ERIC Number: ED464051
Record Type: Non-Journal
Publication Date: 2002
Accountability for Teacher Education through Participation in Teacher Induction.
Riggs, Iris M.; Sandlin, Ruth A.
This paper examines whether institutions of higher education (IHEs) should be involved in collaborative induction efforts and whether such involvement would increase the accountability of IHEs' teacher preparation programs. It describes one California teacher preparation program's efforts. The program has maintained its active involvement within a state-funded induction program over 7 years. The IHE role within this induction program has included collaboration with county offices of education for development of the overall program design, creation of curriculum and instructional plans for new and mentor teacher seminars, delivery of seminar instruction, and program evaluation. The paper highlights issues related to financial support and faculty evaluation. It concludes that the most desirable role for university-based teacher educators is a place at the policy and development level. Their collaboration with K-12 partners can result in strengthened induction and forge linkages resulting in improved accountability. Benefits of participation in induction programs to teacher education include: teacher educators gain access to and knowledge of new teacher performance, collaboration with K-12 partners provides a constant communication link, and teacher preparation programs have easy access to knowledge of district, county, or state policies that have potential impacts on initial teacher preparation. (Contains 12 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: California