Unwin, and numerous seminar participants for their constructive comments. Johannes Maywald, Krithika Raghupathi, and Astha Vohra provided outstanding research assistance. Research support from the National Institutes of Health through grant R01-HD046940, Cambridge-INET, the Keynes Fund and the Newton Trust at the University of Cambridge, and the Agence Nationale de la Recherche (ANR) under the EUR Project ANR-17-EURE-0010 is gratefully acknowledged. We are responsible for any errors that may remain. The views expressed here are those of the authors and do not necessarily reflect the position of the Bank of Lithuania. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research. NBER working papers are circulated for discussion and comment purposes. They have not been peer-reviewed or been subject to the review by the NBER Board of Directors that accompanies official NBER publications.

This exploratory paper describes the collaborative planning, reflection, and teaching for two teacher educators in the process of professional development and acclimation to new faculty positions in a College of Education. As a result of intense and reflective conversations, they discovered a mutual interest in the writings of Schön (1987) and found that his work on uncertainty, uniqueness, and value conflict served as a useful heuristic for understanding their shared experience of co-teaching a curriculum course. Their experiences of reflection in and on action, and their subsequent commitment to changes in their practice as teacher educators, are told in a narrative format to help other college educators see the personal as well as professional growth and development that occurred for both.

In the current program evaluation and institutional effectiveness climate for educator preparation programs, the focus on demonstrating that institution graduates make an impact on P-12 student learning includes but sometimes overshadows the need to demonstrate the effectiveness of the operations implemented by programs and institutions. The authors provide a proposed definition for the assessment of operational effectiveness and identify assessments that measure operational effectiveness. The use of operational effectiveness assessments is explained from the point of view of one institution discussing the outcomes and changes that enhanced daily operational effectiveness resulting from the data.

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