Education Commons^™

Addressing The Teacher Shortage: School-Sponsored Alternative Teacher Certification Programs, Briana Renee Pepke Herr

Culminating Experience Projects

The ongoing teacher shortage in America has created an unprecedented demand for high-quality educators. To address this challenge, the establishment of school-sponsored or company-sponsored alternative certification programs is necessary. These partnership initiatives should involve assigning school or company employees as coaches to candidates, facilitating bi-weekly in-person and online coaching sessions to enhance instructional practices, and offering constructive coursework feedback. The primary objective is to equip aspiring alternatively certified teachers with essential skills, ensuring they are highly qualified while receiving ongoing support. This project highlights the need for school-sponsored alternative certification programs in producing highly qualified teachers capable of meeting the …

Teacher Certification During Multiple Pandemics In The Epicenter Of It All, Deborah Greenblatt 4509457

Excelsior: Leadership in Teaching and Learning

Teacher certification exams were put on hold as New York City became the epicenter of the COVID-19 crisis in March of 2020. State officials closed testing centers and school buildings, and teacher candidates began to panic as administrators at their student teaching placements worked feverishly to adjust. This changed teacher candidates’ ability to complete the performance assessment required for certification (edTPA). Concurrently, COVID-19 was disproportionally affecting the Black community (Phillips et al., 2020) and areas with limited financial resources. Based on the demographics of students at The City University of New York, there were extensive health challenges for many of …

Halt Certification: Reducing The Workload, Increasing The Rigour And Cutting The Cost, Lawrence Ingvarson, Hilary Hollingsworth

Teacher workforce and careers

In December 2022, federal, state and territory education ministers released a National Teacher Workforce Action Plan to improve teacher supply and retention in the profession. While recognising the important role that Highly Accomplished and Lead Teacher (HALT) certification could play, the plan also recognised that the current approach to certification was cumbersome for teachers and called for it to be ‘streamlined’. At the request of the education ministers, the Australian Institute for Teaching and School Leadership (AITSL) has produced a revised Framework for the Certification of HALT Teachers. Guided by the Framework, certifying authorities across state and territory school systems …

An Analysis Of The Factor Structure And Measurement Invariance Of The Performance Assessment And Evaluation System Ratings Of Preservice Teachers, Anna Kay Steadman

Theses and Dissertations

The Performance Assessment and Evaluation System (PAES) is used by all major universities in the state of Utah to measure the effective teaching skills of preservice candidates as they progress through their teaching preparation program. The resulting ratings are used to make high-stakes decisions relating to course completion as well as recommendation for licensure. This study analyzes the factor structure and tests for measurement invariance of PAES ratings assigned to 663 elementary education candidates at Brigham Young University across two measurement occasions. The candidates were rated by 30 clinical faculty associates. This study also examines the degree to which differential …

Effect Of Vertical Alignment On Elementary, Middle, And High School Music Programs, Tamekia Denise Holliday

Doctoral Dissertations and Projects

This study examined the effects of vertical alignment on elementary, middle, and high school music programs. Thirty-five (n = 35) elementary, middle, and secondary music educators participated in the study. Of the 35 participants, 41% (n = 15) were high school music educators, 25% (n = 9) were middle school music educators, 27% (n = 10) were middle and high school music, and 2% (n = 1) taught elementary, middle, and high school. Analysis of survey data revealed significant relationships related to vertical alignment. The most significant relationship was between vertical alignment and retention (r = .643, p < .01), suggesting that student retention increases as vertical alignment increases. As well, results indicated that as vertical alignment decreases, the number of students “who wish to continue in music classes but cannot” increase (r = -.530, p < .01). Analysis of open-ended survey questions revealed valuable themes related to consistent band participation, music teacher expectations, and the effect of vertical alignment on music programs. Applying the results of this study may improve understanding of the effects of vertical alignment and enhance effective teaching and learning in music.

Principals’ Perceptions Of The Importance Of Teacher Certification In Rural Christian Schools, Ronda L. Dry

Doctor of Education (Ed.D)

The literature associated with principals' perceptions of certified/uncertified teachers within private Christian schools is limited, specifically in rural communities. Therefore, little is known about principals’ perceptions of the importance of teacher certification in rural Christian schools. The purpose of the study was to evaluate principals’ perceptions concerning the pedagogical practices of certified teachers as compared to the pedagogical practices of teachers who are not certified. Specific to this study, teacher certification was defined as certification earned through the state or certification through a school-accrediting organization. A total of 82 principals were surveyed and asked to identify their perceptions of the …

Factors That Influence Teachers' Utilization Of Siop Learning Strategies When Teaching English Language Learners, Courtney R. Stuart

Theses and Dissertations

Despite standardized certification tests and popular English Language Learner trainings, the strategies and methods used in two educators’ classes would not be identical. In this case-study we look to see what variables cause teachers to utilize certain strategies and how these variables affect the number of strategies used consistently when teaching ELLs. We study the effect of teachers’ language experiences, certifications, participation in SIOP trainings, education levels, perceived preparedness, and years spent in the classroom.

Using quantitative and qualitative data we conclude that dual-language fluency and professional advancements can lead to teachers using more ELL learning strategies in their classrooms, …

Educating Students With Autism Spectrum Disorders: Is Teacher Certification Area Associated With Academic Outcomes?, Samantha E. Goldman, Allison F. Gilmour

Education Department Faculty Works

Although typically taught by special educators, few studies have examined if certification area is associated with academic outcomes for students with autism spectrum disorders (ASDs). The purpose of this study was to determine whether students with ASD scored better on language arts and mathematics state assessments depending on teacher certification, and whether these associations varied by assessment type. We analyzed 3 years of state administrative data from students with ASD in grades 4–8 receiving special education services. Results showed students taking the regular or alternate assessment had similar academic outcomes regardless of teacher certification. Students who were taught by special …

An Analysis Of Teacher Certification Testing: How Maine Can Expand And Diversify Teacher Certification Requirements, Mckayla Marois

Individual Projects

This argumentative essay analyzes the effects that current teacher certification state testing requirements has on our education system. The primary test scores focus on Maine certification requirements. While research on the topic is fairly limited among Google Scholar, much of the data and surveys collected hold a diverse variety of subjects in both geographical and socioeconomic case study terms. Each study analyzes current practices within the last twenty years and how specific standardized testing affects aspiring educators and where they end up: private schools, charter schools, public schools, or choosing an alternative career pathway. The summary of this research dives …

Conflicting Perspectives: A Comparison Of Edtpa Intended Outcomes To Actual Experiences Of Teacher Candidates And Educators In New York City Schools, Deborah Greenblatt

Journal of Inquiry and Action in Education

The edTPA is a performance-based assessment of teacher candidates created by the Stanford Center for Assessment, Learning and Equity (SCALE) and nationally scored by Pearson Education. It is also promoted by American Association of Colleges of Teacher Educators (AACTE) as a “standards-based assessment.” As of the spring of 2018, the edTPA is used as a requirement for program accreditation or teacher candidate certification or program completion in 18 states.

This article analyzes the stated goals, objectives, and benefits made by SCALE and AACTE and compares them to data collected from interviews and open-ended questions with teacher candidates and teacher educators …

Preparing History Teachers And Scholars?: Content Exams And Teacher Certification From The Progressive Era To The Age Of Accountability, Richard Hughes

The Councilor: A National Journal of the Social Studies

In recent decades states have mandated brief, multiple-choice exams to assess the content knowledge of history teachers for certification. Despite the efforts of college professors to assess student learning through research papers, essay exams, and other assignments, the ability of college students to graduate and become certified to teach history depends on a passing score on a small number of multiple-choice questions. The overlooked story of how standardized testing came to shape the certification of history teachers began at least 80 years before federal legislation such as No Child Left Behind (NCLB). Used in almost every state, such exams undermine …

Getting Off The Fast Track For The Long Haul: Becoming A Teacher, Ariel Sacks

Occasional Paper Series

Explores the author's path into the teaching profession.

Preface: Alternative Routes To Teacher Certification, Jonathan Silin

Occasional Paper Series

A growing research literature on non-traditional pathways suggests the complexity of the task ahead. Alternative Routes to Teacher Certification is our report from the front lines. We wanted to offer new teachers the opportunity to tell their own stories in their own words.

Uno Website Coe Academic Advising And Field Experiences, Uno College Of Education

Student Support

The Office of Academic Advising and Field Experiences for the College of Education is responsible for academic advising, field experiences and teacher certification.

Initial Teacher Preparation Study: Australian Country Background Report, Lawrence Ingvarson, Phillip Mckenzie, Glenn Rowley, Paul R. Weldon

OECD Teaching and Learning International Survey (TALIS)

This Australian Country Background Report for the Teaching and Learning International Survey (TALIS) Initial Teacher Preparation (ITP) Study provides information on schooling and ITP arrangements in Australia. The report is structured around the six stages of the ITP lifecycle identified in the Organisation for Economic Cooperation and Development (OECD) Guidelines for the report: attraction of candidates, selection into ITP programs, the structure of ITP programs, ensuring quality delivery, teacher certification and support for new teachers.

Faculty And Student Perceptions Of Reading And Language Arts Preparation And Preparedness For The State Subject Area Test, Ingrid Ahrens Massey

Walden Dissertations and Doctoral Studies

Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken …

The Threads They Follow: Bank Street Teachers In A Changing World, Linda Darling-Hammond, Ira Lit

Books

This report focuses on graduates of Bank Street College Graduate School of Education teacher certification programs, by examining the quality of their preparation, their teaching practices upon graduation, and the influence they have on their students’ learning. It also looks at the cumulative effects of school-wide practices at schools supportive of the Bank Street approach. The results conveyed here are based on the combined analyses of extensive surveys of graduates and employers; large-scale administrative data related to the impact of program graduates on pupil learning in New York City public schools; in-depth classroom and school observations; and interviews of graduates, …

The Preparation, Professional Pathways, And Effectiveness Of Bank Street Graduates, Eileen Horng, Xinhua Zheng, Ira Lit, Linda Darling-Hammond

Books

Documents the influence of Bank Street teacher preparation programs based upon surveys of graduates, surveys of comparison teachers, surveys of employers, and an analysis of pupil achievement gains. This report is part of a larger study that examines the preparation, practices, and effectiveness of graduates of Bank Street College teacher certification programs over the last decade.

A Study Of The Preparation And Retention Of Work-Based Certified Career And Technical Education Teachers In South Carolina, Sherry Rivers

Theses and Dissertations

The purpose of this study was to examine South Carolina’s work-based certification program for career and technical education (CTE) teachers. The mixedmethods study included qualitative and quantitative analyses to answer five research questions relating to the certification program and teacher retention: To what extent are best practices evident in South Carolina’s CTE work-based certification program? What are the perceptions of CTE work-based teachers who completed the certification program? What are the first, second, and third year retention rates for South Carolina’s beginning teachers who received CTE work-based certification from the years 2003-2004 through 2008-2009? Do third year retention rates vary …

Creating Flexibility In Teacher-Certification Policy To Ensure Quality And Equity, Flynn Ross

Flynn Ross

As do many states, Maine has requirements and standards aimed at having “well-qualified” teachers. While few dispute the need for such standards, Flynn Ross brings attention to one case in Portland where use of a standardized exam to certify new teachers was preventing well-qualified—but culturally and linguistically diverse—teachers from becoming certified. She chronicles the successful attempts of one group to petition the Maine State Board of Education to allow greater flexibility in the testing standards. In doing so, she points to a larger truth that well-intentioned policy goals may seek to achieve a greater good, but may at the same …

Maintaining The Boundaries: Teacher Preparation Program Admission Criteria For Screening Quality Candidates, Rebekah Miller-Levy, Diane Taylor, Laurie Hawke

Administrative Issues Journal

This study examines several Texas university-based teacher preparation program screening measures and admission criteria. The researchers examined those measures stipulated in the Texas Administrative Code, as well as criteria that exceeded those required by the state. Identifying these measures and criteria will allow programs to maintain the boundaries of who becomes a teacher, thus providing the quality teachers required to educate productive members of society.

Paper 1: A Proposed Pedagogical Approach For Preparing Teacher Candidates To Incorporate (Academic) Language, Woong Lim, Lynn Stallings

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

The edTPA is a performance-based assessment that aims to measure teacher candidates’ readiness for teaching. Beginning in the fall of 2015, this assessment will be a mandatory requirement for those seeking certification in Georgia. General agreement exists in the field of education about the basic knowledge and skills essential for beginning teachers to demonstrate in classroom teaching. Does edTPA measure the knowledge and skills essential for beginning mathematics teachers in particular? Assuming that edTPA can successfully measure that knowledge and skills for beginning teachers, the use of the assessment could be valuable.

One of the critical components of edTPA is …

A Proposed Pedagogical Approach For Preparing Teacher Candidates To Incorporate (Academic) Language, Woong Lim, Lynn Stallings

Proceedings of the Annual Meeting of the Georgia Association of Mathematics Teacher Educators

The edTPA is a performance-based assessment that aims to measure teacher candidates’ readiness for teaching. Beginning in the fall of 2015, this assessment will be a mandatory requirement for those seeking certification in Georgia. General agreement exists in the field of education about the basic knowledge and skills essential for beginning teachers to demonstrate in classroom teaching. Does edTPA measure the knowledge and skills essential for beginning mathematics teachers in particular? Assuming that edTPA can successfully measure that knowledge and skills for beginning teachers, the use of the assessment could be valuable.

One of the critical components of edTPA is …

Do Teacher Characteristics Affect Student Achievement? Evidence From A Rural State, James V. Shuls

Graduate Theses and Dissertations

Using a unique dataset, this dissertation analyzes the relationship between observable teacher characteristics and teacher effectiveness. Effectiveness is measured as a teacher's ability to improve student achievement on a standardized test. This analysis focuses on teachers of math and science at the elementary and middle school levels, as well as teachers of algebra, geometry, and 11th grade English language arts. The sample is drawn from Arkansas, a state that has a much more rural population than other states and cities where this type of analysis has been conducted in the past. For the analysis I am unable to link teachers …

Paper 2: The Mathematics Teacher Educator's Reflection On Edtpa: The Basics And The Complexity Of Georgia's Implementation, Woong Lim, Lynn Stallings

Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference

Beginning in fall 2015, Georgia will require that all teacher candidates pass the edTPA, a performance-based assessment, as a requirement for initial certification. With the potential to impact teacher preparation programs in a profound way, the questions and issues related to the implementation of edTPA merit some critical reflection. In this article, we introduce the brief history of the instrument and review the basics of edTPA with a particular interest in middle grades mathematics. Furthermore, drawing upon our experience with edTPA during a pilot program and the extensive knowledge base of edTPA rubrics and scoring process, we present issues related …

Student Achievement In Middle Grades: Gauging The Effect Of Teacher Training On Student Learning, Natalya Gnedko

Dissertations

In the United States, teacher certification has been a baseline measure of teacher quality and gateway to the teaching profession for many decades. Research suggests that teacher certification is beneficial to student achievement, with findings particularly promising when content area of teacher certification is taken into account. Positive findings are largely limited to high school. However, in recent years middle grades have been increasingly viewed as a starting point for success in high school and college, which led many school districts to require advanced training for middle grades teachers. To examine the effectiveness of advanced teacher training in middle grades, …

Classroom Management Styles: The Differences Among Traditionally-Licensed Teachers Who Were Formally Paraprofessionals And Alternatively-Licensed Teachers, Caterria Beasley Payton

Dissertations

The purpose of this study was to determine ifthere was a difference in the attitudes and beliefs of traditionally certified teachers who were previously assistant teachers and alternatively certified teachers regarding classroom management. The instrument used in the study was the Attitudes and Beliefs on Classroom Control Inventory -Revised and Revisited (ABCC-R) (Martin, Yin, & Mayall, 2008). The sample included 171 participants. Seventy seven of those participants were traditionally certified teachers who were previously assistant teachers, and 94 alternatively certified teachers from four school districts across the state.

The study focused on two dimensions of classroom management: Instructional Management, tasks …

Teacher Certification And Student Achievement, Patricia Lewis Moss

Dissertations

The purpose of this mixed-method study was to determine if there is a significant difference between the achievement of students who are taught by traditionally prepared teachers and that of students who are taught by alternatively prepared teachers. The study further addressed the perspectives of both groups of teachers regarding selected dimensions of teaching.

The findings indicated that, overall, no significant difference existed in student achievement on MCT2 math scores for teachers who were alternatively prepared or traditionally prepared. However, there were significant differences in student achievement in grades 6 and 7 when examined by teacher preparation type. There was …

A Study Of Satp Scores And Principals’ Perceptions For Traditional And Alternate Routes To Teacher Certification, Eddie Eugene Moore

Dissertations

This study explores the differences between traditional and alternate route certification by focusing on the achievement of students who have been instructed by teachers from each program. In addition, this study identifies the strengths and weaknesses of teachers from each certification route through surveys and interviews with principals in the sample. Previous studies on this subject have focused on elementary or middle schools, which limits the information available for the high school level. This study was directed toward high school teachers in core subject areas tested in Mississippi’s accountability model. The purpose of this study was to connect student test …

Education (Sc 267), Manuscripts & Folklife Archives

MSS Finding Aids

Finding aid and scan (Click on "additional files" below) for Manuscripts Small Collection 267. Teachers’ certificates, 1874-1875 (3), issued to Amanda L. and C. S. Arnold for the first and second grades in the Kentucky counties of Henry and Oldham; and school essays written by Wanda Lee Arnold at Eminence College, 1871 (1), and by Bell Mason (1) and Essica Maye Ransdell(1).