Promoting Retention of Alternative Certified Teachers Through Professional Development

Abstract

Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

“…The risks of inadequate supports for teachers of SWD may extend into broader issues for the field, given the association between such supports and teacher job satisfaction/turnover (see Bettini, Cumming, et al, 2020; Bettini, Gilmour, et al, 2020; Billingsley & Bettini, 2019; Billingsley et al, 2020; Boe & Cook, 2006; Gilmour & Wehby, 2020; Kelly et al, 2019; Olsen & Huang, 2019; Renbarger & Davis, 2019; Robinson et al, 2019; Rose & Sughrue, 2020). When principals struggle to hire and retain qualified teachers of SWD, students’ academic and behavioral needs too often go unmet.…”

“…The type of teacher preparation a teacher received may also influence the form and frequency of access to supports for SWD. Recently, there has been a significant growth of alternative certification preparation programs (ACPPs) in response to teacher shortages (Rose & Sughrue, 2020; Van Overschelde & Wiggins, 2020). These programs are often marked by a fast pace, less extensive training, and less practicum experience (Rose & Sughrue, 2020).…”

“…Recently, there has been a significant growth of alternative certification preparation programs (ACPPs) in response to teacher shortages (Rose & Sughrue, 2020; Van Overschelde & Wiggins, 2020). These programs are often marked by a fast pace, less extensive training, and less practicum experience (Rose & Sughrue, 2020). Many teachers in ACPPs work as full-time teachers while earning their certification and thus initially enter the classroom less prepared (Rose & Sughrue, 2020).…”

“…These programs are often marked by a fast pace, less extensive training, and less practicum experience (Rose & Sughrue, 2020). Many teachers in ACPPs work as full-time teachers while earning their certification and thus initially enter the classroom less prepared (Rose & Sughrue, 2020). Perhaps for these reasons, in conjunction with the limited time commitment required by some popular programs (i.e., Teach for America’s 2-year term), teachers who attend ACPPs have higher rates of attrition than traditionally trained peers (Boyd et al, 2006; Van Overschelde & Wiggins, 2020; Zhang & Zeller, 2016).…”

“…Perhaps for these reasons, in conjunction with the limited time commitment required by some popular programs (i.e., Teach for America’s 2-year term), teachers who attend ACPPs have higher rates of attrition than traditionally trained peers (Boyd et al, 2006; Van Overschelde & Wiggins, 2020; Zhang & Zeller, 2016). It is possible that teachers in ACPPs may require differentiated PD from administrators, more substantial mentoring and observation from veteran teachers, and guidance about how and where to focus development efforts (Rose & Sughrue, 2020). Given these different needs, preparation type may influence teachers’ experiences, including the sufficiency of the access to supports for meeting the needs of SWD.…”