Program Accountability in Teacher Education

Who is holding teacher education programs accountable? What are the perceptions of university and government leaders concerning program accountability? The author explores accountability in teacher education programs among university deans, legislators, and state government leaders. He examines the criteria these stakeholders use in judging program effectiveness, what indicators they consider most important in the success of programs, how their perceptions compare to one another, and what impact those views have on teacher preparation. This previously unavailable data provides new insights about stakeholder perceptions of leadership accountability in teacher education programs, which is valuable to current and future program leaders, state government leaders, accrediting agencies, and educational governing boards as they enact accountability policies and programs. The author discusses recommendations leading to policy improvement and program enhancement. In addition, he explores various ways the reader can be involved in educational reform.

Autorentext

Dr. Gary W. Ballou is an Assistant Professor of Education at Central Washington University. His research focuses on higher education program accountability with special emphasis on teacher education and teacher mental health. He holds a PhD in Leadership and Change from Antioch University.