Text Links: Home Lesson Plans Humor Teacher Inquiry Urban Education Web Wizardry Links All material is my personal opinion, and not that of any other organization. Copyright 2001. Permission is granted for individual teacher use. All rights reserved. Feedback is invited: Email me!

Uncredentialed Teachers: Not the Best Choice What is the best way to get and keep teachers in our classrooms? In the past decade, policymakers responded to the shortage not by looking at why we have trouble retaining teachers, but by taking the easy path, lowering entry requirements, making it possible to begin teaching while earning a credential after-hours. I began teaching after a year's practice under two great mentors. I still carry with me the lessons I learned from Warner Freeman and Lois Peterson. Even after this, it took me several years of teaching to feel I was effective. Beginning without such preparation would have been overwhelming. I know there are outstanding teachers who have entered the profession by alternative routes and they are worthy of our praise. But when these alternatives become the norm, students are cheated, especially poor, urban students. A recent Arizona study reveals the true costs of adopting the easy path. An in-depth analysis compared the performance of three groups of disadvantaged students. One group was taught by new teachers who held certificates. The other two were taught by teachers described as "undercertified," meaning they were working toward certification. The study's conclusions are startling: Students of under-certified teachers make about 20% less academic growth per year than do students of teachers with regular certification. If we are to build student achievement in the long run, we can't sacrifice urban students in the short run. One huge step would be a state policy requiring teachers to hold a full credential before they assume responsibility for a class. Pay interns while they learn to teach in exchange for a commitment to teach in a shortage area for a number of years. But don't give students who's only hope for the future is a solid education teachers who are not ready to teach. After all, it makes no sense to fix the teacher gap by widening the achievement gap. With a perspective, this is Anthony Cody. Anthony Cody is a National Board certified teacher who teaches math and science in Oakland. For the background research that inspired this perspective: Research on the Effectiveness of Under-Certified Teachers Aired on KQED FM, 88.5 in San Francisco, on Sep. 30, 2002. For information on how to submit your opinion, visit here: Perspectives