Date of Award

May 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Ryan Summers

Abstract

Teacher shortages in Nevada, particularly in rural school districts, have been exacerbated by structural barriers within teacher preparation programs that limit candidate progression to graduation and licensure. This study examines the Teacher Education Program (TEP) at Great Basin College (GBC) as a case to identify these barriers and evaluate the implementation of a year-long teacher residency model as a strategy for improvement. Guided by institutional theory, situated learning theory, and constructivism, this study conceptualizes candidate challenges as systemic rather than individual, focusing on how program structures influence access, persistence, and readiness for licensure.Using a qualitative-dominant mixed-methods case study design, Artifact II investigated current and former teacher candidate experiences through survey data, identifying three primary areas of concern: financial constraints associated with unpaid clinical internships, inconsistencies in program structure and clinical preparation, and procedural complexities related to licensure requirements. Findings indicated that these challenges disproportionately affected nontraditional and rural candidates who have science and math endorsements, highlighting the need for program-level interventions that address structural barriers. Artifact III applies an improvement science framework to examine the implementation of coordinated program changes designed to improve teacher candidate outcomes. These changes include the expansion of licensure examination supports, the standardization of clinical evaluation through the Clinical Practice Assessment for Student Teachers (CPAST), the restructuring of program governance, the alignment of coursework with practice-based experiences, and the integration of a year-long residency model beginning with early clinical immersion. Iterative Plan–Do–Study–Act (PDSA) cycles were used to test and refine these improvements within the program context. Findings from this study suggest that sustained clinical immersion, supported by structured mentorship and aligned coursework, improves candidate confidence, readiness, and progression toward licensure. The residency model addresses both financial and instructional barriers by providing extended, supported teaching experiences within a single classroom context. Additionally, the adoption of standardized evaluation tools and improved licensure navigation systems enhance program coherence and candidate support. This study contributes to the literature on teacher preparation by demonstrating how improvement science can be used to address systemic barriers within educator preparation programs, particularly in rural, community college contexts. The findings highlight the importance of designing preparation pathways that prioritize structural access, coherence, and practice-based learning, while also providing a scalable model for continuous program improvement through data-informed decision making and strategic partnerships.

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