Pipeline Primed: After a Decade of Efforts, Minnesota Gets 3 Programs for Training Teachers Outside Schools of Education
In the end, alternative certification made its way into Minnesota without much fanfare. Instead, it was approved unanimously by the Professional Educator Licensing and Standards Board, which has been in operation for 18 months. The approval paves the way for three new nontraditional teacher training programs, which will be the first to operate independently from the state’s traditional colleges of education.
One of the most notable programs is a yearlong initiative by The New Teacher Project (TNTP), a national nonprofit organization. TNTP’s Teach Minnesota program will soon start accepting applications from teacher candidates in traditional districts and public charter schools. This program will be the first large-scale independent program of its kind.
In addition, the Learning Disabilities Association of Minnesota has received approval to train teachers to become licensed academic and behavior strategists, while a consortium of rural districts has been given permission to train career technical education specialists.
Efforts to establish alternative certification programs outside of traditional teacher training colleges in Minnesota began about a decade ago. Colleges of education have successfully advocated for their inclusion in any alternative certification programs. However, in 2017, the state’s Board of Teaching was dissolved after an audit revealed vague and conflicting regulations. The Board of Teaching had shown hostility towards nontraditional teacher training efforts.
During this time of controversy and reform in the teacher licensing system, Minnesota school districts started implementing "Grow Your Own" programs to support employees of color and immigrant staff members in obtaining teaching credentials. While these programs have gained popularity, they have mostly been limited in scope.
According to a state report on teacher supply and demand, last year there were only 2,745 nonwhite licensed teachers out of more than 63,000 in the state. This percentage is significantly lower than the proportion of nonwhite students, which stands at one-third. A substantial number of school districts also reported a lack of teachers of color, with 38 percent having none and 36 percent having 6 percent or fewer. The shortage of Native American teachers is particularly severe.
Following the passage of a new certification law two years ago, TNTP conducted extensive research and consultation. They discovered a strong demand for an alternative teacher preparation program that was urgently needed. Many schools were employing paraprofessionals and long-term substitutes who had become integral members of their communities but lacked the opportunity to become licensed teachers.
Teach Minnesota aims to prepare 100 prospective teachers in its first few years, with half of them being teachers of color. This is crucial in a state where 96 percent of educators are white. Teach Minnesota’s Teaching Fellows programs, operating in 20 states, have a higher percentage of people of color compared to traditional schools of education.
The program is designed to appeal to nontraditional applicants, such as classroom aides, who cannot leave their jobs to pursue another degree due to family responsibilities or other obligations. It is open to individuals with a bachelor’s or other degree and consists of six weeks of intensive summer training, ongoing study, and a yearlong classroom residency.
A research evaluation conducted by the American Institutes for Research two years ago showed that TNTP’s teaching fellows performed at the same level as traditionally trained teachers in their second year on the job. However, before entering the classroom as residents, all participants must demonstrate proficiency in their training.
Cay Kimbrell, the director of talent at the education advocacy group Minnesota Comeback and a participant in several TNTP collaborations, explained that the decision to offer training in elementary and special education was based on the needs expressed by many districts and standalone schools that plan to participate.
Hiawatha Academies, a network of five public charter schools, highlighted the urgent need for special education teachers. Chief Talent Officer Dawn Gunderson Taylor emphasized that paraprofessionals working with students with disabilities are more diverse than the teacher workforce. Offering a pathway to licensure for these paraprofessionals would address two critical needs for the schools: providing role models who reflect the students’ diversity and ensuring all students have access to diverse teachers for their learning.
In her experience, the majority of young individuals who pursue a career in teaching tend to be former high-achieving students who were inspired by their own teachers. However, in districts like Hopkins, there are many students who do not fit this mold.
Mhiripiri-Reed believes that it is important for teachers to have diverse experiences. She suggests that there may be individuals who were not exceptional students themselves but possess exceptional skills in connecting with students. These individuals may not hold a license to teach in a traditional classroom but still have valuable talents.
Teach Minnesota aims to make the process of becoming a licensed teacher affordable and accessible. The program is expected to cost participants around $7,000, with contributions from both the candidates’ schools and philanthropic organizations. The initial funding for the collaboration between TNTP, local leaders, and Minnesota Comeback and the McKnight and Joyce foundations was provided by Minnesota Comeback and the McKnight and Joyce foundations.
Hopkins, along with another traditional district, has partnered with charter school leaders to support TNTP’s efforts in creating the Teach Minnesota program. However, before the program can be implemented, it must gain approval from the state board. Since the recruitment and selection process usually spans a year, TNTP anticipates enrolling its first group of teacher candidates in the summer of 2020.
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