Tensions in teacher preparation : accountability, assessment, and accreditation

Current accreditation practices require that teacher education institutions in the United States not only create programs that enact research-based best practices but that they also document their existence and efficacy in preparing teachers. "Tensions in Teacher Preparation: Accountability, Assessment, and Accreditation" addresses the challenges of meeting national accreditation requirements, including designing assessment instruments and making data-driven decisions. The process of establishing and implementing accountability creates tensions in faculty and institutions. Faculty must give up valued content and instructional styles in order to align course objectives and assessment instruments across the program. Institutions with multiple licensure programs must make adjustments in order to share data collection instruments and processes that will support data-driven decisions. The paradigm shifts required by the emphasis on accountability can be both frustrating and productive. This book explores and shares tensions created as teacher education programs experience changes because of accountability requirements related to the accreditation process.

Nancy Wentworth and Lynnette B. EricksonAnn Monroe-BaillargeonRichard D. Osguthorpe and Jennifer L. Snow-GeronoLynnette B. Erickson and Nancy Wentworth and Sharon BlackBrenda L. H. Marina and Cindi Chance and Judi RepmanJudith A. NeufeldSam Hausfather and Nancy WilliamsCarolyne J. White and Joelle J. Tutela and James M. Lipuma and Jessica VassalloElaine Ackerman and John H. HooverJames H. Powell and Letitia Hochstrasser Fickel and Patricia Chesbro and Nancy BoxlerCheryl J. CraigKen Jones and Catherine FallonaLinda Hutchison and Alan Buss and Judith Ellsworth and Kay PersichitteLinda E. Pierce and Susan SimmermanThomas W. Zane and Janet W. Schnitz and Michael H. AbelJames M. Shiveley and Teresa McGowan and Ellen HillLynnette B. Erickson and Nancy Wentworth

List of Contributors	p. ix
Disclaimer	p. xiii
Chapter 1 Tensions: Negotiating the Challenges of Accountability and Accreditation	p. 1
Chapter 2 Educating the Educators: Accreditation as a Teaching and Learning Tool	p. 11
Chapter 3 Decorating for Ncate	p. 35
Chapter 4 Tensions, Collaboration, and Pizza Create Paradigm Shifts in a Teacher Education Program	p. 55
Chapter 5 International Perspectives on Accountability and Accreditation: Are we Asking the Right Questions?	p. 69
Chapter 6 Living with Accreditation: Realizations and Frustrations of One Small University	p. 87
Chapter 7 Is this Data Useful? The Impact of Accreditation on the Development of Assessments	p. 105
Chapter 8 Making Stone Soup: Tensions of National Accreditation for an Urban Teacher Education Program	p. 123
Chapter 9 Developing Data Systems for Continuous Improvement Under the Ncate Structure: A Case Study	p. 137
Chapter 10 What's That Noise? Things That Keep us Awake at Night: The Cost of Unexamined Assumptions in Pre-Service Assessment and Accreditation	p. 163
Chapter 11 Revisiting Self in the Midst of Ncate and Other Accountability Demands	p. 183
Chapter 12 Does National Accreditation Foster Teacher Professionalism?	p. 199
Chapter 13 Soothing Cerberus: The Wyoming Odyssey	p. 213
Chapter 14 Accreditation: Responding to a Culture of Program Evaluation	p. 231
Chapter 15 Western Governors University: A Radical Model for Preservice Teacher Education	p. 253
Chapter 16 Transformation from Tension to Triumph: Three Perspectives on the Ncate Process	p. 271
Chapter 17 Reflections on the Shared Ordeal of Accreditation Across Institutional Narratives	p. 293
About the Authors	p. 319

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