Date of Award

8-2018

Culminating Project Type

Dissertation

Degree Name

Educational Administration and Leadership, K-12: Ed.D.

Department

Educational Administration and Higher Education

College

School of Education

First Advisor

Kay Worner

Second Advisor

John Eller

Third Advisor

Roger Worner

Fourth Advisor

Julie Swaggert

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Abstract

The 2015 Minnesota Teacher Supply and Demand Report produced by the Minnesota Department of Education provides information regarding the number of teachers licensed and unlicensed throughtout the state. The report indicates “the use of traditionally trained teachers, licensed teachers who have completed a traditional teacher preparation program, comprise the vast majority of the Minnesota teacher workforce; yet, the number of non-licensed community experts teachers increased 25% since 2009” (Minnesota Department of Education, 2015, p. 22). The 2016 Office of the Legislative Auditors Report on Minnesota teacher licensing indicated non-licensed community experts (NLCEs) are employed in school districts or charter schools to assist in overcoming staffing difficulties (Minnesota OLA, 2016). A non-licensed community expert position is one that is granted by the Minnesota Board of Teaching to a school district or charter to employ an individual who does not hold a teaching license or has not completed preparation program but has a specific area of expertise that is related to the teaching assignment (Minnesota OLA, 2016, p. 21).

Members of the Minnesota Board of Teaching have discussed with one another and with education stakeholders regarding special permission to allow Non-licensed Community Experts to teach in Minnesota (Minnesota OLA, 2016, p. 57). The first was that there are NLCEs who are not enrolled in teacher preparation programs; second, school districts submit repeated applications for NLCE status for individuals; and third was the belief that school districts are using NLCE permission to circumvent standard licensure requirements (Minnesota OLA, 2016, p. 58). Members of the Minnesota Board of Teaching (MN BOT) expressed concern that the use of NLCEs implies that formal teacher preparation training is not important (Minnesota OLA, 2016, p. 58).

The purpose of the study was to identify perceptions of select Minnesota secondary school principals regarding the effectiveness of classroom management skills, the most beneficial classroom management skill, and optimal time to offer professional development in classroom management when comparing first year traditionally trained teachers and non–licensed community experts. The study focused on classroom management areas of: procedures and routines, learning strategies, student-teacher relationships, teacher expectations, and student engagement.

The study revealed that Minnesota secondary school principals perceive a statistically significant difference in the effectiveness of first year traditionally trained teachers compared to non-licensed community experts. While the need for non-licensed community experts exist, the use of a comprehensive classroom management development plan for non-licensed community experts should utilize an instructional coach or mentor before the first day of school.

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