Open AccessTransition to Teaching
Author(s) -
Robin L. Potter,
A. Suzie Henning,
Tara Haskins
Publication year - 2021
Publication title -
theory and practice in rural education
Language(s) - English
Resource type - Journals
ISSN - 2641-7170
DOI - 10.3776/tpre.2021.v11n1p124-141
Subject(s) - economic shortage , transition (genetics) , state (computer science) , process (computing) , medical education , mathematics education , quality (philosophy) , teacher preparation , computer science , political science , psychology , teacher education , medicine , chemistry , biochemistry , linguistics , philosophy , epistemology , algorithm , government (linguistics) , gene , operating system
This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.