Page 9 - 2024_Jour_90-5

allowed flexibility for school districts to utilize student teachers who do not yet
hold certification. Although limited research is available on this new model, school
districts are requesting that university partners allow them to hire these novice
student teachers as teachers of record (Biek & Sarton, 2019; Huss & Harkins, 2013).
With the novelty of this model, considering what defines success for these interns
as teachers is imperative. Some research exists that considers the varied types of
internships available to traditional initial-certification programs and alternative-
certification programs (Chiero et al., 2012; Fenwick, 2022). Mentoring of preservice Dr. Michele McKie,
teachers and the mentor’s actions have been widely researched (Beutel et al., 2017; member and current
Morrissey & Nolan, 2015). Researchers have found that mentoring preservice president of Alpha Epsilon
Chapter in Georgia State
students is a complex process with many interacting factors. Purposeful mentorship Organization, currently
allows the mentor teacher and student teacher to converse about planning, teaching, serves as the Assessment
and learning (Ambrosetti, 2014). Opportunities given to student teachers may include Director and Assistant
observing effective mentors and participating in discussions about why mentors use Professor in the College
specific teaching models. of Education at Georgia
Missing from the research is this new idea of a traditional initial-certification Southwestern State
program using a form of alternative preparation without the candidate holding a University. She has
experience serving as
bachelor’s degree or higher. Questions exist, such as: “What guidelines are school Clinical Director for the
districts who adopt this new model following? Are they promoting the use of College of Education and
a mentor teacher and to what degree?” These are questions I hoped to address as a special education
through a qualitative case study; thus, the purpose of this study was to explore teacher.
what constitutes success for interns in the intern as teacher model during their last MicheleMckie@gsw .edu
semester of undergraduate education through a paid student teaching experience in
South Georgia. One research question was isolated for this article: What decisions
must be considered when implementing the intern as teacher model in a school
district?

Literature Review
Teacher Induction Programs
Teacher induction is “a process—a comprehensive, coherent, and sustained
professional development process—that is organized by a school district to train,
support, and retain new teachers and seamlessly progresses them into a lifelong
learning program” (Wong, 2004, p. 42). Teacher induction has been used in the
United States since the early 1980s (Reitman & Karge, 2019). However, researchers
have determined differences exist between the uses of induction in the earliest forms
and more recent induction programs. In the early 1980s, new teachers were rarely
assigned a mentor teacher (Reitman & Karge, 2019), whereas districts adopted
induction programs, which varied among states and districts, in the early 2000s
(Ingersoll, 2012).
Researchers found a comprehensive induction program to include elements
of support from individuals in the school, mentoring, professional development,
reduced class sizes and course loads, and common planning time with teachers of the
same subjects (Ingersoll, 2012; Ingersoll & Smith, 2004; Reitman & Karge, 2019;
Wong, 2004). Reports vary in conclusions regarding whether induction programs
help retain teachers; however, evidence shows the support provided to teachers may
impact their professional development beyond their initial preparation.

Support from Other Professionals
Wong (2004) stated that “educators need to realize that people crave connection”

Promoting Professional and Personal Growth of Educators and Excellence in Education 7