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Studying Alternative Certification: A Tale of Two Research Projects

Studying Alternative Certification: A Tale of Two Research Projects. John Lannin, Kathryn Chval, Fran Arbaugh, Aina Appova, Ryan Nivens, Travis Olson, Sarah Pomerenke, Troy Regis University of Missouri-Columbia. Overview. Background on Alt Cert Teacher Knowledge Framework Policy Framework

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Studying Alternative Certification: A Tale of Two Research Projects

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  1. Studying Alternative Certification: A Tale of Two Research Projects John Lannin, Kathryn Chval, Fran Arbaugh, Aina Appova, Ryan Nivens, Travis Olson, Sarah Pomerenke, Troy Regis University of Missouri-Columbia

  2. Overview • Background on Alt Cert • Teacher Knowledge Framework • Policy Framework • Examination of Research Instruments • Closing Remarks & Comments

  3. Background on Alt Cert • Increased demand for mathematics teachers • 28-33% of mathematics teachers lack proper certification (Ingersoll, 1999; Olson, 2000) • Alt cert has a mixed record in recruiting and preparing teachers (Wilson, Floden, & Ferrini-Mundy, 2002)

  4. Missouri Context for Alt Cert • Act creating Alt Cert (Fall 2000) in high needs areas • Considerable Variation in Alt Cert Program Design in Missouri • Program at MU has two tracks • Accelerated 15 month program • Full-time teaching 24-month program

  5. Background on Two Studies

  6. Researching Science and Mathematics Teacher Learning in Alternative Certification Models • Research Questions • What do teachers learn and what facilitates their learning of: • mathematical content for teaching? • mathematics learners? • mathematics curriculum? • mathematics instructional strategies? • assessment? • What constrains the development of these aspects of teacher knowledge?

  7. A Model of Teacher Knowledge • Pedagogical Content Knowledge (Grossman, 1990; Magnusson, Krajcik, & Borko, 1999; Shulman, 1986) • Learners • Curriculum • Assessment • Instructional Strategies • Assessment

  8. Alternative Teacher Certification Programs Study • What logic models guide Missouri ATCPs? • What are the characteristics of teachers entering formal ATCPs? • What are the characteristics of secondary mathematics and science teachers participating in Missouri’s ATCPs relative to traditionally certified mathematics and science teachers? • To what extent do ATCP mathematics and science teachers use instructional practices that meet or exceed national teaching standards for those subjects? • What outcomes are associated with the various routes to alternative certification relative to traditionally certified mathematics and science teachers in Missouri?

  9. Program Logic Outcomes: Alleviate shortages Produce qualified teachers Increase teacher retention Increase #s of underrepresented teacher groups Improve quality of student learning Policy Impetus: Teacher Shortages Target Population: Returning Professionals Inputs: ｧPreservice education ｧInservice coursework ｧInservice mentoring Outputs: Certified Teachers Program quality Mentor quality School context support Professional experience Professional knowledge Underrepresented groups Transfer of content knowledge to classroom Acquisition of pedagogical knowledge Application of pedagogical and content knowledge Retention in the profession Assumptions Policy Framework

  10. Comparing Policy and Teacher Knowledge Perspectives Teacher Knowledge Lens Policy Lens

  11. Examining Research Instruments Teacher Knowledge 1. Entry Task and Interview (PCK) 2. Video Analysis Task (Orientations) 3. Stimulated Recall (PCK in action) Policy 4. Survey of Readiness to Teach (Programmatic Preparation) 5. Post-observation Protocol (Knowledge Application)

  12. Small-group Discussion Understand the data collection tool and its uses to collect data about teacher education students/programs. Discuss how you can use/adapt the tool to learn about the teacher education students/programs at your institution.

  13. Connect to Your Context and the Broader Context • Based on the discussion in this session what are the implications for your work? • Other questions or comments related to research/program evaluation on the topics of teacher knowledge, alternative certification, or policy

  14. Researching Science and Mathematics Teacher Learning in Alternative Certification Models

  15. Alternative Teacher Certification Programs Study

  16. Contact: LanninJ@missouri.edu

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