This paper presents a collection of case stories from five Educator Preparation Programs (EPPs) within colleges of education, four from institutions in Texas and one from California, to present a micro cross-sectional narrative interpretation of what constitutes excellence in educator preparation. The broad framework utilized in this interpretation focuses on the individual approaches used by each institution for creating and sustaining positive cultures of data-informed decision-making, with the ultimate objective of continuous program improvement, while also meeting the accreditation expectations of each institution.
American Association of State Colleges and Universities. (2017). Preparing teachers in today’s challenging context: Key issues, policy directions, and implications for leaders of AASCU universities. Retrieved from https://www.aascu.org/AcademicAffairs/TeacherEdReport.pdf.
Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the tpack framework towards 21st century learning. Educational Technology, 11(2), 22-28.
Chiero, R., Tracz, S., Marshall, J., Torgerson, C., & Beare, P. (2012). Learning to Teach: Comparing the Effectiveness of Three Pathways. Action in Teacher Education 34, 368-380.
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