Connecting the dots: An examination of the Illinois teacher certification system as a component of secondary school improvement planning and professional development

This study examined the relationship between school improvement, professional development, and the teacher recertification system in two Illinois secondary schools. The project was organized into three phases. Phase One involved the identification of two secondary schools with traditional programs in stable communities. Phase II consisted of fieldwork to conduct interviews and collect and examine pertinent documents from both schools. Phase III involved analyzing the findings to determine the degree of connection between the three school processes.;The data, including field notes and documents, were analyzed using qualitative research methods. The case study design was used to achieve a clear understanding of the relationship between these processes in the context of the secondary school. The findings of this study include: (1) The Illinois teacher recertification system in its current form has little relationship with school improvement and professional development. (2) Most teachers do not consider school improvement to be a viable professional development activity. (3) Professional development is very individualized according to teacher interest and content area. (4) In some limited cases, school wide professional development activities based on school improvement goals are profound and have a positive impact on student achievement.