Alternative Certification Programs Research Articles

Alternative Certification Programs in K-12 Schools: The Experiences of Diverse Teachers

Through individual interviews and focus groups, this qualitative phenomenological study explored 11 conditionally licensed teachers’ experiences in earning their full teaching license in a Mid-Atlantic state in the United States. Data were analyzed using a thematic analysis method. The findings of this study showed that the conditionally licensed teachers were career changers from diverse ethnic identities, and they mainly struggled with classroom management. The study also found that they had little support and information regarding the certification process, and their work-life-study balance was challenging. This study suggests that schools, school districts, and the university develop strong partnerships to provide appropriate support to these teachers to make them licensed and effective classroom teachers in order to meet the needs of the national teacher shortage.

Physical Education Alternative Certification Programs: Learning Opportunities for Teacher Candidates

Purpose: This study investigated differences in (a) completion of teaching methods courses and (b) participation in professional development opportunities between alternatively and traditionally certified physical educators. Method: The sample included 1,850 physical educators (mean age: 42.7 years, male: 61.7%, female: 38.3%) from the 2017 to 2018 National Teacher and Principal Survey. Prevalence estimates of physical educators who (a) completed undergraduate or graduate teaching methods courses during their education and training and (b) participated in professional development were calculated. Results: The results of binary logistic regressions reveal that alternatively certified physical educators were less likely to complete various teaching methods courses before entering the teaching profession. In addition, there were no differences in participation in professional development except in instructional strategies for students with disabilities. Conclusion: Considering unprepared teachers tend to leave the profession early, alternative certification programs need to provide substantial levels of learning opportunities, including teaching methods courses.

Educational Leaders and Their Impact on African American Alternatively Certified Male Teacher’s Educational Self-Efficacy

This study examined the impact school leaders had on the self-efficacy of African American Male (AAM) teachers who matriculated through an alternative certification program. Purposeful sampling was used in this study with four inclusion criteria. The study occurred at a large urban Title 1 school district in the Southeast. The district was selected based on its implementation of an alternative certification program and relative success in recruiting and maintaining a diverse teaching staff. Tschannen-Moran and Hoy’s 12-item teacher self-efficacy survey was administered to select teachers who scored high on their self-efficacy scale. Eleven AAM teachers from various urban school sites participated in this study. Data were collected through one-on-one and focus group interviews. Findings revealed three themes that captured the ways school leaders impacted teacher self-efficacy. Study results can help provide leaders and policymakers with guidance as they seek to address the teaching shortage and develop a more diverse teaching workforce through alternative certification programs.

ОСОБЛИВОСТІ ПІДГОТОВКИ ВЧИТЕЛІВ ТА ВИКЛАДАЧІВ ІНОЗЕМНИХ МОВ У ЗАКЛАДАХ ВИЩОЇ ОСВІТИ США

The article deals with the issue of the professional foreign language teachers and lecturers training in the USA. The purpose of the article is to highlight the peculiarities of the professional foreign language teachers and lecturers training in the USA within the scope of the study, one of the tasks of which is to identify positive American experience for its implementation in higher education institutions of Ukraine. It is argued that the process of modernization of professional language education in the USA takes place according to the principles of variability and pluralism, and this is what determines the spread of mixed methods of foreign language learning, where traditional and innovative methods are combined. The article notes that there are two ways to obtain a foreign language teacher certificate: traditional (Traditional Teaching Certification) and alternative (Alternative Teaching Certification). The traditional path involves training a prospective foreign language teacher at a college or university in the field of education that is regionally accredited and approved by the state board of education with a bachelor’s degree, and an alternative certification program can be conducted by both school districts and non-profit organizations, based on the already obtained bachelor’s degree in education. It is noted that the alternative teacher certification was originally introduced to fill an acute shortage of teachers, but today it aims at attracting talented people who want to teach and have a bachelor’s degree, but do not have an educational experience. Both certification paths include practical teaching experience as a capstone component, with practicum completion dates set by the state and depending on the type of Teacher Certification the candidate is seeking. The research has shown that a foreign language teacher in the United States must revalidate their certificate every few years in order to maintain the right to teach. The article examines that the most common educational programs among future teachers are the training of teachers of Spanish, French, Latin, German, and Chinese. The authors proved that the system of professional foreign language teachers and lecturers training in the USA is multi-level, and built in accordance with all international standards: bachelor’s, master’s, postgraduate and doctoral studies. Each level is described in detail in the article: requirements for applicants for enrollment in the educational program, tasks and content of the educational program. The authors provide a list of the most popular states among future applicants, where foreign language teachers are trained, as well as the best institutions of higher education, where foreign language lecturers are professionally trained for master’s and doctoral degrees. At the end of the article, the authors present the conclusion that the professional training of foreign language teachers and lecturers in the USA is carried out according to government standards, but the requirements for admission to educational programs vary and differ according to the requirements of each university, as well as the requirements for the certification of a foreign language teacher. With the exception of five states, future teachers are required to take a PLT (Principles of Learning & Teaching) test before college or university practicum. And it is also noted that in order to fully understand how useful the experience of training foreign language teachers can be for the improvement of the education system of Ukraine, further scientific research is needed on the development trends of the US system in the field of foreign language teachers and lecturers training.

Assessing and comparing alternative certification programs: The teacher-classroom-community model

Alternative certification programs (ACPs) differ from traditional teacher certification programs in their target populations, duration, tools they employ, their pedagogy, and subject matter curricula. Given the acute shortage of excellent teachers, especially in STEM, significant efforts and resources are invested in ACPs so they prepare highly qualified teachers. Yet, novice teachers face difficulties during their initial integration into the school system. To better understand the state of affairs, we investigated and compared the integration into the school system of graduates of five major Israeli ACPs that are tailored for diverse student-teacher target audiences. The study goals were to (1) investigate and compare the integration of graduates of the five ACPs into the teaching profession with respect to five teacher-related aspects: (a) self-efficacy, (b) commitment to the teaching profession, (c) challenges encountered, (d) leadership roles, and (e) teamwork; (2) identify ACP characteristics that support the graduates’ integration into the teaching profession. The teacher-classroom-community model we propose, holistically connects three aspects: affective – the teacher, the teaching profession – the classroom, and peer interaction and leadership – the school community. The model provides a common language for comparing how the different ACPs prepared their graduates toward the teaching profession. The model is instrumental for identifying ACP characteristics that support graduates’ integration into teaching and facilitating ACP evaluation by connecting several aspects of teachers’ professional lives. The study employed a mixed-methodology in which 506 graduates responded to a closed- and open-ended questionnaire and 71 interviews were conducted with graduates (novice teachers), ACP directors, school principals and mentor teachers. The findings depict a complex picture that reflects the different ACPs’ characteristics targeted at diverse audiences. For example, graduates of STEM-oriented programs perceive the different kinds of knowledge, including content knowledge, pedagogical knowledge, and pedagogical content knowledge, as most important to their roles in schools. They undertake fewer roles, and the ones they do assume are discipline-related. Graduates of the more social-leadership-oriented programs identify developing leadership skills as most beneficial and they undertake more leadership-related roles. The research highlights key aspects that teacher education leaders should consider and use for self-evaluation of their ACPs. The strength of this study stems from proposing and applying the teacher-classroom-community model for evaluating teacher certification programs in several contexts and for diverse groups along with their integration into schools.

I can't get no (job) satisfaction? Differences in teachers' job satisfaction from a career pathways perspective

Education policy stakeholders attempt to counteract teacher shortages by recruiting persons from outside of the teacher career. However, teachers' job satisfaction, a key predictor for teacher retention, often differs between those originally trained as a teacher and those from different career pathways. Applying multiple indicator multiple causes (MIMIC) bifactor models on PISA data (N = 125,764 teachers), we found that first career teachers show higher job satisfaction. Furthermore, the curricular preparedness by initial education is more important for those, who always intended to become teachers when compared to those arriving from alternative routes. Based on findings in this study, we recommend improvements of alternative certification programs, working conditions, and professional development opportunities for persons who did not initially plan to become teachers to increase overall teachers' job satisfaction.

Relationships between musical behaviors and emotional states, humor styles, and coping humor

Learning and performing music affect the brain and cognition and have a positive impact on emotional states. Negative emotional states such as stress, anxiety, and depression are harmful for teaching. Alternative certification teachers in particular are extremely vulnerable to and suffer greatly from negative emotional states. In addition, humor and coping humor are cognitive processes depending on neural networks of the brain. Therefore, the relationships between alternative certification pre-service teachers’ musical behaviors, negative emotional states, humor styles, and coping humor were examined in order to produce knowledge that can be used to increase effectiveness in education regarding negative emotional states, humor styles, and humor. The participants were 112 pre-service teachers enrolled in the alternative certification program of a public university in Turkey ( N = 112). Responses to six psychometric scales and a musical behaviors questionnaire were collected. Results demonstrated that having music and instrument education, duration of those educations, playing a musical instrument, and being member of a musical group were related to various emotional states, humor styles, and coping humor. The findings obtained from the analyses of the relationships between 11 musical variables and negative emotional states, humor styles, and coping humor are discussed in light of the related literature.

The impact of COVID-19 on teachers' mental health

PurposeThe purpose of this paper is to examine teachers’ experiences with mental health during the COVID-19 pandemic.Design/methodology/approachThe authors administered an online survey to full-time public school teachers simultaneously enrolled in a master’s degree program in education. Out of 455 teachers who were sent the survey, 96 completed it, resulting in a 21.1% survey completion rate. The survey was composed of both quantitative and qualitative items which assessed teachers’ self-perceptions about their mental health before and during the COVID-19 pandemic, as well as their use of mental health resources. Most questions were drawn from the Patient Health Questionnaire-4 (PHQ-4), so focused primarily on symptoms of depression and anxiety.FindingsThe results of the survey indicated that overall, teachers felt an increase in symptoms of anxiety and depression between March 2020 and February 2021. A noteworthy percentage of participants said they were seeking mental health supports.Research limitations/implicationsThis study was conducted with teachers in an alternative certification program, so their experiences might not be widely generalizable to teachers enrolled in traditional pathways to certification.Originality/valueWhile some research has been conducted on mental health, less has been conducted with public school teachers and even less has assessed the impact of the COVID-19 pandemic. This study aims to add to the existing literature about teachers' experiences with anxiety and depression, as well as the specific impact of COVID-19.

Ready and Able? Perceptions of Confidence and Teaching Support for First-Year Alternatively Certified Teachers

To investigate the influence of preservice and in-service supports on teacher perceptions of their confidence to teach and of being supported, this study employed qualitative and quantitative approaches to analyze survey responses and interviews from teachers who received their preparation from a university-led alternative teacher certification program. Survey responses revealed that, prior to entering their classrooms for the first time, participants felt very confident in their ability to teach content, address student differences, manage student behavior, use instructional technology, and meet student needs. This confidence decreased upon entering their classrooms as full-time teaching interns, but survey responses indicated increasing confidence as those internships progressed. In interviews, teachers reported that while their preparation program was influential in shaping their early career experiences and future career plans, it was in-service supports and having a positive relationship with their school administrators which were more meaningful.

Critical Reflection, Dialogue, and Supervision: Culturally Relevant Teaching and Adult Learners in a Transition to Teaching Program

This project examines the supervisory roles and clinical experiences in a School of Education program that offers multiple pathways to licensure, including the Transition to Teaching (T2T) alternative route to certification program. Through our reflective supervisory and instructional experiences within this program, we explore the unique challenges in supervising non-traditional adult learners entering into teaching after experience in various professional disciplines. We use a Critical Whiteness Studies lens to create a composite narrative of these experiences as an approach to 1) better understand adult learner dispositions; 2) contribute to research pertaining to the field of educational supervision and clinical experiences in an the under-researched area of alternative certification programs; and 3) provide field-based social justice-oriented practices grounded in critical reflection, discussion, and praxis for supervisors who work with adult learners in urban elementary contexts.

School-Based Practices and Preservice Teacher Beliefs About Urban Teaching and Learning

ABSTRACT Researchers have long recognized the importance of what teachers need to know, be able to do, and how their beliefs influence their professional decision making and practices. We also know that context matters in clinical practice. The purpose of this study is to explore the nuance between practice, belief, and context. We examine whether change in preservice teacher (PT) beliefs about teaching diverse populations occurred while in a school-based teacher preparation program. The teacher preparation program under study is a one-year post-baccalaureate alternative certification program targeting school-based teacher training through school-university partnerships. Interview notes and transcriptions of PTs’ thoughts on urban teaching and learning were qualitatively analyzed and compared using a matched-case design. We found that the purposeful theoretical and pedagogical framework used in the teacher preparation program (in this case, culturally responsive teaching [CRT]) provides PTs with a tool to direct their teaching during school-based practices and a lens to learn with while engaging in school-based practices. Learning with and through CRT filters supports PTs’ increased awareness in sociopolitical factors forging feelings of hope and agency. The study builds on research supporting the use of clinical practices and the importance of nurturing effective teacher dispositions for urban teaching and learning.

Supporting Black Male Preservice Teachers: Evidence from an Alternative Teacher Certification Program

ABSTRACT Drawing on semistructured interviews with 20 Black male preservice teachers, this article examines one alternative teacher certification program’s attempt to support these aspiring educators through an affinity group. Although a growing body of research highlights the challenges preservice Black teachers experience in their preparation programs, there is less research about how preparation programs create supportive environments for aspiring Black teachers and specifically Black male teachers. To fill this empirical gap, we explored the following research question: How do Black male preservice teachers describe the role of an affinity group in shaping their experience in their preparation program and in their clinical site? Findings from this study pointed to positive effects of participation in the affinity group for Black male preservice teachers. Specifically, affinity group participants communicated their needs openly with one another and facilitators, felt solidarity with one another—which allowed for collaborative problem solving—and cultivated tools for self-advocacy to meet both professional and personal goals. Implications for research, policy, and practice are discussed.

Transition into Teaching: Second Career Teachers’ Professional Identity

Using the identity lens as a theoretical framework, we studied 42 novice second career chemistry teachers, who had previously worked as chemists and participated in an alternative certification program (ACP) at a science and engineering research university. Our goal was to understand the transition process of these teachers into the teaching profession as they shape their identity and navigate through the contexts of the preparation program and the school system. Results showed that the career changers attributed their identity development to a variety of program identity resources, which shape one’s identity: coursework, field experiences, and social contexts. We saw that the transition to the teaching profession was mainly due to their desire to contribute to society. Investigating three case studies, we learned that through the active participation, one’s vision of the particular kind of teacher one aspires to be has developed within the unique learning environment created in the program.

U.S. Every Student Succeeds Act: Negative Impacts on Teaching Out-of-Field

Every Student Succeeds Act (ESSA) requires states to ensure the equitable distribution of out-of-field teachers. Using over 180 million student-course-teacher records from Texas between 2011-12 and 2017-18, we found out-of-field teaching rates have increased dramatically since ESSA became law. We also found vast inequities in which teachers are assigned to teach out-of-field and dramatic differences in student out-of-field course-taking rates across demographic characteristics. The strongest predictors of teachers teaching out-of-field is that they work in a charter school or completed alternative certification programs. Black teachers and students are most likely to teach and take courses out-of-field, and Latinx teachers and students are least likely. Policy implications are considered given negative impacts of out-of-field teaching on student academic achievement.

Associations Between Emotional States, Self-Efficacy For and Attitude Towards Using Educational Technology

The purpose of this study was to investigate the associations between alternative certification preservice teachers’ levels of depression, stress, educational technology anxiety, self-efficacy for educational technology, and attitude towards using technology in education to provide insight into the interplay between intrinsic factors affecting technology integration. Participants were 451 preservice teachers enrolled in the alternative certification program at a public university in the southwestern part of Turkey (N=451). Data were collected using the Educational Technology Standards Self-Efficacy Scale, Attitude towards Using Technology in Education Scale, Educational Technology Anxiety Scale, Perceived Stress Scale, and Beck’s Depression Inventory. In addition to descriptive techniques, Pearson’s product-moment correlation coefficient and multiple linear regression were used for data analysis. Findings revealed that preservice teachers suffer from stress, depression, and anxiety, even more so than other undergraduate students. Age did not correlate with any of the parameters. Stress and depression did not differ according to gender; however, females were more anxious about using educational technology. Additionally, findings indicated bidirectional and cyclical relationships between emotional states, self-efficacy, and attitude. Finally, using educational technology for instructional purposes and for secondary purposes such as classroom management were associated with different sets of self-efficacy beliefs, and attitudes. Findings of the research were discussed and suggestions were made.

Detrimental Effects of Color-Blind Racial Attitudes in Preparing a Culturally Responsive Teaching Workforce for Immigrants

Demands on the teacher workforce are changing as one quarter of children in U.S. schools live in immigrant families and about half of students are racial/ethnic minorities. Simultaneously, diminishing teacher support and teacher shortages cause reliance on alternative certification programs (e.g., Teach for America). In response, we studied the links between color-blind racial attitudes and culturally responsive teaching self-efficacy and outcome expectations with immigrant students among 323 teachers completing an alternative program. Results from a moderated mediation model based on social cognitive career theory demonstrated that color-blind racial attitudes were significantly negatively associated with teaching outcome expectations with immigrants. In addition, the link between color-blind attitudes and self-efficacy was positive and significant only for Asian/Asian American teachers, and the link between self-efficacy and outcome expectations was significant for Latinx and Asian/Asian American teachers, and White teachers. We discuss implications for supporting teachers’ career development in schools serving immigrants of color.

Alternative certification candidates' attitudes towards using technology in education and use of social networking services: A comparison of sports sciences and foreign language graduates

The purpose of the research was to investigate the relationships between alternative certification candidates' attitudes towards using technology in education and their use of social networking services (SNSs). Participants were 156 pre-service teachers enrolled in the alternative certification program at a public university in Turkey (N = 156). The research was designed as a correlational study. Data were collected by Attitude towards Using Technology in Education Scale in addition to demographics form including questions about SNS usage. Data were analysed by Mann "Whitney U test and Spearman's rank-order correlation coefficient. Alternative certification candidates had strong attitudes towards improving themselves in using technology in education. However, their attitudes towards using educational technology in instructional processes and classroom management were weaker. Alternative certification candidates were observed to be close to low-risk class of problematic social media use indicating negative emotional states. The results indicated that instructional programs that participants engaged in during their undergraduate studies seem to have an influence on developing familiarity with and competence in technology. Keywords: Alternative certification, attitude, social networking service, teacher training, technology integration.

Supporting Early Career Alternatively Certified Teachers: Evidence from the Beginning Teacher Longitudinal Survey

BackgroundAlternatively certified (AC) teachers have generally been found to turn over at higher rates than traditionally certified (TC) teachers. These higher turnover rates are generally attributed to lower levels of preparedness and less of a commitment to remain in teaching than TC teachers, both of which may be compounded by AC teachers’ increased likelihood of beginning their career in schools that enroll traditionally underserved students.PurposeOur goal is to better understand the early career professional learning opportunities of AC teachers. We consider the ways in which in-service organizational supports such as mentoring, collaboration with one's peers, and professional development compensate for alternative certification teachers’ reduced levels of pre-service training.Research DesignWe conduct a secondary analysis of data from the Beginning Teacher Longitudinal Survey (BTLS). BTLS is a nationally representative survey of the cohort of new teachers who began their career in the 2007–2008 school year. Teachers were surveyed annually for their first five years in the teaching profession. We draw on data regarding teachers’ entry pathway, feelings of preparedness, organizational supports, and turnover (i.e., leaving teaching or moving schools).Data AnalysisWe first describe differences in self-reported preparedness, commitment to remain in teaching, and use of in-service organizational supports across beginning teachers across different entry pathways. We then conduct discrete time survival analysis to (1) understand differences in the timing of turnover rates across entry pathways and (2) examine the role induction supports play in improving AC teacher retention.FindingsWe show that AC teachers enter teaching feeling less prepared and, with the exception of mentoring, receive no additional support in their first year of teaching compared to TC teachers. Although we observe a 10-percentage point gap in the turnover between early career AC and TC teachers is, this gap is, in large part, explained by observable teacher and school characteristics. We show some evidence that AC teachers differentially benefit from extra classroom assistance, quality of mentor feedback, and content professional development, which were all associated with lower odds of leaving teaching.ConclusionsOur findings suggest that schools and districts could do more to target induction supports for novice AC teachers. Given that AC teachers receive most of their training once they begin teaching, alternative certification programs, schools, and districts can customize supports for AC teachers to fit the needs of their local context.

Conducting the “Business of Teaching”: Expectations of Non-instructional Tasks of Beginning STEM Teachers

Much debate centers on the most necessary elements of teacher preparation programs, with many focusing on practice of core instructional tasks (Forzani 2014; Kennedy 2016), which may be diluted in alternative preparation programs (Forzani 2014). Teachers prepared in alternative programs tend to have greater difficulties with classroom management, instructional planning, and differentiated instruction (Darling-Hammond 2009; Wilson 2011); however, few studies have examined alternatively prepared STEM teachers’ beliefs and expectations about teaching and learning (Tigchelaar et al. 2010; Good et al. 2006), and fewer still have examined their beliefs about non-instructional responsibilities associated with the profession (LeTendre et al. 2001; Ovando 2001; Scriven 1994). This inquiry examines the expectations of a cohort of STEM practitioners transitioning into STEM teaching positions from an abbreviated alternative certification program; during their first year of teaching and concurrent final internship, the paid interns exhibited heightened emotional responses (i.e. crying, not eating, not sleeping) documented by university supervisors. Researchers utilized Self-Discrepancy Theory (Higgins 1987) to provide an understanding of how expectations can produce negative affect, such as anxiety or depression. Findings suggest this cohort of paid interns had expectations about both personal and non-instructional time, planning, school resources, and legal responsibilities incongruent with the realities of the job. Researchers call for further research on STEM practitioners’ beliefs and expectations of non-instructional tasks as they transition from accelerated M.A.T. programs into teaching.

Teacher Preparation Pathways: Differences in Program Selection and Teacher Retention

ABSTRACT A comparison of population and employment projections shows the gap between teacher supply and demand growing through 2025. Alternative certification programs (ACPs) were created to increase teacher production, but research on who selects ACPs versus traditional preparation programs (TPPs) shows mixed results as does research on new teacher attrition. Analyzing employment and preparation data for over 225,000 new teachers (56% ACP), we found male and teachers of color were more likely to be ACP prepared. Using survival analysis, we found TPP teachers were significantly more likely to remain in the classroom than ACP teachers. We also found that teachers of color were more likely to stay teaching after accounting for preparation differences, and Latinx teachers from traditional preparation programs were most likely to stay teaching.