Instructional Leadership to Enhance Alternatively Certiϐied Novice Bilingual Teachers ’ Capacity

This study determined that alternatively certifi ed, bilingual elementary school teachers ’ needs with respect to capacity. Following a phenomenological multiple case study, three areas were explored: the support and professional growth needs of teachers, the strategies and sources that best meet those needs, and the work experiences of these teachers in high poverty, urban elementary schools. Using purposeful sampling, three fi rst-year teachers, their mentors, and principals were selected for the study. Data sources included individual and triad interviews, observations, and fi eld notes. Findings suggest that alternatively certifi ed teach-ers ’ have varied needs and may linger in the survival stage for a longer period of time than generally anticipated, that support for their development may come from different sources but the teacher’s principal and mentor constitute most important sources of support, and that these teacher face challenging situations, but rely on an intrinsic sense of calling to teaching and to work with students from poverty and who speak a language other than English