80 experience as their traditionally certified counterparts, I see observations as a major need for this group of teachers,” said participant S6. “Without the observation component, new teachers are at a great loss.” Adding to the theme, participant S4 agreed that teacher observations are critical, and said: If you do not get to actually witness a veteran teacher in action, it is not really something that can be taught in the classroom. Even though all of the alternative certification programs differ, there are some that provide more observation opportunities, and I think peer-to-peer learning is essential for success for any teacher. Similar to what teacher participants identified, supervisors highlighted that alternatively certified career and technology teachers would benefit from additional classroom management training. Supervisors also said classroom management training is especially important for teachers who enter the education field from an outside discipline used to interfacing with adults. Participant S2 elaborated: [Teachers seem to lack] classroom management because they are industry people. As they are coming in, they are used to working with adults and now they are working with kids 10, 12 years younger than what was previously their youngest client group. And kids are not always as receptive. So that tends to be when someone struggles. Implications The current study aimed to provide insight into how schools can better support alternatively certified career and technology teachers to improve student success. From adding additional support for new teachers who enter from a professional trade to recognizing the value of content mastery, the current study adds valuable insight for districts looking to fill career and technology education vacancies. The current study has challenged the perceived mindset that alternative certification programs lead to less-qualified teachers compared to traditionally certified teachers, at least in the case of career and technology (Bottoms et al., 2013). Such a mindset can negatively affect school culture and prevent qualified career and technology professionals from entering the profession (Anderson et al., 1999). The state requirements for alternative certification were initially developed to entice people into the teaching field, and while the requirements seem adequate, there is room for improvement. Teachers can spend time in the classroom and learn things, but if the average for attrition is 5 years, it would seem prudent to set the teacher up prior to entering the classroom for success (Will, 2018) Schools need to be developing students for a fast-moving, technologically driven future. Districts must adjust the courses taught and ensure relevance to a future that is trending toward increasingly complex trades from across diverse fields, from information technology to welding, nursing to criminal investigation. Establishing flexibility, mindset, and culture in classes and campuses that reflect the importance of alternatively certified career and technology teachers to the future is paramount for public education to be relevant. Therefore, districts cannot allow industry professionals to not perceive themselves as prepared and risk having them leave the profession, or never even attempt to enter. References Anderson, A., Evans, R., Kozak, R., & Peterson, B. (1999). At issue: Improving the perception of public education. Issues Challenging Education. Retrieved from Graduate Program in Educational Leadership University of North Carolina at Chapel Hill website: http://horizon. unc.edu/projects/issues/papers/Anderson.html Boaz, D. (2006, May 1). Education and the constitution. CATO Institute. https://www.cato.org/blog/educationconstitution Bottoms, G., Egelson, P., Sass, H., & Uhn, J. (2013). Improving the Quality of Career and Technical Alternative Teacher Preparation: An Induction Model of Professional Development and Support. National Research Center for Career and Technical Education, 1–66. https://files.eric.ed.gov/fulltext/ED574498.pdf Efrat, Z. (2018). World’s top global megatrends to 2020 and implications to business, society and cultures. Frost & Sullivan. http://www.baroriyan.com/Portals/0/mega%20 trands%20exec%20summary%20v3%20(1).pdf Vanessa Zavar, EdD
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