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In an age that dictates accountability and verifiability of
educational programs, institutions of higher education are called
on to justify their programs. To meet these demands, there is a
need for improved methods for the evaluation of teacher education
programs. More importantly, there is a need for the development of
methods and procedures to conduct continuous and on-going
evaluation that can aid the process of program improvement. Many
institutions have had difficulties in developing and implementing
satisfactory systems for conducting needed evaluation. In recent
years the standards for the approval of teacher education programs
in all of the states were strengthened as were the standards for
approval by the National Council for the Accreditation of Teacher
Education (NCATE). These revised standards put even more emphasis
on accountability and the need for both summative and formative
evaluation in a teacher education program. Tennessee Technological
University has long been recognized as an institution with an
exemplary project in program evaluation. As a result, in 1986, the
state of Tennessee established at Tennessee Technological
University, a Center for Teacher Education Evaluation. The Center
began work in July 1986, on the development of models and systems
for conducting teacher education program evaluation. To most,
teacher education program evaluation is simple and straightforward.
Evaluation includes a set of options, a set of criteria, data
collection and interpretation, x and then use in meeting
accountability needs.
J. T. Sandefur Western Kentucky University American's ability to
compete in world markets is eroding. The productivity growth of our
competitors outdistances our own. The capacity of our economy to
provide a high standard of living for all our people is
increasingly in doubt. As jobs requiring little skill are automated
or go offshore and demand increases for the highly skilled, the
pool of educated and skilled people grows smaller and the backwater
of the unemployable rises. Large numbers of American children are
in limbo--ignorant of the past and unprepared for the future. Many
are dropping out--notjust out of school--but out of productive
society. These are not my words. They are a direct quote from the
Executive Summary of the Carnegie Forum Report on Education and the
Economy entitled A Nation Prepared: Teachers for the 21st Century
(p. 2, 1986). This report was motivated by four purposes: 1. To
remind Americans, yet again, of the economic challenges pressing us
on all sides; 2. To assert the primacy of education as the
foundation of economic growth, equal opportunity and a shared
national vision; 3. To reaffirm that the teaching profession is the
best hope for establishing new standards of excellence as the
hallmark of American education; and 4. To point out that a
remarkable window of opportunity lies before us in the next decade
to reform education, an opportunity that may not present itself
again until well into the next century.
In an age that dictates accountability and verifiability of
educational programs, institutions of higher education are called
on to justify their programs. To meet these demands, there is a
need for improved methods for the evaluation of teacher education
programs. More importantly, there is a need for the development of
methods and procedures to conduct continuous and on-going
evaluation that can aid the process of program improvement. Many
institutions have had difficulties in developing and implementing
satisfactory systems for conducting needed evaluation. In recent
years the standards for the approval of teacher education programs
in all of the states were strengthened as were the standards for
approval by the National Council for the Accreditation of Teacher
Education (NCATE). These revised standards put even more emphasis
on accountability and the need for both summative and formative
evaluation in a teacher education program. Tennessee Technological
University has long been recognized as an institution with an
exemplary project in program evaluation. As a result, in 1986, the
state of Tennessee established at Tennessee Technological
University, a Center for Teacher Education Evaluation. The Center
began work in July 1986, on the development of models and systems
for conducting teacher education program evaluation. To most,
teacher education program evaluation is simple and straightforward.
Evaluation includes a set of options, a set of criteria, data
collection and interpretation, x and then use in meeting
accountability needs.
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