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Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers

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Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2016 Supporting the Professional Needs of Alternatively Certified econdS ary Education Teachers Michelle Latrice Washington Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Elementary and Middle and Secondary Education Administration Commons, and the Secondary Education and Teaching Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. : Walden University College of Education This is to certify that the doctoral study by Michelle L. Washington has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Brett Welch, Committee Chairperson, Education Faculty Dr. Glenn Penny, Committee Member, Education Faculty Dr. Tammy Hoffman, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2016 : : Abstract Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers by Michelle L. Washington MS, Alabama State University, 1999 BS, Troy State University, 1995 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 : : Abstract The reliance on alternative teacher certification to address teacher quality and quantity is an educational issue worthy of study because non-traditionally prepared teachers fill the nation’s classrooms. This qualitative case study explored the experiences of secondary education teachers with no preservice training who earned a professional educator certificate in Alabama through the alternative baccalaureate-level program. The central research questions of this study related to the professional needs of alternatively certified teachers and how educational leaders supported those professional needs. The conceptual framework of this project study included the National Research Center for Career and Technical Education’s differentiated induction model based on technical pedagogy and collegial support to address teacher quality and attrition. The qualitative data were gathered through a series of interviews with 6 alternatively certified secondary education teachers using specific protocols. Transcribed data were coded for a priori themes aligned to the research questions, and coded data were analyzed for trends and patterns. The results indicated that the participants perceived support from administrators and teacher leaders as important to their professional development and effectiveness. As a result of this study, a professional development training program was developed for the study site to assist educational leaders in providing an induction program. Implications for positive social change include for school and district administrators to have a better understanding of the challenges that alternatively certified teachers face; they may also appreciate the importance of providing administrator support to improve teacher effectiveness, retention, and ultimately student achievement. : : Supporting the Professional Needs of Alternatively Certified Secondary Education Teachers by Michelle L. Washington MS, Alabama State University, 1999 BS, Troy State University, 1995 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2016 : : Dedication This doctoral study is dedicated to my parents, Theodore and Jennifer Washington. With love and support, they taught me that the price of success is hard work and perseverance. It is God’s grace and that lesson that has allowed me to accomplish many goals throughout my life. I love you. : : Acknowledgments To my committee, Dr. Brett Welch, Dr. Glen Penny, and Dr. Tammy Hoffman, I am extremely grateful for your assistance and suggestions throughout my project. Thank you to my sisters, Phebe and LaWanda for your love and laughter. Veronica, Shawn, Constance, Kimela, and Camille, thank you for being an endless force of motivation, support, and encouragement. Thank you to my family, friends, co-workers, and sisters of Delta Sigma Theta Sorority, Incorporated for encouraging me to keep working when I thought I didn’t have another word to write. God has truly blessed me with an awesome village for which I am truly grateful. : : Table of Contents List of Tables .......................................................................................................................v Section 1: The Problem ........................................................................................................1 Introduction ....................................................................................................................1 Definition of the Problem ..............................................................................................4 Rationale ........................................................................................................................7 Evidence of the Problem at the Local Level ........................................................... 7 Evidence of the Problem from the Professional Literature ................................... 10 Definitions....................................................................................................................14 Significance..................................................................................................................16 Guiding/Research Question .........................................................................................17 Review of the Literature ..............................................................................................18 Conceptual Framework ......................................................................................... 19 Alternative Route to Teacher Certification History .............................................. 21 Types of Alternative Teacher Certification Programs .......................................... 22 Characteristics of Alternative Certification Programs .......................................... 27 Benefits of Alternative Certification Programs .................................................... 28 Challenges of Alternative Certification Programs ................................................ 29 Types of Professional Support Received by Alternatively Certified Teachers .... 30 Career Commitment of Alternatively Certified Teachers ..................................... 34 Teacher Instructional Competence and Teacher Self-efficacy Among ACTs ...... 36 Implications..................................................................................................................38 : i : Summary ......................................................................................................................39 Section 2: Methodology .....................................................................................................40 Introduction ..................................................................................................................40 Research Design and Approach ............................................................................ 41 Case Study Tradition and Research Design .......................................................... 42 Participants ............................................................................................................ 43 Data Collection ............................................................................................................47 Systems for Keeping Track of Data ...................................................................... 48 Access to Participants ........................................................................................... 49 Role of Researcher ................................................................................................ 50 Data Analysis ...............................................................................................................51 Evidence of Quality .............................................................................................. 52 Procedures for Dealing With Discrepant Cases .................................................... 53 Findings........................................................................................................................54 Theme 1: Teaching as a Career ............................................................................. 55 Theme 2: Alabama Alternative Baccalaureate Certification Program ................. 59 Theme 3: Frustrating/Challenging Classroom Situations ..................................... 65 Theme 4: Professional Support ............................................................................. 71 Theme 5: Advice from Completers ....................................................................... 74 Conclusion ...................................................................................................................80 Project Outcome...........................................................................................................81 Section 3: The Project ........................................................................................................83
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