Alternative Routes to Certification: Resources for Preparation Providers & Districts

Please note: This page pertains to districts and educational institutions. If you are an individual seeking an alternate route to certification, please contact the program provider directly. See the Alternative Routes to Certification page for more information.

Quick links

Partnership Model

The Alternative Route to Teacher Certification programs are intended for districts, or districts in cooperation with educational service districts (ESDs), to operate partnerships with higher education teacher preparation programs, other non higher education entities, community colleges, or consortia of higher education teacher preparation programs.

Shortage areas

Alternative Route programs work with school district partners to identify core subject areas that are difficult to fill. A few of the most common shortages are listed below; however, districts may have additional subject matter shortage areas that are specific to their region. Alternate Route to Teacher Certification programs provide performance-based alternative routes aimed at recruiting candidates to teaching in program shortage areas such as:
  • Special Education
  • English Language Learner
  • Chemistry
  • Physics
  • Science
  • Mathematics
  • Middle Level Math
  • Middle Level Science
  • Early Childhood Special Education
  • Biology
  • Earth Science
  • Bilingual Education
  • Other secondary subject matter shortage areas may be identified by school districts as geographic shortage areas


Certifying Teachers

Placing Teachers

  • Peer Field Placements.pdf - View or Download
  • Teaching Hiring Placement Assignment Activities.pdf - View or Download
  • Reexamining the Practicum Placement.pdf - View or Download

Preparing Teachers

  • Improving Teacher Preparation.pdf - View or Download
  • Leap Year.pdf - View or Download
  • Great Teachers and Principals Act of 2013: On May 23, 2013, the Growing Excellent Achievement Training Academies (GREAT) Teachers and Principals Act was introduced in the US House of Representatives. The bill would create and expand innovative teacher and principal preparation programs known as teacher and principal preparation academies. 
  • Teacher Preparation Issues (USDE): The Secretary proposes new regulations to implement requirements for the teacher preparation program accountability system under title II of the Higher Education Act of 1965, as amended (HEA), that would result in the development and distribution of more meaningful data on teacher preparation program quality (title II reporting system). Supporting Great Teaching Through Better Teacher Preparation
  • Supporting Great Teaching Through Better Teacher Preparation: Unfortunately, teachers, principals and researchers have made clear: too many teacher preparation programs today aren’t equipping teachers with the skills they need to be successful. Teaching is one of the most important and challenging careers, yet new research shows that many teacher preparation programs offer easy A’s instead of rigorous learning 

Recruiting Teachers

The first step in assembling an exceptional instructional team is in your hiring processes. Strategically align your hiring protocols to your school's needs for the best results.
  • TNTP Teacher Toolkit
  • America's Leaky Pipeline for Teachers of Color: Getting More Teachers of Color into the ClassroomAmericas Leaky Pipeline for Teachers of Color.pdf - View or Download

Retaining Teachers

Selecting Teachers

  • AppliTrack is a collection of online HR solutions designed to help you automate all the processes related to the employee lifecycle, from recruiting, screening, tracking and hiring applicants to onboarding new employees and managing all the related forms and files.
  • The Haberman Educational Foundation, Inc., is a not-for-profit 501(c)3 based in Houston, TX and was chartered to promote and disseminate the research of Dr. Martin Haberman. The unified and single goal of the Haberman Educational Foundation is to teach and implement research-based models for identifying teachers and principals, particularly educators who serve students at risk and in poverty. The Haberman Educational Foundation, Inc. staff and its Advisory Board of nationally recognized educational leaders believe that for the 15 million children and youth in America who live in poverty, having good teachers and principals is a high-stakes endeavor. Good teachers could give the 15 million children at least an opportunity to pursue the American dream. For this reason, teachers and principals have to be good. To that end and for 40 years, Dr. Martin Haberman, Distinguished Professor, University Wisconsin, Milwaukee, developed, researched, refined, and replicated research in the area of teacher and principal selection . His pioneering efforts are now being highlighted in 160 school districts all across America, especially in areas where there are large numbers of children at risk.