Developing a curriculum to support the first year of teaching in an alternative-route program, 2019

The increasing importance of alternate-route (AR) teacher-preparation programs calls for a more supportive curriculum for new teachers. As the AR pathway continues to supply greater numbers of teachers to school districts, it is important to recognize that training mechanisms need to improve. The goal of this study was to examine the perceived impact of the use of videotaping for self-reflection and high-leverage teaching practices (HLTPs) on first-year AR teachers. To enhance the curriculum, AR provisional-teacher program (PTP) teacher candidates at a medium-sized east coast private institution were videotaped with self-reflection strategies and used HLPTs to hone in on specific tasks related to students' teaching performances. Nine study participants held a K-12 Certificate of Eligibility (CE) in New Jersey and were enrolled in the first-year cohort of a PTP. Each participant also took part in a survey and an interview at the AR PTP. Data from surveys and interviews were transcribed and analyzed using grounded theory. Survey data were examined using a paired example t-test to determine if significant changes had emerged with the addition of videotaped lessons and HLTPs with subsequent self-reflection. PTP candidates revealed that the enjoyment of schoolwork declined; however they would not leave teaching. Also, PTP candidates need much more support in instructional planning and content pedagogy. Interview data produced six categories: Prior Experience, Career and Reflection, Challenges, PTP Program Supports, Videotaping, and HLTPs. Videotaping and HLTPs both were found to be useful additions to the PTP curriculum. However, this study finds that PTP candidates need much more support in content teaching, behavior management, and managing schoolwork. Findings indicated that PTP candidates' learning can accelerate according to the supports put in place for them at the PTP regional training center.