A Route Less Traveled: Principals’ Perceptions of Alternative Licensed CTE Teachers

Abstract

The shortage of teachers prepared to teach career and technical education (CTE) courses, or willing to work in certain locations (e.g. inner city, rural), has motivated the desire to explore solutions such as alternative routes to teacher licensure (ARL). Most ARL programs bypass colleges of education and provide a different approach to preparing individuals to teach, leaving many to wonder about the quality and knowledge of these teachers. Specific areas, such as CTE, have seen a large influx of ARL teachers in recent years. We sought to determine school principals' perceptions of ARL CTE teachers. We found principal support for ARL teachers as well as perceptions of a lack of preparation and effectiveness when compared to traditionallyprepared teachers. We also found differences in perceptions of ARL teachers by the principals' school level and school SES level.

The Demise of Traditional Technology and Engineering Education Teacher Preparation Programs and a New Direction for the Profession

“…Several studies pointed to differences between the preparation of the two groups of teachers. For example, traditionally certified teachers were perceived by principals to be better prepared and effective (Bartholomew, Bullock, & Nadelson, 2018). A concern raised by Strimel and Grubbs (2016) was that technology and engineering education teachers coming through nontraditional certification programs did not fully understand technology and engineering education.…”

Alternative Certification Programs in K-12 Schools: The Experiences of Diverse Teachers

“…Some of them even leave the teaching profession after getting licensed. And while school administrators understand conditionally licensed teachers' lack of preparation and its impact on students (Bartholomew et al, 2018), the administrators cannot help these teachers with every challenge they face. Thus, these teachers often feel helpless and stressed.…”

A Look into Increasing the Number of Veterans and Former Government Employees Converting to Career and Technical Cybersecurity Teachers

“…Usually, CTE teachers complete their four-year long bachelor education, which includes all necessary coursework and fieldwork for their successful licensure. However, there are not enough students currently enrolled in these programs, and many of these programs have continued low enrollments, especially in comparison to the current demands for these professionals [12]. CTE teacher shortages have led to the developments of alternative certification and licensure pathways across the United States [13].…”