Preparing Alternatively Licensed Teachers to Lead in Restart Schools

Abstract

Across North Carolina, Restart schools, public schools granted increased autonomy to improve outcomes for historically underserved students, often rely heavily on alternatively licensed teachers (ALTs) to fill persistent staffing gaps. State pipeline data reveal a shortfall of traditionally trained educators, exacerbating staffing challenges in high-need schools. While ALTs bring diverse experiences and valuable perspectives to the classroom, research shows they are more likely than traditionally trained teachers to experience professional isolation, limited instructional confidence, and higher rates of attrition. Addressing these challenges is essential for creating sustainable systems of teacher development and retention. This Dissertation in Practice investigates how a Comprehensive Mentoring Program (CMP) can directly address the need for improved development and retention of ALTs in a Restart elementary school. Guided by Allen et al.’s (2022) Framework for Belonging, the study focuses on how structured and relational mentoring strengthens both instructional leadership and a sense of belonging among ALTs, levers identified as essential for retention and school improvement in high-need contexts. The CMP’s theory of action asserts that intentional mentoring, through regular feedback and relationship-building, enhances competence, connectedness, and teacher efficacy, targeting the critical issues undermining ALT success and sustainability. Using a convergent mixed-methods design, the study collected data from the ALT Belonging Survey, North Carolina Educator Evaluation System (NCEES) ratings, field notes, focus group interviews, and observational reflections to directly measure the CMP’s impact on ALT development and retention. Quantitative results showed all six ALTs met or exceeded proficiency on leadership standards, while qualitative data reinforced that structured mentoring built trust and emerging leadership. The small sample and single-site context limit generalizability, but the evidence indicates that targeted mentoring is a promising strategy for the key challenge of strengthening ALT retention and school improvement. The CMP’s influence extended beyond individual growth to shape the school's culture and leadership practices. Ongoing discussions about belonging and well-being led Rise Elementary School to adopt belonging as a core value, formalized in its vision statement: “Creating a culture of well-being and belonging for our students, our staff, and our families.” This institutionalization of belonging, paired with new systems for mentoring and orientation, illustrates how research-based mentoring can drive systemic improvement. Overall, the findings demonstrate that comprehensive, relationship-centered mentorship can be a pivotal intervention for Restart schools grappling with staff retention and systemic inequity. The CMP serves as a replicable model for harnessing belonging and instructional leadership as integrated strategies for educational equity.