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Life in the Fast Track: How States Seek to Balance Incentives and Quality in Alternative Teacher Certification Programs

Harvard Graduate School of Education

Sarah E. Birkeland

Harvard Graduate School of Education

Heather G. Peske

Harvard Graduate School of Education

The prospect of overseeing the rapid preparation of many participants in fast-track alternative certification programs presents several challenges for state education officials who seek to maintain, or even enhance, the quality of the state’s teaching force. This study examined a range of fast-track alternative teacher certification programs in 11 sites in three states—Connecticut, Louisiana, and Massachusetts. We found that participants were attracted by the incentives of the fast-track programs but also expected to have coursework and student-teaching experiences that would prepare them well to teach in September. Overall, candidates were satisfied with what the programs offered, though many wanted more preparation in content-based pedagogy and better student-teaching placements. There were advantages and disadvantages to centralized and decentralized approaches by the states to ensure quality of participants.

Key Words: alternative teacher certification • teacher preparation • teacher quality • certification

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