For full text: http://www.nccte.org/publications/infosynthesis/in-brief/in-brief 21/inbrief21-teacherdevelopment.pdf.
Career and technical education (CTE) administrators are increasingly being forced to resort to filling CTE teacher positions by hiring industry experts for classroom teaching positions and subsequently using creative ways to develop qualified, certified, and exemplary CTE instructors. Traditional teacher mentoring and induction programs fail to meet the unique needs of those who become CTE teachers through routes other than traditional teacher education programs. The recent increase in alternatively certified CTE teachers has necessitated development of alternative teacher development models that mesh teacher education, mentoring, induction, and professional development. New models encompassing a broader definition and spectrum of teacher development activities are needed to help CTE teachers who enter the profession from industry and who, because of their limited educational preparation, often experience higher degrees of job-related stress. Components of successful pilot teacher development models are as follows: (1) partnerships among schools, districts, and educational institutions to leverage resources of personnel, equipment, and dollars; (2) continuous emotional/psychological and instructional support; (3) job-embedded teacher development activities that become an institutionalized part of the teacher workday; and (4) flexibility in teacher development program design and implementation. As pilot models for teacher development continue to emerge, research will be needed to assess their impact on student learning and achievement. (Contains 21 references.) (MN)
Career and Technical Education
1 - Available on microfiche
National Dissemination Center for Career and Technical Education, Columbus, OH.
Office of Vocational and Adult Education (ED), Washington, DC.