The KNOTtT
partners are university Colleges of Education (Institutes of Higher
Education), high need school districts, non-profit organizations, and
foundations that will work independently and interdependently to
recruit, prepare, support, and retain 545 teachers of record in four
states in the core academic secondary subjects of mathematics, science,
English/language arts, foreign languages, English as second language,
and special education (K-12).

ABOUT PROJECT KNOTtT

Project KNOTtT is a federally funded Transition to Teaching (TtT)
partnership designed to support recruitment, selection, training,
coaching, and mentoring to retain teachers in high need, hard to staff
school districts. As a national initiative, Project KNOTtT

addresses the teacher shortages in the subject areas of math, science,
English/language arts, foreign languages, English as a second language,
and special education (K-12). This five year project serves 545
new teachers pursuing nontraditional routes to certification in four
states: Kansas, Nevada, Ohio, and Texas.
Led by The Ohio State University, these four states will collaborate
with national partners to knot together three strategic strands of
support for alternative certification programs:
Strand 1: Online Learning Community
Strand 2: Mentoring
Strand 3: Quality Indicators

National partners include the National Association of Alternative
Certification, Association of Teacher Educators, Youth Policy
Institute, and The Thomas B. Fordham Institute.

OUR GOAL = QUALITY!

Through the synergy of connecting programs, participants, and partners to three strategic strands, Project KNOTtT’s goal is to produce quality in nontraditional education programs. The first strategic strand
is building an online learning community to host a variety of online
resources and e-tutorials to help teachers pass their state mandated
subject matter tests. The second strategic strand focuses on e-content coaching and program mentoring. The third strategic strand

connects national resources to identify effective characteristics of
nontraditional teacher preparation programs through quality indicators.

The KNOTtT partners are university Colleges of Education (Institutes of Higher Education), high need school districts, non-profit organizations, and foundations that will work independently and interdependently to recruit, prepare, support, and retain 545 teachers of record in four
states in the core academic secondary subjects of mathematics, science, English/language arts, foreign languages, English as second language, and special education (K-12).

ABOUT PROJECT KNOTtT

Project KNOTtT is a federally funded Transition to Teaching (TtT) partnership designed to support recruitment, selection, training, coaching, and mentoring to retain teachers in high need, hard to staff school districts.  As a national initiative, Project KNOTtT addresses the teacher shortages in the subject areas of math, science, English/language arts, foreign languages, English as a second language, and special education (K-12).  This five year project serves 545 new teachers pursuing nontraditional routes to certification in four states:  Kansas, Nevada, Ohio, and Texas.  Led by The Ohio State University, these four states will collaborate with national partners to knot together three strategic strands of
support for alternative certification programs:
Strand 1:  Online Learning Community
Strand 2: Mentoring
Strand 3: Quality Indicators

National partners include the National Association of Alternative Certification, Association of Teacher Educators, Youth Policy Institute, and The Thomas B. Fordham Institute.

OUR GOAL = QUALITY!

Through the synergy of connecting programs, participants, and partners to three strategic strands, Project KNOTtT’s goal is to produce quality in nontraditional education programs.  The first strategic strand is building an online learning community to host a variety of online resources and e-tutorials to help teachers pass their state mandated subject matter tests.  The second strategic strand focuses on e-content coaching and program mentoring.  The third strategic strand connects national resources to identify effective characteristics of nontraditional teacher preparation programs through quality indicators.