The purpose of this paper is to review literature on the alternative certification policy so as to identify key features and issues as the basis for suggesting a more systematic approach to the study of the policy efforts. Alternative teacher certification has become a proliferating phenomenon in the United States in response to current and…

No Child Left Behind (NCLB) mandates a "highly qualified" teacher in every classroom. To meet the standard, teachers must have a bachelor's degree, be state-certified, and prove they know the subjects they teach, either by satisfying minimum course-taking requirements or passing a test in the subject they teach. But will compliance…

In this chapter, the authors examine developments in the teacher workforce and in the occupation of teaching across recent generations. They take their point of departure from the perspective of prevailing policy discourse on enduring problems of educational equity, asking not only how teaching has evolved in recent decades but more specifically…

The Alternative Certification Program (ACP) was implemented to reduce staffing shortages and to develop an alternative training program capable of producing teachers who are equal to or superior to teachers trained by traditional methods. This evaluating examines the effectiveness of the Houston (Texas) District's training program by comparing the…

This study compared the attrition rate of 213 alternatively certified (n=51) and traditionally certified (n=162) first-year teachers in a middle Georgia urban school system. The quality of support and mentoring that these teachers received was also examined. A chi square analysis was done on the group of teachers who taught during the 2001-2002…

"Alternative certification" is a general term for nontraditional avenues that lead to teacher licensure. Alternative teacher certification programs (ACPs) are generally geared toward aspiring teachers who already have a baccalaureate degree but who require additional education methods coursework and classroom experience. Such programs vary in…

Presents lessons learned by following M.A. candidates who were supported by California State University, Los Angeles, as they pursued National Board for Professional Teaching Standards (NBPTS) certification. Discusses the introduction of NBPTS certification to M.A. candidates, launching certification projects, and what NBPTS certification…

Reviewed high quality research on teacher preparation in five areas, discussing the development of review criteria. Questions included attention to subject matter and pedagogical preparation of prospective teachers, to the content and character of high quality field experiences and alternative routes, and to research on the effects of policies on…

Reviews ideological debates over teacher education, the possible effects of professionalization, and chief criticisms of teacher education programs: incoherent curriculum, generic preparation, out-of-touch faculty, ideological influences, and institutional ineffectiveness. Outlines specific recommendations for teacher educators, school…

Concerns about the state of teacher education programs include (1) lack of preparation for teaching students with special needs or whose native language is not English; (2) movement toward general rather than specialized certification; and (3) stop-gap alternative certification. A more integrated approach for regular and special education is…

BellSouth Foundation has supported various alternative teacher certification programs. Teacher development also requires that the school be at the center of talent identification, teacher preparation, recruitment, induction, and continuing education. (SK)

The Departments of Defense and Education have collaborated in pilot projects to help military personnel make the transition to teaching. Federal legislation supporting alternative teacher certification is also contributing to this effort. (SK)

The president of Teach for America, a privately funded teacher corps, believes that school districts, states, universities, and nonprofit organizations must assume new roles, implement substantial policy changes, restructure, and reallocate resources to improve teacher recruitment, selection, training, and assessment. (SK)

Teachers for Chicago is a graduate-level teacher preparation program based on apprenticeship. Prospective teachers learn through onsite experience supported by training and interaction with mentors and other experts. (SK)

A study exploring possible connections between teacher attrition rates and feelings of alienation compared alienation among alternatively and traditionally certified teachers in Texas. Results showed that the two groups did not differ on most alienation measures and that alienation was high among both groups. School leaders must address this…