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: Virginia requires educator preparation programs to collect and report data on the performance and effectiveness of program graduates, as measured by student growth data. The state requires "evidence of contributions to preK-12 student achievement by candidates completing the program." The state then articulates that one required indicator of the achievement of this standard is evidence of the ability to affect student learning, "through the use of multiple sources of data such as a culminating experience, portfolios, interviews, videotaped and observed performance in schools, standardized tests, and course grades."
Additional Program Data: Virginia collects other objective, meaningful data to measure the performance of teacher preparation programs. Programs are required to annually report metrics, including employer satisfaction survey data and licensure exam pass rates.
8 VAC 20-542-40 8 VAC 20-22-90
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. Virginia 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:
Virginia indicated that it does require educator preparation programs to report on performance and effectiveness, and that recently CAEP has required this.
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.