This policy advocacy document demonstrates the necessity for educator credential requirements policy to reflect the needs of culturally and linguistically diverse students with accountability measures to provide state legislators and governing education agencies with a data-informed implementation and assessment plan. The recommended policy change describes the rationale for requiring all educators to acquire, demonstrate, and continuously improve the skills necessary to meet the needs of culturally diverse students. To illuminate the issues, a research-based, critical need analysis is discussed concerning the educational, economic, social, political, moral, and ethical need for the proposed policy change followed by the pros and cons of adopting this policy. The time-phased, comprehensive implementation plan is accessed using the Growth Analysis of Performance (GAP) Model in addition to outcome-based sources of evidence that can be customized to fit the state board of education’s guidelines and accessible resources to determine the policy’s effectiveness.
","abstract_html":"<p>This policy advocacy document demonstrates the necessity for educator credential requirements policy to reflect the needs of culturally and linguistically diverse students with accountability measures to provide state legislators and governing education agencies with a data-informed implementation and assessment plan. The recommended policy change describes the rationale for requiring all educators to acquire, demonstrate, and continuously improve the skills necessary to meet the needs of culturally diverse students. To illuminate the issues, a research-based, critical need analysis is discussed concerning the educational, economic, social, political, moral, and ethical need for the proposed policy change followed by the pros and cons of adopting this policy. The time-phased, comprehensive implementation plan is accessed using the Growth Analysis of Performance (GAP) Model in addition to outcome-based sources of evidence that can be customized to fit the state board of education’s guidelines and accessible resources to determine the policy’s effectiveness.</p>","abstract_has_math":false,"creators":["Gibson, Amaesha E."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - NLU Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Harrison Gibson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-05-01T07:00:00Z","date_published":"2016-05-01T07:00:00Z","updated_at":"2026-07-24T03:20:32Z","subjects":["educational law and legislation or board of education or department of education or teacher policy or policy advocacy or public education policy or proposed policy or education policy assessment or social justice or education and state","teacher license or teacher licensure or teacher certification or teacher preparation program or preparation programs or teacher training or teacher education or action research","education reform or school reform or school funding issues or school funding or equity in education","teacher evaluation or school evaluation or teacher professional development or teacher professional learning or teacher continuing education","educational accountability or school accountability or agents of change or change agent or change practices or change practices in education","teacher practices or curriculum and instruction or student engagement or teaching and learning school culture or transformational leadership","Bilingual, Multilingual, and Multicultural Education","Curriculum and Instruction","Curriculum and Social Inquiry","Disability and Equity in Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Educational Methods","Education Economics","Higher Education","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/181","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Harrison Gibson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Gibson, Amaesha E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-16T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - NLU Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. 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The recommended policy change describes the rationale for requiring all educators to acquire, demonstrate, and continuously improve the skills necessary to meet the needs of culturally diverse students. To illuminate the issues, a research-based, critical need analysis is discussed concerning the educational, economic, social, political, moral, and ethical need for the proposed policy change followed by the pros and cons of adopting this policy. The time-phased, comprehensive implementation plan is accessed using the Growth Analysis of Performance (GAP) Model in addition to outcome-based sources of evidence that can be customized to fit the state board of education’s guidelines and accessible resources to determine the policy’s effectiveness.
"]},{"key":"dc:title","label":"Title","values":["Transformational Practices in a Culture of Change: Advocating for Culturally Adaptive Practices in Educator Credential Requirements Policy"]}]}],"canonical_facts":{"dc:contributor":["Harrison Gibson","Elizabeth Minor"],"dc:creator":["Gibson, Amaesha E."],"dc:date.available":["2019-08-16T07:00:00Z"],"dc:description.abstract":["This policy advocacy document demonstrates the necessity for educator credential requirements policy to reflect the needs of culturally and linguistically diverse students with accountability measures to provide state legislators and governing education agencies with a data-informed implementation and assessment plan. The recommended policy change describes the rationale for requiring all educators to acquire, demonstrate, and continuously improve the skills necessary to meet the needs of culturally diverse students. To illuminate the issues, a research-based, critical need analysis is discussed concerning the educational, economic, social, political, moral, and ethical need for the proposed policy change followed by the pros and cons of adopting this policy. The time-phased, comprehensive implementation plan is accessed using the Growth Analysis of Performance (GAP) Model in addition to outcome-based sources of evidence that can be customized to fit the state board of education’s guidelines and accessible resources to determine the policy’s effectiveness.
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