Using Re-Authorization Process to Enhance Teacher Preparation Programs

In the United States, nearly every institution engaged in the preparation of educators needs to engage in an external institutional program review for re-authorization or re-accreditation every few year. The political discourse exhibits ever-increasing pressure from all directions on teacher preparation programs. This has led to more rigorous and demanding accreditation/reauthorization processes, which are considered to be a measure for accountability. While the increasing demand for outcomes and measures documenting the success of teacher education programs in meeting required professional standards may feel like it stifles the creativity and autonomy of Teacher Educators, a more constructive approach to take is to use this accountability process in a way that advances program quality, teachers success, and ultimately student learning. In research, limited effort has been made to examine authorization or accreditation process and its effect. The proposal will focus on demonstrating the manner in which the re-authorization process can be used constructively. This paper will examine the process and outcomes from the state re-authorization of a large historical teacher preparation institution, showcasing and providing an opportunity for dialogue regarding ways to use the accreditation process as a way to advocate for change to meet standards, while maintaining autonomy and creativity. Data sources include demographics, focus groups among stake holders, and data collected via survey and directly from student performance. The findings will shed light on how the institution could use the re-authorization process as a useful tool, rather than stifling external regulations, for desired program improvement without losing autonomy and creativity.

Program Evaluation, Teacher Preparation

Assessment and Evaluation

Paper Presentation in a Themed Session

  • Dr. Jingzi Huang
    • Director; Associate Dean, School of Teacher Education, University of Northern Colorado, United States Colorado, United States
    • Growing up and educated in China, further educated and “polished” in Canada, and deeply involved in teacher education in the past 16 years in the US, I have cultivated in myself the sensitivity to language issues across academic settings. With a Ph.D in Curriculum and Instruction from University of British Columbia, having taught courses in the areas of ESL education, foreign language education, diversity in the classroom, and content literacy across the curriculum, I am currently working as the director of School of Teacher Education and the associate dean of the College of Education and Behaviroal Sciences at the University of Northern Colorado. My research has been focusing on classroom discourse, integration of language and content for second and foreign lanuage education, and mainstreamed ESL students at all levels. Publications include articles in Communication Education; Language and Education; Linguistics and Education; Language, Culture, and Curriculum; International Journal of Learning; International Journal of Applied Linguistics; Language Teaching Research. Most recently, I have been working on teacher development for linguistically responsive education.
  • Brea Giancaterino
    • graduate student, University of Northern Colorado, United States United States
  • Michelle Saltis
    • Doctoral Student, University of Northern Colorado, United States United States
  • Dr. Eugene Sheehan
    • Dean, College of Education and Behavioral Sciences, University of Northern Colorado
    • Dr. Eugene Sheehan has served as Dean of the College of Education and Behavioral Sciences at the University of Northern Colorado since 2000. He received his undergraduate degree in Psychology from the University of Dublin, Trinity College, Ireland and a Master's degree in Occupational Psychology from the Queen's University Belfast, Northern Ireland. His Ph.D. in Social Psychology is from the University of California, Santa Cruz. Prior to entering the academy, Dr. Sheehan worked as a personnel psychologist, vocational evaluator, and consultant to several organizations. He has been a faculty member in the psychology program at the University of Northern Colorado since 1987, chairing that department from 1994 to 2000. He was named the University Distinguished Scholar in 1998 and received the Provost's Award for Excellence in Leadership in 2000. He has published papers in a broad variety of journals and his College has earned several prestigious awards for teacher preparation.
  • Corey Pierce
    • Associate Dean, College of Education and Behavioral Sciences
  • Brian Rose
    • Associate Professor, School of Teacher Education
  • Dr. Michael Floren
    • Assistant Professor, Misericordia University, United States United States