Preparing Teachers through Alternative-Certification Programs

The Wyoming Collaborative Mentorship Academy: A Field-based Program for Certifying Fully Qualified Special Education Teachers in a Rural State

“…2. Carefully designed, intensive, well-supervised clinical experiences that are at least 6-12 months in duration The needs of teachers who are currently teaching out of field in special education are different from the needs of the traditionally prepared student (Weichel, 1999). Therefore, in addition to the coursework, the WCMA does not require an internship in the traditional sense, rather honors the teacher's current field experiences.…”

“…In order to nurture the trust and collective responsibility of the triad, regional focus groups and shared readings are incorporated to build professional parity. The mentorship provides support for the certification candidate to struggle with theory and pedagogy within the classroom setting (Weichel, 1999).…”

“…Effective mentors are cooperative, collaborative, open to new ideas, flexible, empathetic and enjoy working with others (Janas, 1996). Most studies suggest surveying potential mentors with regard to knowledge base, skills, capabilities, and willingness to perform the necessary duties (Kajs et al, n.d.;Weichel, 1999). The WCMA includes a survey of the prospective mentors on their knowledge of expectations for certification requirements and teacher standards in special education as well as interpersonal skills necessary to be an effective mentor.…”

“…As mentioned previously, the needs of teachers who are currently teaching out of field in special education are different from the needs of the traditionally prepared student (Weichel, 1999). Special educators are required to work more and more in collaborative relationships with general educators in order to provide appropriate services for their students with disabilities (SPeNSE, 2002).…”