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Lesson 3.2

Preparation and Certification:
How To Make a Teacher

Here’s what a teacher’s credentials can tell you.

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Image: Diplomas Waiting CC MTSOfan

In California, as elsewhere, most teachers enter their profession by first earning a credential. In California’s public schools a credential is mandatory. Although teacher preparation programs vary, candidates generally spend limited time in actual classrooms. Most new teachers arrive in school with little practical classroom experience. A combination of “sink or swim” experience and formal on-the-job training gets them through the first few years.

In California, about 80% of teachers earn their credentials through the CSU system

About 80% of California's teachers earn their credentials through the California State University (CSU) system, usually through a four- or five-year course of study. The rules for credentials are set by a combination of legislation and policies of the Commission on Teacher Credentialing (CTC). The CTC authorizes colleges and universities to offer teacher credential programs in a variety of grade-level and content areas, and for special student populations such as English learners and students with disabilities. Once an institution is accredited, it is responsible for quality control related to student admissions, course content, rigor, and candidate assessment.

Alternative paths to a credential

In addition to attending universities, teachers may obtain credentials through alternative credential providers, or may work in the classroom as interns. The Federal No Child Left Behind Act (NCLB) established in law the expectation that all teachers should be "highly qualified." In 2010 the education press headlines were consumed for a time with the comical-but-deadly-serious question of under what conditions "intern" teachers could be regarded as "highly qualified" under NCLB.

Having a strong pool of teaching candidates is a concern in California. California's Commission for Teacher Credentialing reports annually to the California legislature about the future supply of teacher candidates, based on enrollments in teacher preparation programs of any kind. As of 2013, the training pipeline had largely run dry, perhaps largely because candidates understood the job market. Why enroll to become a teacher if the jobs aren't going to be there at the end of the program?

3-2-teacher-pipeline15

There is every reason to expect that enrollment in teacher prep programs will show improvement when data for the recovery years after 2013 become available. (Education data, like many other kinds of government data, is delivered by tortoises with a delay of about three years; analysis of the data can take even longer.) Demand and supply are cyclical, and frequently out of alignment: demand can arrive suddenly, with a budget increase, but teacher prep programs cannot respond as quickly. It takes time to recruit and train instructors, secure space, enroll prospective teachers and train them. A 2016 report from Linda Darlng-Hammond, Roberta Furger, Patrick M. Shields, and Leib Sutcher, Addressing California’s Emerging Teacher Shortage: An Analysis of Sources and Solutions (Palo Alto: Learning Policy Institute, 2016) sheds light on the shortage.

Teacher-shortage-2016

Faster certification options

Not all teacher preparation programs are lengthy. Teach for America (TFA), which recruits and trains more teachers than any other organization in America, started by recruiting top students from selective colleges. Its training program is famously short: in contrast to the usual two-year program offered by education schools, the TFA program lasts only a few weeks. A number of studies, but not all, indicate that Teach for America's elite rookies perform as well and sometimes better than graduates of longer programs, particularly for middle and high school math. In 2014, TFA announced changes to its training program to provide more extended support for their teachers.

Communities want teachers who understand their children, including strengths, challenges and culture that they bring with them to school. Based on that, some energy and funding has gone into creating “grow your own” approaches to teacher recruitment and education. One example is the California Teacher Pathway program, which identifies young people from low-income neighborhoods who show a passion for teaching. The program is designed to support them in a variety of ways from the time they enter a community college until they earn their teaching credential, with the hope they will stay in their home community and teach.

Do these credentials matter?

Oversimplifying greatly, there are two schools of thought about teacher credentials: less is more, and more is more.

  • The “more is more” school argues that credentials are vital: they should be hard to get, and narrowly defined. This point of view was generally ascendant in the first decade of the 21st century, partly driven by the requirement of the No Child Left Behind Act (NCLB) that every teacher be certified as “highly qualified.” It takes several years to obtain a teaching credential through normal channels, and teacher credentials became increasingly subject specific when the meaning of "highly qualified" was hotly debated. The rationale for such credential requirements is to protect children from unqualified teachers.
  • The “less is more” reformers argue that teaching is a skill more general than the subject matter being taught. In this view, complex credential requirements do more to deter good people from teaching than they do to weed out unprepared candidates. These reformers look to speed the path to a credential for those with the right stuff. Perhaps the most pure example of this concept is the recommendation of the Education Excellence committee that county superintendents should have the authority to write credential waivers for individuals, but should lose that authority if the teachers they waive into the classroom fail to perform to expectations. (The recommendation, made at a time when the supply of teacher candidates was ample, might surface again when supply is tight.)

In 2010, a scathing report argued that many teacher preparation programs lack rigor.

In 2010, a scathing report of the National Council for the Accreditation of Teacher Education (NCATE) argued that many teacher preparation programs lack rigor. The report called for sweeping changes in accreditation of teacher preparation programs to make them more relevant. Others, in contrast to the NCATE report, argue that the best course is to make the training program as short and inexpensive as possible in order to invest the savings in support of new teachers on the job.

In 2013, the National Council for Teacher Quality (NCTQ) evaluated teacher preparation programs in California. The state was graded a D, up from a D- the prior year. The Association of Colleges of Teacher Education (yes, there really is an association for everything in education) collected objections to the low grade.

Partly in response to this national conversation, California's CTC convened a high-profile advisory panel in 2013, which generated a thick report with forty recommendations for change. 

Review

Enrollment in California's teacher preparation programs declined by 80% from 2001-02 to 2012-13. Which ONE of the following explanations is TRUE?

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Questions & Comments

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user avatar
Jeff Camp February 17, 2017 at 2:17 pm
A teaching credential earned in one state doesn't qualify you to teach in another. When experienced teachers move over a state line, they often have a painful choice: take time out and enroll in more college classes to meet local credential requirements, or change careers? The harms of this policy are pretty clear -- do the benefits outweigh them? Based on this research summary by Matt Barnum of T74, the answer is probably no.
user avatar
Carol Kocivar October 27, 2016 at 4:42 pm
The US Education Department Releases Final Teacher Preparation Regulations 2016

"The rules require new reporting by states about program effectiveness. The also seek to provide better information to address the mismatch between the available teaching jobs and fields in which programs are preparing educators and to help districts and schools place teachers where they are needed the most.

http://www.ed.gov/news/press-releases/education-department-releases-final-teacher-preparation-regulations
user avatar
Carol Kocivar October 27, 2016 at 4:34 pm
The Learning Policy Institute on the Teacher Shortage:

Understanding Teacher Shortages - A State-by-State Analysis of the Factors Influencing Teacher Supply, Demand, and Equity
Take a look at their interactive map to see how California compares...
https://learningpolicyinstitute.org/product/understanding-teacher-shortages-interactive
user avatar
Albert Stroberg May 1, 2016 at 6:32 pm
The best teachers were good students. They experienced the joy & wonder of learning stuff and want to share that experience. In our schools I have seen an obvious divide between the teachers who came from a CSU (average students) and those from a UC, (or equivalent.) The better student -teachers were consistently better informed, motivational, and respected by students. We have been using the JVs, we should hire the varsity.
user avatar
Stacey W April 6, 2015 at 6:14 pm
The difficulties of California's economy have been detrimental to our state's education and the hiring and retention of teachers. I've seen young teachers let go (pink slipped) and their positions given to other teachers due to budget cuts, experienced teachers have been offered early retirement packages (which many of them took) since it was too good to pass up, and my kids have had teachers who are only teaching because it was a means to pay the bills. Our children need teachers who are passionate about teaching, who want to make a difference in our children's lives, and are given the necessary support and continued education as we transition to CCSS. Several of my kids teachers have returned to school for their masters degrees, which not only makes them better teachers, but it improves the learning process for all their students.
user avatar
Veli Waller April 4, 2015 at 9:24 pm
The teaching credential program that I completed left me woefully unprepared for the classroom. Once in the classroom I felt unsuccessful and decided that this wasn't the profession for me. Credential programs need to do a better job of preparing teachers for the reality and challenges of the classroom.
user avatar
Shereen W March 3, 2015 at 8:38 pm
We are not attracting our best and brightest students into the teaching profession. The only way to do this is to make teaching an attractive occupation with competitive salaries.
user avatar
Kim April 10, 2016 at 8:16 pm
I agree totally with Shereen. The profession of teaching needs to be regarded with high respect, and teachers need to be recognized as one of the most honorable people in society. In Asian countries, the job of being a teacher is as important as the job of the Prime Minister. And so teachers act as so. The students benefit. Society benefits. If we value education, we need to value our teachers. And pay them salaries that reflect that. In both Asia and part of Europe where education is highly valued, teachers make as much as professionals in business, law, etc.
user avatar
jenzteam February 27, 2015 at 10:41 am
I am highly disappointed in the way by which CA teachers are hired. I was turned down for multiple jobs even though I am highly qualified in several states, am willing to teach in the toughest of neighborhoods, accept wages below poverty level, and have gone above and beyond to gain every certification possible to expand my pool of opportunities. Yet, there are teachers who are just hanging onto their careers until retirement because of the economy. Your loss CA. I just want to teach and spend my days with kids who want to learn. Oh and in the other states I was certified in Sped, high school, and Pre-K however CA doesn't recognize any of that.
user avatar
Paul Muench November 5, 2014 at 10:21 pm
In looking at teacher credentials at the California Commission on teacher credentialing, I noticed that teachers have major and minor credentials. What does this mean? I also noticed that science teachers seem to often have a minor in science and a major in physical education. Does that mean these teachers were really hoping to become PE teachers?
user avatar
Carol Kocivar - Ed100 October 15, 2014 at 3:36 pm
Another insight on teacher preparation:
"Bumpy Path Into a Profession: What California's Beginning Teachers Experience"
http://edpolicyinca.org/publications/bumpy-path-profession-what-californias-beginning-teachers-experience
Policy Analysis for California Education
This study on induction, evaluation, clear credentialing and tenure indicates that California’s policy system fails to recognize the realities facing beginning teachers, who follow a much longer, bumpier and more circuitous path into the teaching profession than state policymakers currently recognize.
user avatar
Jeff Camp - Founder October 11, 2014 at 11:58 am
Enrollment in teacher preparation courses in California continued to fall in 2012-13, to 19,933. http://edsource.org/2014/teacher-preparation-enrollments-plummet/68380. EdSource chief Louis Freedberg points out that "over an 11-year period, enrollments have declined by 74 percent."
The EdSource article and its comments includes an interesting debate about the root causes of the decline.
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