A self-study using data to inform student-teacher supports in a transformed teacher preparation program

Purpose The purpose of this research was to use a self-study design/approach to analyze and improve teacher preparation policies and practices focused on the use of data and program improvement that was conducted at an urban university in the northeastern United States. Design/methodology/approach A qualitative approach analyzed data collected from key school and university stakeholders such as PK-6 administrators and mentor teachers, and university faculty, teacher candidates, field supervisors, department chairs and deans. Analyzed data included interviews, teacher reflection reports, governance data between school districts and the college, mentor teacher progress reports, observations, evaluation rubric data, and results from teacher performance assessments and teacher certification exam results. Data were coded thematically and aligned with the research questions to inform programmatic improvement. Findings The analysis resulted in faculty engaged in learning from data and constructing data-informed programmatic improvement. Four themes emerged from the data-informed approach between the school districts and university stakeholders: (1) A data-informed approach provided a deeper understanding of effective teaching practices, (2) a data-informed approach interpreted differentiated perspectives, (3) a data-informed approach is warranted through a qualitative analysis and (4) a data-informed approach must continuously be revised for program improvement. Originality/value Four themes emerged from the data-informed approach between the school districts and university stakeholders: (1) data-informed approach provided a deeper understanding of effective teaching practices, (2) a data-informed approach interpreted differentiated perspectives, (3) a data-informed approach is warranted through a qualitative analysis and (4) a data-informed approach must continuously be revised for program improvement.