Building a Foundation for Transformative Change in Teacher Education: Data, Dialogue, and Direction

• In Event: Reforming Teacher Preparation and Accreditation: The Importance of Research-Based Evaluation of Teacher Education

Abstract

Purpose
To present a reflective case study of the change process in a teacher preparation program engaged in an edTPA implementation. This poster will highlight how one institution is using teacher performance data and faculty dialogue to develop new directions for program improvement and transformative change.
Theoretical Framework
Demands for teacher education reform have intensified in the twenty-first century with increased calls for accountability, higher standards, and an expansion of the research base (Cibulka, 2009; Wilson & Youngs, 2005). Additionally, efforts to link K-12 student performance to teacher characteristics is growing (Darling-Hammond, 2010; Goe, 2007; Wayne & Youngs, 2003; Wilson, Floden, & Ferrini-Munday, 2001) as more states connect K-12 student performance to teacher evaluations and teacher preparation programs. The need for change, for teacher preparation programs to improve candidate learning outcomes and positively impact K-12 student achievement, is evident (Diez, 2010; Henry, et al., 2013 in press). Yet organizational change in higher education is often a slow and challenging process (Kezar, 2001; Schien, 1990; Ginsberg & Bernstein (2011). Merizow’s (2000) model provides a framework for assessing faculty professional development in an effort to lead transformative change.
Methods & Data Sources
Building upon organizational change theory and models of professional faculty development (Guskey, 1986), this reflective case study illustrates a model for developing opportunities for data-driven dialogue and transformative program improvement in teacher preparation programs. Utilizing meeting agenda and minutes, training schedules, faculty feedback, and other resources surrounding the edTPA implementation, artifacts were coded according to Kezar’s (2001) principles of institutional change. In addition, outcomes were evaluated according to professional development frameworks to assess the level of impact on faculty perception and practice.
Results
The journey of transformative change in teacher education begins with a few small steps. As the edTPA implementation at this institution has grown from a pilot to full implementation, the amount of data available has grown exponentially. While more data was available, making the data a primary focus of faculty dialogue around program improvement required systematic planning and engagement of change agent faculty. The institution of a data summit model utilizing edTPA data led to focused dialogue and collaborative goal setting. Results yielded priorities for the coming academic year, engagement of marginalized components of the teacher education curriculum, and focus on learning outcomes and impact on K-12 student achievement.
Significance
Given the increased interest on teacher education reform and focus on value-added modeling (VAM), this reflective case study provides teacher education programs a model for increasing and improving data-driven discussions, including successes and challenges. Contrasts across the spectrum of edTPA implementation (pilot phase through full implementation) and links to the impact of VAM will be presented.

Authors

• Linda Ann Patriarca, East Carolina University

• Diana B. Lys, University of North Carolina - Chapel Hill

• Ann A. Bullock, East Carolina University

• Mark L'Esperance, East Carolina University

• Ellen Dobson, East Carolina University