Possibility in Process: A School of Education's Collective Approach to Teacher Preparation

• In Event: Crown Plaza Roundtable Session 7
  In Roundtable Session: Measures and Reporting Approaches for Understanding Implementation and Outcomes in Educator Preparation

Abstract

This case study examined how a School of Education’s (SOE) Annual Report Process (ARP) impacted institutional decision-making, programmatic design, and continuous programmatic improvement using the Professional Learning Community model as the conceptual framework. Methods of data collection consisted of document analysis, process analysis, and semi-structured interviews. Findings from this study informed practical adjustments to an institutional ARP, thus being responsive to the new era of accountability. The findings from this qualitative study strengthened the redesign of the Annual Report Process and added new program effectiveness measures for educator preparation programs, a financial program sustainability outlook section, and indicators of impact for PK-12 learners. Findings may inform practice for similar universities within the emerging context of accountability.

Authors

• Maryann Krikorian, Loyola Marymount University

• Manny A. Aceves, Loyola Marymount University