Preparing On-the-Job Teachers for Urban Schools: Implications for Teacher Training

Abstract

This study examines the effectiveness of a program in the preparation and retention of on-the-job teachers to serve students with mild-moderate disabilities in urban schools. Special education teachers with emergency certification participated in the two year program designed to provide: competencies specific to serving urban students with special needs; experiential and reflective experiences that linked coursework and classroom practices; and ongoing support and guidance through on-site support teachers, university supervision and cohortparticipation. Data examining teacher development, teachers'perceptions of theprogram and job experiences were collected on 35 participants. Findings from the study indicated that teachers developed competency over time and viewed seminars and on-site assistance as critical sources of support. However, despite preparation and program supports, teachers continued to experience significant challenges and stress on-the-job. Implications for the preparation and retention of urban school teachers are discussed.

Critical Features of Special Education Teacher Preparation

“…Other programs attended to integration across courses by teaching courses in integrated blocks, weekly seminars, or both. Many programs used case-based approaches, portfolios, and weekly seminars to help students to reflect on what they were learning across courses and to discuss how they were applying knowledge and strategies in schools (Affleck & Lowenbraum, 1995;Bay & Lopez-Reyna, 1997;Burstein & Sears, 1998;Emond, 1995;Epanchin & Wooley-Brown, 1993;Lovingfoss, et al, 2001;May, et al, 1989;Otis-Wilburn & Winn, 2000;Sobel, French, & Filbin, 1998). Interestingly, this integrative approach to fieldwork and course work often characterized programs focusing on cultural diversity or unification with general education.…”

Preparing Teachers through Alternative-Certification Programs

“…In addition to barriers to certification, on-the-job challenges such as poor working conditions, little administrative guidance, large class sizes, heavy work loads, and an overall lack of support (Brownell and Smith 1992; Burstein and Sears 1998) can lead to professional dissatisfaction. In turn, professional dissatisfaction leads many teachers to leave the field rather than pursue certification-teacher attrition is substantial, particularly in special education (Boe et al 1998;USDE 1998).…”

“…In turn, professional dissatisfaction leads many teachers to leave the field rather than pursue certification-teacher attrition is substantial, particularly in special education (Boe et al 1998;USDE 1998). However, ongoing support and guidance enhances job satisfaction for new teachers, thereby increasing teacher retention (Ode11 and Ferraro 1992; Burstein and Sears 1998). For an alternative-certification program to work, it must meet working teachers' programmatic, professional, and emotional needs.…”

“…The hallmark of a good teacher-preparation program is the integration of college coursework with personal classroom experience (Burstein and Sears 1998).…”

“…This shortage is particularly acute in special education (Boe, Bobbitt, Cook,Whitener, and Weber 1997; Boe, Cook, Bobbitt, and Terhanian 1998), where 33,000 non-credentialed teachers served students with disabilities in 1995-96 (U.S. Department of Education [USDE] 1998). As a result, an increasing number of practicing teachers has little preparation in teaching students with disabilities (Burstein and Sears 1998). Therefore, "children with disabilities who need welltrained professionals are often the least likely to have them" (LeVert and LeVert 1994,110).…”