Inquiry Brief workshops are organized so that participants can return to campus with a good start on a draft Brief as well as a solid understanding of the TEAC process and the role of the Brief in that process. During the workshop, participants will contruct clear, concise, accurate, and defensible claims about their program’s outcomes and learn how to select, evaluate, and use evidence to support those claims.

Register online for the October workshop.

Click here for a Survey Monkey opportunity to respond to the report.

The Design Team will take comments it receives by September 15 from the field into consideration before developing the final report that will be presented to the NCATE Board and the TEAC Board in mid-October.

Lourdes College (Teacher Education Initial Licensure Program), Manhattan College (Teacher Education Program), Montana State University  (Northern Plains Transition to Teaching Program), and University of Virginia’s College at Wise (Teacher Education Program).

Murray points out that TEAC accreditation is focused on a program’s quality control system and the quality of the evidence the system yields that graduates have acquired the knowledge, disposition, and skill their academic degrees indicate and that the state license requires for a beginning teacher. He proposes ways the TEAC audit approach to accreditation could enhance the National Board’s examination of evidence of a teacher’s effect on student learning.

Other contributors to the book include C. Kent McGuire, dean, College of Education, Temple University; James Cibulka, president, NCATE; Marty Hopkins, professor of education, University of Central Florida; and Richard Navarro, professor of education, California State Polytechnic University. For more information and to view excerpts of the book, visit http://www.nbpts.org/products_and_services/books/accomplished_teachers

The AERA Academic Audit Research Special Interest Group announces a call for papers around the theme of “Using Qualitative Methods for Program Assessment.” Of particular interest is research relating to the use of qualitative methods to determine how well a program is meeting its goals.

Collecting and reporting qualitative evidence can be cumbersome or inconsistent, and the evidence itself may be difficult to interpret. Papers that explore attempts to address these and other challenges, or that evaluate the usefulness of qualitative methods for program assessment, are encouraged.

Submit a proposal to the SIG through the AERA website (www.aera.net) by JULY 15, 2010 at 11:59 pm Pacific time.

If you have not already joined the SIG, simply log in at www.aera.net, choose “SIG Memberships,” then “Purchase additional SIG memberships,” and join SIG 174 Academic Audit Research in Teacher Education.

A status report on TEAC activities for its 11th year highlights membership and accreditation activity, state partnerships, progress with the NCATE/TEAC Design Team, and more. Read the full report.

For faculty members who are involved in program assessment research associated with accreditation, the Academic Audit Research SIG offers a forum for connecting with others engaged with the same issues and for receiving scholarly recognition for their efforts. If you have not already joined the SIG, please consider supporting these important opportunities by beoming a member — note that membership totals determine the number of sessions the SIG can offer at future meetings. Enrolling is quick and easy: simply log in at www.aera.net, choose “SIG Memberships,” then “Purchase additional SIG memberships,” where you will see SIG 174 Academic Audit Research in Teacher Education.

Alfred University (Teacher Education Program), Colorado State University (Teacher Licensure Program), Randolph College (Teacher Education Program), and Roanoke College (Teacher Licensure Program).