TY - JOUR
T1 - The Sinking State of Public Colleges of Education
T2 - Lessons Learned Without Lifeboats
AU - Beardsley, Audrey
AU - Barnett, Joshua H.
N1 - Funding Information:
In response, faculty and other personnel from colleges and universities in several states have banded together, holding tight to the rail, and have begun efforts to prove their worth and save themselves. These consortiums include Arizona, with its Teacher Preparation Research and Evaluation Project (T-PREP); California, with its California State Universities’ Center for Teacher Quality (CTQ) and its Performance Assessment for California Teachers (PACT) projects; Louisiana, with its Teacher Preparation Accountability System; Ohio, with its Teacher Quality Partnership (TQP); South Carolina’s project as conceived by its legislature (H. 3055, 2007); Texas, with its Center for Research, Evaluation, and Advancement of Teacher Education (CREATE); Virginia, with its Virginia Improves Teaching and Learning (VITAL) program; and Wisconsin, with its Grassroots Teacher Quality Assessment (TQA) model. Individual institutions have also begun these efforts, including Western Oregon University, the University of California Los Angeles (UCLA), the University of Chicago, and others, several of which have partnered with private entities including Teachers for a New Era (TNE), a project developed by the Carnegie Corporation of New York, the Annenberg Foundation, and the Ford Foundation. Multi-program consortiums have also united, including The Renaissance Group, Teacher Policy Research, and The American Association of Colleges of Teacher Education (AACTE) Standards-Based Teacher Education Project (STEP).
Publisher Copyright:
© 2010, Copyright Taylor & Francis Group, LLC.
PY - 2010/12/1
Y1 - 2010/12/1
N2 - The bow of the flagship is beginning to tip. Unless teacher educators can prove that their graduates are effective classroom teachers, they will not stay afloat in the ocean of accountability that has already encumbered U.S. public schools. In this article one consortium of teacher education leaders' and researchers' nascent efforts to research the worth of the state's public colleges of education are presented. Described are their journey, the distance covered, and the icebergs, so to speak, they have hit. Due to the vastness of this statewide effort, the lessons learned may help inform others as they too embark on similar journeys.
AB - The bow of the flagship is beginning to tip. Unless teacher educators can prove that their graduates are effective classroom teachers, they will not stay afloat in the ocean of accountability that has already encumbered U.S. public schools. In this article one consortium of teacher education leaders' and researchers' nascent efforts to research the worth of the state's public colleges of education are presented. Described are their journey, the distance covered, and the icebergs, so to speak, they have hit. Due to the vastness of this statewide effort, the lessons learned may help inform others as they too embark on similar journeys.
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U2 - 10.1080/01626620.2010.549700
DO - 10.1080/01626620.2010.549700
M3 - Article
AN - SCOPUS:85057083612
SN - 0162-6620
VL - 32
SP - 3
EP - 14
JO - Action in Teacher Education
JF - Action in Teacher Education
IS - 4
ER -