In the most recent edition of Best TQ – Best Practices and Policies for Teaching Quality Across the Nation, the Center for Teaching Quality (CTQ) describes primary findings from an extensive case study of NC TEACH – one of seven alternative certification programs reviewed in a recent national study with SRI International.

Over the last decade, one of the most common solutions to teacher shortage and distribution problems has been encouraging states and school districts to create alternative certification programs. Given the inadequate number of teachers being prepared and licensed by traditional university-based programs, there is no question that alternatives are seriously needed to attract the quality and quantity of teachers needed for America’s public schools.

However, the enthusiastic call for promoting alternative certification should also include a careful assessment regarding the quality of program components. Even the staunchest supporters of alternative certification recognize that the quality and effectiveness of alternative certification programs varies tremendously.

As an alternative program for lateral entry teachers, NC TEACH rightly bills itself as a high-quality route to certification for those with related academic training and experience in other fields. Relative to other lateral entry programs, NC TEACH is far more selective in terms of who they accept for program admittance.

Despite the success of NC TEACH, the study also indicates that for lateral entry to ever become part of a sustainable and comprehensive solution to vexing teacher turnover and teacher quality issues facing North Carolina, the programs must be significantly improved.

The study suggests that investing in more comprehensive alternative certification solutions may cost more on the front end, but prove cost effective in the long term—for both teachers and the students they serve.

The creators of NC TEACH have taken a big step forward in developing and implementing an alternative certification program needed for North Carolina schools—but much more needs to be done if programs like NC TEACH are going to help ensure a caring, qualified, well-supported and effective teacher for every student in the state.

The world of web logs (blogs) is changing the way people communicate and consume information on a myriad of topics including education reform. CTQ has recently launched our own blog called Teaching Matters Most. The blog aims to bring a progressive perspective to the teaching quality dialogue by taking an objective look at policy, practice and research developments related to teaching quality across the nation. Please join us in this online conversation from our homepage to read and comment on recent posts concerning Denver’s Professional Compensation plan, the development of Commissions focused on Teaching Quality in both Alabama and Iowa, and teaching licensure reciprocity across state lines – among other topics.

Barnett Berry, CTQ founder and president, has joined in the act with his own newly launched blog, Building the Profession. Visit “From the Desk of Barnett Berry” on our homepage to access the blog and read/comment on Berry’s views regarding America’s efforts to build a true teaching profession.