How Prepared Are Alternatively Licensed Special Educators? An Investigation of University, Local Education Agency, and Traditional Preparation

Abstract

The purpose of this study was to examine the reported preparedness of special educators participating in an alternative licensure program at a large university in the southeast while teaching in local area schools. Responses from 76 participants indicated relatively higher (M= 3.54 on a 1-4 scale) levels of preparedness by the university compared to somewhat lower levels of preparedness by their local education agencies (M = 3.12) and as compared to peers participating in the university’s traditional preparation program (M = 3.08). A t test indicated participants rated their overall experience at the university significantly higher than they rated their overall experience in their respective local education agencies. The majority of participants (79%) indicated they planned to stay in the field until retirement. Neither level of preparedness or time of year participants were hired correlated significantly with length of time participants indicated they intended to stay in the field. Results underscore the importance of quality ongoing mentoring programs in the schools and highlight the importance of the role of the university in alternative licensure programs.