Sage Journals: Discover world-class research

Abstract

The U.S. Department of Education predicts that more than 2.2 million teaching positions in kindergarten through 12th grade will need to be filled over the next 10 years. Given the demand for classroom teachers, 48 states and the District of Columbia have created alternate route (AR) teaching certification programs to recruit individuals who have earned college degrees and worked in their chosen fields but had no prior teaching experience. The major purpose of this study is to identify issues related to the AR teachers’ transition process in three phases: (a) preparation before entering the classroom, (b) support provided by schools/districts during the process, and (c) retention in the teaching profession. By surveying high school principals and their AR teachers in New Jersey, this study attempted to provide suggestions that support AR teachers’ positive and effective transition to the classroom and their continuous development and positive experience in the teaching profession.

Keywords

alternate teacher certification professional development high school principals’ support high school teachers’ perceptions and retention

Get full access to this article

View all access options for this article.

References

Adams, P. E. , & Krockover, G. H. (1997). Beginning science teacher cognition and its origins in the preservice science teacher program. Journal of Research in Science Teaching, 34, 633-653.

Chesley, L. S. , Wood, F. H. , & Zepeda, S. J. (1997). Meeting the needs of alternatively certified teachers. Journal of Staff Development, 18(1), 28-32.

Covey, S. R. (1997). Modeling and mentoring. Executive Excellence, 14, 3-4.

Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Alexandria, VA: Association for Supervision and Curriculum Development.

Darling-Hammond, L. (2000). Reforming teacher preparation and licensing: Debating the evidence. Teachers College Record, 102(1), 28-56.

Darling-Hammond, L. , & Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13-25.

Feistritzer, C. E. (2005). Profile of alternate route teachers. Washington, DC: National Center for Education Information.

Feistritzer, C. E. , Harr, C. K. , Henry, T. , & Ulf, B. (2006). Alternative teacher certification: A state-by-state analysis 2006. Washington, DC: National Center for Education Information.

Feistritzer, C. E. , Harr, C. K. , Hobar, J. J. , & Losselyong, S. E. (2004). Alternative teacher certification: A state-by-state analysis 2004. Washington, DC: National Center for Education Information.

10.

Feistritzer, C. E. , Harr, C. K. , Hobar, J. J. , & Scullion, A. B. (2005). Alternative teacher certification: A state-by-state analysis 2005. Washington, DC: National Center for Education Information.

11.

Goldhaber, D. D. , & Brewer, D. J. (2000). Does teacher certification matter? High school teacher certification status and student achievement. Educational Evaluation and Policy Analysis, 22, 129-145.

12.

Hawkey, K. (1997). Roles, responsibilities, and relationships in mentoring. A literature review and agenda for research. Journal of Teacher Education, 48, 325-335.

13.

Hayes-Jacobs, H. (2004). Getting results with curriculum mapping. Alexandria, VA: Association for Supervision and Curriculum Development.

14.

Ingersoll, R. M. , & Smith, T. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60(8), 30-33.

15.

Jorissen, K. T. (2002). Retaining alternate route teachers: The power of professional integration in teacher preparation and induction. High School Journal, 86(1), 45-57.

16.

Klagholtz, L. (2001). State policy and effective teacher certification. Education Digest, 67(1), 33-37.

17.

Miller, J. W. , McKenna, M. C. , & McKenna, B. A. (1998). A comparison of alternatively and traditionally prepared teachers. Journal of Teacher Education, 49(3), 165-176.

18.

Nakai, K. , & Turley, S. (2003). Going the alternate route: Perceptions from noncredentialed teachers. Education, 123(4), 831-846.

19.

State of New Jersey Department of Education . (2006). Licensure and credentials. Retrieved January 15, 2006, from http://www.nj.gov/njded/educators/license/

20.

Thomsen, S. R. , & Gustafson, R. L. (1997). Turning practitioners into professors: Exploring effective mentoring. Journalism and Mass Communication Educator, 52, 24-32.

21.

U.S. Department of Education . (2002a). Meeting the highly qualified teachers challenge: The secretary’s annual report on teacher quality. Washington, DC: Government Printing Office.

22.

U.S. Department of Education . (2002b). No Child Left Behind Act. Washington, DC: Government Printing Office. Retrieved January 15, 2004, from http://www.ed.gov

The Alternate Route Teachers’ Transition to the Classroom: Preparation,Support,and Retention

Abstract

Keywords

Get full access to this article

References