Using Data for Continuous Improvement in Educator Preparation

“A value-add read! This one-of-a-kind volume centers data use and quality management in educator preparation. This volume shares a caravan of provocative cases, all focused on leading and understanding continuous improvement in educator preparation programming. While the conditions of professional accreditation serve as a central backdrop, the authors collectively elevate the importance of cause, context, and culture. They clarify the purposes, organizational opportunities and constraints, and environmental changes resulting from data use to inform course, programmatic, and even state-level continuous improvement. Implications for practice, scholarly inquiry, and policy can be readily derived for the reader.”

Jacob Easley II, PhD, PMP, Xcelerated Excellence Consulting, CEO

“With a focus on continuous improvement, this book highlights innovative ways of using data to inform education preparation programs. The chapters show how privileging research within the accreditation process leads to programmatic changes based on student outcomes such as certification exams, program assessment, and dispositions. The authors also explore the critical roles of collaboration among faculty, administrators, students and/or key stakeholders within a Quality Assurance System.”

Virginia Goatley, PhD, Dean of the School of Education, University at Albany State, University of New York

“The breadth and sophistication of this volume is a welcome tonic in this era of decisions driven by impressions and opinions. As educators training educators, we must strive to strike the balance between creative, unique methodologies and empirical findings. They can, they must, go hand in hand as we find new and improved paths for learning. Using Data for Continuous Improvement in Educator Preparation explores the science and provides guidance for ALL educators looking to substantiate their programs’ story.”

Dr. Rebecca Pelton, President of the Montessori Accreditation Council for Teacher Education (MACTE)

“It is difficult to find a resource on using data that speaks directly to and in the language of educator preparation programs. Thankfully, this book has ‘cracked the code’ and is a testament to what happens when you craft a text that involves those of us who are deeply committed to put quality educators in every classroom and every school building in its design and delivery. Setting the table for continuous improvement by linking course and program-level learning outcomes that align with state educator standards is both refreshing and incredibly useful. In addition, providing for program assessment to be structured in the form of action research questions allows faculty to immediately view their research course differently. The chapter on continuous improvement to enhance student advising and support is helpful, as is the use of data to monitor and support candidate dispositions. The book is seamless in its application to the AAQEP standards and should be read and discussed by any EPP that is considering national accreditation.”

Tam Jones, Ed.D., Assistant Dean/Associate Professor, Department of Educational Leadership, College of Education and Human Development, Texas A&M University Central

“McKee, Read, and Rickey have curated an innovative anthology, Using Data for Continuous Improvement in Educator Preparation, that presents a compelling narrative of progress and transformation in educational practices. Each chapter embarks on a profound exploration of data’s pivotal role in shaping the future of teacher preparation. From the strategic utilization of improvement science to the implementation of action research methodologies, this book offers a comprehensive roadmap for fostering excellence in the field of educator preparation. It is a must-read for educators, administrators, and policymakers committed to cultivating a culture of continuous improvement and innovation in educator preparation programs.”

Dr. J. Aaron Popham, President & CEO, Popham Innovations, Inc.

Preface

Introduction

1) Adding Structure to Existing Assessment Practices with Research Questions
Sunny Duerr and Nicole Wise

2) Using an Improvement Science Approach for Creating a Learning Culture at a Hispanic-Serving Teacher Preparation Program—
Criselda G. Garcia and Veronica L. Estrada

3) Triangulating Data Through Action Research to Set Priorities, Connect to Partners, and Design Program Improvements
Julie Kalnin, Deirdre Hon, Joan Flora, Hillary Merk, and Nicole Ralston

4) Practicing What We Preach: Using Data from the PRAXIS Performance Assessment for Teachers to Guide Instruction
Emma L. Mecham

5) Bringing Global Texts into the Classroom: Challenging Preservice Teachers to Engage with Diverse Books
Andrea Tochelli-Ward

6) Classroom and Behavior Management: A Case Study in Using Data to Revise a Course and Better Prepare Novice Teachers
Heather Ann Bower

7) Continuous Program Improvement through an Integrated Student Support System
Hope G. Castro and Virginia R. Lee

8) Developing a Five-Layer Dispositional Assessment System in a School of Education
Vincent Genareo

9) Enhancing Quality Program Practices Through a Qualitative Student Teacher Feedback Survey
Joseph Haughey, Ashley Strickland, Travis Dimmitt, Everett Singleton, Jennifer Wall, Mike McBride, and Tim Wall

10) Strengthening Social, Emotional, and Culturally Sustaining Teaching Practices: A Study of Oregon Educator Preparation and New Teacher Perceptions
Kristin Rush, Shara MonDragon, Rebecca Bahr, Kirsten Plumeau, Susan Boe, Deirdre Hon, Julie Sauve, and Lina Darwich

11) Redesigning Principal Preparation Programs: A Continuous Improvement Culture Using Bambrick-Santoyo’s Data Meeting Conceptual Framework
Stephanie Atchley and Sharon Ross

12) Using a Data-Driven Dialogue Protocol for Continuous Improvement
Kristen M. Driskill

13) Implementing the Plan-Do-Study-Act (PDSA) Cycle: Beginning to Measure Growth with Intention
Amanda Howerton-Fox and Mark A. Kessler

14) Maximizing Student Outcomes: Harnessing the Power of Faculty Collaboration and Continuous Program Improvement
Alicia Kozimor

15) Engagement in Continuous Improvement in Service of Accreditation Leads to More Nuanced Understandings of Data
Juliet Michelsen Wahleithner

16) Data, Data Everywhere, But Is It What You Think?
Sunny Duerr

About the Authors

Index

Linda McKee

Linda McKee serves as the Chief Operations Officer and is a founding team member for the Association for Advancing Quality in Educator Preparation (AAQEP). Linda’s relevant work experience includes strategic planning and administration to promote continuous improvement and performance measures, documentation of the outcomes in a variety of contexts, and research into optimal use of evidence for program improvement. Prior to AAQEP, McKee was the senior director for the Quality Support Center at AACTE. She has served as director for member and state relations with a national accreditor for education programs and spent over 10 years as director of the Tulane University’s Teacher Preparation and Certification Program. McKee has served education as a classroom teacher, district and state administrator, educator preparation administrator, leader for national organizations and a national consultant. Her teaching experience includes teacher preparation, leadership preparation for educators, continuous improvement for PK-16, secondary language arts, and gifted education.

Sylvia Read

Sylvia Read is associate dean for accreditation and undergraduate studies for the College of Education and Human Services and professor in the School of Teacher Education and Leadership at Utah State University. She has been on faculty at USU since 2003 after teaching for 13 years in public schools. As associate dean, she focuses on accreditation and program approval for all programs in the college, educator licensure, student success, and recruitment. She also directs the study abroad student teaching program, through which students can choose to complete part of their student teaching experience in Chiapas, Mexico. Finally, she is engaged at state and national levels in accreditation and assessment of educator preparation programs at other institutions of higher education, including service on AAQEP working groups and Quality Review Teams. Read led USU to become the very first educator preparation provider to receive AAQEP accreditation, in spring 2019.

Debbie Rickey

Debbie Rickey is currently serving as a Quality Assurance consultant for AAQEP since fall 2020 and has been involved with AAQEP and accreditation in various ways. Prior to fall 2020, Dr. Rickey served as the associate dean in the College of Education at Grand Canyon University and led her college to be one of the first accredited by AAQEP in spring, 2019. She also served as Director of Graduate Programs in Education at Earlham College and prior to that, spent almost 18 years in K-12 education serving a number of roles from classroom teacher to high school principal. Her educational pursuits have included continuous improvement, action research, strategic planning, and leadership development and has co-authored a number of articles with Dr. Randall Wisehart and a book with Dr. Richard Sagor, The Relentless Pursuit of Excellence.