35.081-16 - Responses to Preparation: Using Evidence and Research to Promote Provider Continuous Improvement and Candidate Growth

• In Event: 35.081 - Roundtable Session 13

Session Type: Roundtable Session

Abstract

Accreditation standards and teacher quality debates prompted the studies in this roundtable. Authors examined the role that data-driven decision-making played in a college of education's approach to external accreditation following the development of a Unit Assessment System (UAS). Stakeholders' perceived the design of the UAS maximized faculty involvement in a data-enabled improvement process. Authors of another paper studied changes in preservice teachers during student teaching to understand factors that differentiate successful preservice teachers. Results suggested that student teachers have different baselines and growth rates during their student teaching experience. Finally, measures of completer impact on P-12 student learning were accumulated by a provider to produce evidence of one component of program efficacy within a continuous improvement model.

Sub Unit

• SIG-Academic Audit Research in Teacher Education

Chair

• Christine Carrino Gorowara, University of Delaware

Papers

• Measuring Completer Evidence of P–12 Student Learning - Jacqueline C. Waggoner, University of Portland; Bruce N. Weitzel, University of Portland; Hillary Merk, University of Portland; James B. Carroll, University of Portland

• One College's System to Meet Accreditation Requirements: Examining the Use of Data-Driven Decision Making for Continuous Improvement - Lori C. Bland, George Mason University; Shaun Michael Marsh, George Mason University; Holly Klee, George Mason University

• Student Teaching Performance: A Growth Model - Ariel M. Aloe, University of Iowa; David T. Cantaffa, University at Buffalo - SUNY