One for All and All for One

Carolyn Shemwell Kaplan,Erica M Brownstein,Kristall J Graham-Day

doi:10.1177/2158244016687610

Carolyn Shemwell Kaplan, Erica M Brownstein + Show 1 more

Open Access

https://doi.org/10.1177/2158244016687610

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Abstract

The Council for the Accreditation of Educator Preparation (CAEP) Standards requires educator preparation programs (EPPs) to ensure instruments used to assess their candidates are both valid and reliable. Due to size and limited financial resources, this task may be challenging for some EPPs. In an effort to address CAEP’s expectations, 26 EPPs in one state formed a collaboration to develop and implement an instrument for use during student teaching, and then conducted analyses of its data to determine the validity and reliability. This article uses a case study methodology to investigate the EPPs’ motivations for participating in the collaboration, and the benefits, challenges, and learning that resulted from participation. The findings, principally related to aspects of individual program improvement, have implications not only for EPPs pursuing CAEP accreditation but also for any higher education institutions interested in collaborative assessment development.

Highlights

We describe the findings of a case study exploring the motivations, benefits, challenges, and learning that occurred as part of a collaboration among 26 educator preparation programs (EPPs) in Ohio and the potential implications for institutions that are interested in engaging in collaborations for accreditation or other purposes
To provide a framework for other institutions that may wish to engage in a similar endeavor, we reviewed literature on collaborations in higher education, and used the themes we discovered as the conceptual framework for a case study investigating the collaboration that occurred during the VARI-EPP Project
After reviewing literature focusing on multi-institutional collaborations in higher education, we found a dearth of information about collaborations intended to develop performance assessments to meet accreditation needs

Summary

Motivation for Collaboration

In 2013, CAEP approved a set of standards for EPPs preparing candidates for initial teacher licensure (CAEP, 2015a). The following year, the initial rubric developed at the authors’ institution provided a starting point for the collaborative effort undertaken when volunteers from EPPs at eight public and private institutions of higher education (IHEs) from across the state participated in the development of a structured performance assessment based on research and best practices in the field of teacher education (Ball & Forzani, 2010; Council of Chief State School Officers, 2011; Danielson, 2011; Gargani & Strong, 2014; Marzano, Pickering, & Pollock, 2001; SCALE, n.d.-a, among others)

Method

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Conclusion