Primary Advisor/Dissertation Chair
Secondary Advisor/Reader One
The research question addressed in this project was, what are the essential components of an alternative licensure program designed to best prepare teachers for success in a teacher-led school? It documents the creation of a teacher preparation program designed specifically for the unique skills and knowledge sets required for a teacher to be successful in a teacher-led school setting. The research question was influenced by the researcher’s own experience, both as a product of a traditional teacher preparation program and as a teacher in a teacher-led school. To determine the essential components for the teacher preparation program, the capstone first reviews the relevant literature, encompassing the history of teacher preparation in the United States as well as defining teacher-led schools. To determine the necessary elements, the researcher conducted interviews with many currently working in the field in various capacities: teachers, researchers, education writers, administrators, higher education faculty, and education policy advocates. These interviews were used to create a draft of a teacher preparation program. This draft was then reviewed and critiqued by a series of small focus groups. This final feedback was used to refine the draft into the capstone’s final result: a teacher-preparation program designed specifically for a teacher-led school setting.
Focus Group, Interview
Quealy, Tim J., "An Alternative for Alternatives: Designing a Teacher Licensure Program for Teacher-led Schools" (2015). School of Education Student Capstone Theses and Dissertations. 248.