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ERIC Number: ED502102
Record Type: Non-Journal
Publication Date: 2008-Feb
Pages: 62
Abstractor: ERIC
Reference Count: 4
ISBN: ISBN-978-1-9321-2123-0
Alternative Routes to Teacher Certification. Occasional Paper Series 20
Silin, Jonathan G., Ed.; Snyder, Jon; Barry, Miranda; Samuels, Sarah; Sacks, Ariel; Ellenzweig, Allen
Bank Street College of Education
Alternative routes to teacher preparation are clearly here to stay. A growing research literature on non-traditional pathways suggests the complexity of the task ahead. This report offers new teachers the opportunity to tell their own stories in their own words. In "Alternative Certification and Alternative Pathways: A Personal Take on a Core Policy Dilemma," Jon Snyder sets the scene with an insightful and provocative essay that identifies the key issues from a public policy perspective. While he has serious reservations about many alternative programs, he also has been instrumental in developing the Partnership for Quality, a collaboration between schools in the South Bronx and Bank Street College. This alternative program only allows candidates to become teachers of record after establishing the capacity to work successfully with children. In addition, candidates participate in on-going mentoring with experienced teachers in schools where they and the entire staff receive support from the College. The essays which follow Snyder document the experiences of four novice teachers. These essays are: (1) "I Hope This Will Be a Good Year for Me..." A Career-Changer Stumbles on the Fast Track to Teaching (Miranda Barry); (2) Collaborations for Success: Teachers, Families, and Funders Working Together (Sarah Samuels); (3) Getting Off the Fast Track for the Long Haul: Becoming a Teacher (Ariel Sacks); and (4) Learning a Tough Lesson: My Life as a NYC Teaching Fellow (Allen Ellenzweig). Five themes weave their way through these personal essays and remind us of the spectrum of fundamental issues that frame life in schools. These themes are: collaboration and isolation; educational vision and pedagogical skills; theory and practice; leadership and silence; and resources and barren landscapes. While offering distressing pictures of some alternative route programs, these essays also shed light on the elements that make schools work and allow new teachers to learn their craft: collaboration among peers and between professionals and families; vision informed by appropriate practices; theory offering insight into the lived realities of students and teachers; leadership that creates reliable, safe environments; rich resources. [Preface by Jonathan G. Silin.]
Bank Street College of Education. 610 West 112th Street, New York, NY 10025. Tel: 212-961-3336; Tel: 212-875-4400; e-mail:; Web site:
Publication Type: Collected Works - General
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Bank Street College of Education
Identifiers - Location: New York