Certified — but ready?

Detroit schools will hire teachers without classroom experience, sparking debate

PHOTO: Eastern Michigan University
Eastern Michigan University's traditional teacher certification program is on the list of teacher pipelines for Detroit's main district. So are alternative programs with far fewer requirements. At an EMU hiring fair, teachers said they are having no trouble finding jobs.

Detroit’s main district is proceeding with a plan to hire teachers who are certified but have received no training in the classroom — adding an element of controversy to efforts to fill hundreds of teacher vacancies by the end of summer.

The board of education on Tuesday approved a hiring plan proposed by Superintendent Nikolai Vitti, signaling that the district will lean partly on programs that offer so-called interim teaching certificates.

The move drew blowback from board members and parents, who argued that Detroit children deserve teachers who have been trained in the classroom.

“I don’t think the alternative route teachers are nearly as prepared as the traditional route,” LaMar Lemmons, a school board member, told Chalkbeat. “It will increase the academic disparity, as you have less qualified and less experienced teachers.”

Online, where much of the debate over district hiring practices took place, some parents worried that teachers with interim certificates would be unprepared to manage a classroom.

“So your first day of teaching will be your first day ever in front of children?” Cynthia Jackson, a Detroit parent, wrote on Chalkbeat Detroit’s Facebook page. “You don’t think that’s going to be a problem?”

For others, the news that the district will consider candidates with alternative certifications was a call to action. Nikki Key, a Detroit parent who has a master’s degree in business, commented on Facebook that the teacher shortage has her considering a career in education.

“I’ve seen what is being offered to our children, trust me … my lack of classroom time is not your problem,” she said. I actually am one of the ones that want to do the job that no one else is signing up for.”

The hiring plan approved Tuesday calls for district officials to undertake a wide-ranging search, recruiting candidates from other school districts, from traditional schools of education, from historically black colleges — and from alternate certification programs.

These state-approved programs require little more from prospective teachers than a bachelor’s degree. One such program is Teachers of Tomorrow, a controversial for-profit entity that provides prospective teachers with an interim teaching certificate, after they complete only 200 hours of online instruction.

District officials are holding out hope that teachers who haven’t trained in a classroom will nonetheless be an improvement over the uncertified substitutes who currently occupy the district’s more than 200 vacant teaching positions. Vitti has said that the district would prefer to hire traditionally certified teachers exclusively, but that the realities of supply and demand make that impossible for now.

Among those following the debate was Dan Finegan, a 25-year-old Michigan native with a master’s degree in social work. He is among Teachers of Tomorrow’s inaugural cohort.  Finegan expects to start work as a Spanish teacher in the Detroit Public Schools Community District this fall.

Is he ready to teach? He says yes, but he mainly credits the year he spent volunteering as a tutor in Detroit schools. And he worries that others certified through Teachers of Tomorrow, which offers no student teaching opportunities, won’t know what to expect in the classroom.

“I would not feel ready if I had not worked” previously in Detroit schools, he said.

Finegan had nearly finished his master’s degree by the time he decided against a career in social work. He thought he’d prefer working as an educator and City Year Americorps, a non-profit that places volunteers in Detroit schools as tutors and classroom assistants, gave him a chance to test that theory.

PHOTO: Dan Finegan
Dan Finegan’s experience as a volunteer tutor in Detroit schools convinced him to sign up for Teachers of Tomorrow.

It didn’t take long for the students at Bethune Elementary-Middle School to convince Finegan that he should move to Detroit from the suburbs and become a Spanish teacher in the district. There was only one problem: He wasn’t certified to teach.

So when Teachers of Tomorrow gave a presentation to City Year volunteers, Finegan signed on. He considered other certification programs, but they were much more expensive, and Finegan was already saddled with student loans.

(Prices of alternative certification programs, which have fewer requirements than do traditional certification programs, vary widely. Wayne State’s Dream Keepers program charges current substitute teachers roughly $25,000 for two years of in-class support and training. A program at Schoolcraft College that offers night courses in Livonia costs about $10,000. Teachers of Tomorrow’s online program charges upwards of $5,000, but most of that  is due only after graduates find a teaching job.)

He completed the online coursework in about six weeks and passed the content-area exams to teach English and Spanish. He says he began hearing right away from schools who were turning to online Spanish courses because they couldn’t find a Spanish teacher to meet the state’s graduation requirements in world language.

After witnessing the effects of the teacher shortage in Detroit schools during his time with City Year, Finegan decided he would help fill the gap. He signed a provisional contract with a district school, a non-binding indication of that school’s intent to hire him.

With some additional training and a good review from their principal, educators with an interim teaching certificate can become fully certified after three years on the job.

“After my year of experience, it just became clear to me that I wouldn’t be happy in another district,” Finegan said, adding: “I want to show that I’m experienced, and I’m dedicated, and I’m qualified.”

New Arrivals

In a letter to Betsy Devos, Michigan officials highlight the plight of refugee students — and ask for testing waiver.

PHOTO: Warren Consolidated Schools
Students at Warren-Mott High School in the Detroit suburbs. Officials there say that many students are arriving at the school from refugee camps, including 11th graders who had no formal schooling for nine or ten years. Such students would currently be required to take a state English test during their first year in school.

To teachers who work with recently arrived refugee students, the problem is clear: Although their students will eventually learn English, their language skills at first aren’t comparable to those of native speakers.

They’re hoping federal education department will come to the same conclusion after reading the state’s detail-rich request to delay testing new immigrant children in English.

That request will make Michigan the second state to ask for a waiver from a federal law that requires children who arrived in the U.S. this year to take standardized English tests within a year of arriving — even if they’re just being introduced to the language. The law also requires states to count such students’ scores in decisions about whether to close low-performing schools.

“We wanted to balance between presenting hard data and some anecdotes,” said Chris Janzer, assistant director of accountability at the Michigan Department of Education. “We’re hoping that the case we present, with some of the stories, will win us approval.”

The stories hone in on the Detroit area, home to the nation’s largest concentration of Arabic speakers, including many newly arrived refugees fleeing wars in the Middle East. This population is unique in more ways than one: It includes more than 30,000 Chaldean Christians who arrived after the U.S. invasion of Iraq in 2003 — the largest such population in the world outside Iraq. And many of its children must deal with the aftereffects of violent displacement even as they attempt to attend school in what is in many cases an entirely new language.

The state’s waiver request offers Hamtramck, a hyper-diverse city enclave in Detroit, as an example:

Hamtramck has many recent arrivals from war-torn regions in Yemen and Syria and has students from remote villages with no formal education background, as well as many others with interrupted learning. New students can have toxic stress and can even be suicidal, and often require wraparound services. Older students are also often burdened with the responsibility of helping their families financially, emotionally, and with childrearing.

Even the luckiest new arrivals would benefit if Michigan receives a waiver from parts of the federal Every Students Succeed Act, says Suzanne Toohey, president of Michigan Teachers of English to Speakers of Other Languages.

“The intent of the waiver is for the most needy students, but it will help all students,” she said, adding that it typically takes 5-7 years for an English learner to catch up to her native-speaking peers.

With that in mind, Toohey says current federal requirements don’t make sense.

“It would be like an adult who is many years out of school, and who took French for two years of high school, going to France and trying to take a college course,” she said. “It’s just not going to happen.”

Following the same logic, Michigan officials are asking Devos’ education department to put the brakes on federal requirements for testing recently arrived English learners. If the waiver request is approved:

  • In their first year in Michigan schools, those students wouldn’t be required to take the state English language arts exam.
  • In their second, they would take the test, but schools wouldn’t be held accountable for their scores.
  • In year three, the growth in their scores on the English exam would be factored into school ratings.
  • And in year four their overall score — known as proficiency — would be counted as well as their growth.

That’s still too soon to begin testing English learners, Toohey said, noting “the waiver is a start, but we haven’t gotten all the way there.”

Even so, the proposed change still faces substantial obstacles. New York’s request for a similar waiver was denied by the U.S. Department of Education in January. In its response, the department said it was holding New York to its responsibility to “set high expectations that apply to all students.” Janzer says his staff studied New York’s waiver and concluded that Michigan’s should include more details to humanize the situations of the affected students.

Michigan officials are currently working to incorporate public comments (there were seven, all of them supportive, Janzer said) into its request, which is expected to be submitted in the coming weeks. A decision isn’t expected from federal officials for several more months.

Whoever reads the 10-page document in Washington, D.C. will be confronted with details like these:

  • Lamphere Schools, of Madison Heights, MI, has received a significant influx of students from Iraq and Syria, and at least one elementary school’s student body is roughly 70 percent recently arrived students from these two nations. Lamphere reports that some students initially undergo temporary “silent periods,” a researched stage of second language acquisition, where children are watching and listening, but not yet speaking.
  • Warren Consolidated Schools, of Warren, MI, reports that they have many students from refugee camps, including students who are testing in 11th grade after having no formal schooling for nine or ten years. Warren Consolidated has received 2,800 students from Syria or Iraq since 2007.

Read the full document here. Most local details are on pages 7-9.

live stream

WATCH: Candidates for Detroit school board introduce themselves live

PHOTO: Koby Levin
Detroiters at IBEW 58 wait for candidates for school board candidates to address them.

The nine candidates for Detroit school board are gathering Thursday evening at IBEW 58 in Detroit to make their cases in advance of the November general election in which two seats are up for grabs.

The candidates have already introduced themselves in video statements, but this is one of their first chances to address the public in real time.

We’re covering the event — including a live stream the candidates’ opening statements, which should start around 7 p.m.

Click below or check out our Facebook page to see what they have to say.