Search results for: Humphrey Daniel C.

Alternative certification plays a central role in the production of new teachers in many states, yet little is known about the characteristics of an effective program. This paper is based on an analysis of seven alternative certification programs to determine the characteristics of effective programs. It presents findings from an analysis designed to shed light on the effects of personal, program, and contextual inputs on teaching outcomes. Overall, findings suggest that an effective alternative certification program places candidates in schools with strong leadership, a collegial atmosphere, and adequate materials.