2022 Annual Meeting
2022 Annual Meeting
 
Print

Fri, April 22, 2:30 to 4:00pm PDT (5:30 to 7:00pm EDT), Manchester Grand Hyatt, Floor: 2nd Level, Harbor Tower, Balboa A 


Educator preparation programs have much to gain from supporting their faculty to engage in communities of practice and other professional development groups. The papers in this session take a look at how educator preparation programs can co-construct knowledge with their faculty and partners in the field to identify data for program improvements, for a sustainable culture for continuous improvement.
  • Chair, Mary E Yakimowski, Samford University 
  • Discussant, Brandy M. Jenner, University of Southern California 
 

#1-Accreditation Self-Study: The Development of a Community of Practice through Qualitative Inquiry 

  • Katherine Rose Adams, University of North Georgia 
  • Diana Chang-Blom, University of North Georgia 
  • Donna Governor, University of North Georgia 
  • Sheri Carmel Hardee, University of North Georgia 
  • Kelly McFaden, University of North Georgia 
  • April Nelms, University of North Georgia 
  • Kellie Whelan-Kim, University of North Georgia 
  • Westry A. Whitaker, University of North Georgia 
  • James A Zoll, University of North Georgia 
Abstract: This paper highlights lessons learned from utilizing qualitative inquiry methods for the purposes of accreditation, with a particular focus on the development of a community of practice that stemmed, somewhat unexpectedly, from this process. Through the use of autobiographical research vignettes, we explore the idea of faculty buy-in for the accreditation process and how this evolved into a community of practice invested in overall program improvement, enhanced confidence in qualitative work, and the expansion of the initial work into continued research. Our goal is to provide ideas for Educator Preparation Programs engaging in their own accreditation processes to engage faculty and truly create a sense of continuous improvement in which stakeholders are fully invested.

               

#2-Examining the AAQEP accreditation experience: Moving towards authentic program inquiry 

  • Juliet Michelsen Wahleithner, California State University - Fresno 
  • Debbie Meadows, California State University - Bakersfield 
  • Brad Damon, Brandman University 
  • Heather L. Horsley, California State University, Fresno 
Abstract: Historically, the accreditation of educator preparation programs has been focused on compliance, with programs demonstrating to outside agencies that they are doing the best possible job to prepare future educators. But what would happen if the accreditation process invited faculty to engage in authentic analysis of data that led to discussions focused on continuous improvement and, ultimately, programmatic changes that improved outcomes for future educators? This study draws from the experiences of three institutions preparing for accreditation from the Association for Advancing Quality in Educator Preparation (AAQEP) to examine what AAQEP’s emphasis on continuous improvement for accreditation looks like in practice. 
  

#3-Exploring the role of intentions and expectations in sustainability education professional development: A sociocultural contextualized program evaluation 

  • Carlos R. Casanova, Arizona State University 
  • Jordan King, Arizona State University
Abstract: This paper describes a process to design and implement a sociocultural contextualized program evaluation framework. We utilized the framework to evaluate a multi-year sustainability education professional development program by examining both within and across different perspectives, phases, and program iterations. The evaluation demonstrated that participants expect to engage in the co-construction of knowledge that leads to abilities to practice sustainability in professional and personal settings. While instructors and participants converged upon several areas of intentions and expectations, there were also tensions between these two groups suggesting the need to more closely examine their influence. By doing so, SEPD programs may better meet the needs of both teachers and the field more broadly.