Texas is facing many challenges in
standardizing teacher certification. On the one hand, there
is a predicted shortage of 600,000 teachers and on the other
hand there is a call for improved teacher quality [State
Board of Education (SBEC), 2000]. This predicted shortage
for all teachers is not unique to Texas, but is an issue
confronting states across the nation (Fetler, 1997). In
examining demographic trends, the relative small number of
minorities pursuing teaching careers, and thus a lower
number of potential bilingual educators, is disproportionate
to the increased number of language minority students [Texas
Education Agency (TEA), 1994, 1999; Recruiting New Teachers,
2000]. Thus, bilingual education remains as a critical
shortage teaching area (Flores & Clark, 1997). In Texas,
approximately 17% of the early childhood (EC-K) and 17% of
the elementary level (1-6) teachers teaching in a bilingual
education setting are not certified as bilingual education
teachers (SBEC, 2000). Confounding the shortage issue is
that some bilingual education teachers, while able to
demonstrate basic interpersonal skills in Spanish, lack
academic language proficiency required for the teaching of
abstract concepts (Guerrero, 1997, 1998 & 1999).
To alleviate the critical shortage for bilingual education
teachers and the lack of academic language proficiency of
some current bilingual education teachers requires that
state universities, school districts, and the state board to
explore the circumstances that have led to this situation.
For example, the majority of bilingual education teachers
represent minority individuals who have maintained their
first language despite of subtractive language educational
practices in the United States. Subtractive language
education practices have existed in two forms. Prior to the
onset of bilingual education, linguistic minorities were
discouraged and punished for speaking their native language.
With the onset of bilingual education, the native language
has been seen as simply a means for acquiring English and
not for the maintenance of the first language This type of
subtractive language schooling experience has resulted in
loss of the native language (see Escamilla, 1994; Pease-
Álvarez & Winsler, 1994).
Another factor to consider is that the demographic trends
for minority teachers, and ultimately bilingual education
teachers, will not likely change considering the barriers
that exist for minorities in pursuing higher education.
Subtractive schooling is evident in the form of
"dumbing" of the curriculum for minority students
(Valencia, 1991; Valenzuela, 1999). Specifically, in
pursuing teacher education, prospective minority teachers
are often derailed from their goals because of high-stakes
testing (Flores & Clark, 1997; Flores & Clark, 2000a;
Valencia & Aburto, 1991a; Valencia & Aburto, 1991b; Valencia
& Guadarrama, 1995).
Even if Unz and the "English-only" movement were
to be successful in their mission to eradicate bilingual
education, this action would not reduce the number of
linguistic minority children in our society. In fact,
California is one of the states that continues to have the
largest number of language minority children (Waggoner,
1999). Studies have noted that most generalist teachers are
not prepared to address the needs of language minority
students and often feel inadequate when working with this
population (Monsivais, 1990; Hernández, 1995; TEA,
1995; National Center for Educational Statistics, 1999).
Another important consideration is that ethnic and
linguistic minority students benefit cognitively and
socially from their interaction with ethnic and linguistic
minority teachers (Galguera, 1998; Snow, 1990; Valencia &
Aburto, 1991a). Consequently, the need for well-prepared
teachers who have specialized skills for working with
language minority children is of great importance.
Therefore, to address the current trends, entities must
engage in recruitment efforts that tap into non-traditional
pools of minority individuals.
A recent recruitment strategy has been to replenish the pool
of bilingual education teachers with foreign-trained
teachers. A case in point is that some Texas border school
districts employ legally-residing foreign-trained teachers,
specifically normalistas, teachers educated and
certified in Mexico, as bilingual education teachers (see
Schnailberg, 1994) or teacher aides (see Hewlett-
Gómez & Solis, 1995). Another strategy has been to
import teachers from Mexico and Spain for bilingual
classrooms in California (Valadez, Etxeberría,
Pescador, & Ambisca, 2000) and in Georgia (Maggs, 1998).
A more recent strategy for increasing the number of
bilingual educators has been to certify legally-residing
normalistas through Project Alianza (alliance), a
teacher preparation initiative that is being implemented as a model at
several universities throughout Texas and a university in
California (Cantu, 1999; Supik, 1999; Cortez, 2000; Quezada
& Inzunza-Franco, 2000). (Note 1) Universities involved in the
project form an alliance to achieve Project Alianza goals
of: a) increasing the number of certified or endorsed
bilingual education teachers, b) recruiting potential
teachers from the natural resources within the community,
and c) creating models for the enhancement of teacher
preparation programs and outreach strategies (Supik, 1999;
Quezada & Inzunza-Franco, 1999). At the university level,
the project assists participants by providing mentoring,
advisement, course work, and financial support. The
University of Texas at San Antonio (UTSA) was selected to
implement the project. Of the 200 applicants to UTSA's
Project Alianza, the project committee interviewed over 50
qualified applicants and 25 have been selected for the
project; approximately 20 participants continue in the
project.
Early this spring, another teacher recruiting strategy was
conceived when a new regulation was approved in Texas
regarding foreign-trained teachers (SBEC, 2000). Passing the
required state-mandated exit competency tests may now
accredit foreign-trained teachers, who are legally residing
in the state. The regulation does require that
individuals demonstrate English proficiency. Essentially,
this process would allow for legally residing licensed
normalistas to pursue a fast track to obtain
certification in the state of Texas. Prior to this
regulation, foreign-trained teachers had to go through a
university's accreditation office and obtain a deficiency
plan. Although the new regulation is a positive step in the
right direction in recognizing the potential of legally
residing immigrants, and demonstrates that the board is
thinking out of the box, this type of quick fix does not
assure quality among the teacher ranks. There has been no
research to date that links a teacher competency test with
teacher performance (see Flores & Clark, 1997, 2000a). The
board is assuming that if foreign-trained teachers can pass
the required exit tests, they will be competent teachers. As
Darling-Hammond (2000) observed, teacher qualifications are
intimately linked with student performance. In addition,
this fast-track certification contradicts what Texas is
trying to do in revamping the teacher standards to improve
teacher quality.
In light of Texas' new regulation that allows fast-track
certification for foreign-trained teachers, this piece
reflects caution that arises from the Project Alianza
experiences that one university has had in working with
normalistas. The fast track certification promotes
certain assumptions that may need to be clarified. School
district personnel and others may make an assumption that
these normalistas will be able to meet the linguistic
and cultural needs of language minority children. A second
assumption is that there will be a close match between the
normalistas and language minority children. A third
assumption is that these fast-track normalistas will
be effective teachers. Lastly, there is an assumption that
this regulation will radically increase the number of
teachers.
First of all, important to remember is that many language
minority children are U.S. born, not foreign born. Only 38%
of all Hispanics are foreign born (Waggoner, 2000). Thus,
language minority children's linguistic and socialization
experiences reflect the diversity within U.S. society.
Secondly, normalistas were socialized and prepared in
a distinct manner than their first or second U.S. generation
counterparts. Molina Hernández (1999) noted that
normalistas entering into the California higher
education system would have to adjust because of the
differences in the normal teacher school preparation versus
the university teacher preparation program. Thirdly,
important to acknowledge is that normalistas were not
prepared as bilingual education teachers and have taught in
essentially a monolingual, fairly monocultural setting.
Valadez et al. (2000) have noted the incompatibilities
between foreign-trained teachers, from Mexico and Spain, and
language minority children in California. Researchers have
also cautioned that alternate routes for certifying teachers
can be a dangerous practice (Berliner, 1987; Hidalgo &
Huling-Austin, 1993). Teachers without a strong preparation
often feel powerless to challenge the status quo within the
school system (Flores, 1999).
A recent comparison of five bilingual teacher preparation
programs with the normalista normal school
preparation, led the authors to conclude that
normalistas have been well prepared as teachers and
for the most part would only require specialized course work
in the area of bilingual education (Petrovic, Orozco,
González & Díaz del Cossio, 1999). The
subsequent paragraphs provide some support for this
conclusion as identified through this university's
experience with normalistas. All decisions regarding
the project are discussed and determined by the Project
Alianza committee, which consists of a director, a
coordinator, and faculty advisors. For this current
exploration, data analysis included document analysis,
interviews, and reflections; these data assisted in
identifying issues and in determining recommendations.
The UTSA's Project Alianza acknowledged that the
normalistas are well-prepared in their normal
schools; however, also believed that the integration of
normalistas into U.S. schools would require the
metamorfosis/metamorphosis of ideologies (Clark, work in
progress). As Monzó (2000) noted in her own personal
journey from being a paraprofessional to becoming a teacher,
To assume that teacher preparation merely adds pedagogy to
an existing identity is take a very simplistic view of
humanity. Becoming a teacher involves developing new
identities and reconstructing some existing identities.
Further teachers' funds of knowledge are not static, but
evolve and are subject to interaction with others….
The faculty would agree that not only have
normalistas been well prepared as normal teachers,
the majority (90%) also have a high degree of academic
Spanish as evident in their personal interviews and class
assignments, as well some (25%) have content-specific
knowledge in math, science, and literature. Nevertheless,
although normalistas bring these positive attributes,
there are several factors that must be considered in
certifying them as a bilingual education teachers and should
be deliberated in designing a program of study, for
example:
- Language Dominance
- Psychosocial Factors
- Datedness of Pedagogical and Content Knowledge
- Degree Equivalence and Program of Study
- Support Structures
Language Dominance
In recruiting legally residing
normalistas for Project Alianza, the committee
conducted informal interviews with all applicants. Although
the majority (95%) of the normalistas had lived
either in Texas or the US for an average of 5 years, ranging
from 6 months to 10 years, evident from these interviews,
and later confirmed with formal assessment and during the
initial phases of the project, specific needs were
recognized. The following areas were addressed for this
group:
- Second language acquisition and development
- English language skills development throughout the
program of study
- Procurement of professors that understood needs of
second language learners
- Supplemental instruction throughout the project
In order to immediately address the need for second language
acquisition, the normalistas received intensive
English instruction during the first phase of the project,
which occurred during the spring of 1999. This phase focused
on skill development, specifically targeting reading and
writing skills assessed in the state mandated teacher entry
exam, Texas Assessment of Skills Program (TASP). After this
initial phase was completed, the students' feedback was one
of great appreciation; they felt they had received a great
basic foundation in English that would assist them in their
formal course work. As indicated in the English instructor's
reports, the majority (95%) of the normalistas had
shown a great deal of growth and improvement in their
English skills, nevertheless out of the twenty participants,
initially only 3 passed all three portions of the TASP.
Therefore, it was evident that the Project Alianza
participants would require continued second language support
in the form of supplemental instruction, selection of
appropriate personnel, and on-going English language
development. Interestingly, a minority (10%) of the
normalistas also needed to polish their writing
skills in their native language. During the second phase the
students enrolled in formal course work as determined by
their specific certification plan. For the most part,
students were placed in the same three out of four classes.
This cohort was combined with a Title VII cohort
participating in a "grow your own"
federally-funded grant, which consisted of paraprofessionals pursuing
their degree and certification requirements.
Their experiences as a combined group allowed for reciprocal
learning to occur. At times, the normalistas served
as mentors, especially when the situation called for the use
of Spanish or for the reflection on a certain technique. In
other classes, the roles were reversed; the
paraprofessionals assisted the learning of the
normalistas by giving examples of classroom reality
as they had experienced as learners or as teacher
assistants. They also served as English language models.
Initially, in the classes in which English was used as the
means of instruction, several instructors allowed the
normalistas to complete assignments in their dominant
language. They further encouraged the students to submit
their work in the second language and would provide students
feedback as to how to improve their writing. These proactive
techniques assisted in reducing the normalistas'
anxiety about writing and speaking in their second language.
Nonetheless, two years after the project begin, there
continues to be on going focus to increase the
normalistas English proficiency. Currently, after 5-6
attempts, over half (60%) of the 20 participants continue to
have difficulty in passing the writing portion of the
TASP.
Datedness of Pedagogical and Content Knowledge
Another issue confronted was the datedness of the
normalistas' preparation; for the most part the
majority (90%) had completed their program of study ten to
fifteen years prior to applying to the project. This issue
is problematic for any individual pursuing teacher
certification after a long hiatus (Hidalgo & Huling-Austin,
1993). Moreover, unique to the normalistas is that
although the majority (75%) of the normalistas had
attended the same or similar teacher preparation programs at
normal schools in the northern part of Mexico, the Project
Alianza committee lacked complete familiarity with the
content of their program of study. Thus, the committee
concurred that an initial assessment would further guide
them in determining a program of study for the
normalistas. Although in the conversations and
interviews with the normalistas, the committee was
very impressed with their pedagogical and content knowledge,
specifically for some normalistas in the areas of
math and science, the committee also acknowledged that in
order to get certified in Texas, all teachers have to pass
the ExCET (Examination for Certification in Texas). Two
ExCET tests are required for bilingual teacher
certification, the Professional Development and the
Bilingual Comprehensive; some bilingual teachers also take
the Early Childhood. Each of these tests measures specific
domains that a beginning teacher must know in relation to
pedagogy and content. Thus, the committee determined that
these exams would serve as an initial formal measure. In
order to ensure that the project applicants would be
equitably assessed, the committee decided to have these
instruments professionally translated.
An experienced translator, educated in Mexico and familiar
with the area of education, translated three sample tests in
the areas of professional development, bilingual
comprehensive, and early childhood. Once all the items were
translated for each area, bilingual faculty reviewed the
items to assure clarity and randomly back-translated a
number of items to assure accuracy. These tests were given
to all qualified applicants (n = 48); important to
note, the results were not used in the selection process.
The results of these initial measures were examined
employing item analysis. The analysis revealed demonstrated
areas of strength and weakness for the group. However using
the same passing standard as the state (70%), only one
normalista passed the Spanish version of the
bilingual comprehensive practice test. The initial findings
assisted the committee in making decisions regarding course
work for the selected participants. Thus, although well
prepared as normalistas, the preparation did not
necessarily assure success in the initial Spanish-version
practice exit tests. A number of plausible explanations can
be identified; similar to any experienced teacher: (a) what
the normalistas had learned in their program of study
has become implicit knowledge (See Schön, 1983, 1987);
and (b) the normalistas' classroom experiences in the
classroom guide their decision making (See Berliner, 1987;
Flores, 1999).
Given that the pretest assessed all the qualified
applicants, the committee decided to give another practice
test in English to the selected participants after the
initial year of the program. With special permission from
the Office of Teacher Certification and Placement, the
participants were administered the English practice
qualifying elementary professional and comprehensive exams;
usually these exams are given only to completing teacher
candidates. The results were much more promising for the
qualifying professional exam than for the comprehensive
exam. In the professional qualifying exam (M = 71,
47%), four of the participants (n = 16) passed the
test. For the qualifying comprehensive exam, none of the 23
participants passed the comprehensive exam (M = 54,
54%). In examining the passing participants data revealed
that the four passing participants were about to complete
their program of study because they had previous college
course work at the local community college prior to
enrolling and participating in the project. Since then three
of these four have completed their certification program of
study and have passed the professional exam. In addition to
having more course work, these individuals also had a higher
level of English proficiency. These findings suggest that
the normalistas level of English along with
pedagogical and content knowledge will likely determine
their outcome on the state's mandated tests. However, a word
of caution is necessary, the practice qualifying exams
although closely correlated with the state's mandated tests,
are not 100% predictors of outcome. Additionally, the only
qualifying comprehensive exam available is the one
administered for all teachers; one has yet to be developed
for the bilingual candidates. Moreover, the findings have to
be considered in light of the fact that the over half (63%)
of the participants lacked another year or more of course
work before being eligible to taking the university
qualifying exams. Nevertheless, these qualifying exams are
used at the university to determine eligibility for taking
the state's ExCETs and, therefore, the committee agreed to
consider the outcome of the findings in guiding further
decision-making. Unfortunately, competency exams often
create a high-stakes situation in which minorities are kept
from achieving their educational goals (Flores & Clark,
1997; Flores & Clark 2000a; Valencia & Aburto, 1991a, 1991b;
Valencia & Guadarrama, 1995).
As the normalistas proceed in their program of study,
they have confirmed and revealed how a paradigm shift is
occurring within their thinking specifically in how to best
teach specific content or how to approach reading
instruction (Pérez, Flores, & Strecker, in press). Thus,
the normalistas are engaging in critical reflective
thinking and comparing what they had learned as
normalistas and what they are learning as incipient
bilingual education teachers. The critical reflection
enhances their ability to make informed decisions.
Noteworthy, although the current state regulation would
allow foreign-trained teachers to simply to take the
state-mandated test, evident in this analysis is the likelihood
that the majority (80%) of current participants would not
have been successful in simply taking the ExCET without any
course work or the development of English language skills.
Further, their program of study has been purposefully
crafted to assist the normalistas in challenging
preconceived notions and to update them with current content
and pedagogical knowledge.
Psychosocial Factors
Apparent in the initial
interviews with the normalistas was that our
bilingual education teacher preparation program would have
to address psychosocial factors such as, ethnic identity,
acculturation level, bi- or multicultural perspective. This
need was further underscored during the initial phase of
intensive English development. Some (20%) normalistas
revealed that they had been against bilingual education for
their own children because of preconceived biases. They were
concerned with the level of Spanish being used in the
classroom and they were concerned that their children would
not acquire English. Some (30%) normalistas did not
understand why so many Mexican Americans experienced failure
in the U.S. and believed that some Mexican American simply
did not take advantage of the opportunities provided within
this country. A minority (20%) of the normalistas was
repulsed by the Mexican American use of Spanish,
specifically when code-switching.
These expressed beliefs were also verified in formal studies
conducted with normalista applicants prior to
matriculation into Project Alianza. These studies
demonstrated the relative nature of ethnic or cultural
identity; for some individuals ethnic identity often
represents their sociopolitical awareness as a minority
group within the U.S. society. Flores & Clark (2001, 2000b)
studies revealed that these legally residing
normalistas aspiring to be bilingual educators were
more likely to ethnically identify with their country of
origin. These researchers indicated that the normalistas
may lack experiences within a sociopolitical and
historical context in which one is not the majority power
holder. On the other hand, a previous study, Clark & Flores
(in press) surmised that Mexican American preservice
teachers ethnic identity labels demonstrated a continuum
from Mexicano to Hispanic. Thus, Mexican Americans may
choose their ethnic identity label based on their personal
affiliations and experiences within a sociocultural-political
context. Conversely, the normalistas ethnic
identity was rooted in their Mexican experiences.
Clark and Flores (2000b & 2000c) also revealed that while
the majority of the normalistas had a positive and
high teaching efficacy, some normalistas had an
external locus of control in regards to their teaching
efficacy. Thus, these normalistas are likely to use
external factors, such a family, home and community, to
explain their inability to teach. As Flores and Clark (2001)
concluded, this type of explanation promotes deficit
thinking.
In another study, Clark and Flores (2000a) noted a high
degree of academic language use and proficiency and positive
attitude towards Spanish, bilingualism, and bilingual
education for the normalistas. However, as indicated
by the multivariate results, simply having a high degree of
use and a positive attitude towards Spanish did not
guarantee a positive relationship with bilingualism or
bilingual education. Interestingly, for example although
bilingualism was valued by the normalistas, this was
found to be in contraposition with their notion that
bilingual education may conflict with the attainment of
American values and may cause bilingual children to have an
accent in English.
Therefore, the program advisors determined that although the
normalistas had a strong sense of national identity
as Mexicanos, they lacked an awareness of what it
means to ethnically identify self and they lacked knowledge
of the Mexican American struggle. Evident was the need for
course work that reflected the U. S. sociocultural,
historical, and political context. There was another need to
assist the normalista to identify self from a bi or
multicultural perspective and to examine biases in relation
to teacher efficacy. This is being addressed through course
work and seminars. Formal course work was also needed to
gain understanding of bilingual children's language
development, specifically examining the phenomenon of
codeswitching.
Degree Equivalence & Program of Study
One of the
most difficult issues encountered was determining a program
of study based on the degree equivalence. In Mexico, over
the last fifteen years there has been different means of
acquiring a licensiatura (licensure, equivalent to
Bachelor's degree). As the committee became familiarized
with the Mexican licensing system, this issue became less
cumbersome. For normalistas having a
licensiatura, a post baccalaureate certification
program was designed. Although it would have been much
simpler to just accept normalistas with
licensiatura, a decision was made to accept non-
licensed normalistas, especially if they had been
working as paraprofessionals in the field. Thus, for
normalistas who have less than licensiatura,
the committee is working with the teacher certification
department to design a degree program that determines the
course work that should receive credit and addresses their
needs. This process has been to date one of the greatest
challenges. Specifically, the normalistas'
certification program addresses the aforementioned
issues through the following course work:
- Foundations of Bilingual Education including
sociocultural, historical, and political topics
- Bilingual content methodology including native language
and second language instruction theory and instruction
- Dynamics of language and culture, specifically
sociolinguistics, communicative competence
- Field experiences and student teaching
Despite the fact that the normalistas had taught in
Mexico, the committee conceded that the field experiences
were necessary in preparing them for the realities of the
U.S. classroom. This notion has been supported through the
data gathered from the field experiences (Pérez,
Flores, & Strecker, in press). All normalistas' field
observation evaluation ratings have ranged from above
average to excellent, with the majority (75%) of the
supervising teachers providing additional positive feedback
regarding the normalistas' performance. Depending on the
field experiences feedback and evaluation received for each
individual normalistas, student-teaching may not be
necessarily required.
Support Structure
One of the most important
components in this project has been the ability to provide a
support structure for the normalistas. Fortunately at
this university, a coordinator provides and monitors these
support structures for the project. In fact, the role of the
coordinator is considered to be pivotal in assuring the
success of project participants.
Navigating the university is often a complicated and
cumbersome process that often discourages even the
traditional university student. During the initial
recruiting and application stages, it was evident that the
applicants would require assistance for navigating the
university system. Therefore, much guidance was given to the
applicants in completing the task of matriculation into the
university. Also as aforementioned, the normalistas
are placed in their classes as a cohort; their classes and
university instructors are carefully selected to assure that
they have opportunities to be successful in attaining
certification as bilingual educators.
Prior to attending UTSA, most of the normalistas had
been under-employed in menial jobs; nevertheless this was
their source of income for their families. Thus, the need
for financial assistance was great and financial support is
making the attainment of bilingual certification a reality.
Although the project provides financial assistance, the
normalistas were also guided to other forms of
financial assistance available through the university's
Office of Financial Aid. Most normalistas did not
know that they were eligible for federal moneys or the
process of how to obtain these funds. Throughout the
project, normalistas have opportunities to also meet
informally as a cohort to build collegiality and moral
support. This process has greatly assisted them as they
encounter academic, financial, or personal challenges in
their lives. Nevertheless, to date, 3 individuals of the
original cohort left the project due to personal or
financial challenges.
In sum, from this university's experiences, minimal support
structures include: (a) guidance and mentoring, (b)
financial assistance, and (c) motivational support. During
the past year, the three completing normalistas were
subsequently hired as bilingual education teachers. As
novice bilingual education teachers, they have concerns as
all new teachers do, but have expressed that they know that
they have the UTSA's Project Alianza community to provide
them on-going support.
Conclusion
This preliminary analysis reveals that a
university can assist in the integration of foreign-trained
teachers. Project Alianza has assisted the
normalistas to navigate the university system to
assure that they receive maximum credit for their
credentials and that a program of study is clearly outlined
so that they may pursue their teaching credentials in a
timely manner. In addition, the project provides financial
support for tuition and books as well as psychosocial
support in the form of mentoring and monthly activities.
The normalistas face challenges as proud individuals.
Their professionalism has earned them admiration from other
students. As one student revealed, "I see how hard
they have to work, because English is not their dominant
language, and I tell myself, if they can do it, so can
I." The integration of the normalistas with
the other bilingual teacher preparation students has
resulted in the realization that one group can contribute to
the other's learning. When both groups took a course on
Mexican American history and culture, the normalistas
learned first hand about the Mexican American's experience
with language discriminatory practices, such as corporal
punishment for speaking their first language. The
normalistas expertise in math and reading pedagogy is
of great resource for preparing preservice teachers to work
with recently immigrated students.
The faculty has noted that the normalistas are very
competitive, but that this competitiveness is to assure
group success, not individual success. Other students have
also taken note on the positive aspects of group versus
individual competitiveness. As a bilingual teacher
preparation entity, this university's experiences with the
normalistas has been challenging and rewarding, to
say the least much has been learned. Of greatest concern is
the normalistas English language proficiency because
this may likely determine whether or not they will be able
to be successful on the required TASP and ExCET exams.
Engaging in critical dialogue regarding the on-going
experiences will likely assist this university in creating a
stronger bilingual education teacher preparation program for
foreign-trained teachers and may assist other teacher
preparation entities in their efforts.
Therefore, thinking out of the box to alleviate the teacher
shortage requires much more than a state regulation; to
remedy the teacher shortage in bilingual education and the
call for quality teachers require careful thought and
deliberation. Given the encountered difficulties experienced
by the majority of the UTSA Project Alianza's
normalistas, the fast-track certification for
foreign-born teachers regulation may not likely make a
difference for increasing the number of quality teachers.
Recently in Texas, to address the current 45,000 teacher
shortage, another regulation was considered that would have
allowed bachelor's degree holders to teach in the public
school (SBEC, 2000). Districts hiring these non-certified
"teachers" would be required to provide mentors.
These fast-track non-certified teachers would be required to
enter into a teacher certification program after 180 days of
employment and pass the appropriate ExCET exams, but the
proposal did not appear to have any other requirements. This
current proposal was seen as controversial; thus, it was
rejected and sent back for further deliberation. However,
Education Commissioner Nelson (2000, as cited by Gutierrez)
suggests that although this proposal was not perfect, the
proposal was a means to address the current teacher
shortage.
The message that comes from these fast-track certification
trends is that anyone can be an effective teacher and that
teaching does not require specialized preparation.
Unfortunately, non-certified teaching candidates will likely
end up in low-income, mostly minority schools as is
presently the case (SBEC, 2000). In discussing this new
proposal with two principals, both expressed cautions in
hiring non-certified teachers because they have noted
differences between fully certified teachers and alternative
certification teacher candidates. These administrators
remarked that non-certified teachers not only lacked
pedagogical knowledge, but also lacked content knowledge.
Hopefully, the lessons learned to date will assist in
critically examining this fast-track trend.
Note
1. Project Alianza is funded by the W. R. Kellogg Foundation and is a
collaboration of Intercultural and Developmental Research Association and
the Mexican and American Solidarity Foundation. The views presented here are
those of the author and not of these organizations.
References
Berliner, D. C. (1987). Ways of thinking
about students and classrooms by more and less experienced
teachers. In Calderhead, J. (Ed.) Exploring teachers'
thinking (pp. 60-83). London: Cassell Education
Limited.
Cantu, L. (1999, February). Project Alianza: Tapping
community resources for bilingual teachers. IDRA
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About the Author
Belinda Bustos Flores
University of Texas—San Antonio
Email: BFlores@utsa.edu
Belinda Bustos Flores is an assistant professor in the College of
Education and Human Development at the University of Texas at San Antonio.
She completed her Ph.D. at The University of Texas at Austin in Curriculum
and Instruction with a specialization in Multilingual Studies and
Educational Psychology. Her research interests include teacher self-concept
and ethnic identity, teacher efficacy, teacher beliefs, teacher preparation,
effective teaching practices, and implications of high-stakes on preservice
teachers.
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