While the Network for Educator Effectiveness considered ways we can support the work of educator preparation programs, we knew we needed a better understanding of the day-to-day experiences and frustrations of those programs and teacher induction processes.  During the summer, NEE held focus group sessions and invited members of the Missouri Association of Colleges for Teacher Education (MACTE) to participate. Through those sessions and discussions, five challenges stood out:

  • Fragmented data systems and limited integration.  Effective teacher support and development hinge on the ability to collect, analyze, and act on data. However, current systems are often fragmented, with data spread out across platforms and tools. Educators and administrators often rely on multiple platforms to collect and analyze data on teacher performance, which can lead to inefficiencies and hinder the ability to provide comprehensive support to new teachers. This lack of integration is compounded by the fact that data from different sources — such as key assessments, demographic information, and the Missouri Educator Evaluation System (MEES) — are often stored in separate databases, leading to challenges in accessing and using this information effectively. This gap in data integration and utilization is exacerbated by the lack of real-time feedback mechanisms, which are crucial for making immediate adjustments to teaching practices.
  • Inadequate preparation for classroom realities. Many teacher preparation programs have been criticized for their inability to fully prepare candidates for the realities of the classroom. The Institute of Education Sciences (IES) highlights that traditional teacher preparation often emphasizes theoretical knowledge over practical skills, leaving new teachers underprepared to manage diverse classrooms, implement effective instructional strategies, and handle the behavioral and emotional needs of students (Yoon et al., 2007). According to this summer’s focus group, the disconnect between pre-service training and in-service expectations contributes significantly to the high attrition rates observed among new teachers.  However, there is not a mechanism in place to bridge the gap between teacher preparation programs and teacher induction programs to help pre-service teachers prepare and new teachers thrive.
  • Inconsistent use of technology and tools. The adoption of technology in teacher preparation and induction programs is inconsistent, leading to variations in how data is collected, analyzed, and used. While some programs utilize tools like Power BI and Canvas to manage and assess teacher performance, others rely on more traditional methods, which can be time-consuming and prone to error. For example, some educators reported using Microsoft Forms for assessments, but they noted the limitations in analyzing this data across time and connecting it to other critical variables such as student demographics. This inconsistency hampers both the ability to provide uniform support across programs and consistent assessment across time.
  • Variability in professional development and support. The support provided to new teachers varies widely across different programs, which can lead to disparities in the quality of teacher induction. While some programs have developed robust support structures that include regular feedback, professional development opportunities, and tailored interventions, others struggle to provide even the basic levels of support due to resource constraints and logistical challenges. This inconsistency is particularly pronounced in rural and disadvantaged areas, where access to qualified mentors and supervisors is often limited. The focus group sessions revealed that some institutions are making strides in creating tiered support systems that identify and address the needs of struggling teachers early on, but these efforts are not yet widespread. Additionally, the transition from pre-service to in-service teaching is often marked by a lack of continuity in support, with new teachers frequently left to navigate the challenges of the classroom on their own.
  • Privacy concerns and data security. Another significant challenge is the management of data privacy and security, particularly when handling sensitive information about teacher performance and student outcomes. Educators expressed concerns about the implications of sharing data between different stakeholders, such as teacher preparation programs, school districts, and state agencies. These concerns are particularly relevant in the context of the Family Educational Rights and Privacy Act (FERPA), which sets stringent guidelines on the handling of educational data. The need for secure, yet accessible, data systems is a recurring theme, with many educators calling for solutions that balance the need for data-driven decision-making with the imperative to protect personal information.

These are difficult problems and challenges that educator preparation programs cannot devote a lot of time to with the numerous other responsibilities they are tasked with.  But these are the exact problems and challenges NEE has set out to confront from the start.

After the focus group sessions, NEE team members once again brainstormed and charted out a specific path forward, and we named the project PIVOT – Pathways for Instructional and Vocational Optimization in Teaching. We want to serve as the pivot point for educator preparation programs, pre-service teachers AND those teachers as they enter the teaching profession, and school districts.

By providing a centralized, integrated, and secure system for data management and analysis, PIVOT aims to enhance the effectiveness of these programs in several key ways:

  • Bridging the gap between pre-service and in-service support. PIVOT will create a continuous feedback loop that connects teacher preparation programs with in-service teacher performance data. This linkage will allow preparation programs to receive real-time insights into how their graduates are performing in the classroom, enabling them to adjust their curricula to better prepare future teachers for the realities of teaching. This continuous feedback mechanism also ensures that new teachers receive targeted support based on their specific needs, which helps smooth the transition and growth in their early career.
  • Streamlining data collection and integration. One of the primary strengths of PIVOT will be its ability to unify fragmented data systems. By consolidating data from various platforms into a single platform, PIVOT will enable educators and administrators to access comprehensive and up-to-date information on teacher performance. This integrated approach will not only improve the efficiency of data management but also enhance the ability to track teacher progress over time, making it easier to identify areas where additional support is needed.
  • Providing real-time feedback for professional development. PIVOT will offer real-time analytics and feedback capabilities that are crucial for effective teacher development. By delivering immediate insights into classroom performance, PIVOT will allow educators to make timely adjustments to their teaching strategies, thereby improving student outcomes. This feature is particularly valuable in the early stages of a teacher’s career, when rapid feedback and support can make a significant difference in their professional growth.
  • Enhancing consistency and standardization across programs. PIVOT will help to standardize the use of technology and data across teacher preparation and induction programs. By providing a consistent platform for data collection and analysis, PIVOT will reduce the variability in how different programs and professionals assess and support new teachers. This standardization ensures that all teachers, regardless of their program or location, receive consistent and high-quality support and are held to the same standards of performance.
  • Supporting data-driven decision making with privacy and security. PIVOT will be built with robust data security features that comply with FERPA guidelines, ensuring that sensitive information is protected while still being accessible to authorized users. This secure environment enables educators and administrators to confidently use data to inform their decisions, whether it’s tailoring professional development for individual teachers or making systemic changes to improve program outcomes.

We still have a long way to go to turn PIVOT into reality, but we want to take the opportunity to share the path we are forging for this work.  We look forward to the challenge ahead.

Tom Hairston is the Managing Director of the Network for Educator Effectiveness and has worked with NEE since 2011. Prior to his work with NEE, he worked as a Positive Behavioral Interventions & Supports Consultant for the Heart of Missouri Regional Professional Development Center at the University of Missouri. He began his career in education as a high school special education and language arts teacher and football coach at Moberly High School in Moberly, Mo. Tom received his PhD in Educational Leadership and Policy Analysis from the University of Missouri in 2012.

The Network for Educator Effectiveness (NEE) is a simple yet powerful comprehensive system for educator evaluation that helps educators grow, students learn, and schools improve. Developed by preK-12 practitioners and experts at the University of Missouri, NEE brings together classroom observation, student feedback, teacher curriculum planning, and professional development as measures of effectiveness in a secure online portal designed to promote educator growth and development.