An accountability model for initial teacher education

Abstract

Abstract The pressure for accountability in higher education is extremely high. Some advocate accountability systems that use standardised measures of student learning and non‐cognitive outcomes; others argue that locally developed measures provide a better fit with the unique mission of institutions. We first describe a general ‘proof of possibility’ accountability model for initial teacher education that relies upon locally developed, programme‐specific assessments. We then illustrate how such a model may respond to claims made by an institution, demonstrate student learning, and inform programmatic changes. Keywords: accountabilitylongitudinalteacher educationsurveys Acknowledgements There are more people involved in the research covered here than specified as authors. The research would not have been possible without all these people. Boston College’s ‘ET’ is part of the Teachers for a New Era teacher education national initiative. The team includes BC faculty members Marilyn Cochran‐Smith (chair), Alan Kafka, Larry Ludlow, Pat McQuillan, Joe Pedulla, and Jerry Pine; administrators Jane Carter, Sarah Enterline, Jeff Gilligan, and Fran Loftus; and graduate students Joan Barnatt, Robert Baroz, Mac Cannady, Deborah Parker Cantor, Stephanie Chappe, Lisa D’Souza, Ann Marie Gleeson, Apryl Holder, Jiefang Hu, Cindy Jong, Kara Mitchell, Tracy McMahon, Emilie Mitescu, Aubrey Scheopner, Karen Shakman, Yves Salomon‐ Fernandez, and Diana Terrell. Although there were a few changes over the years, the composition of the team has been remarkably stable.