Alternative Routes to Teacher Certification in Washington ...
Alternative Routes to Teacher
Certification in Washington State
Shannon Matson
December 2002
Alternative Routes to Teacher
Certification in Washington State
Shannon Matson
December 2002
Washington State Institute for Public Policy
110 Fifth Avenue SE, Suite 214
Post Office Box 40999
Olympia, Washington 98504-0999
Telephone: (360) 586-2677
FAX: (360) 586-2793
URL:
Document No. 02-12-2901
WASHINGTON STATE INSTITUTE FOR PUBLIC POLICY
Mission
The Washington Legislature created the Washington State Institute for Public Policy in
1983. A Board of Directors¡ªrepresenting the legislature, the governor, and public
universities¡ªgoverns the Institute, hires the director, and guides the development of all
activities.
The Institute¡¯s mission is to carry out practical research, at legislative direction, on issues of
importance to Washington State. The Institute conducts research activities using its own
policy analysts, academic specialists from universities, and consultants. New activities
grow out of requests from the Washington legislature and executive branch agencies, often
directed through legislation. Institute staff work closely with legislators, as well as
legislative, executive, and state agency staff to define and conduct research on appropriate
state public policy topics.
Current assignments include projects in welfare reform, criminal justice, education, youth
violence, and social services.
Board of Directors
Senator Karen Fraser
Senator Jeanine Long
Senator Betti Sheldon
Senator James West
Representative Ida Ballasiotes
Representative Jeff Gombosky
Representative Helen Sommers
Representative Steve Van Luven
Staff
Roxanne Lieb, Director
Steve Aos, Associate Director
Dennis Braddock, Department of Social and Health Services
Marty Brown, Office of Financial Management
Douglas Baker, Washington State University
Stephen Jordan, Central Washington University
Marsha Landolt, University of Washington
Thomas L. "Les" Purce, The Evergreen State College
Ken Conte, House Office of Program Research
Stan Pynch, Senate Committee Services
CONTENTS
Report Summary..................................................................................................................... 1
Introduction ............................................................................................................................. 7
I.
What Are Alternative Routes to Teacher Certification? .................................................... 9
II. What Is the Status of Washington¡¯s Alternative Route Partnerships?............................ 19
III. Who Are Washington¡¯s Alternative Route Interns?......................................................... 31
IV. What Are the Next Steps for the Institute¡¯s Evaluation? ................................................. 41
Appendices
Appendix A: South Sound Transitions Consortium ...................................................... 43
Appendix B: South Sound Partnership ......................................................................... 47
Appendix C: Skagit Valley Network .............................................................................. 51
Appendix D: Southwest Washington Consortium ......................................................... 53
Appendix E: Puget Sound Partnership ......................................................................... 57
Appendix F: Seattle Transitions to Teaching................................................................ 59
Appendix G: State Standards for Residency Teaching Certificate ............................... 61
Appendix H: History of Alternative Certification Efforts in Washington State ............... 63
Appendix I: Washington¡¯s Teacher Certification Programs......................................... 65
Barbara McLain worked on this report during her time with the Institute.
The author wishes to thank program coordinators from the six alternative route pilot
programs for their time and valuable insights. Thanks to the editing and feedback provided
by Debra Fabritius, Janie Maki, and Kathe Taylor. And, finally, thanks to Barbara McLain
for setting the foundation for this evaluation and providing support throughout its production.
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