Teacher Certification Program Research Articles

PERCEPTIONS OF INTERDISCIPLINARY CERTIFIED TEACHERS ON THE IMPLEMENTATION OF THE TEACHER CERTIFICATION PROGRAM IN BENGKULU CITY

This study aims to explore the perceptions of interdisciplinary certified teachers towards the implementation of the teacher certification program. This study used a qualitative research design with a multiple case study approach. The sample used was five certified high school teachers from public schools in Bengkulu City. Data collection methods included semi-structured interviews and document analysis of teachers' lesson plans. Thematic analysis was conducted using NVivo 12 software. The findings of this study revealed two main themes that emerged. First, teachers' motivations and expectations regarding the teacher certification program in Indonesia. Second, this study examines the perceived benefits of the program. This research contributes to the evaluation and improvement of the teacher certification program in Indonesia, which can improve the quality of education. The implication of this study is that teachers can report improvements in pedagogical knowledge, curriculum understanding, content knowledge, lesson planning, and teaching performance. From the findings, it can be concluded that the teacher certification program in Indonesia is expected to improve the quality of education in Indonesia.

Creating a win-win: A novel layered learning approach for assessing first-year pharmacy students' communication skills

Background and purposeIndividualized assessment of students in skills-based courses is essential for practice readiness, however recruiting evaluators is challenging. Our school of pharmacy offers a teaching certificate program for postgraduate year one pharmacy residents (PGY1 residents; PGY1s) which requires completion of a teaching experience. The longitudinal layered learning assessment experience (LLLAE) was designed to meet instructional needs for individualized assessment of first-year pharmacy students' communication skills and provide a meaningful teaching opportunity for PGY1s. This manuscript describes the implementation and evaluates the impact of the LLLAE. Educational activity and settingPGY1s were invited to participate in the yearlong LLLAE. Faculty developed PGY1s' skills through training sessions, direct observation, and debrief sessions. PGY1s evaluated students and provided feedback using pre-defined criteria during 3 summative assessments (capstones). Capstones were common pharmacy practice scenarios in which students interact with an actor serving as a standardized patient or provider. PGY1s completed an end-of-year survey to self-rate their improvement in evaluating students, providing feedback, and confidence. FindingsTwenty-two PGY1s participated in the LLLAE over 2 years. They evaluated 73.2% of total capstone interactions. The end-of-year survey was completed by 20 PGY1s (90.9% response rate). All respondents indicated improvement in their skills to evaluate students, ability to provide feedback, and confidence. Scores were 4 or 5 (scale of 1 to 5) across all measures. Key contributors fostering improvement were the training and debrief sessions, faculty feedback, pre-defined criteria, and multiple practice opportunities. SummaryThis novel layered learning approach was a win-win for faculty and PGY1s. The approach improved feasibility for faculty to continue individualized student assessment while mentoring early career pharmacists. PGY1s gained an opportunity to contribute to student growth, learn from experienced faculty, and develop skills for practice. Additionally, students benefited from individualized feedback.

Peningkatan Partisipasi Guru Pada Pendidikan Dasar Melalui Sertifikasi Guru

In the field of education, teachers face latent problems related to economic welfare, so the government is trying to provide a teacher certification program. In an effort to increase teacher engagement in teaching students at the Islamic primary education level, this research will examine teacher certification. This type of research combines literature study methodology with a qualitative approach. Scientific literature which includes books, papers, seminars, and final assignments (thesis, thesis, dissertation) serves as a source of information and material for research analysis. This information comes from reliable sources such as Sinta and Google Scholar. The findings of this study indicate that the implementation of teacher certification is expected to improve teachers' competencies so as to improve educational standards. The four components of competence are; Pedagogical, character, professional, and social mentioned in the government regulation on national education standards (article 28) and the law on teachers and lecturers (article 10).

Comparative Analysis: Conceptualization of Teacher Quality in Indonesia and Singapore

Various countries have attempted to create standards of teacher competency that must be possessed with the ultimate goal of improving the quality of teachers and the education system in educational institutions. The purpose of this study is to analyze and compare the conception of teacher quality in the education systems of Indonesia and Singapore. The research method used in this study involves a literature review of articles and books that discuss the conception of teacher quality in Indonesia and Singapore. The steps in this research include topic identification, literature search, literature selection, literature evaluation, literature analysis, interpretation of analysis result, and article writing. The results of this this research indicate that Singapore is known to have one of the best education systems in the world, with a strong focus on teacher quality. Singapore has successfully developed high-quality teachers and provided strong support for the teaching profession. The teacher recruitment system in Singapore is highly selective and competitive, with high standars to ensure that prospective teachers have high competence. Meanwhile, Indonesia still faces challenges in improving the quality and welfare of teachers. However, there have been many efforts made to improve the education system and enhance teacher quality, namely through teacher quality improvement programs such as the Teacher Professional Education (Pendidikan Profesi Guru - PPG) and the Teacher Certification Program.

School Principal Leadership Style and Organizational Performance in Improving the Quality of Education

Leadership means the process of influencing group activities in the context of formulating and achieving organizational goals. There are two things that characterize leaders in carrying out achievements, namely openness and willingness to serve. Leadership always gives an interesting impression because leadership requires a style and attitude that is appropriate to the organizational climate and educational unit where this cannot be separated from performance. Organizational performance is the result obtained by an organization, whether the organization is profit centric or non-profit centric, which is produced over a period of time and is work performance that can be measured in relation to the ability and strength of the organization as a whole to achieve organizational goals. This research aims to describe the leadership style of school principals and organizational performance in improving the quality of education at MI Ma'arif NU Teluk Purwokerto Indonesia. This research is a qualitative descriptive type of research. The results of the research show that in improving the quality of education, MI Ma'arif NU Teluk has attempted to optimize teacher performance which is supported by the leadership of the school principal through strengthening the cognitive, psychomotor and affective competencies of teachers and supported by the existence of a teacher certification program.

Identifying factors that influence the selection of a postgraduate year 2 ambulatory care residency program

AbstractIntroductionStudies have been conducted to evaluate motivating factors for pharmacy students in pursuing a postgraduate year 1 (PGY1) residency program. Currently, no literature assesses the factors driving the selection of a specific PGY2 ambulatory care (AC) pharmacy program.ObjectivesThe primary objective of this study was to identify factors driving the selection of a specific PGY2 AC pharmacy residency program. Secondary objectives were to describe whether these driving factors have changed throughout the residency year, the impact of remote work in the selection of a PGY2 AC program, and the impact of resident well‐being in the selection of a PGY2 AC program.MethodsA questionnaire was electronically distributed to 199 American Society of Health‐System Pharmacists residency program directors (RPDs) of PGY2 AC programs in March 2023. The RPDs were asked to forward the questionnaire and reminder emails to their current PGY2 AC residents. The questionnaire included a combination of categorical, Likert‐type, open‐ended, and demographic questions. Descriptive statistics were used to analyze the results.ResultsIn total, 72 PGY2 AC residents responded, providing a response rate of 27%. The mean age was 26 (±1.30) years, 69% identified as female, and 57% practiced in an urban setting. The top three factors that influenced the selection prior to the ASHP Match were culture of the program, perceived positive resident morale, and mentorship provided by RPD and preceptors. These factors remained the most influential after being in residency for approximately 8–9 months. The ability to work from home or remotely, complete a teaching certificate program, and conduct telehealth visits were the least influential factors.ConclusionAn understanding of the factors that were most influential in the selection of a PGY2 AC program provides a unique resource to RPDs, allowing them to better position their program for future candidates.

Pengaruh Lingkungan Kerja dan Budaya Organisasi, Terhadap Motivasi serta Dampaknya pada Kinerja Guru Madrasah Aliyah

The government is creating a teacher certification program that will evaluate teachers' professionalism and determine how well they are able to perform their jobs in order to boost their desire to produce high-quality work. Researchers examine how organizational culture and environment affect teachers' performance and motivation in Madrasah Aliyah, West Tanjung Jabung Regency, West Part. This endeavor serves as a standard by which teachers are judged. Quantitative research was used to finish this study. The 39 samples that were used were chosen based on this research. Additionally, the description of the work environment, organizational culture, motivation, and performance of instructors at Madrasah Aliyah, East Tanjung Jabung Regency, West Region, is based on quantitative data collection and analysis using SPSS.

Evaluating the Impact of Teachers’ Personal and Professional Resources in Elementary Education on School-Based Human Resource Management: A Case Study in Indonesia

Teachers are the key to the success of the learning process, so teacher perceptions are fundamental in supporting educational goals. This study aims to evaluate the impact of teachers’ personal and professional resources in elementary education on school-based human resource management. This research method is a cross-sectional study involving 474 elementary school teachers in Magetan Regency, East Java, Indonesia. The collected data was structured by PLS Structural Equation Modeling and analyzed by SmartPLS version 3.0 application. The study results found that all aspects of teachers’ personal resources (years of service, teachers’ online learning perception, and positive mental health) affect school-based management. Meanwhile, aspects of teacher certification status and literacy learning implementation affect school-based human resource management for teachers’ professional resources. Interestingly, the status of teachers, whether public or contracted, does not affect school-based management. This study benefits the government in formulating education policies, especially in implementing the teacher certification program and improving the competence of teachers and school principals. Further research is needed on strategies to improve the quality of school-based management especially in human resource.

The online evaluation of the teacher certification program using the CIPP Model

The Teacher Certification Program (PPG) is a government program to support competency improvement and standardization of teachers in Indonesia. Program organizers are LPTKs that have met the requirements for further preparation and fulfillment of human resources, infrastructure, and supporting policies. Evaluation of the PPG Program is essential, especially for LPTKs still new to implementation. Evaluation of the PPG Program is carried out using the CIPP Model, an evaluation model in terms of Context, Input, Process, and Product. The evaluation was carried out using a qualitative descriptive approach using observation, documentation, interviews, and survey instruments. The PPG program on the subject was carried out on 204 students involving 28 lecturers and 38 teachers for 94 days. The evaluation results show that the PPG Program implemented on subjects is a good and excellent value, with a context assessment directly proportional to the process and product. It is excellent, and the input assessment is good value with a comparison of students and human resources, which are still in minimum control. These results indicate that the program will be implemented very well if it fulfills the content and process aspects which are also very good for producing a product that is also very good. At the same time, the input, which consists of the number of students and human resources who have an unbalanced ratio, is not an obstacle if the implementation control is carried out as well as possible.

ALTERNATIVE CERTIFICATION FOR SPECIAL EDUCATION TEACHERS IN KENTUCKY

The article is devoted to the issue of training special education teachers in Kentucky in a non-traditional way, with the help of alternative programs. The author provides a general description of such programs: analyzes their content, considers the forms and methods of training “alternative” teachers of special education. It was determined that the primary goal of creating alternative teacher certification programs was to fill the overall teacher shortage. However, in the process of implementation, the programs varied and were refined, which ultimately led to a change in their functionality. Alternative training programs began to be created as early as the 1980s and provided for the stimulation of an increase in the total number of teachers. It was found that each state has its own principles regarding alternative teacher certification. Most states have established unique alternative teaching certification programs. Many states have more than one program, allowing candidates to choose an option. It was found that in 2017‒2018 only 13.7% of all public school students in the United States were eligible for IDEA programm. Therefore, the Kentucky Department of Education (KDE) has made a significant effort to increase the number of qualified special education teachers in the state by developing eight alternative teacher certification pathways for those interested in entering the teaching profession. The majority of educational institution administrations have a positive attitude towards alternative programs. That’s why was made a conclusion regarding the importance of this type of pedagogical training to ensure the necessary number of pedagogical workers and maintain high standards of education in the USA.
 Keywords: alternative programs; alternative teacher certification; special teacher training programs; professional development; special education; teaching profession; pedagogical training; non-traditional training programs.

Pengelolaan Kelas Guru Bahasa Inggris Bersertifikasi PPG di Perguruan Tinggi Negeri

This study aimed to evaluate the effect of the teacher certification program policy (PPG) on English teachers toward their classroom management for English teachers in one public university in Palembang. Gender, age, teaching experience, and school level have been assumed to have a contribution to the participants in managing their classes. The study was designed as a quantitative method with a survey approach by distributing the questionnaire that consists of demographic background information and Attitudes and Beliefs in Classroom Control Inventory (ABCC) by Martin, Yin, and Baldwin (1998) as the data. Logistic regression and T-Test using SPSS 24 had done to analyze the data. The results showed that most participants chose instructional management as the best method in classroom management. Then teaching experience had considered having a high contribution to English certified teacher of PPG to manage the class as defined by Sokal, Smith, and Mowat (2003). This study discovered school level also contributed to participants in classroom management. Though the results showed that all the factors have contributed, the researcher did not find a significant difference between English teachers of PPG in classroom management classified by gender, age, teaching experience, and school level in the T-Test.

Problems of teachers' Profession at Grade V SD 11 Lolong Ulak Karang

Teacher professionalism is often associated with three important factors, namely competence, certification and professional allowance. These three factors are predicted to affect the quality of education. Considering that research results do not yet support such a frame of mind, 3 issues related to teacher certification were born, namely: improving student learning outcomes taught by post-certification teachers, low quality of learning processes taught by post-certification teachers and less professional teacher behavior. Therefore it is necessary to develop post-certification teachers which must be carried out on an ongoing basis, due to the basic principle that teachers must be human learners (a learning person). As a professional teacher at SDN 11 Lolong and already holding an educator certificate, the teacher is obliged to continue to maintain his professionalism as a teacher. The development of teacher competence and professionalism can be carried out through efforts to foster and empower teachers. Thus it is necessary to conduct a more in-depth review of the teacher certification program at SDN 11 Lolong in position, especially the purpose and meaning of certification, efforts to improve the teacher's mind set and a program of care and professional development for teachers who have passed the certification program, especially in efforts to improve the quality of learning services. Post-certification development of SDN 11 Lolong teachers' professionalism requires management competencies, empowerment strategies, development supervision, and classroom action research

Implementasi Renstra Kantor Wilayah Kementerian Agama Provinsi Banten Bidang Madrasah Tahun 2020-2024 Dalam Meningkatkan Kualitas Guru

The teacher is the spearhead of educational progress, if the teacher has good competence, it is certain that the output produced will also be good. But in reality this is not always the case, the problem of student delinquency which is still a scourge in the world of education suggests that the role of the teacher so far has only been limited to teaching material in class, moreover the teacher is considered weak because he has not been able to transform the essential values ​​of education as a whole. in the learning process. In order for the implementation of education to be more focused, a policy is needed which is the basic reference as well as a legal umbrella to overcome problems in the world of education. The policies that have been set are expected to be able to improve the quality of existing education. The formulation of the problem of this thesis is how is the policy of the Regional Office of the Ministry of Religion of Banten Province in improving the quality of teachers, how is the implementation of the strategic plan of the Regional Office of the Ministry of Religion of Banten Province in increasing teacher competence, how is the monitoring and evaluation system of the Regional Office of the Ministry of Religion of Banten Province in improving teacher quality, what is only the obstacles that impede the improvement of teacher quality in the Regional Office of the Ministry of Religion of Banten Province. This research is a qualitative research. The subjects of this study were the Head of the Madrasah Education Section of the Ministry of Religion of Banten Province and the Madrasa Supervisors. The place of research was conducted at the Regional Office of the Ministry of Religion of Banten Province. The method of collecting data using interview techniques, observation and documentation. The results of the study show that: the policy of the Banten Province Ministry of Religion in improving teacher competence is to refer to Law no. 14 of 2005 concerning Teachers and Lecturers whose main focus is related to the teacher certification program which includes four competencies, namely pedagogic competence, social competence, professional competence and personality competence. Implementation of the strategic plan of the Ministry of Religion of Banten Province in improving teacher quality in collaboration with the Madrasah Head, Subject Teacher Consultation (MGMP), Teacher Performance Group (KKG) is used as a medium to socialize programs that will be and are being implemented and involve teachers in training, training and seminar. The supervision and evaluation system of the Ministry of Religion of Banten Province in improving teacher competence is by implementing a monitoring and evaluation system that is formative, summative and progress carried out monthly, semiannually and annually. There are two main obstacles faced in implementing existing policies, first, the problem of inadequate budget funds. Second, related to the lack of motivation and internal awareness of teachers to continue to develop their competence.

Developing Teacher Professionalism Through Academic Supervision Activities of School Principle

The purpose of this research is to describe the development of teacher professionalism as a result of the principal's academic supervision activities. The research methodology employed is a qualitative method with a qualitative descriptive approach. Observation, interviews, and documentation studies were used as data gathering methods. Also, a qualitative analysis was performed while the activities of data reduction, data presentation, and conclusion-making were in progress. The findings of this investigation suggest that school principals as supervisors have attempted to develop the potential and competence of teachers through teacher certification program activities which are attended by most teachers. The coaching program carried out by school principals for teachers consists of academic supervision activities, training (education and training), workshops, work meetings, PKG (teacher performance assessment), PKB (continuous professional assessment), technical guidance, and seminars. The outcomes of the teacher academic supervision activities carried out by the school principal show that the teacher development program activities through academic supervision activities have been progressing well. The problem preventing the principal's academic supervision from being put into effect is the learning method which is still teacher-centered so that it is monotonous and students become passive. The principal's strategy for achieving effective academic supervision is to conduct class observations and assign assignments to the teacher so that the teacher's academic abilities can be seen.

Multi-Lens Noticing in Preservice Teachers’ First Attempts at Facilitating Discussion in Diverse English Classes

Background: Classroom discourse featuring meaning making supports students achieving discipline-specific learning. However, moving beyond recitation requires developing beliefs, skills, structures, and practices. Any theorizing we do about developing discussion practice must attend to realities of culturally and linguistically diverse classrooms. Purpose: Our study offers a teacher education innovation that prepares ELA candidates to facilitate discussion, framed by a set of noticing lenses: noticing for collaborative communication, content learning, and equity. We asked: As they reflected on their first attempts at facilitating discussion in diverse secondary ELA classes, what did preservice teachers (PSTs) notice about their discussion practices and students’ engagement and response patterns? Participants: Our study features an inquiry course in a teacher credential program. Participants were 83 PSTs pursuing secondary English credentials, student teaching in diverse classrooms. Three-fifths identified as White, with 39% identifying as PSTs of color. Design: We constructed a database of multipage essays in which PSTs reflected on videotaped discussion tryouts. We developed a coding scheme from research literature and emerging themes from data review to capture what PSTs noticed. We organized themes conceptually using and adapting a multi-lens noticing framework. Additionally, we constructed vignettes to explore ways two PSTs were noticing discussion engagements among their diverse learners. Results: We found evidence of all three noticing lenses in the data. Of the three lenses, collaborative communication was densest. PSTs were preoccupied with “getting students talking.” PSTs also reflected on attempts at co-constructing meaning and tracking flow of ideas. Three-fourths documented noticing of cross-content literacy development. Fewer PSTs demonstrated attending to collaborative interpretation of literary works, an important aspect of ELA-specific discussion. Although PSTs were beginning to leverage cultural and linguistic knowledge, many were not yet responding to or educating about racism and other forms of bias. To demonstrate multi-lens noticing in practice, we present two vignettes of how PSTs interpreted salient moments in classroom discussion. Conclusions: Our research provides a launching for understanding what PSTs notice in early stages of leading discussion and highlights what is needed to jump-start this process early. Findings underscore the need to build authentic and tangible discussion-leading practice, with deeper attention to ELA disciplinary goals and equity. Our study highlights a framework as an analytical and pedagogical tool to help PSTs organize and reflect on emerging discussion practices. Framework and findings may serve as a heuristic for teacher educators committed to fostering learning about equitable discussion.

Persepsi Guru tentang Program Sertifikasi dalam Peningkatan Kompetensi Pedagogik di SDN Meruya Selatan 01 Pagi

The goal to be achieved in this study is to teacher’s perceptions of the certification program in enhancement pedagogical competence at Meruya Selatan 01 Elementary School Am. The method used in this research is descriptive quantitative. The population in this study were all teachers at Meruya Selatan 01 Elementary School am, totaling 25 teachers. Sampling was carried out using saturated sampling technique, in which the entire population was used as a sample. The data collection technique uses closed questionnaires. Data analysis in this study was carried out in a simple quantitative descriptive manner using intervals and percentages. The results showed that the majority of teachers' perceptions of the certification program were very good, obtained from 16 (64%) teachers who answered. In the implementation of pedagogic competence, there were 7 (28%) teachers doing it quite well. This is a pretty good discovery in the school environment, because it means that the teacher certification program pursued by the government with the aim of increasing competency is going quite well or there are still results, although not optimal. However, it should also be noted that teachers who have very good perceptions of the certification program do not always have very good pedagogical competence. In fact, from the results of the study, it was found that there were more teachers whose pedagogical competence was only in the fairly good category. This is also a note for teachers to be more creative in improving their competence.

Assessing and comparing alternative certification programs: The teacher-classroom-community model

Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the school system. To better understand the state of affairs, we investigated and compared the integration into the school system of graduates of five major Israeli ACPs that are tailored for diverse student-teacher target audiences. The study goals were to (1) investigate and compare the integration of graduates of the five ACPs into the teaching profession with respect to five teacher-related aspects: (a) self-efficacy, (b) commitment to the teaching profession, (c) challenges encountered, (d) leadership roles, and (e) teamwork; (2) identify ACP characteristics that support the graduates’ integration into the teaching profession. The teacher-classroom-community model we propose, holistically connects three aspects: affective – the teacher, the teaching profession – the classroom, and peer interaction and leadership – the school community. The model provides a common language for comparing how the different ACPs prepared their graduates toward the teaching profession. The model is instrumental for identifying ACP characteristics that support graduates’ integration into teaching and facilitating ACP evaluation by connecting several aspects of teachers’ professional lives. The study employed a mixed-methodology in which 506 graduates responded to a closed- and open-ended questionnaire and 71 interviews were conducted with graduates (novice teachers), ACP directors, school principals and mentor teachers. The findings depict a complex picture that reflects the different ACPs’ characteristics targeted at diverse audiences. For example, graduates of STEM-oriented programs perceive the different kinds of knowledge, including content knowledge, pedagogical knowledge, and pedagogical content knowledge, as most important to their roles in schools. They undertake fewer roles, and the ones they do assume are discipline-related. Graduates of the more social-leadership-oriented programs identify developing leadership skills as most beneficial and they undertake more leadership-related roles. The research highlights key aspects that teacher education leaders should consider and use for self-evaluation of their ACPs. The strength of this study stems from proposing and applying the teacher-classroom-community model for evaluating teacher certification programs in several contexts and for diverse groups along with their integration into schools.

Certified Interdisciplinary Teachers’ Perception of The Implementation of Teacher Certification Program

Background: The implementation of teacher certification programs (TCPs) has been a topic of interest in education research. Previous studies have primarily focused on student and teacher outcomes, with limited attention given to teachers' perceptions of TCPs. This study aims to address this gap by exploring the perception of certified interdisciplinary teachers regarding the implementation of a TCP in Indonesia. By understanding teachers' perspectives, this research contributes to the evaluation and improvement of TCPs, ultimately enhancing the quality of education.Methodology: This study adopts a qualitative research design, specifically a multiple case study approach. Five certified senior high school teachers from public schools in East Kalimantan, Indonesia, were selected as participants. Data collection methods included semi-structured interviews and document analysis of the teachers' lesson plans. Thematic analysis was conducted using NVivo 12 software.Findings: The findings of the study reveal two primary emerging themes. Firstly, teachers' motivation and expectations regarding the TCP were explored. Secondly, the study examined the perceived benefits of the program. The teachers reported improvements in pedagogical knowledge, curriculum understanding, content knowledge, lesson planning, and teaching performance. The TCP also enhanced their awareness of students' characteristics and needs, fostering stronger teacher-student relationships.Conclusion: The study highlights the importance of purposeful, continuous, and systematic professional development in enhancing teachers' competencies. It emphasizes the need for sustained professional development and regular evaluation of teachers' practices. The findings provide valuable insights for the organizers of TCPs, contributing to program evaluation and improvement.Originality: This study fills a gap in knowledge by exploring the perception of certified interdisciplinary teachers regarding the implementation of a TCP in Indonesia. It contributes to the limited research on teachers' perspectives of TCPs and emphasizes the significance of teacher perception and motivation in professional development programs

Beyond the Workshop: Results From a Longitudinal, Interprofessional Teaching Certificate Program.

While most hospital-based, healthcare professionals are expected to teach and supervise, few receive training in education. We designed, implemented, and evaluated an interprofessional, hospital-based teaching certificate program based on experiential learning and reflective practice for healthcare professionals with little or no formal training in education. Participants attended educational seminars; incorporated new concepts, skills, and behaviors in their teaching; and submitted written reflections. Participants also met with an education coach, received feedback from a trained observer, and observed a "master teacher." We used descriptive statistics to analyze a survey distributed to the 2017-2019 cohort. We also analyzed written reflections to determine whether participants described a new teaching skill, concept, or behavior, and how they applied these to their teaching. Survey completion rate was 15/20 (75%). Participants described feeling connected to an educator community, establishing educational alliances with senior educators, and learning teaching strategies from other certificate members outside their own profession. Participants indicated they are more likely to pursue educational innovation, leadership, and scholarship. In the reflections, 88% described incorporating a new concept in their teaching. Participants in an interprofessional teaching certificate program engaged in a curriculum of professional development in education. Graduates of the program reported knowledge gain, behavior change, and establishment of educational alliances and a community of practice.

Increasing test scores or fighting injustice: Understanding one district's culturally responsive teaching certification program

All students deserve an affirming, empowering education, but many Black and Latinx students in United States’ schools experience a deficit-focused education. In response, teacher educators have called for culturally responsive teaching (CRT), but we know little about how school districts take on CRT. In this case study, we used cultural-historical activity theory to unpack one district's CRT certification program. We found that the district's professional development (PD) mirrored many best practices in PD, but the district substantively modified CRT, focusing on test scores, not empowerment. We conclude by discussing the strengths and challenges of the district's PD program, with implications for educators and policy makers seeking to implement CRT.