Evidence-based inquiry cycle: A model for meeting the council for the accreditation of educator preparation standard 5

Leah P Peterson ()

International Journal of Education and Practice, 2023, vol. 11, issue 3, 657-668

Abstract: This article outlines the need for support and best practices for educator preparation providers (EPPs) to meet the Council for the Accreditation of Educator Preparation (CAEP) standards, specifically, CAEP’s Standard Component 5.1 Quality Assurance System. The purpose of this article was to identify a continuous improvement model that EPPs can be utilized to support quality assurance processes in meeting CAEP Standard Component 5. The article used a secondary analysis methodology to examine past theories, models and research to outline best practices for EPPs. The findings provided a strong case for teacher education programs to utilize an evidence-based inquiry cycle for the foundation of their quality assurance systems and positive change in general. Additionally, best practices were identified to aid in maintaining such a system including support for providers, collaboration with stakeholders, an emphasis on positive culture, and a focus on quality outcomes and data. This article has implications not only for EPPs but for other providers focusing on quality assurance measures that should be supported through inquiry, strong evidence, and continuous improvement efforts. A practical recommendation of this study is that EPPs should use an evidence-based inquiry cycle to assist in developing, implementing, and modifying each provider’s quality assurance system to better serve their candidates.

Keywords: Accreditation; Continuous improvement; Educator preparation; Operational effectiveness; Quality assurance; Teacher education. (search for similar items in EconPapers)
Date: 2023
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