There are four parts to Phase II of TEAL: (1) the Teacher Pipeline Application; (2) teacher education outcomes; (3) school descriptors/performance data; and (4) reporting and analysis.

The Teacher Pipeline Application (Part I) consists of development and implementation of web-based application to allow the schools of education to track students enrolled in teacher education programs. It was designed to integrate seamlessly with SCHEV's existing data warehouse already containing course enrollment and degree completion data.

Teacher Education Outcomes (Part II) will be driven primarily by institutional involvement in the development of surveys of teacher education program experiences, actual teaching and experiences, and exit surveys of professionals leaving teaching. The Teacher Education Outcomes data collection phase is multi-dimensional in that it collects data based on the experiential outcomes of the student's program on an annual basis, merges these data with SCHEV's student degree completion data, and collects data on students' summative evaluation of their program of study. These data pieces are then connected to TEAL I for licensure information. A major component of this phase will be comprised of surveys of student/alum outcomes. These surveys will be developed with the cooperation of the participating institutions and will be targeted at program completers one, three, and five years out. The responses to these surveys will provide much needed insight, through consistent and comparable data, into program outcomes.

School Descriptors/Performance Data (Part III) consists of developing the data and databases on student and school performance, as well as the basic descriptors about each school. We will make use of existing data where possible, but surveys of the teaching/working environment in each school will need to be developed. Phase III is perhaps the most challenging part of the project. Collecting the easily quantifiable data that are readily available on school size, location, etc. represents no substantial challenge. However, the subjective data recommended by the work of The Center for Teaching Quality on such things as sense of teacher empowerment and autonomy, administrative leadership, parental involvement, and other environmental concerns will require creativity and much research to develop fully.

Reporting and Analysis Components (Part IV) will focus on developing and implementing reporting mechanisms for use by various constituent groups including the public, policymakers, and the individual schools. Additionally, a licensing process will be developed to grant certain users access to privacy-protected (i.e. no SSNs) raw datasets for further analyses.

Throughout Parts I, II, and III, there is little doubt that we will begin to receive requests for data from the system. These requests will help define what will become standard reports from the system. Initially, SCHEV, VDOE, and the TEAL II Steering Committee will work to design the reports needed by each group. Finally, the ability to create datasets on demand by researchers (who have obtained an appropriate-use “license”) will be developed. These datasets will be minus individually identifying information but will allow longitudinal study of individuals and groups of teachers.