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Collaborating to Meet the Needs of Alternative Certification Teachers Using Formative Design

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Abstract

A nation-wide teacher shortage in the 1980s popularized the alternative route to teacher certification. However, this solution is limited by the costly high attrition rates of these teachers. Using a formative research process to determine the needs of alternative certification teachers, we surveyed teachers in one school district to assess their coursework needs, preferences for course delivery methods, and requirements for state certification assessments to determine the feasibility of establishing a collaborative partnership between a college of education and a school district. Using descriptive statistics to analyze the results, respondents indicated the highest needs for credits in classroom management and educational assessment. Virtual courses were the preferred delivery method, and the majority of respondents indicated a preference for short summer courses. Finally, the majority of respondents indicated a need to pass the certification exam for professional education. Based on the results, the college of education and school district have needed information to establish a collaborative partnership to meet the needs of the teachers with alternative certification, ultimately impacting student learning.

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Authors and Affiliations

  1. College of Education, Florida Gulf Coast University, Merwin Hall 257, 10501 FGCU Boulevard South, Fort Myers, FL, 33965-6565, USA

    Christopher M. Parfitt & Amanda L. Rose

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  1. Christopher M. Parfitt
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  2. Amanda L. Rose
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Correspondence to Christopher M. Parfitt.

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Parfitt, C.M., Rose, A.L. Collaborating to Meet the Needs of Alternative Certification Teachers Using Formative Design. J Form Des Learn 2, 49–55 (2018). https://doi.org/10.1007/s41686-018-0017-5

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  • DOI: https://doi.org/10.1007/s41686-018-0017-5

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