The Leap from Uncertified to Standard Certification: The Role of District Leaders

By Dr. Jason Brunk, Assistant Superintendent of Human Resources, Yukon Public Schools

Seemingly overnight, teacher certification has transformed from a foregone conclusion to a complex web of options. Teachers completing four year programs including classroom observations, student teaching, and beginning their teaching career as a fully certified teacher were more the norm than the exception. There was a time when the District leader’s only responsibility related to certification was to ensure teachers renewed their expired certificates at the end of five years. While traditional educator preparation programs remain the gold standard for preparing effective teachers, district leaders must become more active role players in the certification process. Our focus should be twofold. First, we want to minimize the “process” of certification as a potential barrier to teacher retention. Second, we must insist our teachers entering the profession through nontraditional pathways are on a fast track to gain increased knowledge and skills to best meet the needs of students in their classrooms today.

There are countless pathways to certification, many of which can be interchanged. Pathways include: traditional; career development pathway; emergency certification; adjunct certification; alternative certification; alternative certification for elementary; boot camp; and even long term substitute. Navigating these pathways can be overwhelming not only to teachers but also to district leaders. An increased understanding of some of the key components consistent within most of the pathways along with a few supportive tools can help improve our effectiveness as district leaders as we support teachers on their journey to certification through non-traditional pathways.

The process should begin by developing a written plan with any teacher hired who is not fully certified in their subject area. Prior to Fall Break, create an individual learning plan with each teacher. This plan should include a mutual agreement to accomplish one task per semester, including the summer semester. Tasks may include the subject matter test, the PPAT, college hours, and various other requirements. This should be a plan of both accountability and support.

A sample two year plan for a teacher hired in August to teach 4th grade, using the career development pathway, could be developed as follows: Fall- emergency certification in elementary education and focus on learning how to teach; Fall — Register and Begin PPAT; Spring — Complete PPAT; Summer — Reading Instruction Course and one additional 3 hour course; Fall — eligible to apply for standard certification. The length of the plan is flexible, and can certainly be extended for the special education boot camp path that requires 18 additional college hours or for cost considerations for teachers. The important step is to develop a plan. When developing a plan, there are a number of considerations.

Cost

The cost of certification ranges from approximately $2,500 to $6,700, depending on the pathway.

PPAT- The Praxis Performance Assessment for Teachers has taken the place of the OPTE exam. The PPAT is a more authentic assessment, but seems to have been originally designed to be completed within colleges of education. The challenge is for by the District, rather than as a part of their student teaching experience. Create a mentor network; provide training for both the mentor and the candidates and establish timelines for completion of each of the four tasks associated with the PPAT. Reach out to your university partners for possible trainers and/or consultants.

Subject Matter Exams

Traditionally, the required exam has been known as the Oklahoma Subject Area Test (OSAT). Within the past year or so, two other options now exist. The PRAXIS exam is used in approximately 20 other states and it does not have a constructed response segment. This may be beneficial for some teachers having difficulty with the OSAT exam. In addition to the PRAXIS, teachers with master’s degrees in their subject area may request through OEQA to have the OSAT requirement waived.

College Hours

For the various pathways, assuming the teacher has a bachelor’s degree, a requirement of 6-18 hours is all but standard to reach standard certification. Using $350 per credit hour as a median price, this creates a cost burden of $1,050 to $6,300. The most comprehensive solution is to partner with a university to substantially discount tuition rates. Other possibilities include using Title funds, creating scholarships through educational foundations, or providing tuition reimbursement programs for teachers.

For additional resources to support developing written plans, please email hr@yukonps.com ■

ABOUT THE AUTHOR:

Dr. Jason Brunk is the President of the Oklahoma Association of School Personnel Administrators and the Assistant Superintendent of Human Resources for Yukon Public Schools.