Daniel C. Humphrey’s research while affiliated with SRI International and other places

Background Alternative teacher certification has become an increasingly popular strategy for addressing both teacher quality and teacher shortages. However, there is little agreement about what constitutes alternative certification, and there is little known about the types of programs that prepare highly qualified teachers. The debate over alternative certification has fueled a variety of assumptions about participants and programs that are based on opinion or the limited research base. Focus of Study Our research describes in detail seven programs to understand who participates in these programs and what learning opportunities the programs provide. We test proponents’ and opponents’ assumptions about alternative certification against national data and data from the seven programs. Research Design We employed multiple data collection activities at both the program and participant levels. We conducted case studies of seven alternative certification programs, including multiple interviews with key personnel and document reviews. We surveyed program participants twice—once at the beginning of their participation in the program, and again at the end of their first year of teaching. We also observed a sample of participants teaching and interviewed them both at the beginning and end of their first year of teaching. Findings We find that both sides of the debate fail to capture the variation in participants’ characteristics and their experience in the programs. Alternative certification program participants are a diverse group of individuals who defy generalization. In addition, we find a great deal of variation between and within alternative certification programs. In contrast to simplistic characterizations, we find teacher development in alternative certification to be a function of the interaction between the program as implemented, the school context in which participants are placed, and the participants’ backgrounds and previous teaching experiences. Conclusions We conclude by questioning the usefulness of comparing different alternative certification programs and instead suggest that a better unit of analysis would be a subgroup of individuals with similar backgrounds, school placements, and learning opportunities.

This paper is the culmination of a three-year study that sought to frame an initial answer to the question, "What are the circumstances and conditions under which National Board Certified teachers (NBCTs) can have a positive impact on low-performing schools?" The study, funded by Atlantic Philanthropies, was part of the National Board's more comprehensive effort to answer a number of research questions about the impacts of board certification and board certified teachers in schools and districts across the country.

For the past decade, as concerns over the quality of California schools have risen, state policymakers have sought ways to strengthen the state's teacher workforce. In the face of teacher shortages, numerous policy efforts have focused on preparing, recruiting, and retaining fully qualified teachers. The results of these policies have been significant; however, a number of sobering trends remain: poor students are still more likely to get an under-prepared teacher; at the secondary level, where enrollment is rising, many teachers are assigned "out-of-field" to classes for which they have minimal or no preparation; and nearly a quarter of new teachers enter the workforce without having earned the state's preliminary credential. These facts, combined with the increasing age of the teacher workforce and a drop in credential production, underscore that policymakers need to continue to focus on ensuring that all students have a fully qualified teacher. Additionally, looking across the teacher development continuum, weaknesses are apparent in how teaching quality is measured and how that information is used to support teachers. California needs to create a teacher development system designed to strengthen teaching quality. The system should link the components of the teacher development continuum, be based on a common definition of teaching quality, promote reliable measures of teacher knowledge and skills, and support the development of high-quality teaching. A system of teacher development can continuously improve teaching quality and ultimately result in improved student outcomes. Four primary recommendations are made to strengthen California's teaching force: (1) Review and align the current components of teacher development to form a system focused on strengthening teaching quality; (2) Continue to develop the California Longitudinal Teacher Integrated Data Education System (CALTIDES) and use the data derived from the system to inform decisions about the ways in which the components of teacher development can be revised, aligned, and made into a system that learns, adapts, and evolves; (3) Regularly assess classroom practice and use the information gathered to strengthen teaching quality; and (4) Encourage policies that will build and support a larger pool of prospective teachers. Appended are: (A) Research Methods; (B) Additional Supply, Demand and Distribution Graphs; (C) Teacher Preparation Measures; and (D) Source and Technical Information. (Contains 57 exhibits.)

It is a commonly understood problem in education that many highly qualified teachers tend to gravitate toward higher performing schools, including schools with lower minority enrollments and lower incidence of poverty. This article explores the distribution of a subset of teachers, namely, those who are National Board Certified. To what extent do these teachers' assignment choices mirror the pattern of their non-Board Certified colleagues and to what extent are they different? Part of a larger study of Board Certified Teachers in lower performing schools, the article examines the distribution of NBCTs in the six states with the largest number of them'California, Florida, Mississippi, North Carolina, Ohio, and South Carolina. The research finds that, with the exception of California, Board Certified Teachers are not equitably distributed across schools that serve different populations of students. In five of the six states examined, poor, minority, and lower performing students are far less likely to benefit from the teaching of an NBCT than are their more affluent, majority, higher performing peers. The article explores some possible explanations for the California distribution pattern as well as the kinds of incentives provided across the states for teachers to seek Board Certification and for those who earn it. The authors conclude with a rationale and a set of policy suggestions for realigning the distribution of NBCTs.

During the 2004-05 school year, SRI International, an independent research firm, launched a fourth comprehensive round of data collection. They conducted analyses of statewide teacher data to follow trends in teacher distribution over time and to document changes in California's teacher development policies and programs. They also collected original data in four teacher labor markets, visiting multiple districts in the same geographical region that draw on a common pool of teachers. In a total of 10 districts, they interviewed district officials, school administrators, and other school site leaders to determine how access to and use of available labor market data, formal policies (e.g., collective bargaining agreements, salary schedules), and practices (e.g., working conditions, instructional support) affect the hiring, distribution, and assignment of teachers at both the district and school levels. In addition, they interviewed teachers to learn how they chose their district and school and received their teaching assignments, and what kind of instructional supports are available to them. They also examined key contextual factors in each site, including local responses to the Williams settlement and the impact of NCLB on hiring and assignment practices. Lastly, They reviewed collective bargaining agreements (from the 10 case study districts and 7 of the 10 largest districts in the state) and interviewed union leaders in the case study districts to understand transfer and assignment policies. The findings from these data collection efforts are the basis for this report. The following are appended: (1) Teacher Development Policies; (2) Technical Information for Selected Exhibits; (3) Data Collection Methods and Analyses; and (4) Teacher Assignment Policies. (Contains 41 exhibits.) [Additional funding provided by the William and Flora Hewlett Foundation and Washington Mutual.]

Background Alternative certification plays a central role in the production of new teachers in many states, yet little is known about the characteristics of an effective program. Given that the variation within programs is as great as the variation between programs, the common methodology of comparing programs is unable to discern the qualities of programs with positive teacher outcomes. Focus of Study This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. It presents findings from an analysis designed to shed light on the effects of personal, program, and contextual inputs on teaching outcomes. To account for within-program variation, the analysis clusters individuals across programs based on common background characteristics, program experiences, and school contexts. Research Design We employed multiple data collection activities at both the program and participant levels. We conducted case studies of seven alternative certification programs, including multiple interviews with key personnel and document reviews. We surveyed program participants twice—once at the beginning of their participation in the program, and again at the end of their first year of teaching. We also observed a sample of participants teaching and interviewed them both at the beginning and end of their first year of teaching. Findings We found that each program, personal, or contextual element analyzed impacted various outcomes differently, and each contributed to the development of skilled, confident teachers. The element with the strongest effect on all measured outcomes, however, was school context. Conclusions Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials. Effective programs select well-educated individuals or work to strengthen subject-matter knowledge, and recognize that previous classroom experience is an asset. Effective programs provide carefully constructed and timely coursework tailored to candidates’ backgrounds and school contexts. And, effective programs provide trained mentors who have the time and resources to plan lessons with candidates, share curricula, demonstrate lessons, and provide feedback after frequent classroom observations.

This report analyzes the contributions that the 10 Eisenhower Regional Mathematics and Science Education Consortia have made to U.S. efforts to reform mathematics and science education. The United States Congress authorized the Regional Consortia Program in 1990 under the Excellence in Mathematics, Science, and Engineering Education Program. In reauthorizing the Regional Consortia Program, Congress reaffirmed the purpose of the Consortia supported by the program as being to disseminate exemplary mathematics and science education instructional materials and assist school staff in the implementation of teaching methods and assessment tools. The data presented in this report were collected largely in the spring of 1996 through surveys, interviews, site visits, and review of a variety of documents. Another more limited round of data collection was completed in spring 1997. This included telephone interviews and document review. Chapters include: (1) "Introduction"; (2) "Evolution of the Regional Consortia Program and the Challenge of Working with Intensive Sites"; (3) "Professional Development"; (4) "Teams and Networks: Consortia Links To the Field"; (5) "Promising Practices"; (6) "The Use of Technology by the Consortia"; (7) "Networking and Coordination"; and (8) "Conclusions". Appendices contain the survey procedures, instruments, and program indicators. (ASK)