Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
An Assessment of Professional Standards exhibited by Teacher Educators in Col...Premier Publishers
Multiple measures capturing different aspects of teacher educators’ performances, including analysis of artefacts, self-report and student survey are being encouraged in teacher evaluation. The current professional standards developed by the National Commission for Colleges of Education (NCCE) in Nigeria included the use of students’ observation of some aspects of teacher educators’ practices in their evaluation. In this study, the teacher educators’ performance on some of the professional standards was assessed using students’ ratings. A questionnaire was used to gather the required data. The findings of this study suggest that the students perceived that the teacher educators exhibited the following attributes
i. Foster scientific enquiry within instructional framework.
ii. Create enabling learning environment.
iii. Use formal and informal assessment strategies to evaluate students’ progress.
iv. Demonstrate professional values and practices that support teacher education programme. The findings further suggest that the students did not perceive that the teacher educators employed diverse instructional resources in their classroom. It is concluded on the basis of the findings that students’ ratings/feedback could be considered a valid source of information on some teacher educators’ performances, and should be harnessed in the assessment process.
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Medical Conferences, Pharma Conferences, Engineering Conferences, Science Conferences, Manufacturing Conferences, Social Science Conferences, Business Conferences, Scientific Conferences Malaysia, Thailand, Singapore, Hong Kong, Dubai, Turkey 2014 2015 2016
Global Research & Development Services (GRDS) is a leading academic event organizer, publishing Open Access Journals and conducting several professionally organized international conferences all over the globe annually. GRDS aims to disseminate knowledge and innovation with the help of its International Conferences and open access publications. GRDS International conferences are world-class events which provide a meaningful platform for researchers, students, academicians, institutions, entrepreneurs, industries and practitioners to create, share and disseminate knowledge and innovation and to develop long-lasting network and collaboration.
GRDS is a blend of Open Access Publications and world-wide International Conferences and Academic events. The prime mission of GRDS is to make continuous efforts in transforming the lives of people around the world through education, application of research and innovative ideas.
Global Research & Development Services (GRDS) is also active in the field of Research Funding, Research Consultancy, Training and Workshops along with International Conferences and Open Access Publications.
International Conferences 2014 – 2015
Malaysia Conferences, Thailand Conferences, Singapore Conferences, Hong Kong Conferences, Dubai Conferences, Turkey Conferences, Conference Listing, Conference Alerts
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Quality Assurance in Teacher Education: Trends and Challenges in IndiaAntonysamy K S
Academic achievement is definitely an indicator of QA. Similarly there are many other quality indicators that need to be taken seriously into consideration. I think the primary aim of QA is to maintain a standard as well as to meet the implied or stated needs of the customers, namely learners. I just thought I should focus the attention on the needs of the learners, the important stakeholders of HE.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Nationally, thousands of new teachers in grades K-12 permanently leave the profession of teaching within five years of employment. Up to one third of new teachers leave the profession within three years. State legislatures mandated new teacher induction programs in the 1980s to improve new teacher retention. However, research regarding the effectiveness of induction programs shows mixed results. Factors from two theoretical, teacher induction models were used to guide the inquiry: Comprehensive Induction and Mutual Benefits Models. This study examined the relationship of teacher induction models to the likelihood of first-year middle school teacher retention. First-year middle school teachers in Texas from state Education Regions One, Two, Three, and Four participated. Background included gender, age, ethnicity, district type, SES, first or second career, certification type, and content area. Middle school teachers in the Regions were contacted. Only first year teachers were asked to respond. Ninety-nine surveys from respondents were used for quantitative analyses. Analyses included descriptive, frequency, factor analysis, regression, t-test, and ANOVA statistical procedures. Results showed faculty planned on remaining as teachers, but not necessarily due to induction programs. Induction programs were not particularly effective for teachers returning to the profession for a second year. Factor analyses showed the two theoretical models were important to new teachers for professional development as it applies to their career for assessment, planning, and mentoring, but they were not influential for retention. For their personal lives, results showed new teachers want to know how to: balance their personal life with their professional one; provide success opportunities for students; and be at ease in the profession. Implications suggest that a new teacher’s background does not matter for retention: a new teacher is a new teacher. Additionally, new teacher induction programs are not particularly effective for new teacher retention. New teachers have a number of other needs beyond those of the profession that should be addressed in induction programs. Finally, induction programs should consider experimenting with the new induction model proposed in the study as a result of data analyses. It integrates professional and personal interests.
Medical Conferences, Pharma Conferences, Engineering Conferences, Science Conferences, Manufacturing Conferences, Social Science Conferences, Business Conferences, Scientific Conferences Malaysia, Thailand, Singapore, Hong Kong, Dubai, Turkey 2014 2015 2016
Global Research & Development Services (GRDS) is a leading academic event organizer, publishing Open Access Journals and conducting several professionally organized international conferences all over the globe annually. GRDS aims to disseminate knowledge and innovation with the help of its International Conferences and open access publications. GRDS International conferences are world-class events which provide a meaningful platform for researchers, students, academicians, institutions, entrepreneurs, industries and practitioners to create, share and disseminate knowledge and innovation and to develop long-lasting network and collaboration.
GRDS is a blend of Open Access Publications and world-wide International Conferences and Academic events. The prime mission of GRDS is to make continuous efforts in transforming the lives of people around the world through education, application of research and innovative ideas.
Global Research & Development Services (GRDS) is also active in the field of Research Funding, Research Consultancy, Training and Workshops along with International Conferences and Open Access Publications.
International Conferences 2014 – 2015
Malaysia Conferences, Thailand Conferences, Singapore Conferences, Hong Kong Conferences, Dubai Conferences, Turkey Conferences, Conference Listing, Conference Alerts
Enhancing Primary Mathematics learning using assessment practices: an initiat...inventionjournals
ABSTRACT : This paper attempts to study two important aspects: (1) To foster the skills for quality assessment in mathematics among prospective teachers. (2) To explore the extent to which these practices helped in improving quality of learning as well as teaching. The study has been done in MCD primary schools from class II to V with the involvement of pre-service B.El.Ed teachers, during their primary school internship in 4th year. The study comprises four phases, In the first phase, authors did a survey of the assessment practices that have been followed in these schools. Second phase comprised making student-teachers aware of the assessment practices going on in the schools, reviewing it critically, orienting them to prepare assessment profiles of their students. In the third Phase, students implemented these assessment practices in their respective classes for around three months under the supervision of authors. The final phase allowed a discussion with student-teachers and analysed the feedback of pre-service teachers as how these assessment practices helped them to take up decision regarding teaching as well as students‟ progress in understanding the concepts. Findings revealed that these assessment practices helped interns to monitor and modify their pedagogy. Further, Responses of the students in the assessment tasks improved progressively. However, some of the Interns faced many challenges related to recording individual progress, to assess through students responses while teaching as it became difficult for them to interpret individual responses.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Quality Assurance in Teacher Education: Trends and Challenges in IndiaAntonysamy K S
Academic achievement is definitely an indicator of QA. Similarly there are many other quality indicators that need to be taken seriously into consideration. I think the primary aim of QA is to maintain a standard as well as to meet the implied or stated needs of the customers, namely learners. I just thought I should focus the attention on the needs of the learners, the important stakeholders of HE.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Lunenburg, fred c[1]. group decision making ijmba v13 n1 2010William Kritsonis
Published by National FORUM Journals (Founded 1983) by Dr. William Allan Kritsonis, International Website: www.nationalforum.com, NATIONAL FORUM JOURNALS is a group of refereed periodicals. Manuscripts are recommended for national and international publication by members of the Invited National Editorial Review Board and formally approved by the NATIONAL POLICY BOARD representing all NATIONAL FORUM JOURNALS.
The Impact of Smaller Learning Communities on Closing the Achievement Gaps am...William Kritsonis
The Impact of Smaller Learning Communities on Closing the Achievement Gaps among Student Populaion Groups in Texas High Schools - Dissertation Proposal by Elias Alex Torrez - Dissertation Chair: William Allan Kritsonis, PhD
An analysis of 2009 AEIS data will be conducted to determine the difference of Smaller Learning Communities and student achievement, economically disadvantaged, and attendance, dropout/completion rates. The findings will be reported upon the actual completion of the PhD dissertation.
Donna Charlton and William Allan Kritsonis, PhD - Article: The Documentation ...William Kritsonis
Donna Charlton and William Allan Kritsonis, PhD - Article: The Documentation Process: The Administrator's Role and the Interplay of Necessity, Support, and Collaboration - Published in the DOCTORAL FORUM: NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH, 5(1) 2008
Dr. Jennifer T. Butcher, Dissertation Defense & Dr. William Allan Kritsonis, Dissertation Chair
Dr. Jennifer T. Butcher is currently an Assistant Professor at the University of Texas Pan American.
Dr. Jennifer T. Butcher, PhD Dissertation Defense, Dr. William Allan Kritsoni...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
need for teachers - learning attitude and internal motivationDr. Anugamini Priya
these slides present the basic aspects of the prevailing problem in education field and their prospective solutions which can be used to solve or research within the problem.
Dr. Lautrice Nickson, PhD Dissertation Defense, Dr. William Allan Kritsonis, ...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Dr. Lautrice Nickson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Teacher certification policy and teacher education institutions in IndonesiaIwan Syahril
This presentation serves as an initial discussion about the impact of teacher certification policy towards teacher education institutions in Indonesia.
Similar to Dr. William Allan Kritsonis, Dissertation Chair for Jennifer T. Butcher, Dissertation Proposal Defense PPT. (20)
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Dr. William Allan Kritsonis, Dissertation Chair for Jennifer T. Butcher, Dissertation Proposal Defense PPT.
1. An Examination of Factors Related to
the Job Satisfaction and Retention of
Alternatively Certified Teachers
A Dissertation Proposal
Presented by
Jennifer Butcher
Dissertation Committee
William Allan Kritsonis, PhD., Chair
Donald R. Collins, PhD., Member
David Herrington, PhD., Member
Ronald Howard, PhD., Member
October 2008
2. Introduction
• The No Child Left Behind Act of 2001
(NCLB) requires that all academic
teachers be highly qualified.
• Taking proactive steps to prepare and
retain highly qualified teachers requires
systematic effort of education,
mentorship, and motivation (Rosenow,
2005).
3. Introduction
• Teacher attrition and job shortages
are largely due to teacher
dissatisfaction and pursuit of other
jobs (Ingersoll, 2001).
• Studies have shown that higher
employee satisfaction leads to
increased customer satisfaction
(Rosenow, 2005).
4. Background of the Problem
• Statistics gathered over a five year period
indicated that approximately 25,000
people, per year, were certified to teach
through alternative routes (Feistritzer &
Chester, 2003).
• Effective alternative teacher certification
programs should have a strong academic
course work component, field–based
learning in the classroom, and support
from qualified mentors (Feistritzer &
Chester, 2003).
5. Statement of the Problem
• Due to the teacher shortage and the influx of
new teachers from alternative certification
programs, it is important to address the
problem of attrition and identify strategies that
focus on the retention of alternatively certified
teachers.
• There is a need to determine if current
alternative certification programs and school
districts are providing the training, support, and
continued monitoring of alternatively certified
teachers.
6. Purpose of the Study
The purpose of this study is to
examine factors related to the job
satisfaction and retention of
alternatively certified teachers. This
study will examine factors related to
alternatively certified teachers’
decision to enter and remain in the
teaching profession.
7. Research Question
Quantitative
1. What trends are occurring in the
comparative numbers of
alternatively certified teachers and
the numbers of traditionally
certified teachers over a period of
five years within a selected urban
district?
8. Research Question
Quantitative
2. Is there a relationship between the
percentage of alternatively
certified teachers and the
percentage of traditionally certified
teachers in the elementary schools
of a selected urban school district?
9. Research Questions
Qualitative
1. What do alternatively certified teachers
report to be the reasons for entering the
teaching profession?
2. What do alternatively certified teachers
perceive to be the factors that assisted
in their development as teachers?
10. Research Questions
Qualitative
3. What do alternatively certified teachers
perceive to be the factors that hindered
their development as teachers?
4. What do alternatively certified teachers
report to be the reasons that they have
remained in the teaching profession?
11. Research Questions
Qualitative
5. What do alternatively certified teachers
report about their early educator
preparation experiences?
6. What strategies does the selected urban
school district employ to identify and
utilize factors that encourage teacher
job satisfaction and retention?
12. Null Hypothesis
Ho1: There is no statistically
significant relationship in the
comparative numbers of
alternatively certified teachers and
the numbers of traditionally
certified teachers over a period of
five years within a selected urban
district.
13. Null Hypothesis
Ho2: There is no statistically
significant relationship between
the percentage of alternatively
certified teachers and the
percentage of traditionally certified
teachers in the elementary schools
of a selected urban school district.
14. Theoretical Framework
• One theory guiding this study is derived
from the economic labor market theory of
supply and demand.
• In the same vein, Frederick Herzberg’s theory of
motivation and job satisfaction which was
developed from his studies of engineers and
accountants complements the supply and demand
theory.
16. Significance of the Study
• Provide alternative certification programs with
information regarding areas of concern that can
be incorporated into their programs.
• Provide mentors with information on how they
can better guide the novice teachers.
• Provide administrators with information
regarding the critical role that alternatively
certified teachers have on their campus.
• Provide district human resources directors with
information regarding the needs of alternatively
certified teachers.
17. Assumptions
• Interviews will provide information with
reasons why alternatively certified
teachers remain in the teaching
profession.
• Respondents of the study will honestly
give the reasons for alternatively
certified teachers job satisfaction and
retention.
• Data will be recorded and analyzed
accurately by the investigator.
18. Limitations of the Study
• Research will reflect only on one
urban school district in Texas.
• Data will only be obtained from
elementary schools within the
selected urban school district.
20. No Child Left Behind
• The language in the bill states schools
are expected to hire only “highly
qualified” teachers, ensure that all
teachers are assigned to teach in their
field, are fully licensed, and meet other
criteria outlined in the law (Trahan,
2002).
• Alternative route certification programs
are one example of states’ and cities’
attempts to fill urban classrooms with
highly qualified teachers (Easley, 2006).
21. Alternative Certification
Programs
• Alternative teacher certification has
become an increasingly popular strategy
for addressing both teacher quality and
teacher shortages (Darling-Hammond,
2005).
• One out of four Texas teachers hired in
the last three years came into the
teaching workforce through alternative
certification (May, Katsinas, and Moore,
2003).
22. Recruitment of Teachers
Principals are often reluctant to hire
alternatively certified teachers because of
the amount of work and support required
and problems that these teachers may
have with regard to discipline, lesson
planning, student interaction,
assessments, and instructional strategies
in their first one to two years in the
classroom (Wang, 2007).
23. Recruitment of Teachers
Improving working conditions and
salaries are helpful steps toward
recruiting an adequate number of
teachers, but giving them chances
to learn and grow as they practice
their craft is the best way to retain
quality teachers in our nation’s
classrooms (Gray & Smith, 2005).
24. Induction / Mentoring
A number of studies have found
that well-designed mentoring
programs raise retention rates for
new teachers by improving their
attitudes, feelings of efficacy, and
instructional skills (Darling-
Hammond, 2003).
25. Professional Development
• Essential for teachers to receive current
information in the field of education.
• Allows an opportunity for teachers’ to
strengthen weak areas.
• Should be a priority in developing a
campus plan.
• Opportunities to enhance one’s teaching
ability will lead to meeting the needs of
the students (Trahan, 2002).
26. Teacher Retention
• According to Greiner & Smith (2004), studies
found links between teacher retention and state
mandated teacher certification scores and
teacher education preparation programs.
• Teachers’ feelings about administrative support,
resources for teaching, and teacher input into
decision making are strongly related to their
plans to stay in teaching and to their reasons
for leaving (Darling-Hammond, 2000; Ingersoll,
2001).
27. Job Satisfaction
The main contributors to high levels
of teacher job satisfaction are
working with children (particularly
where teachers can develop strong
professional relationships), the
intellectual challenge of teaching
and employee autonomy and
independence (Spear, Gould, and
Lee, 2000).
29. Research Design
Research Method – Mixed methods
using a complementary design. This
includes descriptive and correlational
analysis of existing data as well as data
obtained from open-ended interview
questions and surveys.
30. Research Design
• Trend analysis will be used to identify
the staffing patterns comparing
alternatively certified teachers to
traditionally certified teachers.
• Trend analysis refers to the concept of
collecting information and attempting to
spot a pattern, or trend, in the
information.
• Descriptive trends will be used to
examine emerging trends.
31. Subjects of the Study
Quantitative
Question 1:
• Alternatively and Traditionally Certified
Teachers from 65 schools in a selected district
Question 2:
• Alternatively and Traditionally Certified
Teachers from 30 elementary campuses in a selected
district
Qualitative
• Alternatively Certified Teachers with 3 or more years of
teaching experience from 30 elementary campuses in a
selected district
• 15 Mentors
• 15 Administrators
• 2 Human Resources Directors
32. Instrumentation
• The researcher developed a questionnaire that
will be used to collect data related to the
attitudes of alternatively certified teachers in
regards to their retention in the field.
• A semi-structured interview technique will be
used to collect data from selected alternatively
certified teachers, mentors, administrators, and
human resources directors.
33. Validity and Reliability
A pilot study will be conducted for
the questionnaire and interview
guide to ensure reliability. Items
will be reviewed for logical validity.
34. Data Collection and Recording
• The questionnaires will be delivered via
electronic mail to the alternatively
certified participants. Information
pertaining to distribution and due dates
will also be included with the delivery.
• Responses will be coded to assure
identity protection.
• Data from the questionnaires will be
placed in tables and graphs.
• Data from the district and respondents
will be secured in a bank vault for seven years.
35. Quantitative
Qualitative Qualitative
• Demographic Data of Alternatively Certified Teachers
• Comparative Numbers of Alternatively Certified Teachers and Traditionally
Certified Teachers (Over a five year period as reported by a selected urban
district)
• Percentages of Alternatively Certified Teachers and Traditionally Certified Teachers
(In the elementary schools of a selected urban district)
Interviews of Alternatively Certified
Teachers, Mentors, School
Administrators, and Human
Resources Directors
Questionnaires of Alternatively
Certified Teachers
Analysis of Data
36. Analysis of Data (Quantitative)
Correlational
Research
Question 1
Hypothesis Independent
Variables
Dependent
Variable
Statistical
Measurement
What trends
are occurring in
the
comparative
numbers of
alternatively
certified
teachers and
the numbers of
traditionally
certified
teachers over a
period of five
years within a
selected urban
district?
There is no
statistically
significant
relationship in
the comparative
numbers of
alternatively
certified
teachers and
the numbers of
traditionally
certified
teachers over a
period of five
years within a
selected urban
district.
Two Groups:
1) Alternatively
Certified
Teachers
2) Traditionally
Certified
Teachers
Pearson’s r
coefficient
of
correlation
Number of
Alternatively
Certified
Teachers
and
Traditionally
Certified
Teachers
37. Analysis of Data (Quantitative)
Correlational
Research
Question 2
Hypothesis Independent
Variables
Dependent
Variable
Statistical
Measurement
Is there a
relationship
between the
percentage of
alternatively
certified
teachers and
the percentage
of traditionally
certified
teachers in the
elementary
schools of the
selected urban
district?
There is no
statistically
significant
relationship in
the percentage
of alternatively
certified
teachers and
the percentage
of traditionally
certified
teachers in the
elementary
schools of the
selected urban
district.
Two Groups:
1) Alternatively
Certified
Teachers
2) Traditionally
Certified
Teachers
Pearson’s r
coefficient
of
correlation
Percentage of
Alternatively
Certified
Teachers
and
Traditionally
Certified
Teachers
38. Analysis of Data (Qualitative)
Surveys/Questionnaire
& Interviews
Data will be
presented in
tabular form to
show categories
& frequencies.
The weighted
mean will be
computed for
retention
factors.
Responses for
questions will be
categorized
into emergent
themes. These
will be presented
in tabular form
showing the
categories with
corresponding
frequencies and
percentages.
Inputs from the
selected teachers,
mentors,
administrators, and
HR directors will
be identified,
summarized and
explained.
39. References
• Darling-Hammond, L. (2000). Solving the dilemmas of
teacher supply, demand, and quality. New York:
National Commission on Teaching and America’s
Future.
• Darling-Hammond, L. (2003). Keeping good teachers:
Why it matters, what leaders can do. Association for
Supervision and Curriculum Development, 7-13.
• Darling-Hammond, L. (2005). Prepping our teachers for
teaching as a profession. The Education Digest, 22-
27.
• Easley, J. (2006). Alternative route urban teacher
retention and implication for principals’ moral
leadership. Educational Studies, 32(3), 241-249.
• Feistritzer, C.E., and Chester, D. T. (2003). Alternative
teacher certification. National Center for Education
Information.
40. References
• Gray, D.L. & Smith, A.E. (2005). No teacher left behind.
Kappa Delta Pi Record, 42(1), 7-9.
• Greiner, C.S. & Smith, B.S. (2004). Determining the
effect of selected variables on teacher retention.
Education, 126(4), 653 -659.
• Hoy, W.K. and Miskel, C.G. (2005). Educational
administration: Theory, research, and practice. New
York, NY: McGraw-Hill.
• Ingersoll, R. (2001). Teacher turnover and teacher
shortages: an organizational analysis. American
Educational Research Journal, 38(3), 499-534.
• May, P.B., Katsinas, S.G., and Moore, L. (2003).
Alternative teacher certification programs and Texas
community colleges. New Directions for Community
College, 121.
41. References
• Rosenow, D. (2005). Stress, burnout and self-esteem
among educators. Journal of Border Educational
Research, 4, 87-90.
• Spear, M., Gould, K., and Lee, B. (2000). Who would be a
teacher? A review of factors motivating and
demotivating prospective and practicing teachers
(Slough, UK, NFER).
• Trahan, C. (2002). Implications of the no child left behind
act of 2001 for teacher education. Washington, DC.
(Eric Document Reproduction Service No.
ED477723).
• Wang, C. (2007). The alternate route teachers’ transition
to the classroom: Preparation, support, and
retention. NASSP Bulletin 91(1) 98-113.