Do Emergency Certified Teachers Require Differentiated Administrative Support? A Comparison of Teacher Evaluation Scores by Certification Status

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ABSTRACT To address growing K-12 teacher shortages, many districts are hiring emergency certified teachers at higher rates than in the past. Yet, little empirical research evaluates the performance of emergency certified teachers. In this study, we estimate the relationship between certification status and teacher evaluation scores (n = 1,312) in a large urban district with a high percentage of emergency certified teachers. Results indicate lower overall evaluation scores (β = -0.41, p < .001) for emergency certified teachers. The largest gaps were found for measures relating to learning strategies and classroom management. Findings suggest that targeted support in these two areas could be beneficial when leaders integrate emergency certified teachers.