Argues that many alternative teacher-preparation and -certification programs do not produce effective classroom teachers. Dispels four myths about these alternative programs: They emphasize content knowledge, attract better candidates, produce more effective teachers, and have no effect on teacher retention. Describes characteristics of…

Describes several models for fast-track alternative training programs for new and second-career teachers and principals, especially for teaching positions in disadvantaged urban schools. Teach for American program is highlighted. (PKP)

Describes extent of out-of-field teaching and negative impact on teachers and students. Suggests that out-of-field teaching is the result not of an inadequate supply of qualified teachers, but of expedient assignment decisions by school principals. (PKP)

Contends that Multiple Subjects Assessment for Teachers is not aligned with essential elementary-level teaching functions, thus preventing many otherwise qualified persons from teaching. Describes some individual test-taking experiences in California. Recommends changes in prospective elementary teacher assessment practices. (PKP)

Reports findings of a case study of 13 teachers who participated in the certification process of the National Board for Professional Teaching Standards. Teachers achieved greater professional confidence, improved their analysis of instruction, sharpened their focus on student outcomes, and increased their commitment to professional growth.…

Describes how National Board for Professional Teaching Standards can help recruit and retain qualified beginning teachers and to provide career advancement opportunities for experienced teachers. (PKP)

Describes operation and benefits of Cincinnati Public Schools' Career-in-Teaching Program. Program consists of seven career steps: Intern, apprentice, novice, career, advanced, and accomplished. Program supports continuous professional development and provides performance-based compensation. Contends that districtwide program successfully attracts…

Describes Teacher Recruitment and Induction Project, a partnership between Southwest Texas State University College of Education and seven school districts, designed to prepare midcareer adults for teaching. Summarizes characteristics of strong midcareer teacher-preparation programs. (Contains 17 references.) (PKP)

Describes several strategies used by one Arizona school district to recruit and retain more ethnically diverse teachers. (PKP)

Describes Newcomers Entering Teaching, a program designed by the Portland (Maine) Public Schools to prepare recent immigrants and refugees to enter local university's 9-month teacher-certification program. (PKP)

Discusses several reasons many teachers are unwilling to apply for the principalship: Too little pay, costly and irrelevant requirements, too many pressures, too many hats to wear, not enough time, too little authority. Suggests several changes in principal's role, compensation, training, and recruitment to attract more qualified teachers for the…

Discusses several conditions needed to support principal learning needs based on a qualitative study of six elementary-school principals: Information that challenges their thinking, feedback, time for reflection, access to resources, hands-on learning experience, and opportunities to teach others. Recommends an integrated approach to principals'…

Describes how an instructor used portfolios to help graduate students in elementary and early childhood education class in Korea use personal reflection and classroom observation to develop individualized approach to instruction. (PKP)

Explains why schoolwide reform models do not work. Reviews several validated school-improvement principles and discusses their implementation. (PKP)

Reviews research on the characteristics and benefits of new-teacher mentoring programs. (PKP)