Do Emergency-Certified Teachers Require Support in Specific Areas?

• In Event: Sunday Roundtable Session 1:15 pm
  In Roundtable Session: Resisting “Janky” Practices in Teacher Education: Calling Out the Importance of Providing Novice Teachers With Adequate Support (Table 25)

Abstract

Teacher shortages are a growing challenging for school districts. To address this problem, policy makers have sought to loosen barriers by creating provisions for emergency certification. Emergency-certified teachers require no teaching experience and are typically only required to hold a bachelor’s degree. Empirical research is lacking on what supports emergency certified teachers need relative to teachers who hold traditional certification. In this study, we estimate the relationship between teachers’ certification status and evaluation scores. Results indicate negative associations between evaluation scores and emergency certification. The largest negative associations were observed in two areas: Use of active learning strategies and classroom management. Findings from this study suggest that when integrating emergency certified teachers, school leaders should emphasize support in these areas.

Authors

• Cristina Moershel, University of Oklahoma

• Daniel Hamlin, University of Oklahoma

• Timothy G. Ford, University of Oklahoma