Transcript Title of presentation goes here

The Alternative Certification of Science
Teachers: Findings From the NSF-Funded
STEM ACT Conference
Morton M. Sternheim
University of Massachusetts Amherst
[email protected]
413-545-1908
NSF #0514620
STEM ACT Conference
Science, Technology, Engineering and Math Alternative Certification for Teachers
Funded by NSF - Teacher Professional Continuum Program
May 5th-7th, 2006, Arlington, VA
Participants represented three communities:
 academic researchers and administrators
 policy makers in states and large cities
 alternative certification providers and teachers who have
gone through these programs
2
Conference Organizers
 Principal Investigators (all UMass)
• Morton M. Sternheim, STEM Education Institute, Physics
• Allan Feldman, Teacher Education and Curriculum
Studies
• Joseph Berger, Educational Policy Research and
Administration
 Staff Assistant
• Yijie Zhao
 Advisory Board
3
Outline
 Introduction
•
•
•
•




Conference Goals
Conference Format
Key point and question
Dissemination
Research Report Highlights
Policy Report Highlights
Practice Report Highlights
Summary of Recommendations
4
Conference Goals

In-depth look at some existing programs and
models, including NSF funded alternative
certification programs, plus district-based
programs (e.g., Teach New York) and national
programs (e.g., Teach For America).

Identify an agenda for future research questions
on alternative certification to guide development
and implementation of new programs.
5
Conference Goals (cont.)

Provide an overview of the existing policy on
alternative certification of secondary science
teachers in the US, including key assumptions and
questions.

Begin a synthesis of existing research on needs,
methods, and outcomes of alternative certification
for science teachers. Areas include
• science learning
• nature of science
• context of schools
• diversity and gender issues
• teacher supply and demand
• initial teacher education and development.
6
Conference Format
 Every attendee was a participant – a presenter
and/or a responder to a paper read in advance
 Friday night keynote (Ken Zeichner)
 Saturday plenaries, parallel sessions, posters
 Sunday morning, working sessions to define key
points
 Sunday afternoon, 3 writing committees plan the
research, policy, practice white papers
7
Key Point: Ken Zeichner, keynote speaker
 Teaching and teacher
education are inherently
complex and are not
reducible to simple
prescriptions for practice.
 Much of what is believed
to be associated with
program excellence with
regard to particular goals
cannot currently be
supported with empirical
evidence
8
Key Question: What is alternative certification?
 Programs to put “career
changers” in classrooms
quickly?
 Anything other than 4 year
undergrad program?
 Antoinette Mitchell (NCATE):
Programs range from 5th year
programs for students without
education backgrounds, to
programs designed for careerswitchers, to programs
designed for specific sectors of
the community such as military
personnel and paraprofessionals.
9
Key Question: What is alternative certification?
Conclusion: We need a continuum of teacher
preparation and support programs to support
varied needs.
10
Dissemination Plan
 Produce 3 “white papers” plus overall summary
 Conference presentations
• Association for Teacher Education (ASTE)
• National Association for Research in Science Teaching
(NARST)
• American Association of Colleges of Teacher Education
(AACTE)
• This meeting
 Paper
• Massachusetts Association for Supervision and
Curriculum Development Perspectives (September ’07)
 Web site www.stemtec.org/act
11
STEM Alternative
Certification
Issues for Researchers
Research White Paper Writing Committee
 Abdulkadir Demir,
University of Missouri,
Columbia
 Allan Feldman, University
of Massachusetts
Amherst, Chair
 Jodie Galosy, Michigan
State University, CoChair
 Richard Iuli, SUNY
Empire State College
 Carole Mitchener,
University of Illinois at
Chicago, Co-Chair
 HsingChi Wang,
University of Calgary
 Bruce Herbert, Texas
A&M University
13
Guiding question of STEM ACT conference:
"What do we know and what more do we need to
learn about how to incorporate the results of
more than 30 years of research on science
teaching and learning into alternative
certification programs?"
14
Research on Alternative Certification
 Mostly policy documents
• Need for, production, retention of teachers
• Generic, not subject or level specific
 Other main body of literature is evaluation of
specific AC programs
 Third type of studies are comparative between
“traditional” and “alternative”
15
Research on Alternative Certification
 Focus on structural, rather than
educational, differences
 Pays little attention to teacher/student
learning as an outcome
 Does not take science subject matter into
account
 Draws little from research on science
teaching and learning
16
Research on Alternative Certification
Comparative studies that lump AC and
traditional programs into two undifferentiated
groups are not productive:
• Alternative certification is ill-defined.
• There is at least as much variation within
programs as between the two types (Wechsler,
Humphey & Hough, 2006; Abell et al., 2006;
Galosy, 2006; Lee, Olson & Scribner, 2006)
17
Unhelpful Divides
 Dividing teacher preparation into alternative and
traditional is an example of unproductive divides
that hamstring research on teacher education as
a field:
• Science ed/general ed
• Preservice/inservice
• Licensing/education
18
Rephrasing of guiding question for researchers
"What do we know and what more
do we need to learn about science
teacher education that takes into
account the results of more than 30
years of research on science
teaching and learning?”
19
Reform Vision of good science teaching
(NSES, AAAS, etc.)
Science classrooms are active and exciting places
in which:
 The science taught and learned is relevant and
interesting to students’ lives;
 Students’ curiosity for their world beyond their
own experience is awakened;
 Students are engaged in inquiry; and
 Students develop a commitment to responsible
citizenship.
20
The big question for practitioners
What, and how, do science teachers
need to learn to enact reform-based
science teaching in their classrooms?
21
What teacher beliefs, knowledge and skills support
the Reform Vision?
 Science teachers need to know their subject.
 Science teachers need to have science subject
specific pedagogical content knowledge (PCK)
 Science teachers need to have knowledge about
science curriculum/instructional approaches
 Science teachers need to have practical
knowledge of running a lab, lab safety, etc.
 Science teachers need to have knowledge of the
students they teach and how students learn
science
22
What do science teachers need to know and be able
to do to construct Reform Vision classrooms?
Lead author Beliefs/knowledge/skills/practices
Abell Content knowledge for teaching (CKT) and Pedagogical content
knowledge for teaching (PCK)
Demir Inquiry-based teaching practices
Dern Teacher beliefs about student-centered teaching practices
Galosy Teachers’ expectations for their students’ science learning
Greenwood Teacher efficacy--belief that they can have positive impacts on
student learning
Lee Active learning, collaborative learning, connecting science with
students’ experience, misconceptions and learning difficulties,
assessment
Mitchener Inquiry-based teaching beliefs and practices
Sterling Classroom management, planning, and instructional capacities
23
Science teacher content knowledge:
 Britton (2006): Science teaching is domain
specific to the particular science discipline and to
to the work of teaching that discipline.
 Abell et al. (2006): Content knowledge for
teaching science may be qualitatively different
from academic science.
 Wang (2006): College-level science courses may
be major contributors to science teachers’
“fragmented and shallow” knowledge structures.
 Nature of science – Knowledge of the discipline
(McDonald, 2006)
24
Science teacher pedagogical content knowledge
 Understanding specific content within
disciplinary and curricular contexts
 Multiple ways of representing content
 How to design appropriate instructional tasks
 Ways of identifying students’ prior knowledge
and drawing on students’ experience/ideas
 Anticipating/identifying student errors and
addressing student misconceptions
 Assessing student understanding
(Abell et al., 2006; Britton, 2006; Greenwood et al., 2006;
Kern et al., 2006)
25
What pedagogies and pedagogical tools would help
teachers develop reform-based teaching in classrooms?
Lead author
Pedagogy/pedagogical tools
Abell
Guided and independent internship
models
Britton
Science-specific mentoring and field
experiences
Demir
Inquiry-based experiences
Galosy
Mentoring, coaching, workshops, literacy
strategies
Greenwood
Mentoring, field supervision
Mitchener
Action research
Sterling
Coursework, classroom coaching
Wang
Coursework, field experiences, inquirybased instruction
26
Pedagogies: Induction and mentoring
 Importance of the second year for action
research (Mitchener, 2006).
 Science specific district- or school-based
mentoring (Galosy, 2006).
 Both school-based and university-based mentors
have important roles (Greenwood et al., 2006).
 The novice teacher’s and mentor’s prior
experience and knowledge should be taken into
account in establishing mentoring relationships
(Koballa et al., 2006).
27
Mentoring
Effective programs have
 Trained mentors
 Provided mentors with time and resources
 Plan lessons and share curricula with mentees
 Demonstrate lessons to mentees; and
 Provide feedback from classroom observations.
(Humphrey, Wechsler, & Hough, 2006).
28
Pedagogies
 Ongoing, sustained interactions
 Collaborative work
 Practitioner inquiry - action research,
lesson study
 Field experiences
 Scientific research partnerships
29
Recommendation - Research Agenda
Conceptual
Student learning
Teacher learning
Content and
pedagogies of
teacher education
Methodological
Empirical
30
Research questions
 What science and in what form do science
teachers need to know?
 How do we bridge traditional separations of
preservice and inservice teacher education to
create a professional continuum of science
teacher education that includes the induction
phase?
31
Research questions
 How do diverse teachers acquire beliefs, knowledge and
skills across a variety of educational settings and
opportunities?
• What coursework and field experiences lead to the
development of knowledge and skills that help teachers, at
various points in their professional development, bring
reform visions into science classrooms (action research,
institutional partnerships)?
• What roles can teacher collaboratives—groups of science
teachers learning together—play in the continued
education and production of professional knowledge? (e.g.
mentoring, communities of practice)
 What are the implication of what teachers learn for their
students?
32
Research questions
 Who are the science teacher candidates? How do
the following influence candidates’ development
as science teachers?
• Age, race, ethnicity, gender
• Prior experience
• Science knowledge
• Context and societal influences
33
STEM Alternative
Certification
Issues for Practitioners
Report Authors
 Barbara Austin,
Northern Arizona
University
 Wendy Frazier, George
Mason University
 Anita Greenwood,
UMass Lowell
 Judith Hayes, Wichita
State University
 Charmaine Hickey,
UMass Lowell
 Kathy Shea, UMass
Lowell
 Morton Sternheim,
UMass Amherst
 Yijie Zhao, UMass
Amherst
35
What is alternative certification?
 Antoinette Mitchell (NCATE): These programs
range from 5th year programs for students
without education backgrounds, to programs
especially designed for career-switchers, to
programs designed for specific sectors of the
community such as military personnel and paraprofessionals.
36
What is alternative certification?
Program differences include
 Target recruitment audience
 Goals
 Structure
 Field-placement and field-placement support
 Mentoring support for interns
37
What is alternative certification?
Alternative certification teacher candidate
differences include:
 Prior classroom experience
 Career experience
 Life experience
 Education coursework experience
Because of these differences, “alternative
certification” forms a continuum of teacher
preparation to support varied needs of teacher
candidates and schools or school districts
38
Program Standards
National Council for Accreditation of Teacher
Education (NCATE) holds alternative certification
programs to the same standards required of all
programs in NCATE-accredited institutions as a
way of making institutions accountable for the
quality of their programs and for the quality of
the educators they prepare.
39
Alternative Certification Candidates
Judith Hayes, Wichita: There’s been a dramatic shift
in the profile of people studying to be teachers through
alternative routes.
 A greater percentage of older, life-experienced
people wanting to enter the teacher profession
when compared with traditional preparation
models.
 More of these mid-career switchers are male and/or
are minorities interested in teaching in highdemand areas, in positions generally not sought by
young, white females coming out of traditional
schools of education.
40
Partnerships
Research indicates that teacher candidates working
in alternative licensure programs with strong district
– university partnerships perform better and stay in
the profession longer.
41
Partners
 Primary partners
• Hiring school districts, state licensing
authority, higher ed institution
 Other partners – funding/recruiting
• Corporations, e.g., Raytheon Teaching Fellows
Program
• Federal agencies: NSF (Noyce Scholars),
DOE, …
• Troops to Teachers, Teach for America, …
42
Recruiting and Selecting Candidates
 Depend on nature of the program
 Selecting and recruiting the right candidates for
admission to a particular program is important
for the program’s success, because “investing
resources in candidates unlikely to succeed is a
lose-lose situation.”
43
Selection
 Usually require at least bachelor’s degree
 Screening process – tests, interviews, evidence
of content mastery, short demonstration lesson
 Often highly selective
 Some programs are committed to serving all
provisionally certified teachers in an area
 Humphrey et al: most alternative certification
programs bet on education background, work
experience, previous classroom experience, or
some combination of the three
44
Recruiting
 Many approaches, reflecting the programs
 Texas A&M: scholarships, job fairs, recruiting in
grad programs
 UT: All students in the College of Natural
Sciences are recruited. They receive a letter
about it upon admission, hear about it during
orientation, receive mailings each year. Student
group presentations, media reports …
45
Recruiting
 Teach for America: Representatives visit many
campuses, focus on selective colleges, accept
only a small fraction of applicants
 NYC Teaching Fellows program targets midcareer professionals as well as recent college
graduates
 Troops to Teachers program provides information
and support to retiring military personnel, with
offices in 32 states
46
Candidates

Four groups of candidates
1. Undergrads where there in no traditional certification
option
2. Recent grads who opt to teach
3. Career switchers or retired military
4. Teachers who need courses to become “highly
qualified” in another subject


These groups have different needs
Must match candidates and structure of the
program
47
Need: Practical Teaching Knowledge
 All need practical knowledge about navigating
the current school environment: information
about legal and ethical responsibilities, teaching
to diverse populations, inclusion issues, and
classroom management
 Less important for group 4, those already
teaching
48
Need: Pedagogical Content Knowledge
 Teachers not only need to understand science
but teach in a manner that is consistent with
what is known about how people learn science
and reflects significant insights from recent
educational research
 Discipline-specific pedagogy issues – how to
teach difficult concepts in a particular subject
 Laboratory safety knowledge – chemicals,
biomaterials, etc. – is critical for teachers to do
hands-on science
49
Need: Content Knowledge
 Federal law mandates that teachers must have
sufficient content knowledge as the major
provision of being “highly qualified”
 Mainly a need for group 4, teachers who need
courses to become highly qualified
50
Needs: Income, Non-traditional Delivery
Career changers and recent grads often need
income during their training
 Stipends, scholarships
 Non-traditional course delivery
•
•
•
•
Summer immersion before placement
Subsequent summer courses
Evenings
Distance learning
51
Mentoring
AC teacher candidates need mentoring support while
they are in training
 Mentoring for AC candidates is part of new teacher
induction
• Research: good induction programs cut attrition
 Mentoring should reflect lack of education courses
 Mentors involved in AC programs need different
training from those in traditional certification
programs so that they can address the subject
specific needs of these individuals
 When there is consistency between mentor and
mentee in the conception of the mentor’s role, the
mentoring relationship is productive
52
The Challenge
Ken Zeichner, Wisconsin:
 Teaching and teacher education are inherently
complex and are not reducible to simple
prescriptions for practice.
 Much of what is believed to be associated with
program excellence with regard to particular
goals cannot currently be supported with
empirical evidence
53
Oversimplified Views of Excellence (Zeichner)
 Attempting to connect the surface features of
teacher education programs (e.g., their length)
to various teacher and student outcomes without
accounting for the characteristics that candidates
bring to their preparation
 Attempting to define the characteristics of good
teacher education programs by the mere
presence or absence of certain program
elements without addressing how these elements
are defined and used and for what purposes
54
Characteristics of Effective STEM ACT Programs
 Needs-based design of the program
• Tailored to needs of district or region
• Tailored to needs of participants, backgrounds, etc.
 High entrance standards
• Screening, appropriate STEM backgrounds, match between
program design and background
 Intensive training focusing on professional expertise
• Subject content, pedagogical knowledge and skill training
• Pedagogical content knowledge
• Multicultural and special education issues
55
Characteristics of Effective STEM ACT Programs
 On-site support during training
• Comprehensive system of support from experienced,
trained mentors once the candidate begins working in a
school.
• Candidates go through their training in cohorts at school
so they have peer support
• Candidates have the opportunity of guided practice in
lesson planning and teaching prior to taking full
responsibility as a teacher
56
Characteristics of Effective STEM ACT Programs
 Frequent program evaluation
• Continuous monitoring, evaluation, and feedback of
individual and group performance to allow for program
adjustment
• Candidates receive frequent evaluation of their teaching
from well-trained mentors and faculty with strong STEM
education backgrounds
• Faculty receives continual formal and informal
evaluation of their instruction from the teacher
candidates
57
Characteristics of Effective STEM ACT Programs
 High exit standards
• Standards tied to state standards for teaching
• Candidates demonstrate that they have mastered the
knowledge, skills, and dispositions identified in state
standards and can have a positive impact on student
learning
 Ongoing support of graduates after the program.
• Structured, well-supervised induction period when the
novice receives observation and assistance in the
classroom by an experienced teacher
• Ongoing professional development and reflection is
supported by the school and/or the university through
seminars, workshops, courses
58
School – College Collaboration
 Colleges, schools and the candidates have
constant communication to ensure that teaching
theory and practice are effectively integrated to
address classroom and pedagogical issues.
 School districts provide the teacher candidates in
alternative certification programs with a
supportive school environment to help them with
effective transition to teaching.
 The program prepares individuals for specific
positions in specific schools, and should place
participants in those positions early in the
training.
59
Effective STEM ACT Programs: Summary
• A program encompassing all these components
may be an ideal, but these benchmarks provide
a frame of reference for an effective AC program.
• These components are not an oversimplified
checklist to measure the program quality. Rather,
they serve as research directions for an in depth
inquiry into the implementation and efficacy of
these elements in achieving excellence in AC
teacher preparation.
60
STEM Alternative
Certification
Issues for Policy-makers
Writing Committee
 Joseph B. Berger, UMass Amherst
 Ted Britton, WestEd
 Cassie Guarino, RAND
 Jennifer Jackson, University of North Texas
 Michael Marder, University of Texas at Austin
62
Purpose of White Paper
 Identification of key policies issues and
strategies related to improving the alternative
certification of science teachers.
 Descriptive summary of the supply and demand
issues associated with the certification of science
teachers.
63
Rising Above the Gathering Storm (2006)
“In a world where advanced knowledge is widespread and
low-cost labor is readily available, U.S. advantages in the
marketplace and in science and technology have begun to
erode. A comprehensive and coordinated federal effort is
urgently needed to bolster U.S. competitiveness and preeminence in these areas.”
RAGS recommends:
 Increase America's talent pool by vastly improving K-12
mathematics and science education; and
 With action steps that include improving the quantity and
quality of math and science teachers.
64
Alternative Teacher Certification and Public Policy
 Historically the routes available for teacher
certification have been expanded beyond
“traditional” on-campus postsecondary teacher
training programs to a wider range of options.
 State policies have increasingly moved towards
providing a greater range of certification
program options in order to address issues of
quantity and quality in the production of new
teachers.
65
Defining Quantity and Quality
 Quantity – the need for enough teachers –
particularly in hard to staff:
• Geographic areas (urban and rural)
• Content areas (science, math, special ed)
 Quality – need to ensure that science teachers
are prepared and qualified to provide a high
standard of teaching
Policy makers believe that there must be enough
quantity before quality can be addressed.
66
Framing the Quantity and Quality Problem
Public policy is concerned with addressing
incentives and standards to ensure that there is
a large enough supply of qualified teachers to
meet the demands for quantity and quality
• Policies of Incentives to increase the quantity
of teachers necessary to meet demand
• Policies of Standards to increase the quality of
teachers
67
Balancing Priorities in Policy Dilemmas
Quantity <–-> Quality
Incentives <–-> Standards
Short-term <–-> Long-term
High-need <–-> “Low-need” Districts
Pre-service <–-> In-service
Limited resources have been (and will be?) available to
serve multiple (and sometimes competing) needs
68
Shaping Policy - Sources of Influence on Supply and
Demand
 Supply – what factors influence the
attractiveness of science teaching to potential
workforce entrants?
 Demand – what factors influence districts and
schools to support certain numbers and types
(e.g. certified, career-changers, etc) of science
teacher positions?
69
Supply and Demand Factors




Supply
Entry Requirements
Licensure Testing
Requirements
Income/Compensation
Working Conditions
Demand
 Accountability
Systems
 Screening and
Selection
 Career-changer Bias
70
Supply - Requirements for entry to the profession

Teacher Education
•
Pre-requisites (e.g. content knowledge, previous
experience, contextual congruence)
•
Length (number of courses, years, etc.)
•
Cost (including foregone earnings and opportunity
costs)
•
Degree of difficulty of program
•
Value or quality (Perceived benefit in relation to cost)
71
Supply – Licensure Testing Requirements

Cost of exams, applications, etc.

Difficulty of exams
72
Supply – Income/Compensation

Entry Salary

Future Earnings

Salary Increments Gained Through Experience

Salary Increments Gained Through Career Advancement
Opportunities (e.g. master teacher, head of department,
etc.)

Retirement
73
Supply – Working Conditions

Number of Preps

Supplies and Equipment

Curriculum Resources

Student Behavior

Parental/Community Support

Balance of Autonomy and Collegiality

Administrative Support

Mentoring, Induction Programs (etc.)
74
Supply – Working Conditions (continued)

Class Size

Schedule Flexibility

Intrinsic Rewards

Professional Prestige

Community-to-community and State-to-state
differentials
75
Demand – Accountability Systems

Difficulty of entry standards

Rigidity of subject-specific certification
requirements
76
Demand – Resource Allocation

Funds allocated to:
•
Public education
•
Recruitment and retention
•
Science teaching positions
77
Demand – Screening and Selection

Resources allocated to screening and selection
processes

Higher entry standards reduce the quantity of
available teachers
78
Demand – Context for Career-changers

Use of policies to recruit career-changers

In-school bias against career-changers
79
Demand –Retention

In-profession

In-school

High Needs Districts

Retirements

Competing Opportunities
80
Findings of STEM ACT Policy strand
In the process of balancing all these factors to determine
demand, schools can make several tradeoffs.
 There can be a quantity-quality tradeoff. A district can
choose to employ fewer teachers but maintain high quality
standards (e.g., increase class sizes and/or offer fewer
courses but of higher quality).
 Or the the district can sacrifice quality by employing as
many teachers as possible in the district.
 Or the district can sacrifice quality in science teaching to
promote quality in other subject areas.
 Or the district can sacrifice both quantity and quality just
to stay solvent.
81
Findings of STEM ACT Policy strand (continued)
Science is a relatively costly subject to teach.
 Laboratory or other types of experientiallyoriented teaching settings (e.g., field trips)
require more resources than, say, English
classes.
 High quality science teachers may cost more,
compared to other subjects (e.g., history)
82
Findings of STEM ACT Policy strand
 The quality of the science teacher employed in a
school will depend largely on the total
compensation package (by total compensation,
we mean salaries, benefits, working conditions,
and intrinsic rewards) that the school offers.
83
Findings of STEM ACT Policy strand (continued)
 Both the cost of high quality science teaching
and the relatively low incentive to produce new
science teachers can combine to exacerbate the
shortage of good science teachers in the
classroom.
 Hard-to-staff schools are doubly challenged,
needing to funnel scarce resources into the areas
upon which their survival depends most heavily
and being less likely to attract high quality
science teachers than schools with more
desirable working conditions for the same cost.
84
Recommendations summarized
 For researchers
 For practitioners
 For policy-makers
85
Recommendations for policy makers
 Need to balance attention to issues of supply and
demand
 Recognize trade-offs associated with quantity
and quality
 Science teaching must be a funded priority for
states, districts and schools – resources need to
be directed at improving demand (the number of
positions offered)
 Science teaching must be attractive enough for
individuals to be willing to teach at a given level
of overall compensation
86
Recommendations for practitioners
 Needs-based design of programs
 High entrance standards
 Intensive training focusing on professional
expertise
 On-site support during training
 Frequent program evaluation
 High exit standards
 Ongoing support of graduates after the program.
 School college collaboration
87
Recommendations for practitioners, cont.
• A program encompassing all these components
may be an ideal, but these benchmarks provide
a frame of reference for an effective AC program.
• These components are not an oversimplified
checklist to measure the program quality. Rather,
they serve as research directions for an in depth
inquiry into the implementation and efficacy of
these elements in achieving excellence in AC
teacher preparation.
88
Recommendations for researchers
These questions need to be answered by research:
 What science and in what form do science
teachers need to know?
 How do we bridge traditional separations of
preservice and in-service teacher education to
create a professional continuum of science
teacher education that includes the induction
phase?
 How do diverse teachers acquire the beliefs,
knowledge and skills across a variety of
educational settings and opportunities?
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Recommendations for researchers, cont.
 Who are the science teacher candidates? How do
age, race, ethnicity, and gender; prior
experience; science knowledge; and context and
societal influences effect relate to candidates’
learning to be science teachers?
 How do we transform credentialing programs
into research-informed educational programs?
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More Information
 www.stemtec.org/act
• Proceedings (papers, PPT’s) online
 This PowerPoint
 White papers (coming soon…)
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