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ALTERNATIVE TEACHER CERTIFICATION:AN INVESTIGATION TO DETERMINE THE EFFECTIVENESS OF ALTERNATIVE TEACHER CERTIFICATION IN THE STATE OF FLORIDA ACCORDING TO PRINCIPALS' PERSPECTIVE
Title
ALTERNATIVE TEACHER CERTIFICATION:AN INVESTIGATION TO DETERMINE THE EFFECTIVENESS OF ALTERNATIVE TEACHER CERTIFICATION IN THE STATE OF FLORIDA ACCORDING TO PRINCIPALS' PERSPECTIVE.
Creator
Torres, Nelson, Murray, Kenneth, University of Central Florida
Abstract / Description
ABSTRACT Alternative Certification Programs (ACPs) have been established in 47 states across the country, including Florida, to help alleviate the teacher shortage many public school districts have been experiencing during the last two decades. This teacher shortage has been reported to be more prevalent in areas where fully qualified and committed teachers are most needed. Current literature has identified areas such as inner-city schools, at-risk and minority students, bilingual education,...
Show moreABSTRACT Alternative Certification Programs (ACPs) have been established in 47 states across the country, including Florida, to help alleviate the teacher shortage many public school districts have been experiencing during the last two decades. This teacher shortage has been reported to be more prevalent in areas where fully qualified and committed teachers are most needed. Current literature has identified areas such as inner-city schools, at-risk and minority students, bilingual education, math and physical sciences, and the special education field as the educational areas where the shortage is most significant. Faced with this dilemma, states have instituted ACPs as unconventional ways to attract and recruit potential teacher candidates from professional fields outside the profession of education and assist them in becoming fully certified and highly qualified teachers. The objective of any ACP is to provide an alternate way for an interested professional to become a teacher without going back to a college or university. Therefore, any ACP functions as a supplement to traditional college education programs in preparing prospective teacher candidates. The focus of this study is the Alternative Certification Programs established by the public school districts in the state of Florida as required by state statutes. It was designed to assess the effectiveness of such programs based on the perspectives, attitudes, and perceptions that selected public school principals have on these programs and on alternatively certified teachers. These principals were identified and selected by their respective school districts. A questionnaire, created in part by the researcher, was used to identify the perspectives, attitudes, and perceptions public school principals have on ACPs and alternatively certified teachers. Data on the different ACPs were collected directly from the different public school districts and from Internet Web sites established by the districts. The researcher contacted 67 Florida public school districts requesting information on their respective ACPs and asked them to select and identify three school principals who had experience with alternatively certified teachers to participate in a survey concerning their attitudes, perceptions, and perspectives about alternatively certified teachers and the alternative certification programs. The researcher asked that the three principals be selected one each from the grade levels of elementary, middle, and high school. Findings indicated that the alternative certification programs throughout the State of Florida are producing highly qualified teachers whose overall performance has been rated as equal to or better than that of newly hired traditionally certified teacher. These findings are based on the responses provided by the principals who completed and returned the 20-item questionnaire and on other existing literature and data on the state's alternative certification program. The overall impression from the principals' responses is that they are satisfied with the quality work and performance of their alternatively certified teachers.
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Date Issued
2006
Identifier
CFE0001420, ucf:47060
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001420
THE RELATIONSHIP BETWEEN AVERAGE DAILY ATTENDANCE, SCHOOL POLICIES AND PROCEDURES AND PRINCIPALS' EMPHASIS ON ATTENDANCE ISSUES IN SELECTED FLORIDA SECONDARY SCHOOLS
Title
THE RELATIONSHIP BETWEEN AVERAGE DAILY ATTENDANCE, SCHOOL POLICIES AND PROCEDURES AND PRINCIPALS' EMPHASIS ON ATTENDANCE ISSUES IN SELECTED FLORIDA SECONDARY SCHOOLS.
Creator
Arnett, Michael, Bozeman, William, University of Central Florida
Abstract / Description
Much of the historical research that has taken place over the past 50 years regarding student absenteeism has focused on influences on students over which the principal had very little control such as student demographics, family characteristics and the student personal or psychological factors. Researchers have begun analyzing school climate and its effect on student attendance from the perspectives of students and teachers. School climate is the one aspect that influences a student...
Show moreMuch of the historical research that has taken place over the past 50 years regarding student absenteeism has focused on influences on students over which the principal had very little control such as student demographics, family characteristics and the student personal or psychological factors. Researchers have begun analyzing school climate and its effect on student attendance from the perspectives of students and teachers. School climate is the one aspect that influences a student attendance patterns and can be modified by the principal. This study sought to identify if there was a relationship between the high school principalsÂÂ' perspective on student absenteeism and the percentage of average daily attendance of the school. Much of the emphasis placed on improving attendance has been examined at the school level. This study, though focused on student absenteeism from the principalÂÂ's perspective, was also approached in regard to actions within the schoolÂÂ's control. It may well be, that districts need to take a stronger leadership role with respect to attendance. Providing more information to principals could contribute initially to improving principalsÂÂ' desire to be proactive in regard to attendance. District officials should examine carefully the support they provide that will result in proactive policies in the schools. It would seem appropriate that district level and building level policies would be examined by district and building leaders with a goal of establishing policies that not only support building leaders but also support individual teachers and encourage them to be proactive in their approach to attendance for every student in the class room.
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Date Issued
2010
Identifier
CFE0003434, ucf:48377
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003434