Date of Award

January 2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Jared Schlenker

Abstract

As the impact of the teacher shortage grows, more teachers are entering classrooms with incomplete teacher licensure. Related literature affirms that new-to-profession teachers experience what Danielson (1999) described as a “sink or swim in the deep end of the pool” culture as they attempt to navigate the beginning of their teaching career with an incomplete license or no license entirely (p. 251). The influx of partially-licensed teachers engaging students is a dilemma created by the growth of the teacher shortage. The purpose of this study was to address the impact of unlicensed and under-licensed teachers on student growth and achievement in pursuit of assisting school administrators to better understand effective measures for supporting unlicensed or under-licensed teachers. The results of this study are intended to supplement the gap in practice that unlicensed and under-licensed teachers are experiencing in Minnesota classrooms. The final purpose of this study was to add substantive literature to an area of need, as well as influencing the effective support of new-to-profession teachers who are actively working as educators while missing important qualifications for success.As part of the research process, a qualitative study comprised of 31 individually structured interviews was conducted. Interviews were conducted with 17 individuals who began their teaching careers in an un/under-licensed capacity, working through a Tier 1 or Tier 2 Minnesota teaching license. Interviews with 14 school leaders were also conducted. A professional development presentation and corresponding slide deck were then created to explain a proven list of six key strategies that school leaders can utilize to support unlicensed and under-licensed teachers.

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