Some Tennessee alternative training programs outperform traditional programs, study finds

Tennessee teachers who came to the classroom through some non-traditional routes regularly outperformed teachers from traditional training programs, according to a report on teacher education programs released Friday by the Tennessee Higher Education Commission.

A crop of alternative certification programs such as Teach for America grant teacher licenses to candidates who haven’t completed a traditional teacher education program, and often involve candidates taking education classes while teaching full-time. Currently, 20 percent of the state’s teachers received alternative licenses.

The 2013 Report Card on the Effectiveness of Teacher Training Programs is an annual report required by a 2007 state law that analyzes the 42 teacher-training programs in the state, including the alternative programs.

It reports on teacher placement and retention; on teachers’ Praxis results; and on teachers’ “effect data”, as determined by the Tennessee Value-Added Assessment System, or TVAAS, which uses students’ test scores over time to evaluate teachers’ performance. Traditionally and alternatively licensed teachers are compared to veteran teachers and beginning teachers.

Using primarily student test scores, the report found that some of these alternative training programs are outperforming traditional programs. Three of the six programs singled out in the report for being consistently high-performing were alternative: Memphis Teacher Residency, Teach for America Memphis, and Teach for America Nashville. Lipscomb University, Union University, and University of Tennessee, Knoxville, were also ranked as consistently producing teachers with high effectiveness scores.

But not all alternate certification programs performed. TNTP’s Memphis Teaching Fellows was one of several programs that regularly produced underperforming teachers. The others included Middle Tennessee State University, South College, Tennessee State University, Trevecca Nazarene University, University of Memphis, and the University of TN, Martin.

Heraldo Richards, the associate dean at the college of education at Tennessee State University, said that the data in the current reports “are not based on the present transformation that is taking place in traditional programs,” he said. “We’re looking at an older model and comparing that to alternate systems.”

Tennessee State University and other education schools regulated by the Tennessee Board of Regents have recently switched to a system where teachers-in-training spend a full year as student teachers, rather than just a semester, Richards said. The programs also now use a co-teaching model.

Richards said that he anticipated that the programs would improve due to the changes, which were based on 2010 recommendations for improving teacher education from the National Council for Accreditation of Teacher Education.

Here’s last year’s state report card. Next year’s report is slated to include information from the Teacher Educator Acceleration Model, or TEAM.

The 2013 report provides a profile of the 4,900 graduates of teacher-training programs. Other interesting findings in the report:

  • Teach for America in Nashville and in Memphis are responsible for training almost 30 percent of the state’s middle grades teachers.
  • Teachers in alternative certification programs had slightly higher GPAs than teachers in regular programs.
  • 34 percent of all teacher training candidates got endorsed in elementary education.
  • Eighty-six percent of Tennessee teachers are white and 77 percent are female.


Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”

moving forward

After Confederate flag dispute at Colorado football game, schools pledge to bring students together

PHOTO: Marc Piscotty
Manual High students.

Acknowledging “we may never have a conclusive picture of what happened,” two Colorado school districts sought to move past a controversy over whether a Confederate flag was displayed at a football game and open a conversation between the two school communities.

The principal of Manual High, Nick Dawkins, wrote in a community letter over the weekend that the visiting Weld Central High School team “displayed a Confederate flag during the first quarter of the (Friday night) game, offending many members of the Manual community.”

Officials from Denver Public Schools and Weld County School District Re-3J released a joint letter Tuesday saying that based “on what we have learned to date, however, the Weld Central team did not display the Confederate flag.” At the same time, it said, multiple Manual eyewitnesses “reported seeing spectators who attempted to bring a Confederate flag into the game and clothing with flag images.”

Going forward, students from the two schools — one rural and one urban — will participate in a student leadership exchange that has student leaders visit each other’s schools and communities to “share ideas and perspectives,” the letter says.

“At a time in our country when so many are divided, we want our students instead to come together, share ideas and learn together,” says the letter, which is signed by the principals of both schools and the superintendents of both school districts.

The alleged incident took place at a time when issues of race, social injustice, politics and sports are colliding in the United States, making for tough conversations, including in classrooms.

Weld Central’s mascot is a Rebel. Manual, whose mascot is the Thunderbolts, is located in one of Denver’s historically African-American neighborhoods.

Dawkins in his initial community letter also said “the tension created by the flag led to conflict on and off the playing field,” and that three Manual players were injured, including one who went to the hospital with a leg injury. He also said some Manual players reported that Weld Central players “taunted them with racial slurs.”

Weld Central officials vehemently denied that their team displayed the flag. In addition, they said in their own community letter they had “no evidence at this point that any of our student athletes displayed racially motivated inappropriate behavior.”

They said district officials “do not condone any form of racism,” including the Confederate flag.

Weld Central fans told the Greeley Tribune that they didn’t see any Confederate flag.

Read the full text below.