Abstract
The U. S. federally funded Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center Innovation Configuration systematic process and tools were developed to facilitate examination of the implementation of high-leverage, evidence-based instructional practices. This process enables university programs to make well-informed decisions about program design and to determine how well their teacher candidates are actually prepared to effectively teach. This investigation sought to determine the extent to which these practices were being taught, observed, and applied within a teacher preparation program. Faculty utilized the Innovation Configuration process and tools to examine the program’s six-course sequence for alignment with current research and to ensure students were engaging in meaningful course and field assignments. Through this systematic process, gaps and duplications were discovered and the importance of faculty engagement in program design and evaluation were highlighted. The process leads to increased collaboration of faculty resulting in greater coverage of the high-leverage, evidence-based practices within course Teacher preparation programs must align their curriculum with current research and scaffold course and field-based assignments to ensure that teacher candidates have opportunities to practice and receive feedback on implementation of high-leverage, evidence-based practices.
Presenters
Jenny WellsJessica L. W. Miranda
Director of Strategic Directions, Assessment, and Accreditation, University of Hawaiʻi - West Oʻahu, Hawaii, United States
Details
Presentation Type
Theme
KEYWORDS
"Program Evaluation", " Teacher Preparation", " Higher Education"
