Locating Quality in the Dynamic Educator Preparation Landscape

Creating Quality in Context

Christine DeGregory, Mark LaCelle-Peterson, Karen Lowenstein, Stephanie Schneider, Mark LaCelle-Peterson, Christine DeGregory, Mark LaCelle-Peterson, Karen Lowenstein, Stephanie Schneider, Karen Lowenstein

• Publisher: Myers Education Press
• Year: 2025
• Print ISBN: 9781975506025
• eBook ISBN: 9781975506049
• Edition: 1
• Topic: Education
• Subtopic: Evaluation & Assessment in Education

Over the past three decades, the landscape of educator preparation has changed so that more people can enter the teaching profession than ever before. This welcome expansion of access to the teaching profession has been accomplished both through the creation of new entities bringing new models of preparation online and, even more so, through the multiplication of new program tracks and pathways in the institutions of higher education (IHEs) that have long been and continue to be responsible for preparing the largest proportion of teachers and other professional educators. The preparation landscape has also become more dynamic and more responsive to needs at local and regional levels. In this era of teacher shortage, expanded access is good news, but are all pathways equal with regard to quality of preparation?

Locating Quality in the Dynamic Educator Preparation Landscape centers on the experiences of a variety of preparation programs—all accredited by the Association for Advancing Quality in Educator Preparation (AAQEP), each unique in its approach to addressing the needs of its prospective teachers and its local school partners. The featured programs include public and private preparation providers from across the nation, some based in longstanding institutions of higher education, some operating in newer organizational models. They share a common claim to quality through having met the same accreditation standards, yet each excels in its own right in addressing specific needs.

The book shows that while qualities can be shared, quality is fundamentally a divergent rather than a convergent characteristic, and that program evaluation and accreditation regimes be framed accordingly. It argues that educational policy needs to be based on an appreciation of the many dimensions of quality program practice that are needed to address the varied and particular needs of schools, communities, and populations that are entering the educator preparation pipeline. So long as we are able to ensure that all pathways into teaching result in the preparation of effective educators who are able to serve students, schools, families, and communities well by promoting student learning and thriving, we will reap the benefits of this new, varied, and dynamic landscape of educator preparation.

Perfect for courses such as: Educational Program Evaluation; Teacher Education; Education Policy; Teacher Education Policy; and Human Resources in Education

Table of contents

• Cover
• Half Title Page
• Title Page
• Copyright
• Content
• Preface
• Chapter 1. Introducing a Contrarian Celebration
• Chapter 2. Teacher Education Was Always Alternative
• Chapter 3. Situational Responsiveness: One Teacher Education Program’s Riposte to a Wicked Problem
• Chapter 4. Pathways to Quality: CSUB Residency Programs
• Chapter 5. Nationally Connected, Locally Rooted: The Teach for America Hawai‘i Alternative Route to Certification
• Chapter 6. Place and Personhood: Context and Humanity as Foundational to the Journey Toward Excellence
• Chapter 7. From Vision to Action: An Education Department’s Journey Toward Culturally Responsive Teaching
• Chapter 8. Preparing to Teach All Students: An Example of Ongoing Collaborative Inquiry
• Chapter 9. Serving Students Individually: Learning Through Competency-Based Teacher Education
• Chapter 10. Contextual Responsiveness: Leveraging Context to Create Quality Programs
• Chapter 11. From Silver Bullets Toward a New Gold Standard
• About the Authors
• Index