Competing Theories for Improving Teacher Preparation Programs: The Case of North Carolina

Abstract

Purpose: Written from the prospective of a school of education dean, the article describes how deans worked with researchers and university system staff to develop multiple measures of teacher preparation program (TPP) quality. Design/Approach/Methods: As a key participant in the development of a multi-methods approach to evaluating (TPP) quality, the author frequently interacted with the university system oversight staff, the researchers tasked with measuring TPP quality, and the school of education deans. The article draws on his experience in collaborating with individuals in these three groups over an 8-year period. The article also reviews the controversial history of hierarchical linear models as tools for evaluating TPPs. Findings: The author argues that over time and as a result of frequent conversations and discussions, the three groups collaborated in creating a data dashboard that provides TPP faculty with evidence that enables them to make data-informed improvements to their programs and satisfies policymakers’ interest in informing the public of TPP quality. Originality/Value: Few, if any, articles have been published that describe a collaborative process for creating a data repository that can inform the continuous improvement of TPPs and address policymakers’ concerns about teacher quality. Educators, researchers, and policymakers elsewhere may learn about how to develop a partnership focused on generating and using data in program improvement as well as the value of multiple measures in evaluating TPPs and informing policymakers.