Capacity Building of Beginning Teachers from Alternative Certification Programs: Implications for Instructional Leadership

Abstract

This study explored the role of principals in building teacher capacity. It identified principals’ perceptions of teachers’ capacities, methods of assessment, and capacity-building strategies. Data were collected through a cross-sectional survey. A total of 134 principals from 52 districts participated. These principals served schools that employed alternatively certified teachers from education service center, university-based, and district programs. Most principals perceived significant differences in second year beginning teachers’ capacities related to their knowledge, skill, disposition, and sense of self. Principals credited traditionally certified teachers’ greater levels of capacity to their preservice programs and recognized the benefits of broader work experience and knowledge of the alternatively certified teachers. Findings revealed that principals used similar assessment methods, but alternatively certified teachers required additional forms of assessment. While principals used similar capacity-building strategies with both groups they provided more guidance to alternatively certified teachers on matters of instruction. Principals’ responses suggested that alternatively certified teachers need closer supervision, additional staff development in specific areas, collegial support, mentoring, and feedback.