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52.21(b)(3)(xvii) Alternative teacher certification program.
General requirements.
The general requirements in subparagraphs (b)(2)(i),
(ii) and (iv) of this section shall be applicable. The other requirements of
paragraph (2) of this subdivision shall not be applicable. The program shall
require candidates to have acquired the knowledge, understanding, and skills
identified for the general education core in the liberal arts and sciences and
the content core for the initial certificate in the area of the transitional B
certificate, as set forth in subparagraph (b)(2)(ii) of this section, or to
complete study to ensure the acquisition of such knowledge, understanding, and
skills before completing the program.
Programs registered on or after July 1, 2001 shall meet all requirements of
this subparagraph. Programs registered prior to July 1, 2001 shall meet the
requirements in effect at the time of registration. For registration to
continue beyond August 31, 2002, programs shall demonstrate compliance with
all the requirements of this subparagraph.
The
program may permit a candidate to meet a portion of coursework requirements in
the introductory and/or in-service components of the program through
assessment methods used by the program that shall ensure that the candidate
has the knowledge, understanding, and skills that would be acquired through
such coursework. Methods of assessment may include, but need not be limited
to, determination of equivalency of prior study, testing, portfolio reviews,
and demonstration of knowledge, understanding, and skills.
In lieu of offering an introductory component, the program may admit
candidates who meet all admission requirements of this subparagraph (xvii) on
the condition that they receive a transitional B certificate issued by the
department based on having completed equivalent study to that required for the
introductory component in this subparagraph (xvii), as determined by the
department, and having met any other requirements for such certificate, as
prescribed in section 80-5.13 of this Title. The candidate shall present
satisfactory evidence of holding the transitional B certificate prior to the
commencement of mentored teaching in the in-service component.
The program shall meet the requirements in each of the following subclauses:
Admission requirements. Alternative teacher certification programs that are
registered prior to July 1, 2001 shall meet the admission requirements in
effect at the time of registration or the admission requirements of this
subclause. All alternative teacher certification programs that are registered
on or after July 1, 2001 shall meet the admission requirements of this
subclause.
As used in this subclause, major means sequential study comprising at least
30 semester hours that provides knowledge of breadth and depth in an
interdisciplinary field or a subject, provided that such 30 semester hours
may include up to 12 semester hours in cognates. The program shall evaluate
the preparation of candidates to determine whether they have a sufficient
knowledge base to teach to the State Learning Standards appropriate to the
certificate sought and shall require candidates to complete additional
study, if necessary, to address deficiencies prior to completion of the
program. The program shall require candidates to hold a baccalaureate or graduate
degree from a regionally accredited institution of higher education or from
an institution authorized by the Board of Regents to confer degrees.
Candidates shall have achieved a 3.0 cumulative grade point average, or its
equivalent, in the program leading to the baccalaureate or graduate degree,
or shall have been found by an officer designated by the registered
alternative teacher certification program to have the necessary knowledge
and skills to successfully complete the program, which finding shall be in
writing and include the basis for that finding. Candidates for a certificate in the classroom teaching service shall have
completed an undergraduate or graduate major in the subject of the
certificate sought, or an undergraduate or graduate major in a related field
approved by the department for this purpose at the time of program
registration, except that candidates for a certificate in early childhood
education, childhood education, and middle childhood education-generalist,
or special education at those developmental levels, or in teaching common
branch subjects in the lower (PreK-3) and upper (4-6) elementary grades
(PreK-6)shall meet the requirements of item (iv) of this subclause. Candidates for certificates in early childhood education, childhood
education, and middle childhood education-generalist, or special education
at those developmental levels, or in teaching common branch subjects in the
lower (PreK-3) and upper (4-6) elementary grades (PreK-6) shall have
completed an undergraduate or graduate major in a liberal arts and sciences
subject or interdisciplinary field.
Introductory component.
The introductory component shall lead to
the transitional B certificate in a certificate title in the classroom
teaching service, and may also lead to a bilingual education extension of such
transitional B certificate. It shall be offered by faculty employed by the
institution offering the registered program and may include other instructors
approved by the institution offering the registered program, such as school
district personnel or other educational providers. Except as provided in item (iii) of this subclause, the introductory
component shall include pedagogical core study of at least 200 clock hours,
including field experience appropriate to the certificate title sought of at
least 40 clock hours under the supervision of a certified teacher.
A program leading to a transitional B certificate authorizing the teaching
of English to speakers of other languages, students with disabilities,
students who are deaf or hard-of-hearing, students who are blind or visually
impaired, or students with speech and language disabilities, which may also
lead to a bilingual education extension of one of those certificates, shall
meet the clock hour and field experience requirements as prescribed in item
(ii) of this subclause or the following requirements: pedagogical core study
of at least 100 clock hours, including field experience appropriate to the
certificate title sought of at least 40 clock hours under the supervision of
a certified teacher, provided that the program only places such students in
grades seven though twelve, if authorized by the certificate, arranges for
at least a 25 percent reduced teaching load during the first semester of
teaching, and requires the candidate to complete all of the remaining
pedagogical study of the introductory component prescribed in item (ii) of
this subclause by the end of the first semester of teaching in the
in-service component of the program. The introductory component shall include, but shall not be limited to,
undergraduate or graduate study designed to permit the candidate to obtain
the following pedagogical knowledge, understanding, and skills:
introduction to the community
in which the school or school district is located and the learning needs of
students in that community, including field experiences within the community
that provide interactions with community leaders and residents; historical, social, and legal
foundations of education, including special education, the education of
students with limited English proficiency, and multicultural education; rights and responsibilities of
teachers and other professional staff, students, parents, community members,
school administrators, and others with regard to education; child or adolescent
development, as appropriate to the certificate sought, including the
processes of first and second language acquisition and the characteristics
of learners with disabilities; instructional planning and
effective teaching strategies, including the use of technology, for
assisting all students, including native English speakers, English language
learners, and students with disabilities, to achieve the State Learning
Standards in English language arts and the subject(s) appropriate to the
certificate; school organization and
classroom management, including methods of managing behavior of students
with disabilities and promoting development of positive social interaction
skills in all students; means for identifying and
reporting suspected child abuse and maltreatment, which shall include at
least two clock hours of coursework or training regarding the identification
and reporting of suspected child abuse or maltreatment, in accordance with
the requirements of section 3004 of the Education Law; means of instructing students
for the purpose of preventing child abduction, in accordance with Education
Law section 803-a; preventing alcohol, tobacco and other drug abuse, in
accordance with Education Law section 804; providing safety education, in
accordance with Education Law section 806; and providing instruction in fire
and arson prevention, in accordance with Education Law section 808; means for the prevention of and
intervention in school violence, in accordance with section 3004 of the
Education Law. This study shall be composed of at least two clock hours of
course work or training that includes, but is not limited to, study in the
warning signs within a developmental and social context that relate to
violence and other troubling behaviors in children; the statutes,
regulations and policies relating to a safe nonviolent school climate;
effective classroom management techniques and other academic supports that
promote a nonviolent school climate and enhance learning; the integration of
social and problem solving skill development for students within the regular
curriculum; intervention techniques designed to address a school violence
situation; and how to participate in an effective school/community referral
process for students exhibiting violent behavior.
In-service component. For programs of undergraduate study, completion of the
introductory component or its equivalent and the in-service component shall
prepare the candidate with the education required for the provisional or
initial certificate in a certificate title in the classroom teaching service
and may prepare the candidate with the education required for a bilingual
education extension of such certificate. For programs leading to a master's or
higher degree, completion of the introductory component or its equivalent and
the in-service component shall prepare the candidate with the education
required for the provisional/permanent certificates or the
initial/professional certificates in a certificate title in the classroom
teaching service and may prepare the candidate with the education required for
a bilingual education extension of such certificates. The in-service component
of the program shall meet the following requirements:
Candidates must meet program standards for good academic progress for all
credit-bearing coursework in order to retain the transitional B certificate.
Mentored teaching. The program shall require program candidates who are
teaching with a transitional B certificate to receive mentoring and
supervision during the entire period that they are both teaching and
enrolled in the program, including at least one school year, as follows:
The mentored teaching shall
take place in a school or school district that offers instruction in any
grade, pre-kindergarten through 12, as appropriate to the certificate
sought.
Prior to the candidate's
employment as a teacher, the institution shall execute a written agreement
with the employing school or school district by which the school or school
district agrees to consult with program faculty and the candidate before
determining the teaching load of the candidate; agrees to provide daily
mentoring of the candidate by certified school personnel during the first
eight weeks of teaching; and agrees to execute, before the end of the first
eight weeks of teaching, a second written agreement for continued mentoring
by certified school personnel during the remainder of the time that the
candidate is enrolled in the program and teaching; The first written agreement
shall indicate that all mentoring will be provided by certified school
personnel who have received preparation for their role as mentors prior to
serving as mentors, and shall include scheduled times during the candidate's
first eight weeks of teaching for the candidate and mentor to engage in
planning, observation, advisement, and evaluation; The second written agreement
shall include a schedule for continued mentoring during the remainder of the
time that the candidate is enrolled in the program and teaching and shall be
designed to meet the individual learning needs of the candidate. The
agreement shall be signed by the principal or designee, program faculty, the
mentor, and the candidate before the end of the first eight weeks of
teaching. It shall specify times, periodically throughout each school year,
for the candidate and mentor to engage in planning, observation, advisement,
and evaluation; and shall also specify dates for meetings of program
faculty, the school principal or designee, the mentor, and the candidate at
least once every three months during the first year of mentored teaching and
periodically thereafter, to provide the candidate with advice for improving
teaching practices; The second written agreement
for continued mentoring and supervision may be modified to reflect changing
learning needs of the candidate by agreement of and with the signatures of
the principal or designee, program faculty, the mentor, and the candidate; Program faculty shall supervise
the teaching of the candidate and promote the linking of theory and practice
by observing and advising the candidate at least once each month during the
first year of mentored teaching and periodically throughout the remainder of
the time that the candidate is enrolled in the program and teaching.
Coursework requirement. During the in-service component, the candidate shall
satisfactorily complete credit-bearing courses and seminars that are
designed to link educational theory with classroom experience. The
introductory component or its equivalent and the in-service component of the
program in combination shall include the pedagogical core study as set forth
in subdivision (b) of this section for the initial certificate in the area
of the candidate's transitional B certificate and, as applicable, for the
bilingual education extension of such certificate, except that the field
experience, student teaching, or practica requirement shall not be
applicable.
A designated officer of the
institution offering the registered program shall be required to recommend the
candidate for the initial or provisional certificate or the
initial/professional or provisional/permanent certificates, after consultation
with the school principal or designee at the location of the mentored
teaching. Successful completion of the program shall result in the award of a
degree or the award of a certificate signifying program completion, as defined
in subdivision 50.1(j) of this Title.
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