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Data Sharing to Drive the Improvement of Teacher Preparation Programs

by Kevin C. Bastian, C. Kevin Fortner, Alisa Chapman, M. Jayne Fleener, Ellen McIntyre & Linda A. Patriarca - 2016

Background/Context: Teacher preparation programs (TPPs) face increasing pressure from the federal government, states, and accreditation agencies to improve the quality of their practices and graduates, yet they often do not possess enough data to make evidence-based reforms.

Purpose/Objective: This manuscript has four objectives: (a) to present the strengths and shortcomings of accountability-based TPP evaluation systems; (b) to detail the individual-level data being shared with TPPs at public universities in North Carolina; (c) to describe how data sharing can lead to TPP improvement and the challenges that programs will need to overcome; and (d) to detail how three TPPs are using the data for program improvement.

Setting: North Carolina public schools and schools of education at public universities in North Carolina. Importantly, this individual-level data sharing system can be instituted among TPPs in other states.

Population/Participants/Subjects: Teachers initially-prepared by public universities in North Carolina.

Research Design: With individual-level data on program graduates, TPPs can conduct a range of analyses—e.g., regression analyses with program data, primary data collection with interviews, and rubric-based observations—designed to aid program improvement efforts.

Conclusions/Recommendations: Teacher preparation programs and researchers or state education agencies need to establish partnerships to share individual-level data on program graduates with TPPs. This individual-level data sharing would help TPPs to develop systems of continuous improvement by examining whether their preparation practices align with the types of environments in which their graduates teach and how graduates’ preparation experiences predict their characteristics and performance as Teachers of Record. Unlike other initiatives targeted at TPP improvement, individual-level data sharing, and its focus on within-program variability, can benefit TPPs at all levels of performance.

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Cite This Article as: Teachers College Record Volume 118 Number 12, 2016, p. 1-29
https://www.tcrecord.org ID Number: 21651, Date Accessed: 8/5/2021 5:01:38 PM

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About the Author
  • Kevin Bastian
    University of North Carolina, Chapel Hill
    E-mail Author
    KEVIN C. BASTIAN is a Research Associate and Director of the Teacher Quality Research Initiative at the Education Policy Initiative at Carolina, a research institute within UNC Chapel Hill’s Department of Public Policy. His research interests include education policy and evaluation, teacher and school leader preparation, labor markets, and effectiveness. Recent publications include “Teachers without borders: Consequences of teacher labor force mobility” in Educational Evaluation and Policy Analysis and “The apprentice: Pathways to the principalship and student achievement” in Educational Administration Quarterly.
  • C. Kevin Fortner
    Georgia State University
    E-mail Author
    C. KEVIN FORTNER is an Assistant Professor of Research, Measurement, and Statistics in the Department of Educational Policy Studies at Georgia State University. His research interests include teacher effectiveness and persistence, how education policies influence student equity, and program evaluation. Recent publications include work on the relationship between test-score uses and academic performance in School Effectiveness and School Improvement and an examination of the relationship between teacher preparation policies and student outcomes in Education Finance and Policy.
  • Alisa Chapman
    University of North Carolina
    E-mail Author
    ALISA CHAPMAN serves as Vice President for Academic and University Programs for the University of North Carolina system. Her professional experiences have taken her from employment in the public schools of North Carolina to employment in a higher-education policy setting. Prior to arriving at the UNC General Administration, she worked for the North Carolina Department of Public Instruction, serving school districts by helping them plan for and respond to educational technology needs. In higher education, her professional experiences have occurred at the campus, system, and state levels. Her research interests include teacher and principal preparation, quality, and supply and demand.
  • M. Jayne Fleener
    North Carolina State University and Louisiana State University
    E-mail Author
    M. JAYNE FLEENER is the former dean of the Colleges of Education at North Carolina State University and Louisiana State University. Her teaching and research interests have been in the areas of teacher education, educational research and policy, curriculum theory, education innovation, teacher education assessment, and the internationalization of teacher education. Recent publications include “Dimensions of teacher education accountability: A Louisiana perspective on value-added” in Teacher Education Policy and “Creating spaces for service learning research—Implications for emergent action and civic ingenuity” in Problematizing Service-Learning: Critical Reflections for Development and Action.
  • Ellen McIntyre
    University of North Carolina, Charlotte
    E-mail Author
    ELLEN MCINTYRE is the Dean of the College of Education at UNC Charlotte. Her research interests include teacher preparation and literacy and STEM practices, particularly for students at risk of school failure. Her most recent publications include “The CAEP standards and research on educator preparation programs: Linking clinical partnerships with program impact” in Peabody Journal of Education and “Comprehension instruction in culturally responsive classrooms: A review of research and practice” in Comprehension Instruction: Research-based Best Practices.
  • Linda Patriarca
    East Carolina University
    E-mail Author
    LINDA A. PATRIARCA is a Professor in the Department of Special Education, Foundations and Research and the former Dean of the College of Education at East Carolina University. Her research interests revolve around teacher education, specifically teacher assessment and teacher development. She recently published “Validity of measures of teacher candidate progress and performance: Towards institutionalizing an evidence-based approach to teacher preparation” in the Journal of Teacher Education.
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