Transitioning from Alternatively Certified Teacher to School Administrator: Filling the Pedagogical Gaps to Provide Instructional Leadership
Casey Brown, Bill LeNeveu, Bridget Bourke

Abstract
This article includes an examination of the experiences of alternatively certified teachers who were promoted to positions in which they were responsible for leading others with more pedagogical experience than they possessed. School administrators were interviewed and data were coded in an attempt to examine how alternatively certified administrators bridge their knowledge gaps and how the traditionally certified teachers they lead react to their lack of pedagogical development. The themes that emerged centered on the ideas of emotional response, professional development to surmount perceived deficiencies, and assistive mentor relationships. The data collected are shared to provide perspectives on assisting alternatively certified teachers transition into leadership roles.

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