ABSTRACT
The press on teacher preparation programs to become users of data is being felt from nearly every sector of education, ranging from policy and research to practice. Despite the growing urgency, preparation programs may struggle with how to respond, in part because too few successful models are available. Less traditional looking is the distance portion of our preparation program, which graduates approximately 150 candidates each year. Although compliance is a valid and binding goal for educator preparation programs, cultivation of a data culture requires leadership and rank-and-file commitment to the idea and practice of continuous improvement. Even with partnership and enthusiasm, it can still be daunting to know where to start the process of continuous improvement through data usage. Since the time when program faculty and administrators first tackled the question about our valued outcomes, there have been numerous starts and changes.
