State Accreditation - University of Miami Teacher Preparation Program

I, in collaboration with three other members of the University of Miami Teacher Preparation Program staff, conducted a mixed-methods (qualitative focus group interviews and quantitative surveys) examination of the programs’ foundational courses, student teacher placement sites, and clinical teacher training courses as part of the Florida TPI State Accreditation process. Our study of curriculum, teaching practices, placement site demographics and success rates, and employment outcomes was designed to ensure the program courses reflected our programs’ principles of diversity, equity, inclusion, and access but also fit within the restrictive principles of the Florida Department of Education.

We began by discussing course development and teaching philosophies with program and other department faculty to draw upon their areas of expertise. We then designed crosswalks to analyze course content from syllabi and summative assessments. After the crosswalks were completed, we conducted focus groups and meetings with past and current instructors of the courses to assess the level of alignment between what instructors said they were doing and what teaching practices were implemented within the courses. Once we established the current state of the courses within the university and state frameworks, we reached out to graduates to find out what course topics they used in their professional practice as active teachers. Upon completing the data collection, we conducted a content analysis of interview data and descriptive statistics of survey data.

Ultimately, through analysis of stakeholders’ perspectives including faculty, staff, clinical teachers, and students, we provided the state with a clear report of how our program’s teaching philosophies and practices were effective for preparing our students to be successful professional teachers. We also provided actionable insights and suggestions to realign cross-curricular perspectives that meet the state requirements while also adhering to our justice-oriented teaching philosophy.