Longitudinal Faculty Study Groups: A Model For Developing Comprehensive Teacher Preparation Programs

Abstract

Teacher preparation programs nationwide struggle to meet rigorous national standards, particularly as they relate to the assessment standard of the National Council of Accreditation of Teacher Education (NCATE). There are many issues which make decisions about program improvement complex, often confusing and frustrating faculty. These include the challenge of orchestrating interdisciplinary studies through multiple college/university organizational structures, meeting the specialized requirements of competing professional organizations, communicating and coordinating these efforts with partner P-12 schools, and systematically acquiring data on multiple assessments to make informed decisions about program improvement. Only when faculty and program planners come to grips with the organic nature of the process does it begin to crystallize and fall into place. The realization that this is an evolutionary process and one that cannot be forced is fundamental to healthy and seamless program development. The authors propose to share a study process spanning three years and in continuance that has allowed faculty at a regional university to develop and monitor the teacher preparation program through the reasoned and studied involvement of each faculty member.