Alternative Licensure CTE Teacher Induction Model

Project Overview

Principal Investigators

Gene Bottoms
Senior Vice President
Southern Regional Education Board

CTE teachers who are well trained and supported in entering the teaching profession are more likely to remain in the field and build their teaching skills over time, resulting in a better trained teaching force. In partnership with the Southern Regional Education Board (SREB), the NRCCTE is developing an induction model for new CTE teachers pursuing an alternative route to certification that will increase their competence, self-efficacy, and retention. The model builds the capacity of beginning CTE teachers to offer instruction that is intellectually demanding and standards-focused and thus more likely to improve CTE students’ academic achievement. The model also builds CTE teachers’ capacity to design instruction that is actively engaging using strategies such as project-based learning and cooperative learning. Students who are actively engaged intellectually and emotionally in their high school courses are more likely to stay in school, acquire high school diplomas in four years, and enter postsecondary institutions without the need for remediation.

The induction model targets malleable factors associated with high-quality alternative certification and induction programs through two primary components: professional development and support. The professional development component emphasizes four areas of knowledge and skill that teachers need to improve student achievement and preparedness for further learning and the workplace. The four areas—developed, field-tested, and revised as separate modules from 2008-2010—are planning standards-based instruction, using research-based instructional strategies, assessing students to promote learning, and effectively managing classrooms. Support elements of the model include mentoring from an educator in the teacher’s school, coaching from an experienced instructional coach, the guidance of a school principal, and the support of electronic communities of practice with cohort peers.

In 2010-2011, SREB conducted a pilot test of this professional development system in preparation for a national full-scale launch.