Abstract
Purpose. The purpose of this study was to describe the development and implementation of district-sponsored alternative certification programs in five single California school districts using a case study approach. This study also provided advice to other districts wanting to plan their own teaching intern program. Methodology. The research methodology for this study was descriptive. A case study was used to obtain data from five single district-sponsored teaching intern programs in California. Data were collected by interviewing current and former internship directors and reviewing archival documents. Findings. The five districts experienced shortages of qualified teachers and were motivated to develop and implement teaching programs with assistance from local universities. In all cases, programs operated in the human resource services division. Intern candidates were recruited from many avenues and began the professional development plan leading to a teaching credential. Districts utilized their own personnel for teaching, supporting, and assessing interns. District planners looked at funding sources and staff dealt with skepticism about internships. There were changes over time noted in each program with course requirements, grant funding, staff perceptions, and legal mandates. Conclusions. Internships appear to be viable methods for recruiting new teachers to meet the teaching needs of the district with the support of the governing board, district administrators, and the teachers' association. Time is necessary for planning teams to visit other intern programs for advice. Instructors can be curriculum experts or university personnel. Interns need to be carefully selected because of their limited experience with children. Standards and guidelines can be delineated in an intern handbook. Key resources including money, facilities, and personnel need to be allocated during implementation. Support is crucial for interns' success, especially the cohort model. The intern program needs to be advertised to prevent negative preconceptions. The state will continue to mandate teacher preparation reforms. Recommendations. Districts wanting to ensure that teacher shortages are met with quality teachers should consider the following: (1) collaborate with other intern directors to share expertise; (2) provide assistance for career changers in their transition into teaching; (3) develop powerful support activities; (4) delineate evaluation and assessment roles; and (5) publicize the intern program.