Professional development needs of novice alternatively certified teachers in Florida: teachers’ perspectives

ABSTRACT

Alternative teacher certification routes in the United States gained recognition in response to the teacher shortage since the 1980s. However, the unique challenges these teachers face result in concerns of quality and retention. The purposes of this study were to (a) investigate novice alternatively certified teachers’ (ACT) perspectives on school leaders’ knowledge of the developmental supports necessary for their classroom success and (b) inform school and higher education leaders about gaps that exist in professional development opportunities for these teachers. Addressing these gaps could lead to the ultimate goal of teacher satisfaction, resulting in quality and retention in the classroom. Novice ACTs perceived their school leaders had limited knowledge regarding alternative certification requirements and preparation, and they identified some efforts of their school leaders to provide professional development. Opportunities were impactful when they were relevant to specific teacher challenges.

KEYWORDS:

• Alternatively certified teacher
• professional development
• alternatively certified teacher quality
• alternatively certified teacher retention
• school leader support

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The research reported in this article was not supported by any funding agencies or grants.

Notes on contributors

Amanda L. Rose

Amanda L. Rose, EdD, is a secondary-level Assistant Principal and instructional coach in Lee County, Florida. Her research interests include the professional development needs of alternatively certified teachers in Florida and methods to support novice teachers to ensure quality teaching and retention in the profession.

Jennifer A. Sughrue, PhD, is a professor of educational leadership and the coordinator of the EdD in Education program at Florida Gulf Coast University. Her research interests span K–20 education law and policy, with an emphasis on law- and policy-to-practice.