General Teacher Preparation Policy
The state should collect and publicly report key data on the quality of teacher preparation programs. This goal was reorganized in 2017.
Student Growth Data: Arizona does not require teacher preparation programs to publicly report student growth data. However, the state does suggest that programs collect and report this data to that state.
Additional Program Data: Arizona collects other objective, meaningful data to measure the performance of teacher preparation programs, including stakeholder surveys and program completer data.
Each approved program must submit a biennial report to the Arizona Department of Education, in which programs report any of the data suggested above, as well as changes in preparation courses, assessments, and field or capstone experiences.
Arizona Administrative Code R7-2-604 http://apps.azsos.gov/public_services/Title_07/7-02.pdf
Collect data that connect student growth to teacher preparation programs, when those programs are large enough for the data to be meaningful and reliable.
Arizona should consider requiring, rather than recommending, that programs submit and publicly report the academic achievement gains of students taught by those programs' graduates, averaged over the first three years of teaching, when the programs produce enough graduates for those data to be meaningful and reliable. Data that are aggregated at the institution level (e.g., combining elementary and secondary programs), rather than disaggregated by the specific preparation program, have less utility for accountability and continuous improvement purposes than more specific data because institution-level data aggregation can mask significant differences in performance among programs.
Gather other meaningful data that reflect program performance.
Although measures of student growth are an important indicator of program effectiveness, the strongest state systems ensure that data are collected on multiple, objective program measures. Arizona should maximize the information available to programs and the public by collecting data that demonstrate how well programs are preparing teachers for the classroom, such as:
Arizona recognized the factual accuracy of this analysis.
1C: Program Performance Measures
The state should examine a number of factors when measuring the performance of and approving teacher preparation programs. Although the quality of both the subject-matter preparation and professional sequence is crucial, there are also additional measures that can provide the state and the public with meaningful, readily understandable indicators of how well programs are doing when it comes to preparing teachers to be successful in the classroom.
States have made great strides in building data systems with the capacity to provide evidence of teacher performance. These same data systems can be used to link teacher effectiveness to the teacher preparation programs from which they came. States should make such data, as well as other objective measures that go beyond licensure test pass rates, central components of their teacher preparation program approval processes, and they should establish precise standards for performance that are more useful for accountability purposes.
National accrediting bodies, such as CAEP, are raising the bar, but are no substitute for states' own policy. A number of states now have somewhat more rigorous academic standards for admission by virtue of requiring that programs meet CAEP's accreditation standards. However, whether CAEP will uniformly uphold its standards (especially as they have already backtracked on the GPA requirement) and deny accreditation to programs that fall short of these admission requirements remains to be seen. Clear state policy would eliminate this uncertainty and send an unequivocal message to programs about the state's expectations.