How can a teacher-education program learn from its own ecology while candidates are still moving through it? Drawing on a two-year descriptive study of an Elementary Education program, Terrance Kwame-Ross introduces the Program Ecology of Engagement (PEoE), a practitioner-developed framework for examining how candidates become visible and activated across administrative entry, mentoring, field experience, and student teaching. The talk presents preliminary findings showing greater outcome stability downstream than activation consistency upstream and considers what real-time, evidence-controlled program learning makes possible for teacher education.