Fall 2022

ESRP 9000 Professor

Gina L. Peyton

ESRP 9001 Professor

Gina L. Peyton

Executive Summary

This strategic research project was designed to underscore the need for a policy framework that establishes standards of accountability and quality assurance for a teacher preparation and training program. Teacher preparation programs are guided by sound policies designed to establish high standards of accountability and quality assurance that guides the development of programs. The Institute of Education was established in January of 2022 as a new program within a larger community college. The Institute of Education was established to provide the teacher preparation and training needs both locally and to become a regional competitor for teacher preparation and training. After an examination of the internal and external factors through the application of a SWOT analysis, it was revealed that the critical issue facing the Institute was the need for a policy that establishes the standards of accountability and quality assurance. To address this issue, training to build capacity for research-based policy development was selected from four alternative solutions after careful review of literature reviewed to evaluate the impact of each alternative. Direct instruction with practical experiences and workshops supported by a mentorship program were the two strategies selected to implement this solution. Through the adoption of the Quantitative Strategic Planning Matrix tool (QSPM) workshops supported by mentorship was selected as the strategy after receiving the highest total attractiveness score (TAS) of 6.0 when rated for its appeal or attractiveness against the internal and external factors. An action plan was developed and outlined the action steps required to effectively implement this strategy. These steps include, (a) identifying the workshop/mentorship participants, (b) designing the workshop training, (c) preparing the pre and post assessments, (d) organizing the mentorship program, and (e) ensuring that acquired skills are effectively utilized to build the desired policy framework.

While the literature reviewed provided strong support for adopting workshop training supported by a mentorship program, limitations with effective evaluation of the impact of the workshops were reported. Through this platform it is therefore recommended that the evaluation and monitoring of the impact of workshop training for capacity building for research-based policy development, be ongoing over a period of years. Longitudinal tracking can measure impact in confidence, competence, participation, and ongoing collaboration between researchers and policymakers, with a particular view towards tracking the actual policies materialized from these interactions. The findings from the literature reviewed for this strategic research project provide a strong basis to support the adoption of this recommendation as the various action steps are implemented at the Institute of Education.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)


Abraham S. Fischler College of Education