ERIC Number: ED343905
Record Type: Non-Journal
Publication Date: 1991-Oct
Reference Count: N/A
Los Angeles Unified School District Intern Program: Recruiting and Preparing Teachers for an Urban Context.
This case study describes the Los Angeles Unified School District (LAUSD) Intern Program, which utilizes an alternative route to teacher certification in order to meet the teacher recruitment and training needs of a large urban multicultural school district. Findings suggest that between 1984 and 1990 the program recruited 1,100 new teachers to the district in subject shortage areas; the percentage of teachers participating in the intern program was increased and the percentage of emergency credential teachers was reduced; a significant proportion of intern teachers are predisposed to teach in an urban setting in schools with high percentages of low-income and minority students; minority teachers are recruited at a much higher rate than the percentage recruited through traditional university routes; and alternative route interns hold higher expectations for low-income and minority students than do traditional university program recruits. Though not considered a replacement for college-based teacher education, the program provides comprehensive, on-the-job professional training which is context-specific and focuses on preparing teachers to work in the Los Angeles public schools, teaching according to the practices and procedures advanced by that district. (LL)
Descriptors: Alternative Teacher Certification, Comparative Analysis, Elementary Secondary Education, Higher Education, Inner City, Inservice Teacher Education, Low Income Groups, Minority Groups, Misassignment of Teachers, Multicultural Education, On the Job Training, School Districts, Teacher Interns, Teacher Qualifications, Teacher Recruitment, Teacher Shortage
PACE, School of Education, University of California, Berkeley, CA 94720 ($8.00).
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: William and Flora Hewlett Foundation, Palo Alto, CA.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Policy Analysis for California Education, Berkeley, CA.; National Center for Research on Teacher Education, East Lansing, MI.