Using Internal and External Evaluation to Shape Teacher Preparation Curriculum: A Model for Continuous Program Improvement

Abstract

The same high stakes accountability measures that have shaped the K-12 educational context over the past decade have become part of the university teacher preparation landscape. National accrediting organizations have created more rigorous, outcomes-based accountability measures for teacher preparation programs. Educational stakeholders offer mixed reviews about the value and impact of these accreditation efforts. In this article, however, we argue that such external evaluation measures when paired with our own internal evaluation processes have generated meaningful changes to our elementary teacher preparation program.

Notes

¹ Given the recent consolidation of NCATE and TEAC into CAEP in July 2013, the impact of this new accreditation agency is not yet known.

² Although NCATE is now part of CAEP, our teacher preparation program is accredited by NCATE through spring, 2018.