A New Approach to Educator Preparation Evaluation: Evidence for Continuous Improvement?

Corinne Baron Donovan, Jane E. Ashdown, Anne M. Mungai


The landscape for educator preparation has shifted to accountability models emphasizing performance assessment of teaching, employer feedback reports, newly approved accreditation standards showing impact on K-12 student learning, and expectations of public access to all of this information.  This article provides a perspective on the extent to which this change offers promise for improving educator preparation programs and consequently excellence in teaching in K-12 schools.  Two accountability reports are used as the empirical evidence for review; one is a pilot institutional feedback report from the Teacher Quality Research Center (Boyd, Lankford, & Wyckoff, 2009) and the second is a new Teacher Preparation Program report prepared by New York City’s department of education (NYCDOE, 2013).  Ultimately, a systems perspective is recommended, in which candidates, IHEs, and K-12 schools are involved in the process of how educator preparation is evaluated and how that connects to other aspects of the education profession.


teacher educator preparation, education accountability, continuous improvement

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DOI: https://doi.org/10.3776/joci.2014.v8n1p86-110


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