How Does Middle Grades Teacher Certification Affect ... - CiteSeerX

Research on Middle School Renewal Steven B. Mertens, Nancy Flowers, & Peter F. Mulhall, Editors

How Does Middle Grades Teacher Certification Affect Teacher Practices and Student Learning?

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discussion of how to define a “highly qualified teacher” will invariably include a wide range of opinions about such hotly contested topics as teacher preservice education, subject area specialization, and teacher certification and licensure. Advocates of the middle school movement have argued for many years that specialized preservice education, culminating in a middle grades certification, is essential to adequately preparing teachers of young adolescents. Specialized middle grades teacher preparation programs have been promoted and supported by several professional organizations, including the National Middle School Association (1991), the National Association of Secondary School Principals, the National Forum to Accelerate Middle Grades Reform (2002), and the Southern Regional Education Board through policy position papers and recommendations (Cooney, 2000). The current research literature clearly addresses the need for more specialized middle grades teacher preparation programs, specific licensure for teachers in the middle grade levels, and improved quality of existing programs. To further strengthen the argument for specialized middle grades teacher preparation, additional research is needed to effectively demonstrate the effects of specialized teacher preparation on outcomes such as improved teaching and learning practices and ultimately student performance. This article will summarize research

findings of the effects of teacher certification on the implementation of best practices (e.g., interdisciplinary team and classroom practices) and student outcomes.

Study Samples The results presented here summarize results from three separate studies on the effects of teacher certification conducted by the Center for Prevention Research and Development (CPRD) at the University of Illinois. The data for these studies was collected as part of CPRD’s School Improvement Self-Study, which is a data collection system consisting of surveys completed by teachers, students, principals, and parents. The Self-Study is intended to assist schools in their school improvement efforts by providing them with data concerning school characteristics, educational practices, and personal background and experiences in middle level schools (Jackson & Davis, 2000; National Forum to Accelerate Middle Grades Reform, 2001). Schools can use the Self-Study data for needs assessment, goal setting, program planning, implementation, and data-based decision making for school improvement. These data can also be linked to state achievement scores to ascertain academic gains and to understand the relationships between student and school factors and standardized achievement scores (Flowers, Mertens, & Mulhall, 1999; Mertens & Flowers, 2003a; Mertens & Flowers, 2003b).

Steven B. Mertens is a senior research scientist at the Center for Prevention Research and Development at the University of Illinois, Champaign. E-mail: [email protected] Nancy Flowers is a senior coordinator of research at the Center for Prevention Research and Development at the University of Illinois, Champaign. E-mail: [email protected] Peter F. Mulhall is the Director of the Center for Prevention Research and Development at the University of Illinois, Champaign. E-mail: [email protected]

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Middle School Journal • May 2005

Figure 1 Study Samples Study Samples

# Schools

# Core teachers

% Core teachers

Michigan 2001

134

2,001

53.8%

Michigan 2003

127

1,825

56.2%

Louisiana 2003

42

679

51.3%

The three studies presented here include data from two of CPRD’s large-scale, longitudinal data collection projects—the Michigan and Mid South Middle Start Initiatives. These initiatives are under the direction and leadership of the Michigan Middle Start Partnership and the Foundation for the Mid South, both funded by the W. K. Kellogg Foundation. The first study focused on teachers in 134 Michigan middle grades schools that participated in the Self-Study during the 2001-02 school year (Mertens, Flowers, & Mulhall, 2002). The second study was a follow-up to the first and included teachers in 127 Michigan middle grades schools during 2002-03. The third study involved teachers in 42 middle grades schools in Louisiana that participated in the data collection during 2002-03 (Figure 1). All of these studies used identical teacher survey measures. To ensure the most appropriate samples for these studies, we limited our selection of teachers to only those who met the following criteria: • Taught a core academic subject area (e.g., language arts, math, science, social studies) • Primary role was a classroom teacher (excluding special education teachers and those in selfcontained classrooms) • Taught in the middle grades (fifth, sixth, seventh, or eighth grade).

Analysis The basic research question we wanted to address is whether the type of teaching certificate (elementary, middle, or secondary) makes a difference in teaching practices for young adolescents. In other words, do teachers who are prepared and certified in middle grades education more frequently use the types of practices that research shows are most effective with middle grades students? To address this fundamental question, we decided to examine the level of interdisciplinary team and classroom practices that are measured on the Self-Study by differing types of teacher certification. The team and classroom

practices assessed in these studies are highly reliable and valid and correlate very strongly with one another (Flowers, Mertens, & Mulhall, 2000b; Mertens, Flowers, & Mulhall, 2002, Mertens & Flowers, 2003a). In addition to examining the effect of certification type on the levels of team and classroom practices, we also sought to address what, if any, effect did levels of teaming and common planning time (CPT), combined with teacher certification, have on these types of best practices. For example, what is the combined effect on practices for teachers with a middle grades certification who are teaching in schools engaged in teaming with high levels of CPT? What is the effect of teaming and CPT on levels of practices for elementary and secondary certified teachers?

The combined effect of teacher certification and teaming implementation has a very positive effect on the levels of team and classroom practices. The impact of teaming combined with CPT has been well documented. Prior research has shown that when schools are engaged in teaming in all their middle grade levels and teachers in those schools have high levels of CPT, then levels of team and classroom practices are higher and can be linked to increased student achievement (e.g., Anfara, et al., 2003; Flowers, Mertens, & Mulhall, 1999; Flowers, Mertens, & Mulhall, 2000a). Schools that have lower levels of planning time or are not engaged in Figure 2 2001 Michigan Schools: Team Practices by Certification Type Daily

70

Weekly

60

Certification type Elementary Middle grades Secondary

Monthly

50

Quarterly

40

Several Times a Year

30

Once a Year

20

Never

10

43 31

31

36 28

Curriculum coordination & integration practices

36

43

41

33

Coordination of student assignments & assessments

Parent contact & involvement

36

38

34

Contact with other building resource staff


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Figure 3 2001 Michigan Schools: Classroom Practices by Certification Type Daily

70

Several Times a Week

60

Weekly

50

Several Times a Month

40

Monthly

30

Certification type


Never

Elementary Middle grades Secondary

39

41

44 37

20

10

Small group active instruction

32

33

45

41

30

Integration and interdisciplinary practices

Authentic instruction and assessment

36

37

32

Reading skill practices

teaming report lower levels of practices and lower student achievement. CPRD categorized the schools in each of the study samples into one of three implementation categories: (1) Schools engaged in teaming in all middle grade levels with accompanying high levels of CPT (i.e., at least four meetings per week for a minimum of 30 minutes per meeting) (2) Schools engaged in teaming in all middle grade levels with low levels of CPT (3) Schools that have minimal components of teaming (e.g., teaming in some but not all of their middle grade levels) or they were not teaming at all. Lastly, we wanted to address the combined effect of teacher certification and implementation of teaming and CPT on student achievement. We believe there is a very strong indirect link between the type of teacher certification and student achievement results.

Findings The findings that emerged from the analyses are important because we were able to replicate the results across all three of our study samples. This suggests that the research results are very reliable, particularly since we found identical results in different years in one state (Michigan) that were comparable to the results in a different geographical region (Louisiana). First, we found that teachers possessing an elementary or middle grades certification report higher levels of both interdisciplinary team and classroom practices as compared to secondary

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certified teachers. In a few instances, middle grades certified teachers reported slightly higher levels of practices compared to elementary certified teachers (Figures 2-3). Conversely, teachers possessing a secondary certification reported the lowest levels of both team and classroom practices. The only exception was in Louisiana where secondary certified teachers reported slightly higher levels of mathematical skills as compared to middle grades certified teachers. It is not surprising to find that elementary and middle grades certified teachers report comparable levels of practices. Many of the best practices identified for the middle grades are the same practices employed by elementary school teachers. Likewise, it is not overly surprising that secondary certified teachers report lower levels of these types of practices. Secondary certified teachers, for the most part, also have content specialization (e.g., English, math, science). Secondary certified teachers usually do not have the opportunity to learn about middle grades practices such as small group instruction, authentic teaching and learning, and active, hands-on learning. Therefore, they often report lower levels of these types of middle grades practices. Interestingly, though, when asked about professional development needs, secondary certified teachers often indicate a desire for more training in middle grades practices. Second, regardless of certification type, teachers in schools that are teaming with high levels of CPT generally have higher levels of both team and classroom practices. It is not surprising that teachers in schools engaged in teaming are reporting higher levels of best practices. However, it is interesting to note that secondary certified teachers, who Figure 4 2003 Michigan Schools: Team Practices by Levels of Implementation Daily

70

Weekly

60

Level of Implementation Some/not teaming Teaming with low CPT Teaming with high CPT

Monthly

50

Quarterly

40


30

Once a Year

20

Never

10

30

34

38 24

Planning & coordination of team activities

27 29

Curriculum integration practices

31

35

39

Coordination of student assignments & assessments

38

43 45 31

Parent contact & involvement

34

37

Contact with other building resource staff

Figure 5 2003 Louisiana Schools: Classroom Practices by Levels of Implementation y

Daily

70

Several Times a Week

60

Weekly

50

Several Times a Month

40

Monthly

30

p

Level of Implementation Some/not teaming Teaming with low CPT Teaming with high CPT

42 Several Times a Year

Never

44

47 34

20

10

46

Small group active instruction

37

48

50

38

Integration and interdisciplinary practices

36

Authentic instruction and assessment

38

39

Reading skill practices

generally report lower levels of these types of practices, report higher levels if they are engaged in teaming. Prior research has indicated that when schools begin to move toward the middle school philosophy (i.e., interdisciplinary teaming, integrated curriculum and instruction, teacher-led advisory), that over time, they are able to demonstrate gains in teaming practices more readily than for classroom practices (Flowers, Mertens, & Mulhall, 2000b; Mertens, Flowers, & Mulhall, 1998). We have observed that gains in classroom practices often require a longer period of time, and after teaming practices are established and have become a regular part of the curriculum and instruction. A distinction can be made between the patterns of observed levels of team practices versus the levels for classroom practices. Without exception, teachers in schools engaged in teaming with high levels of common planning time consistently report higher levels of all team practices. Teachers in schools engaged in teaming with low levels of CPT had the next highest levels of team practices, followed by schools that were not teaming (Figure 4). This stair-step pattern denoting levels of team practices by level of teaming implementation has been identified in prior CPRD research and is well documented (Flowers, Mertens, & Mulhall, 1999, Mertens & Flowers, 2003a). The pattern we observed for levels of team practices is not as clearly evident for the levels of classroom practices. Teachers in Michigan schools in both 2001 and 2003 report similar stair-step patterns for many of the classroom practices, but not for all. In fact, in a few instances, the levels of best practices are the same regardless of level of implementation

for both years of data. The levels of classroom practices by implementation in Louisiana, however, are a different story. Here, again, we encounter the same stair-step pattern we observed with the team practices (Figure 5). That is, teachers in schools with teaming and high levels of CPT consistently report statistically higher levels of classroom practices. The effects of teaming are remarkably consistent. The more engaged a school is in interdisciplinary teaming, the higher the levels of team practices and most classroom practices. Third, and perhaps most significant, we found that middle grades certified teachers in schools that are teaming with high CPT generally reported the highest levels of all best practices. As can be seen in Figures 6 and 7, teachers with middle grades certification teaching in a school that is teaming with high CPT report significantly higher levels of the majority of best practices as compared to elementary or secondary certified teachers. In addition, teachers in schools with high CPT report higher levels of these practices as compared to schools with low CPT or schools that only marginally implement teaming or no teaming at all. This finding provides empirical evidence to support and reaffirm the belief that when teachers are both prepared (certification/licensure) to teach in the middle grades and are provided with a supportive environment (teaming) and resources (CPT), they are able to implement, with reasonable levels of fidelity, the types of team and classroom practices recognized as being “best practices” for teaching young adolescents. Figure 6 2003 Louisiana Schools: Classroom Practices by Certification Type and Levels of Implementation (Part 1)


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Figure 7 2003 Louisiana Schools: Classroom Practices by Certification Type and Levels of Implementation (Part 2)

education) in schools that are teaming with high levels of CPT report higher levels of team and classroom practices, and, therefore, have the potential for greater gains in student learning as evidenced by the student achievement results. Based on these findings, we believe that when teachers have the proper certification/licensure and are provided with the necessary resources (teaming and CPT), they are able to engage in the types of best practices that improve student learning and achievement.

Conclusion

Effect on Student Achievement The results presented here clearly demonstrate that the combined effect of teacher certification and teaming implementation has a very positive impact on the levels of team and classroom practices. CPRD’s prior research has documented the positive association between higher levels of implementation, higher levels of team and classroom practices, and increases in student achievement scores (Flowers, Mertens, & Mulhall, 1999; Mertens & Flowers, 2003a, 2003b). For example, between 1995 and 1997, Michigan middle grades schools identified as teaming in all middle grade levels with high levels of CPT had the largest gains over time in their standardized student achievement scores (Mertens, Flowers, & Mulhall, 1998). Schools identified as not teaming had the lowest gains.

Even without all the necessary resources, middle grades certified teachers were still able to demonstrate higher levels of team and classroom practices. Because of the anonymous nature of the SelfStudy data, it is not possible to directly link the SelfStudy teacher survey data to student achievement data. However, when the findings are combined, we get a clearer picture of the effect of teacher certification on student achievement outcomes. Teachers with middle grades certification (i.e., specialized preservice

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The results of these three studies are very promising and serve to further strengthen the empirical support for specialized middle grades teacher certification/licensure. The data presented here establish a direct link between teacher certification and the levels of research-based best practices occurring in middle grades schools, as well as an indirect link to student achievement outcomes. The positive effects of middle grades certification combined with the implementation of interdisciplinary teaming and high levels of CPT observed in these studies are unequivocal and demonstrate the nature of the interrelatedness of these middle school reform components. High quality preservice training and preparation of middle grades teachers is important, but if the organizational structures within schools are not developed and sustained, teachers will fail to reach the full potential of their preparation. Likewise, teaching and learning that is developmentally appropriate for young adolescents is essential; however, its successful implementation is dependent upon the level of teacher preparation and sustainable organizational structures. The creation of small, personalized learning environments is also important, but teaming and other organizational structures alone are not sufficient. To responsibly meet the needs of young adolescents during their middle school years, attention must be paid to all of the middle school reform elements, not simply those easiest to implement or achieve.

References Anfara, V. A., Andrews, P. G., Hough, D. L., Mertens, S. B., Mizelle, N. B., & White, G. P. (2003). Research and resources in support of This We Believe. Westerville, OH: National Middle School Association. Cooney, S. (2000). A middle grades message: A well-qualified teacher in every classroom matters. Atlanta, GA: Southern Regional Education Board. Flowers, N., Mertens, S. B., & Mulhall, P. F. (1999). The impact of teaming: Five research-based outcomes of teaming. Middle School Journal, 31(2), 57-60.

Flowers, N., Mertens, S. B., & Mulhall, P. F. (2000a). What makes interdisciplinary teams effective? Middle School Journal, 31(4), 53-56. Flowers, N., Mertens, S. B., & Mulhall, P. F. (2000b). How teaming influences classroom practices. Middle School Journal, 32(2), 52-59. Jackson, A. W., & Davis, G. A. (2000). Turning points 2000: Educating adolescents in the 21st century. New York & Westerville, OH: Teachers College Press & National Middle School Association. Mertens, S. B., & Flowers, N. (2003a). Middle Start CSR: Show me the evidence of effectiveness. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL. Mertens, S. B., & Flowers, N. (2003b). Middle school practices improve student achievement in high poverty schools. Middle School Journal, 35(1), 33-43. Mertens, S. B., Flowers, N., & Mulhall, P. F. (1998, August). The Middle Start Initiative, Phase I: A longitudinal analysis of Michigan middle-level schools. Champaign, IL: University of Illinois, Center for Prevention Research and Development.

Mertens, S. B., Flowers, N., & Mulhall, P. (2002). The relationship between middle-grades teacher certification and teaching practices. In V. A. Anfara, Jr. & S. L. Stacki (Eds.), Middle school curriculum, instruction, and assessment (pp. 119-138). Greenwich, CT: Information Age Publishing. National Forum to Accelerate Middle Grades Reform. (2001). Our vision statement. Retrieved February 2, 2005, from http://www.mgforum.org/about/vision.asp National Forum to Accelerate Middle Grades Reform. (2002). National Forum policy statement: Teacher preparation, licensure, and recruitment policy. Newton, MA: Education Development Center. National Middle School Association. (1991). Professional certification and preparation for the middle level: A position paper of National Middle School Association. Columbus, OH: Author.


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