CARING FOR THE CARETAKERS: BUILDING RESILIENCE IN ALTERNATIVE LICENSED TEACHERS THROUGH THE IMPLEMENTATION OF A RESILIENCY-FOCUSED PROFESSIONAL DEVELOPMENT AND SUPPORT PROGRAM

Abstract

Public schools are facing the challenge of educating children with a limited workforce. The issuing of alternative licenses has allowed schools to hire adults trained in other fields to serve as teachers. While this benefits the education system, it is not a solution without concerns. Alternative licensed teachers are entering the classroom without having taken courses on teaching using research-based instructional strategies, implementing classroom management systems, or strategies for student engagement. They are learning about teaching pedagogy on the job, which may lead to high-stress levels. This mixed-method research study, grounded in The Collaborative to Advance Social Emotional Learning (CASEL) Framework, examined the impact of implementing a resiliency-focused professional development and support program on alternative licensed teachers in grades K-5. Participants engaged in a two-day Resources for Resilience professional development and ongoing individual coaching sessions for two months. Both qualitative and quantitative data from surveys, exit tickets, and interviews were analyzed to determine the impact of the professional development and coaching sessions. The study also explored if teachers would use the tools acquired through professional development with themselves, their students, or their co-workers. Findings indicate that resilience training positively impacted teacher self-efficacy and is needed to assist teachers within managing the demands of the classroom setting. Findings also indicate that teachers will use resilience tools with their peers, students, and themselves when provided professional development on availability and application of the tools.