Alternatively-trained versus traditionally-trained teachers: The principals' perspective.

摘要

This dissertation reviews the components of "highly qualified" and "highly effective" teachers as determined by the No Child Left Behind (NCLB) law, as well as the state and local education agency. Provided is a summary of the existing empirical studies on traditional and alternative teacher training programs, and discussion is given to: (1) certification and licensure, (2) subject-matter training and understanding, (3) pedagogical knowledge, (4) teacher experience, (5) the relation of student achievement to teacher certification, (6) alternative certification programs, (7) the importance of the principals' perspective, and (8) the skills of highly qualified teachers. The purpose of this study was to explore the perceived effectiveness of traditionally-trained and alternatively trained first year teachers within the Dallas Independent School District (DISD) in order to better provide appropriate professional development opportunities as mandated by the No Child Left Behind Act of 2001. Results were based on the answers from respondents to a 68 statement survey received from 82 principals and assistant/associate principals of DISD's Southeast Elementary and East Secondary Learning Communities. Questions within the survey were divided into six categories: (1) classroom management; (2) professionalism; (3) resource development; (4) developing and implementing lesson plans; (5) differentiating instruction to meet student needs; and (6) communication. Respondents were provided four answer choices and the opportunity for further explanation if the respondent felt further explanation or alternative answers were necessary. Results of this study indicated that there was a perception among DISD principals and assistant/associate principals that the effectiveness of traditionally-trained and alternatively-trained first year teachers is equally strong in five out of the six defined categories. Data derived from this study overwhelmingly supported the perceived effectiveness of traditionally-trained and alternatively-trained first year teachers in the following areas: (1) professionalism; (2) resource development; (3) developing and implementing lesson plans; (4) differentiating instruction to meet student needs; and (5) communication. As well, data resulting from this study also supported the perceived ineffectiveness of traditionally-trained and alternatively-trained first year teachers in the area of classroom management.