{"id":{"repo_id":"creighton","oai_identifier":"oai:cdr.creighton.edu:10504/154052"},"canonical_url":"https://search.dev.ndltd.org/etd/creighton/oai:cdr.creighton.edu:10504/154052","repository":{"repo_id":"creighton","name":"Creighton University","base_url":"https://cdr.creighton.edu/server/oai/request"},"display":{"title":"Plugging the Holes of the Teacher Shortage: A Case Study of Novice Teacher Development Provided by an Alternative Teacher Preparation Program","abstract":"This qualitative case study delved into the experiences of the first cohort of teachers who completed the Teacher Accelerator Program's (TAP) summer internship, exploring the professional development training provided to novice teachers by this newly established alternative teacher preparation program. Originating as a response to the local teacher shortage in Miami-Dade County, TAP serves not only as a pipeline for new teachers but also aims to fill teacher vacancies with high-quality educators—what the organization terms 'strong starters.' The study centered on the training and development offered to these novice teachers. The literature highlighted the teacher shortage crisis, emphasizing teacher turnover, which drives recruitment initiatives leading to programs like TAP and subsequent novice teacher development. This case study examined TAP's developmental approach through interviews with three participants who completed the program and are now teaching in the Miami area. Interviews served as the primary data collection tool, revealing four major themes: (1) integrated nurturing and supportive learning experience, (2) experiential and practical teaching skills development, (3) holistic classroom leadership development, and (4) continued professional guidance. The study concluded with recommendations and implications for program growth, future research, and leadership practice. Keywords: teacher accelerator program, novice teacher, alternative teacher preparation program, strong starter, candidate, development, training, quality, summer, teacher shortage, mentorship","abstract_html":"This qualitative case study delved into the experiences of the first cohort of teachers who completed the Teacher Accelerator Program's (TAP) summer internship, exploring the professional development training provided to novice teachers by this newly established alternative teacher preparation program. Originating as a response to the local teacher shortage in Miami-Dade County, TAP serves not only as a pipeline for new teachers but also aims to fill teacher vacancies with high-quality educators—what the organization terms 'strong starters.' The study centered on the training and development offered to these novice teachers. The literature highlighted the teacher shortage crisis, emphasizing teacher turnover, which drives recruitment initiatives leading to programs like TAP and subsequent novice teacher development. This case study examined TAP's developmental approach through interviews with three participants who completed the program and are now teaching in the Miami area. Interviews served as the primary data collection tool, revealing four major themes: (1) integrated nurturing and supportive learning experience, (2) experiential and practical teaching skills development, (3) holistic classroom leadership development, and (4) continued professional guidance. The study concluded with recommendations and implications for program growth, future research, and leadership practice. 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Originating as a response to the local teacher shortage in Miami-Dade County, TAP serves not only as a pipeline for new teachers but also aims to fill teacher vacancies with high-quality educators—what the organization terms 'strong starters.' The study centered on the training and development offered to these novice teachers. The literature highlighted the teacher shortage crisis, emphasizing teacher turnover, which drives recruitment initiatives leading to programs like TAP and subsequent novice teacher development. This case study examined TAP's developmental approach through interviews with three participants who completed the program and are now teaching in the Miami area. Interviews served as the primary data collection tool, revealing four major themes: (1) integrated nurturing and supportive learning experience, (2) experiential and practical teaching skills development, (3) holistic classroom leadership development, and (4) continued professional guidance. The study concluded with recommendations and implications for program growth, future research, and leadership practice. Keywords: teacher accelerator program, novice teacher, alternative teacher preparation program, strong starter, candidate, development, training, quality, summer, teacher shortage, mentorship"]},{"key":"dc:title","label":"Title","values":["Plugging the Holes of the Teacher Shortage: A Case Study of Novice Teacher Development Provided by an Alternative Teacher Preparation Program"]}]}],"canonical_facts":{"dc:contributor.advisor":["Moss Breen Kuzelka, Jennifer"],"dc:creator":["Jackson, Andre"],"dc:date.accessioned":["2024-08-21T21:20:34Z"],"dc:date.available":["2024-08-21T21:20:34Z"],"dc:date.issued":["2024"],"dc:description":["2024"],"dc:description.abstract":["This qualitative case study delved into the experiences of the first cohort of teachers who completed the Teacher Accelerator Program's (TAP) summer internship, exploring the professional development training provided to novice teachers by this newly established alternative teacher preparation program. Originating as a response to the local teacher shortage in Miami-Dade County, TAP serves not only as a pipeline for new teachers but also aims to fill teacher vacancies with high-quality educators—what the organization terms 'strong starters.' The study centered on the training and development offered to these novice teachers. The literature highlighted the teacher shortage crisis, emphasizing teacher turnover, which drives recruitment initiatives leading to programs like TAP and subsequent novice teacher development. This case study examined TAP's developmental approach through interviews with three participants who completed the program and are now teaching in the Miami area. Interviews served as the primary data collection tool, revealing four major themes: (1) integrated nurturing and supportive learning experience, (2) experiential and practical teaching skills development, (3) holistic classroom leadership development, and (4) continued professional guidance. 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