Chapter 3: Using Case Study Data of Completers as Evidence in a Continuous Improvement Model

This chapter discusses the development and implementation of a case study approach for tracking the effectiveness of new teachers in P–12 classrooms. Using national and state standards as a framework of best practices, we initiated a study of our program completers that was grounded in the literature of program evaluation (Darling-Hammond 2000, 2006, 2009, 2010; Ginsberg & Kingston, 2014; Lasley, Siedentop, & Yenger, 2006). We collected data using teacher assessments from a unit of instruction, observations of teachers in their classrooms, surveys of teachers’ principals, interviews of teachers’ principals, and data from teachers’ performance evaluations in their clinical experiences. Because this approach follows the Council for the Accreditation of Educator Preparation (CAEP, 2013) Standard 4 (Program Impact) guidelines, we believe it will be useful to other teacher preparation programs interested in national accreditation and those interested in strategies to improve programs based on early career program completers’ performance and feedback.