TOWARD IDENTIFYING CHARACTERISTICS OF HIGH QUALITY MATHEMATICS AND SCIENCE TEACHER PROGRAMS: Preparing High Quality Mathematics and Science Teachers for Grades 6-12 Conference Columbia, December 1, 2004

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TOWARD IDENTIFYING CHARACTERISTICS OF HIGH
QUALITY MATHEMATICS AND SCIENCE TEACHER PROGRAMS
Preparing High Quality Mathematics and Science
Teachersfor Grades 6-12 ConferenceColumbia,
December 1, 2004

• Jay Paredes Scribner
• scribnerj_at_missouri.edu
• University of Missouri-Columbia
• Adam Bickford
• Bickforda_at_umsystem.edu
• Office of Social and Economic Data Analysis
• University of Missouri-Columbia

http//tiger.coe.missouri.edu/atcp/
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Overview of the Study

• Two-fold purpose
• Understand structures, processes, goals of alt
  cert programs
• Examine experiences of alt cert teachers and
  their impact on teacher quality
• Organizer Program theory evaluation
• Implementation and timeframes
• Current progress

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ALTERNATIVE CERTIFICATION LOGIC MODEL
Program Logic
Policy Impetus Teacher Shortages
Target Population Returning Professionals

• Inputs
• Preservice education
• Inservice coursework
• Inservice mentoring

• Outcomes
• Alleviate shortages
• Produce qualified teachers
• Increase teacher retention
• Increase number teacher in underrepresented
  groups
• Improve quality of student learning

Outputs Certified Teachers
Characteristics of Participating
Teachers Professional experience Professional
knowledge Underrepresented groups
Program quality Mentor quality School context
support
Desired Outcomes Transfer of content knowledge to
classroom Acquisition of pedagogical
knowledge Application of pedagogical and content
knowledge Retention in the profession
Assumptions
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Routes to certification in Missouri

• Traditional
• Undergraduate B.A.
• Sequence
• Cohort
• Student teaching

• TAC
• Requires B.A
• Temporary
• Ind. Program
• Teaching
• 3 yrs.
• 60 hrs

• TAC II
• Requires B.A
• Ind. Program
• Teaching
• 3 yrs.
• 24 hrs. (Max)

• ATCP
• Requires B.A
• Accelerated MA
• Sequence
• Cohort
• Screening
• Recruitment
• 2-3 yrs

Praxis only w/doctorate
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Preliminary Findings How Programs Differ

• Few constraints Highly constrained
• Low external funding
  High external funding
• More districts served
  Fewer districts served
• Less structured
  Highly structured
• Flexible certification paths
  Defined certification paths
• Few partners Multiple partners

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Preliminary Findings How Programs Differ

• Four dimensions
• External partnerships
• Certification paths
• Programming
• Field experiences

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Preliminary Findings How Programs Differ

• External Partnerships
• Three types
• Funding w/ constraints
• Funding w/o constraints
• No partnership
• Influenced by program needs
• Impact on autonomy
• Urban vs. rural contexts
• Cohorts and training institutes
• Weaknesses

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Preliminary Findings How Programs Differ

• Certification Paths
• Effects of TAC legislation
• Efficiency and streamlining of certification
  routes
• Shift from theory to content and survival skills

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Preliminary Findings How Programs Differ

• Programming
• Must equal preparation of traditional programs
• Flexibility of programming
• Cohorts and institutes
• Urban and rural contexts

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Preliminary Findings How Programs Differ

• Implementation of Field Experiences
• Recruitment, placement, and mentoring
• Relation to partnerships
• Districts served
• Mentoring and program success

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Question 1

• Does standardization produce high-quality
  programs?
• All ATCP program documents endorse the MoSTEP
  standards. However, there is considerable
  variety in the content and delivery of teacher
  instruction.
• What is the role of standards for teacher
  training in focusing the delivery of teacher
  instruction?

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Question 2

• What are the sources of program variety?
• ATCP programs face multiple constraints, both
  external and internal.
• External Constraints
• DESEs Certification Policies
• District Demands for Teachers
• Grant/Funding Requirements
• Distance
• What are the key internal constraints that impact
  program organization and operation?

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Question 3

• What do alternatively certified teachers really
  need?
• Content knowledge
• Pedagogical knowledge
• Ethical moral understanding
• Classroom management/survival skills
• Organizational coping skills
• Policy and political contexts of schools

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Question 4

• How can we strengthen this tripartite
  relationship

Teacher
Preparation program
Field experience