Using Data for Program Improvement in Teacher Education: A Study of Promising Practices

Abstract

Background/Context Contemporary accountability policies in teacher education often require that programs systematically use data for program improvement. However, social science research from multiple fields of human service suggests that the challenges of using data involve much more than creating policies and related information technologies to support collection, archival, and analysis of information about program outcomes. In this study we investigated organizational policies and practices implemented within ten high data-use teacher education programs to support faculty and staff engagement with opportunities to use a variety of data for the purposes of program improvement. Purpose/Objective/Research Question What organizational tools, policies, and practices are associated with systematic use of data for program improvement in high data-use teacher education programs? Research Design We used qualitative field research methods to study a set of teacher preparation programs situated in institutions that varied considerably in size, mission, and organizational structure. Using a comparative case-study approach, we hoped to identify a set of practices that were robust across variations in institutional setting and that therefore might be useful to other teacher educators as they attempt to navigate the pressures of current accountability mandates in ways that are consonant with their aspirations for program improvement. Conclusions/Recommendations Organizational practices associated with high levels of data use in the programs we studied included the allocation of specific times and places to allow thoughtful engagement with opportunities to use data in deliberation of program actions, as well as the integration of these activities into regular organizational routines. Consistent with earlier studies, we found that faculty in these programs more readily and vigorously engaged data-use work organized around local inquiry goals, rather than compliance with external policy mandates or grant expectations. Leadership actions related to establishing local inquiry and program improvement as the primary goal of data-use work appeared to be crucial to motivating faculty and staff to take up opportunities to use data as a resource for learning and program decision-making.

Different Methods for Assessing Preservice Teachers’ Instruction: Why Measures Matter

“…Many argue TPPs would benefit from having more insight about the degree to which preparation experiences support PSTs’ development (e.g., Davis & Peck, 2020; Goldhaber, 2019). In our conceptual framework (Figure 1), we articulate a theory of action for how data can result in improvements in teaching when PSTs enter the classroom.…”

“…The first mechanism highlights how measurement tools can facilitate a shared understanding and common language among TPP faculty, supervisors, mentors, and PSTs (Davis & Peck, 2020). This enables teacher preparation stakeholders to work toward the same learning goals and generate coherence across preparation experiences.…”

“…Department of Education, 2011). The theory of action behind these policies is TPPs can use PST data to provide more targeted support based on PSTs’ needs, as well as adjust programmatic experiences based on the degree to which such experiences promote PSTs’ development (Bastian et al, 2018; Davis & Peck, 2020).…”