If You Build It and They Still Don't Come: Effective versus Successful Alternative Teacher Preparation

Keller, Cassandra L.; Brady, Michael P.; Duffy, Mary Lou; Forgan, James W.; Leach, Debra

doi:10.1080/00131720802046032

Cited by 4 publications

(10 citation statements)

References 8 publications

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“…In fact, professional standards for such alternative programs have been proposed. But the question is: Can a program based on these professional standards successfully attract the appropriate clientele and become a successful enterprise (Keller, Brady, Duffy, Forgan, &Leach, 2008)? For example, at $150 per person x 165 people, this program grossed $24,750 for the Continuing Education program.…”

Section: What the Literature Says About Non-traditional Teacher Prep mentioning

confidence: 99%

The Art and Science of Teaching: A Continuing Education Certificate Program

Kramer-Vida¹,

Sato²

2015

JEHD

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This article reports on a research study that resulted from the authors' personal experience with a new, sixweek continuing education certificate program that was conceived to meet the needs of a local population of retiring or down-sized professionals desiring to become adjunct instructors. The program developed into a two-tiered endeavor. One strand was based on the program's original purpose and the other appealed to the needs of aspiring K-12 teacher candidates who desired more pedagogical practice than their methods courses and student teaching had supplied. The course has run 10 times over a three year period.

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Section: What the Literature Says About Non-traditional Teacher Prep mentioning

confidence: 99%

The Art and Science of Teaching: A Continuing Education Certificate Program

Kramer-Vida¹,

Sato²

2015

JEHD

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“…Preparing teachers for the classroom is a crucial element of any teacher certification program. Keller, Brady, Duffy, Forgan, and Leach (2008) expand on concepts presented by Brownell, Rosenberg, Sindelar, and Smith (2004) These seven standards will be utilized here to guide the discussion of teacher preparation and induction in both traditional and alternative certification programs.…”

Section: Teacher Preparationmentioning

confidence: 99%

“…Coherent programs are defined as those which outline an organized, standards based, skill and knowledge set that promotes development of the individual (Keller et al, 2008;U.S. Department of Education, 2004).…”

Section: Coherent Contentmentioning

confidence: 99%

“…Professional development and growth through the training programs should include real-world applications and field practice (Keller et al, 2008;Sindelar, Duanic, & Rennels, 2004). Alternative certification program leaders must learn to balance the need for "everything at once" with awareness that too much information too soon can be overwhelming for teacher candidates.…”

Section: Field Based Elementsmentioning

confidence: 99%

“…Content is often designed with the licensing requirements being considered. It is important for candidates to understand the connections between coursework, experience, and standards necessary for licensure (Keller, et al, 2008;Strawn, Fox, & Duck, 2008). Advocates for alternative certification point out that there is little conclusive evidence showing that traditionally trained teachers have more classroom success, and thus often call for the deregulation of teacher licensure and certification (Heinen & Scribner, 2007;Torff & Sessions, 2005).…”

Section: Certification As a Goalmentioning

confidence: 99%

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Alternatively certified teacher induction : an examination of current practice in Souteast Missouri

Dare¹

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Due to increased demands for highly qualified teachers, reported teacher shortages in many areas, and high attrition rates, many schools are employing alternatively certified teachers. There are many recent studies that examine the effectiveness of the alternatively certified teacher compared to those from a more traditional preparation program. However, this study attempts to examine the role of building principals in the induction of alternatively certified teachers, specifically when compared to those of more traditional teachers. Public High School principals in Southeast Missouri were surveyed to garner information about current practices and to compare practices among alternatively and traditionally trained teachers. Although the principals reported treating alternatively certified teachers the same as traditionally prepared teachers, details from the survey indicate a difference. Principal respondents reported providing more professional development and more on the job training for alternatively certified teachers. Further, respondents agreed that alternatively certified teachers need more guidance, but not more time. This is consistent with reports of relying on other staff for assistance in assisting new teachers. every child. National Commission on Teaching and America's Future Research Report. Department of Elementary and Secondary Education (DESE). (n.d.a.). Teacher Certification. Retrieved February 21, 2009, from www.dese.mo.gov/divteachqual/teachcert.html. Department of Elementary and Secondary Education (DESE). (n.d.b.). Doctoral Certification. Retrieved February 21, 2009, from www.dese.mo.gov/divteachqual/teachcert/doctoral.html. Department of Elementary and Secondary Education (DESE). (n.d.c.). Troops to Teachers. Retrieved February 21, 2009, from www.dese.mo.gov/divcareered/ve_troops_to_teachers.htm. Department of Elementary and Secondary Education (DESE). (n.d.d.). ABCTE. Retrieved February 21, 2009, from www.dese.mo.gov/divteachqual/teachcert/abcte.html. Department of Elementary and Secondary Education (DESE). (n.d.e.). Highly Qualified Teachers. Retrieved October 31, 2012, from www.dese.mo.gov/divimprove/nclb/highly_qualified.htm.

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