Promoting Retention of Alternative Certified Teachers Through Professional Development

Abstract

Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.