We survey teachers and their employers to keep campuses in touch with current needs. We conduct evaluations to help programs learn and improve.
Surveys
The EdQ Center helps CSU educator preparation programs stay connected with the current needs and perceptions of three critical constituencies. We survey:
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Program Completers to capture their perceptions of preparation, and to measure their confidence in career placement and success.
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Year One Teachers to learn about their placement, experience, and perceptions of the extent to which their preparation readied them to enter the education profession.
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Employers of Year One Teachers, to understand their perceptions of the skills and abilities of graduates relative to current needs.
These surveys have high levels of validity for assessing elementary, secondary and special education programs, and include credential-specific questions to assess the effectiveness of specific programs.
Evaluation
EdQ evaluation services support campuses and programs with specific needs to monitor progress, collect data, and generate insights and lessons that can improve practice. Our evaluators can help program leaders collect and report timely information to meet the unique requirements of their respective funders.
Improvement Research
Research literature highlighting improvements in education using improvement science methods is emerging in the landscape and gaining prominence in both traditional academic journals and journals focused on quality management. EdQ is proud to feature several peer-reviewed, published papers written by CSU faculty and staff describing recent improvement efforts across the CSU.
Featured Publications
Simon, V.A., S. Kolbe, and P. Tuss. 2020. An approach to building capacity for data-driven continuous improvement in California State University educator preparation programs. Journal for Quality Perspectives in Knowledge Acquisition 10:29-36.
Parkerson, E., M. White, and P. LeMahieu. 2020. Improvement science: an approach to making teacher preparation more reliably effective at scale. Journal for Quality Perspectives in Knowledge Acquisition 10:7-9.
Dolle, J.R., M. White, S. Takahashi, and C. Donahue. 2020. Improving teacher preparation: an organizational approach. Journal for Quality Perspectives in Knowledge Acquisition 10:10-17.
Flushman, T., S.E. Hegg, M. Guise, and L. Flessner. 2020. Transforming teacher preparation through partnership: leveraging improvement science to support teacher induction. Journal for Quality Perspectives in Knowledge Acquisition 10:18-28.
Beck, B.L., B. Evans-Santiago, H. Gonzalez, and A. Davis. 2020. Fostering more deliberate practice in teacher preparation programs: an improvement science approach to optimize observational feedback conversations. Journal for Quality Perspectives in Knowledge Acquisition 10:37-46.