Best practices for Texas rural school leaders to enable first-year alternative certification program teachers to build self-efficacy and find success in their new careers

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2015-12

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Abstract

First-year teachers trained through alternative certification programs often find themselves teaching in smaller, rural school districts (Ballou & Podgursky, 1995; Monk, 2007). Since 2007, Texas has seen a steady increase in the numbers of first-year teachers who are being trained through alternative certification programs rather than the traditional colleges of education (Certified, Employed Teachers by Preparation Route, 2010–2014, Texas Education Agency, 2015). By 2011–2012, 63.6% of all first-year teachers hired in Texas public schools were trained in alternative programs (Employment of Certified Teachers 2010–2014, Texas Education Agency, 2015). Effective instructional leaders will assume the responsibility for successfully inducting these new educators so that they can grow and develop in their new careers (Spillane, Halverson, & Diamond, 2004; Institute of Educational Leadership, 2000; Fullan, 2002). Providing a support system to build the teachers’ level of self-efficacy is one way to accomplish this goal.
This parallel mixed-methods study identified effective induction supports that are available to help school leaders assist first-year ACP teachers teaching in rural school districts across Texas and determined if there are relationships among variables including the teachers’ perceptions of self-efficacy and these supports impacting teachers’ successfully completing their certifications. The resultant inventory of best practices used across the state to provide support for these rural school first-year ACP teachers will be a useful tool for school leaders, as well as for first-year teachers and alternative certification program directors and coaches.

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Keywords

Teacher education, Alternative certification, Teacher induction supports, Self-efficacy

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