Analysis of Urban Teachers' 1st Year Experiences in an Alternative Certification Program

Abstract

The demand to prepare increased numbers of qualified teachers for urban schools continues to represent a major challenge nationwide. In Michigan, Wayne State University, the Detroit Public Schools, the Michigan Department of Education, and the Detroit Federation of Teachers have collaborated to design and implement an alternative certification program—the Limited License to Instruct (LLI). Similar to other alternative certification programs nationally, the LLI includes the use of cohort groups, mentors, alternative course work scheduling, and induction activities. The LLI also provides 10 credit hours of online instruction. LLI teachers are hired by the Detroit Public Schools to teach full-time in an assigned classroom while enrolled in the program. This study assessed LLI Teachers' 1st-year experiences in the program. Through group interviews, 178 LLI teachers responded to questions concerning their experiences in the cohort groups, working with group leaders, support received in the schools, and the effects of online instruction. Narrative data from the group interviews were analyzed through qualitative and quasi-quantitative methods. Results underscored the importance of interpreting 1st-year Teachers' accounts of their initial program experiences. Findings included data capable of informing and supporting continuous program improvement efforts.