Alabama reinstates teacher testing: Strategies and processes used to ensure the success of secondary education candidates

The purposes of this study were to examine the strategies used by higher education institutions to ensure the success of secondary teacher education candidates on certification examinations and to examine the collaborative efforts that have occurred between the Colleges of Education (COEs) and the Colleges of Arts and Sciences (COASs). This study sought to provide data applicable to other higher education institutions in states that have transitioned or are considering transitioning to testing for teacher certification.;A qualitative methodology using phenomenological and case study designs was deemed most appropriate for this study. Four Alabama institutions were selected on the basis of NCATE accreditation status, designation as public or private, HBCU or PWI, and focus of the institution on teacher education. Data collection consisted of semi-structured interviews, open-ended questionnaires, focus group sessions, and document review.;A qualitative thematic analysis was utilized to address the research questions. After applying the emergent themes, the findings revealed that each of the four COEs and COASs are in a continual cycle of change and evaluation to meet the educational needs of secondary teacher education candidates; although some institutions were more effective in achieving change that promotes continual improvement. Colonial State University, Washington College, and Arlington University have significantly modified admission, retention and internship requirements, collaborative efforts, and programmatic evaluations. Statesman College did not make as many changes. Arlington University and Washington College have had the most success from programmatic changes.;Recommendations were produced for practitioners, policy makers, and academicians. It was recommended for practitioners to approach change as a systematic process by examining structures and processes to determine what changes are necessary. Evaluations should be conducted so that changes are based upon program review. Policy makers should create policies and programs designed to increase the effectiveness of newly graduated secondary teacher educators. Additionally, systems should be structured to forge collaboration between the COE and COAS. Research should be conducted to examine program effectiveness and change processes in higher education settings.