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The Covid-19 pandemic greatly disrupted educational systems around the world. Given their extensive stakeholder network, Schools and Colleges of Education played an important role in providing leadership across all dimensions of education throughout the pandemic. This paper presents results from an interview based study of Deans of Schools of Education in the United States with a special focus on how they sought to address issues of diversity, equity and inclusion throughout the pandemic. Results show that while there was a great deal of variability in the responses of Deans and Schools of Education many promising practices emerged that are potentially scalable and shareable to other institutions. La pandemia de Covid-19 interrumpió en gran medida los sistemas educativos de todo el mundo. Dada su extensa red, las Escuelas y Facultades de Educación desempeñaron un papel importante al brindar liderazgo en todas las dimensiones de la educación durante la pandemia. Este documento presenta los resultados de un estudio basado en entrevistas a decanos de escuelas de Educación en los Estados Unidos con un enfoque especial en cómo trataron de abordar cuestiones de diversidad, equidad e inclusión durante la pandemia. Los resultados muestran que, si bien hubo una gran variabilidad en las respuestas de los decanos y las escuelas de educación, surgieron muchas prácticas prometedoras que son potencialmente escalables y compartibles con otras instituciones.

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This is a case of the influence of neoliberal ideologies on the transformation of teacher quality standards and the consequences for teacher education. It examines how neoliberal influences shaped the thinking and actions taken by policy makers at the federal, regional and state levels and how those processes shaped the definition and implementation of teacher quality standards within a college of education. The research presented is an examination of the conditions, processes, and consequences of the implementation of quality standards at a faith-based School of Education in the southern region of the United States analyzed through Hall’s (1995) Transformation of Policy Intentions Framework and Baltodano’s (2012) Critical Policy Analysis Framework. This study investigated how policy actors make sense of, interpret, and respond to federal, national accreditation, state, and university mandates to implement teacher quality standards in teacher preparation. The findings show neoliberalism in action, and how policies transform from the intentions of senior managers across all levels of the policy enactment and implementation process to the actions of lower-level policy actors on the front line of policy implementation. The neoliberal characteristics evidenced from the findings include those identified by critical policy analysts (Baltodano, 2012; Giroux, 2002; Lorenz, 2012): • The eroding or elimination of the notion of education as a common good to be supplanted with the notion of education for the purpose of global economic competition; • The development of new discourses, rewards, norms, institutional practices, and common-sense values; • The state acquiring a new identity as the protector of capital, where its role is to enhance social and educational policies to protect the market; • Active political intervention of schools, colleges and universities by national and state governments; • Senior management control over policies and policy implementation actions; • The standardization of efficient, formal input/output processes to measure quality; • The use of predetermined standards and measurable indicators of performance to determine quality; and • Defining quality in education by the product of education. Neoliberal conditions provide a rationale for how and why quality policy enactment and implementation at the teacher preparation program level transforms as it does.

This qualitative study describes the development of hybrid teacher preparation programs that emerged as a result of a “forced” partnership between university-based and alternative teacher preparation programs in New York City. This hybrid experiment was a short-lived, yet innovative by-product of a somewhat pragmatic arrangement between Teach for America, NYC Teaching Fellows and various universities to meet state requirements for credentialization. The institutions benefited from the arrangement but noteworthy here is the documentation of how the teacher education programs informed each other and potentially created a richer educational experience for teacher candidates than either of the programs had alone. With the development of Relay, a stand-alone, alternate graduate school, the partnership, despite its early promise, was ended. With all of its challenges, this forced partnership was characterized by creative and competitive tensions, rather than what ultimately became two parallel teacher education systems largely isolated and in competition with each other.