Publication Date


Document Type


First Advisor

Lieberman, Joyce M.

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations


Consortium Model for Alternative Certification--History; Teachers--Certification--Illinois--Case studies


This study examined the inception and evolution of the group called the Consortium Model for Alternative Certification (CMAC) for teachers. A qualitative case-study approach was used to examine the organization, using theories from widely accepted interest-group theories to determine how the group formed. The objectives of the study were to determine how the group formed; to examine the group as it worked to use new alternative teacher certification laws to address the teacher shortage in Illinois; and to analyze the group which included stakeholders from school districts as well as local, regional, and community colleges and local bargaining units. The CMAC model involved a prekindergarten through Grade 20 agenda in order to begin to address the teacher shortage in Chicagoland and the surrounding area. The partners in CMAC included Northern Illinois University, Aurora University, Waubonsee Community College, West Aurora School District #129, Rockford School District #205, DeKalb School District #428, Kane County Regional Office of Education, Boone/Winnebago County Regional Office of Education, DeKalb County Regional Office of Education, Illinois Mathematics and Science Academy, Aurora Education Association-West (Illinois Education Association/National Education Association), and Associated Colleges of Illinois. The model was found to be grounded in Commitment Theory, established by Paul Sabatier. The group was purposive in working toward a cause and joined resources in order to help career-changers enter the teaching profession. The group was supported by the award of a Higher Education Cooperation Act (HECA) grant and continually worked with the Illinois State Board of Education to achieve its agenda.


Includes bibliographical references (pages [115]-122)


viii, 141 pages




Northern Illinois University

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