Abstract
In this results-oriented era of accountability, educator preparation programs are called upon to provide comprehensive data related to student and program outcomes while also providing evidence of continuous improvement. Collaborative Analysis of Student Learning (CASL) is one approach for fostering critical inquiry about student learning. Graduate educator preparation programs in our university used collaborative analysis as the basis for continuous improvement during an accreditation cycle. As authors of this study, we sought to better understand how graduate program directors and faculty used collaborative analysis to inform practice and improve programs. Our findings suggested that CASL has the potential to foster collective responsibility for student learning, but only with a strong commitment from administrators and faculty, purposefully designed protocols and processes, fidelity to the CASL method, and a focus on professional development. Through CASL, programs have the ability to produce meaningful data related to student and program outcomes and meet the requirements for accreditation.
Highlights
In this results-oriented era of accountability, educators at all levels are increasingly evaluated by their impact on student achievement. Reeves (2007) noted that educators exist in a world where too often assessment is equated with highstakes testing
They are initiating data systems that collect information on other dimensions of educator preparation provider performance, such as those demonstrated by metrics associated with completers’ performance, employer and completer satisfaction, and teacher evaluations that can be linked to completion, licensure, and employment rates. (CAEP, 2016, p. 6)
As evidenced in the first assessment reflections, the focus of many collaborative analysis sessions shifted from a discussion about student learning to a discussion about the program
Summary
In this results-oriented era of accountability, educators at all levels are increasingly evaluated by their impact on student achievement. Reeves (2007) noted that educators exist in a world where too often assessment is equated with highstakes testing. The Council for the Accreditation of Educator Preparation (CAEP) discussed these practices in their recently drafted CAEP Accreditation Handbook: Many states are moving toward linking P-12 student achievement back to a teacher-of-record—and to the provider that prepared that teacher. They are initiating data systems that collect information on other dimensions of educator preparation provider performance, such as those demonstrated by metrics associated with completers’ performance, employer and completer satisfaction, and teacher evaluations that can be linked to completion, licensure, and employment rates. They are initiating data systems that collect information on other dimensions of educator preparation provider performance, such as those demonstrated by metrics associated with completers’ performance, employer and completer satisfaction, and teacher evaluations that can be linked to completion, licensure, and employment rates. (CAEP, 2016, p. 6)
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