identified indicators referencing curricular performance, documented by measurable benchmarks.

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