Mentorship and instruction received during training: views of alternatively certified teachers

Abstract

Worldwide, teacher shortages have created a demand for certified teachers. Throughout the world, local and national governments are seeking ways to resolve this issue. New York City (NYC), the largest public (i.e. state funded) school district in the United States, addressed the teacher shortage by creating an alternate route to certification called the Teaching Fellows (TFs) program. The purpose of this program is to attract individuals interested in a career change to teaching in low‐performing, high‐needs schools. During their two years of training prior to obtaining certification, the TFs receive support from a mentor and a consultant provided by the NYC Department of Education while attending graduate classes to obtain their master’s degree in elementary education. A survey was distributed to TFs to examine their impressions of the instruction and mentoring they received during their training, and their plans for staying in the teaching profession in NYC. Information provided by the TFs can help improve this program as well as assist other programs worldwide in developing effective alternative teacher training programs.

Keywords:

• alternative certification
• teacher training
• mentorship