The Delaware Alternate Route for Educators (DARE)
Applications are now available for the 2016-2017 school year. Deadline is April 1, 2016
In an attempt to create a rich supply of highly qualified teachers of world languages and of secondary special education core subjects (English, science, math and social studies) for high need DE schools, the Delaware Center for Teacher Education and the State of Delaware Department of Education created an intensive alternative pathway to certification called DARE.
All applicants to this intensive preparation process must have:
- Earned a bachelor’s degree from a regionally accredited college or university
- Earned a GPA of 3.0 or better (Consideration of a slightly lower GPA will be made, if warranted.)
- Passed Praxis Core (or PPST if passed before 9/1/14)
- Earned 30 credits:
Secondary Special Ed/Core Content (SSECC)
All applicants must first complete a Statement of Interest to get started.
Once we receive your statement of interest which includes your college transcripts and your current resume we will contact you to fill out the DARE application accompanied by:
- 4 letters of recommendation (2 professional and 2 personal)
- Praxis scores
If selected, you will then be invited to complete two interviews to determine your suitability to teach in a high need school and to complete graduate coursework for teacher certification.
Once selected, DARE candidates will:
- Attend 40-60 hrs. of intensive pre-service workshops between June 1 and October 15
- Work for 18 hrs. as an aide/co-teacher in a high-need, 6-12 summer school program
- Pass Praxis II in their content area (or SpEd) before September 30.
- Secondary Sp.Ed./Core Content candidates will also complete one graduate course that initial summer: EDUC697 – Intro.to the Exceptional Child (1st summer session).
Once hired, DARE candidates will complete a DARE Course Schedule required for certification that should be able to be completed within two years if all courses are taken at the recommended times.
During the intensive summer pre-service experience, candidates will receive assistance with applying and interviewing for teaching positions in high-need schools for the upcoming school year. The coordinators of DARE will promote candidates by broadcasting resumes and hosting events at which representatives of high need schools and the DE DOE can meet and informally interview candidates for openings.
DARE Sp. Ed. teachers will receive $1,875 in scholarship for the summer graduate education course required for certification in the DARE process. They will also be eligible for the State Critical Need Scholarship (CNS) which can reimburse students for spring and fall graduate education courses required.
During their first year of teaching, DARE candidates will also receive 30 hours of one-on-one, on-site coaching from an outstanding, retired teacher in their content/specialty area. Coaching will include video recording and analysis of the DARE candidates’ teaching, analysis of lesson plans and classroom management strategies, analysis and modeling of successful teaching/learning strategies, and brief regular meetings with the teachers’ mentors and instructional leaders in order to coordinate support for DARE teachers. DPAS II standards will guide all coaching efforts.
DARE teachers will also attend 4 additional half-day Saturday workshops at UD throughout the school year to reinforce teaching and learning strategies identified as critical during their coaching sessions.
Hiring DARE teachers
High need schools wishing to hire DARE candidates must agree to:
- Provide a mentor to each DARE teacher, according to state DOE guidelines, to assist in the mentorship cycles and orientation to the teaching profession in a high need school;
- Create a schedule for the DARE teacher wherein he/she can co-plan and co-teach at least one class in their schedule with a veteran outstanding teacher for at least the first semester, if not for the entire school year;
- Free up enough time in the DARE teacher’s schedule to observe several successful teachers in the same or similar school during his/her first year;
- Provide adequate time and private space for the DARE teacher and their DARE coach to work together on several occasions throughout the school year on the DARE teacher’s professional growth.