Due to a nationwide teacher shortage, instructional leaders are utilizing more alternatively certified teachers than in the past, creating a problem for principals (Darling-Hammond & Berry, 2006; Birinci and Amburgey, 2022). Teachers in alternatively certified programs often lack pedagogy due to an absence of educational training, and as a result, principals hire teachers who are inadequately trained for the classroom. Therefore, there is a need to improve the way instructional leaders prepare alternatively certified teachers. The solution to this dilemma is creating professional learning through model classrooms, a term coined by the author. Model classrooms serve as exemplars to other teachers with structure, processes, and standards through experiential learning (Radovic et al., 2021; Weisling and Gardiner, 2018). Authentic, hands-on learning allows teachers to conceptualize theories and directly apply strategies within the classroom. Model classrooms provide instructional leaders with the ability to provide experiential learning that is meaningful and impactful to teachers.



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