ERIC Number: EJ712672
Record Type: Journal
Publication Date: 2005-Mar-22
Reference Count: N/A
Faculty Performance Reviews: Accountability in Teacher Education
Education, v125 n3 p349 Spr 2005
While there are many factors that affect the quality of teacher education programs, one specific related factor, a culture of accountability, will be addressed in this reflection of Haberman's work. A systematic review of faculty performance with specific rubrics and increasing expectation based on earned faculty rank is a necessary step in developing what Haberman calls "... A system of accountability for traditional teacher education ..." Without a clear set of faculty expectations to guide a performance review, accountability in any program, including teacher education, is at best weakened and at worst irrelevant. This document discusses a basic rubric for assessing faculty performance in a teacher education environment.
Descriptors: Teacher Education Programs, Faculty Evaluation, Accountability, Preservice Teacher Education, Scoring Rubrics, Academic Rank (Professional)
Project Innovation, Inc., P.O. Box 8508, Spring Hill Station, Mobile, AL 36689-0508. Web site: http://journals825.home.mindspring.com/csj/html.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001