Offer candidates multiple ways of demonstrating competence, crediting prior teaching experience and using performance-based alternative assessments¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Among its policy recommendations, the report advises states to offer candidates multiple ways of demonstrating competence for credential requirements. It recommends "crediting prior teaching experience and developing alternative assessments that are more performance-based to address barriers such as test cost, structure, and duration." The report notes Massachusetts and New Jersey incorporated performance assessments, New York required them within preparation programs, and Massachusetts piloted alternative assessments to improve accessibility; Massachusetts and New York ease certification barriers by recognizing prior classroom experience.

Design Implications¶

Context¶

Requirements¶

• State credentialing systems must accept credited prior experience and alternative performance-based assessments in place of standard exam requirements

Constraints¶

• All four study states require candidates to pass exams covering both PreK and early elementary content

Target Learners¶

• early childhood credential candidates, including experienced educators seeking credentials

Target Learning Goals¶

• meeting credential assessment requirements
• demonstrating teaching readiness

Related Strategies¶

• Reduce barriers for diverse early childhood credential candidates through cost subsidies, flexible course logistics, cohort community, outreach, and specialized advising
• Offer test corrections and retakes, diverse performance-based assessment options, and peer-teaching opportunities so students can learn from mistakes and demonstrate understanding
• Competency Based Learning
• Offer multiple pathways to the early childhood credential, including integrated bachelor's, transfer articulation, postbaccalaureate, dual certification, and residency routes
• Treat pathway legitimacy as a design target: ensure alternative routes are perceived as legitimate, usable, and socially recognized

Examples¶

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Key Sources¶

• Schachner, A., Wang, V., Yun, C., Plasencia, S., Mauerman, C., McJunkins, C., & Stipek, D. (2025). Preparing early childhood teachers: Credentialing and preparation programs in four states. Learning Policy Institute. https://doi.org/10.54300/177.512