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.
","abstract_html":"<p>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.</p>","abstract_has_math":false,"creators":["McBrayer, Juliann Sergi"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Jason LaFrance","Hsiu-Lien Lu"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:27:41Z","subjects":["ETD","Alternative teacher preparation","Certification","Charter schools","Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP)","Non-traditional teacher preparation","Program exemplars","Teacher preparation","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/853","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jason LaFrance","Hsiu-Lien Lu"]},{"key":"dc:creator","label":"Author","values":["McBrayer, Juliann Sergi"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-09-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Alternative teacher preparation","Certification","Charter schools","Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP)","Non-traditional teacher preparation","Program exemplars","Teacher preparation","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/853"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
"]},{"key":"dc:title","label":"Title","values":["Transferability and Alignment of Program Exemplars in Teacher Preparation"]}]}],"canonical_facts":{"dc:contributor":["Jason LaFrance","Hsiu-Lien Lu"],"dc:creator":["McBrayer, Juliann Sergi"],"dc:date.available":["2013-09-19T07:00:00Z"],"dc:description.abstract":["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.
"],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/853"],"dc:subject":["ETD","Alternative teacher preparation","Certification","Charter schools","Georgia Teacher Academy for Preparation and Pedagogy (GaTAPP)","Non-traditional teacher preparation","Program exemplars","Teacher preparation","Teacher Education and Professional Development"],"dc:title":["Transferability and Alignment of Program Exemplars in Teacher Preparation"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:27:41Z"}