A Conceptual Blueprint for Program Redesign and Improvement

• In Event: 18.037 - Examinations of Faculty Motivation and Engagement Within Current Sociopolitical Contexts for Teacher Education Reform

Abstract

Purpose
As a teacher preparation program (TPP) at a research-intensive institution our candidates were high achievers, our graduates were highly recruited and performed well, and our programs remained strong. Yet, with new accreditation standards looming, it became apparent that our TPP needed to consider a new path forward. This paper will present a conceptual blueprint for TPPs embarking upon program redesign and improvement and strategies for engaging faculty in continual collaborative conversations around program data.
Context and Theoretical Framework
As a small TPP in a large research-intensive university, keenly aware of declining enrollments in teacher education nationwide, we realized we could no longer continue teacher preparation as usual. In 2013-2014, the School of Education examined its internal and external context, then set out to consider new models for TPP. Following a thorough review of the research literature, TPP models at peer institutions, and anticipated accreditation requirements, a faculty committee commenced a teacher education renewal and program redesign effort. Our new MAT design emphasizes critical teacher education elements including extended clinical experiences, community-based partnerships and opportunities for deep content learning and additional specialization in Special Education and ESL. As we launch our new program model, we also launch a new model of constant program renewal. The new model was intentionally designed to provide faculty a constant data stream, from pre-service through induction. Guided by a community of practice model (Lave & Wenger, 1991; 1998), we seek to engage faculty in critical colleagueship (Lord, 1994) to enable important evidence-based conversations about teacher preparation. By valuing the contribution of all members of the TPP community—including our P-12 partners—we hope to be able to continually assess the foundational and distinctive elements of the new program.

Activities and Evidence
Clearly outlining the activities, participants, and data engaged an annual timeline is critical to the success of the conceptual blueprint for TPP program redesign and improvement. Faculty will become immersed in TPP data—from performance assessments to post-graduation feedback—building a culture of inquiry among faculty, leveraging existing faculty meetings structures and adding new opportunities to engage with program data. The discourse and decision-making during monthly TPP meetings will be captured in meeting minutes and used to inform program improvement efforts. In addition, new annual data retreats will be instituted. Data retreats will engage faculty in deeper, richer discussions about candidate progress and outcomes than can be accomplished in monthly meetings. Retreats will also serve as focal opportunities for TPP faculty to “close the assessment loop,” focusing on program improvements to increase candidate learning, while simultaneously meeting accreditation requirements.

Significance
Many TPPs are being asked to change the way they do business in teacher preparation. For many TPPs, all their energies are invested in redesign, with little attention paid to implementation and continuous improvement. This paper will present a conceptual blueprint other TPPs may adopt and adapt to their context to help guide their program redesign and continuous improvement efforts.

Authors

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

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill