Teaching Without a License: Policy Effects on Uncertified Early Childhood Teachers

• In Event: To Teach or Not to Teach? Perceptions and Experiences of the Teaching Profession

Abstract

Over 50 percent of non-public school Universal Pre-K teachers in New York City are uncertified teachers enrolled in teacher preparation programs (study plan teachers, or “SPTs”). This paper focused on understanding how SPTs perceive compensation and work condition policies as supporting (or hindering) their certification and course of study completion. Using Bronfenbrenner's (1979) ecological systems theory and Schneider and Ingram's (1993) social construction and policy design theory, a qualitative case study approach was the primary form of analysis. Document analysis, focus groups, and interviews (n=20) were utilized. This study found that SPTs are hungry for structural changes that acknowledge their role by supporting the completion of their degrees. Findings support literature signaling equity challenges of scaling up Pre-K implementations.

Author

• Maria Mavrides Calderon, Hunter College - CUNY
  Presenting Author