“A value-add read! This one-of-a-kind volume centers data use and quality management in educator preparation. This volume shares a caravan of provocative cases, all focused on leading and understanding continuous improvement in educator preparation programming. While the conditions of professional accreditation serve as a central backdrop, the authors collectively elevate the importance of cause, context, and culture. They clarify the purposes, organizational opportunities and constraints, and environmental changes resulting from data use to inform course, programmatic, and even state-level continuous improvement. Implications for practice, scholarly inquiry, and policy can be readily derived for the reader.”

Jacob Easley II, PhD, PMP, Xcelerated Excellence Consulting, CEO

“With a focus on continuous improvement, this book highlights innovative ways of using data to inform education preparation programs. The chapters show how privileging research within the accreditation process leads to programmatic changes based on student outcomes such as certification exams, program assessment, and dispositions. The authors also explore the critical roles of collaboration among faculty, administrators, students and/or key stakeholders within a Quality Assurance System.”

Virginia Goatley, PhD, Dean of the School of Education, University at Albany State, University of New York

“The breadth and sophistication of this volume is a welcome tonic in this era of decisions driven by impressions and opinions. As educators training educators, we must strive to strike the balance between creative, unique methodologies and empirical findings. They can, they must, go hand in hand as we find new and improved paths for learning. Using Data for Continuous Improvement in Educator Preparation explores the science and provides guidance for ALL educators looking to substantiate their programs’ story.”

Dr. Rebecca Pelton, President of the Montessori Accreditation Council for Teacher Education (MACTE)

“It is difficult to find a resource on using data that speaks directly to and in the language of educator preparation programs. Thankfully, this book has ‘cracked the code’ and is a testament to what happens when you craft a text that involves those of us who are deeply committed to put quality educators in every classroom and every school building in its design and delivery. Setting the table for continuous improvement by linking course and program-level learning outcomes that align with state educator standards is both refreshing and incredibly useful. In addition, providing for program assessment to be structured in the form of action research questions allows faculty to immediately view their research course differently. The chapter on continuous improvement to enhance student advising and support is helpful, as is the use of data to monitor and support candidate dispositions. The book is seamless in its application to the AAQEP standards and should be read and discussed by any EPP that is considering national accreditation.”

Tam Jones, Ed.D., Assistant Dean/Associate Professor, Department of Educational Leadership, College of Education and Human Development, Texas A&M University Central

“McKee, Read, and Rickey have curated an innovative anthology, Using Data for Continuous Improvement in Educator Preparation, that presents a compelling narrative of progress and transformation in educational practices. Each chapter embarks on a profound exploration of data’s pivotal role in shaping the future of teacher preparation. From the strategic utilization of improvement science to the implementation of action research methodologies, this book offers a comprehensive roadmap for fostering excellence in the field of educator preparation. It is a must-read for educators, administrators, and policymakers committed to cultivating a culture of continuous improvement and innovation in educator preparation programs.”

Dr. J. Aaron Popham, President & CEO, Popham Innovations, Inc.