Using Data for Continuous Improvement in Educator Preparation

Linda McKee, Sylvia Read, Debbie Rickey, Mark LaCelle-Peterson, Linda McKee, Sylvia Read, Debbie Rickey

• Publisher: Myers Education Press
• Year: 2024
• Print ISBN: 9781975505905
• eBook ISBN: 9781975505929
• Edition: 1
• Topic: Education
• Subtopic: Evaluation & Assessment in Education

Using Data for Continuous Improvement in Educator Preparation provides case studies that illuminate and contextualize the ways in which educator preparation programs determine the data they need to improve, collect data, analyze data, share data with stakeholders, and close the loop by making focused improvements based on the data.

Educator preparation programs operate in a wide range of contexts that have different requirements (e.g., state-mandated measures), different affordances, and different needs. This text focuses on not only the stories of how data is collected, analyzed, and used for improvement, but also on how stakeholders are impacted by the continuous improvement process.

In the editors' work with accreditation and educator preparation program evaluation, they noticed a variety of approaches to collecting, analyzing, and using data for program improvement. Often this intense work with data goes unnoticed and unappreciated because it is done in the service of accreditation that, once completed, does not reach an audience outside of the institution and the accreditation agency. Using Data for Continuous Improvement in Educator Preparation solves this problem by shedding light on this important work. This volume inaugurates the AAQEP Program Evaluation in Education Series.

Perfect for courses such as: Methods of Program Evaluation; Teacher Education; Improvement Science

Table of contents

• Cover Page
• Title Page
• Copyright Page
• Contents
• Preface
• Introduction
• Chapter 1. Adding Structure to Existing Assessment Practices with Research Questions
• Chapter 2. Using an Improvement Science Approach for Creating a Learning Culture at a Hispanic-Serving Teacher Preparation Program
• Chapter 3. Triangulating Data Through Action Research to Set Priorities, Connect to Partners, and Design Program Improvements
• Chapter 4. Practicing What We Preach: Using Data from the PRAXIS Performance Assessment for Teachers to Guide Instruction
• Chapter 5. Bringing Global Texts into the Classroom: Challenging Preservice Teachers to Engage with Diverse Books
• Chapter 6. Classroom and Behavior Management: A Case Study in Using Data to Revise a Course and Better Prepare Novice Teachers
• Chapter 7. Continuous Program Improvement through an Integrated Student Support System
• Chapter 8. Developing a Five-Layer Dispositional Assessment System in a School of Education
• Chapter 9. Enhancing Quality Program Practices Through a Qualitative Student Teacher Feedback Survey
• Chapter 10. Strengthening Social, Emotional, and Culturally Sustaining Teaching Practices: A Study of Oregon Educator Preparation and New Teacher Perceptions
• Chapter 11. Redesigning Principal Preparation Programs: A Continuous Improvement Culture Using Bambrick-Santoyo’s Data Meeting Conceptual Framework
• Chapter 12. Using a Data-Driven Dialogue Protocol for Continuous Improvement
• Chapter 13. Implementing the Plan-Do-Study-Act (PDSA) Cycle: Beginning to Measure Growth with Intention
• Chapter 14. Maximizing Student Outcomes: Harnessing the Power of Faculty Collaboration and Continuous Program Improvement
• Chapter 15. Engagement in Continuous Improvement in Service of Accreditation Leads to More Nuanced Understandings of Data
• Chapter 16. Data, Data Everywhere, But Is It What You Think?
• About the Authors
• Index