ABSTRACT
The preparation and support of teachers is a shared responsibility among teacher preparation programs (TPPs), certification agencies, and those hiring program graduates. When everyone works together, the quality of the teaching profession is strengthened. To do their part and align their goals in a continuous improvement cycle, each of these groups needs access to better data at specific times in the teacher talent pipeline. Each of the stakeholders has different goals for data usage, and all should be involved in the creation of tools that provide ongoing data-based decision making and program improvement leading to professional growth for the nation’s teachers. TPPs may be required to collect effectiveness data so that states can monitor program quality. This Ed-Fi data model allows for states and school districts to think of their data as one enterprise asset rather than as an amalgam of several disconnected systems.
