Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Department of Leadership, Technology, and Human Development
Teri Denlea Melton
Committee Member 1
Committee Member 2
Teacher preparation needs to be revamped to adequately prepare teachers for P-12 classrooms. Public charter schools are experiencing challenges that include high teacher attrition rates and staffing difficulties in a rapidly growing sector, as well as obstacles for teachers to obtain certification. Thus, charter school teachers are seeking a “choice” in teacher preparation to meet the innovative needs of the sector. To address critical shortages of highly effective teachers, states are offering both traditional and nontraditional teacher preparation to earn licensure. The goal of this study was to determine if program exemplars from traditional teacher preparation were transferable to, and aligned with, non-traditional teacher preparation. An online survey ascertained program providers’ perceptions about the efficiency of non-traditional programs in Georgia based on scaled and narrative responses. Of the program exemplars represented, 32 out of 37 were confirmed to be highly transferable and aligned at or above 80%. In addition, program exemplars not identified on the survey, but that were deemed pertinent by providers were identified. The survey findings may provide insight to reform teacher preparation and increase the number of highly effective teachers in Georgia.
McBrayer, Juliann Sergi, "Transferability and Alignment of Program Exemplars in Teacher Preparation" (2013). Electronic Theses and Dissertations. 853.