Accountability in Teacher Education [microform] : Systems and Trends / Mark Littleton

This paper is designed to initiate discussion about new educational accountability systems and the implications of these systems for educator preparation. Accountability systems are often developed with little regard to a clear definition of accountability, but once the systems are in place, and states are showing (realistic or political) progress, policymakers move to improve the component parts. One way to improve educational output is the implementation of accountability systems that focus attention on the improvement of educational programs. There appears to be a national movement to tie performance assessment to state accreditation as part of an accountability system for teacher preparation programs. Because of the lack of viable alternatives to standardized testing, policymakers are likely to continue to rely on the use of standardized tests in accountability. The educator accountability system in Texas is one of the first, and it relies on a written examination, the Examination for the Certification of Educators in Texas. Challenges to the Texas system are noted. Another trend seen in accountability systems is towards tying them to student performance. Because the accountability systems are new, data that indicate the effectiveness or impact of these systems are lacking. Policymakers may be faced with decisions that maintain an adequate supply of teachers at the expense of an effective accountability system. (Contains 35 references.) (SLD)