The Newsletter of the National Council for Accreditation of Teacher Education Spring 2011

Volume 20 Issue 1

Educator Effectiveness We’re Poised for a Quantum Leap contents This issue of Quality Thus we have a new model of educator James G. Cibulka Teaching includes preparation to be pilot tested in nine states Educator Effectiveness: articles describing two through a State Alliance in each of those We’re Poised for a related new directions states. Other states are welcome to join. Quantum Leap in the field­—one cover story oriented to improving At the same time, Louisiana is in the fore- Charles B. Reed & James G. Cibulka educator preparation front in its development of a longitudinal Beverly Young President programs through database to link P–12 student achievement to redesign; the other, teacher preparation programs. This is a quan- The Launch of the California building state longitudinal data bases that will tum leap for the field. Heretofore, educators Alliance for Clinical yield useful information for teacher educators that could only presume that the programs had a Teacher Preparation provide feedback on which programs are effective positive impact, but had limited outcome data Partnerships and which may need change. (such as self-report surveys) to validate claims. page 2 Louisiana’s model is built on value-added The description of program change in California assessment, in which the degree to which Jeanne M. Burns & is a direct result of the recommendations of new teachers influence the achievement of Vickie S. Gentry NCATE’s Blue Ribbon Panel on Clinical their students is compared to the growth of Louisiana’s Value Preparation and Partnerships for Improved achievement in students taught by experi- Added Assessment Student Learning. It is an exciting system-wide enced teachers. Other states are developing page 4 change. Both Charles Reed and Chris Steinhauser multiple-indicator performance approaches. are members of the Blue Ribbon Panel, and both Gollnick, Sr. Vice gave their commitment to move to a clinical This is truly an exciting time in the history of President, to Retire model in educator preparation. California is the educator preparation; new strides are being page 9 first of nine states that have offered to serve as ini- made which will help educators improve pro- tial pilots for implementing the Blue Ribbon Panel grams to better meet P–12 needs, with the Eldridge to Move recommendations to launch a statewide Alliance overall goal of improving student learning. into Senior Vice to move the agenda forward. We are at the advent of great strides in edu- Presidency at cator preparation and practice. NCATE continued on page 2 page 10 in practice…

Finally, we announce a change in leadership of the accred- She will remain a Senior Consultant. Likewise, we wel- itation process. Donna Gollnick is retiring after 25 years come Deborah Eldridge, dean of the division of education of service to NCATE. Her knowledge of accreditation has at Lehman College in New York, who becomes the Senior been invaluable as NCATE now transitions to CAEP, the Vice President for NCATE on July 1, 2011, and who will Council for the Accreditation of Educator Preparation. continue in that role as we move to CAEP. The Launch of the California Alliance for Clinical Teacher Preparation Partnerships The California State University aration in the field of medicine. The California Alliance system is engaged in a will select exemplary demonstration sites, pilot clinical groundbreaking initiative to preparation, promote rigorous measures of teacher can- advance educator preparation didate and program performance, and foster scale-up in the state through clini- through state policies eliminating barriers to reform. cal preparation and partner- ships. The California Alliance CSU Chancellor Charles Reed was asked by NCATE for Clinical Preparation to lead the California Alliance along with Long Beach Partnerships and Improving Unified School District Superintendent Christopher Student Learning was launched Steinhauser. California is one of eight states that offered through the California State to serve as initial pilots for implementing the NCATE Charles B. Reed University (CSU) Summit on Blue Ribbon Panel recommendations and is the first Chancellor, California Transformative Change in the that has launched its state Alliance through a statewide State University Preparation of Teachers. The Summit. The California Alliance will be phased in across Summit was co-hosted with the the state after an initial period of planning and piloting. National Academy of Sciences and involved 270 top education A significant challenge for State Alliances is how to leaders from across California engage school districts deeply in the process of prepar- and the nation (see www.cal- ing future teachers. This ordinarily is not part of the core state.edu/teachered/summit). mission of school districts, and that raises the question: How can helping to prepare teachers be formally inte- The CSU Summit examined grated into the mission in a way that serves the needs of best practices in the central the districts? Schools and districts have been informally aspects of teacher education engaged in preparing new teachers for years—through and focused on partnerships various induction activities. A priority of the California and clinical designs. In addition Alliance will therefore be creating exemplary clinical Christopher to advancing clinical prepara- partnerships and sites that meet district needs. A related Steinhauser tion practices, the Summit and second priority will be developing the co-teaching Superintendent, laid the foundation for plan- model between candidates and mentor teachers at dem- Long Beach Unified ning the California Alliance. onstration sites to enhance schools’ instructional capacity. School District This state Alliance will be aimed at achieving transfor- A third priority will be development of a unique col- mative changes that build on the recent report of the laborative induction model that retains non-employed National Council for Accreditation of Teacher Education recent graduates in the profession. It will address a high (NCATE) Blue Ribbon Panel and its blueprint for reform priority for districts that must lay off beginning teachers of teacher preparation across the nation. Its work will be due to the state’s budget crisis but wish to retain them in based on a clinical training model that is much like prep- the pipeline toward teaching positions in the district­—to be hired when positions become available. The induction 2 ● National Council for Accreditation of Teacher Education design will be similar to the medical preparation model, Additional models that will be built upon within the in which a training fellowship is provided. It will be California Alliance are the five model CSU projects that distinctive in teacher preparation in California because were funded through the U.S. Department of Education it will combine an induction program with professional Teacher Quality Partnership (TQP) Program. These development in which participants may receive additional include three urban residency models with Los Angeles certification in the high demand fields of science or math. Unified School District—one at CSU Dominguez Hills, one at CSU Los Angeles, and one at CSU Northridge. A fourth priority that will be addressed is rigorous admis- Areas of focus include preparation of math, science, and sion of candidates. The range of approaches and criteria special education teachers. now being used will be explored. The partnership role of school districts in recommending candidates will also be Another TQP project is a partnership led by CSU explored, as will be innovative approaches aligning assess- Chico, a distinctive northern California rural residency ments used in admissions and school district hiring. program. The CSU Chico project includes a second component focused on undergraduate preparation that A fifth initial priority will be program outcomes assessment. includes significant attention to clinical experience. This All demonstration sites will utilize teacher performance is the design of the fifth TQP project, a collaboration assessment (TPA), based on California’s statewide licensing among CSU Bakersfield, CSU Monterey Bay, and Cal requirements that include a comprehensive performance Poly San Luis Obispo that emphasizes early and rich assessment for all graduates. Some demonstration sites in the clinical experiences, has a math and science focus, and California Alliance will also pilot a highly promising design includes partnerships with school districts across the for assessing program outcomes based on P-12 student central region of California. Descriptions of the Teacher performance, building on the pioneering work of the CSU Quality Partnership projects are available on the U.S. Center for Teacher Quality in value-added assessment. Department of Education web site at http://www2. ed.gov/programs/tqpartnership/index.html.

The California Alliance will select Partnerships with P-12 schools have been a distin- exemplary demonstration sites, pilot guishing feature across CSU teacher preparation for clinical preparation practices, promote many years, with most campuses having outstanding Professional Development Schools. Examples of these rigorous measures of teacher candidate partnerships, which link coursework with clinical work and program performance, and through systematic bridging of theory and practice, are foster scale-up through state policies described in the American Association of Colleges for Teacher Education (AACTE) report, Reforming Teacher eliminating barriers to reform. Preparation: The Critical Component, available on the AACTE web site http://aacte.org. Additional campus The California Alliance will build on the long-standing programs that are distinctive in their strong clinical track record in California, particularly within CSU, of partnerships and described in the report include those exemplary clinical teacher preparation partnerships. One at CSU Fullerton, CSU San Marcos, Cal Poly Pomona, such example is the partnership between the Long Beach San Diego State University, San Jose State University, and Unified School District, CSU Long Beach, and Long Sonoma State University. Another example is the highly Beach City College. The partnership has contributed effective systemwide site-based online teacher preparation to outstanding preparation among teacher candidate program for elementary candidates, CalStateTEACH. graduates and high levels of employment by the school district. A centerpiece of the partnership is the Urban These proven CSU models provide a uniquely strong Teaching and Education Academy in a Clinical Home underpinning for implementing the California Alliance (UTEACH) program, a site-based residency teacher for Clinical Preparation Partnerships. Alliance partners preparation program. UTEACH educates and prepares will include school districts, schools, teacher preparation teachers while fostering positive change in Long Beach’s programs in other state systems, state agencies, and a urban schools through a deeply collaborative clinical range of key stakeholders. model. It uses a medical-residency design, and candidate learning takes place primarily in complex urban school environments where the candidates teach. National Council for Accreditation of Teacher Education ● 3 enlarging the knowledge base… Louisiana’s Value-Added Assessment: Linking Achievement and Teacher Preparation Programs Universities and private 05, 2005-06) before the names and value-added results providers in Louisiana are of three teacher preparation programs were released now using value-added to the public in 2006-07. Since the initial release, the assessment that is linked results for a growing number of redesigned teacher to student achievement preparation programs have been released to the pub- as one of multiple mea- lic annually for institutions with 25 or more first- and sures to demonstrate second-year teachers who are teaching in their areas of that “teacher preparation certification. Dr. Kristin Gansle (College of Education, matters.” This evidence is Louisiana State University and A&M College) is now also supporting efforts to co-leading the analysis with Dr. Noell and effect esti- improve teacher prepara- mates have been calculated for 57% of teacher prepara- tion programs in specific tion programs in the state. content areas or specific grade spans. Jeanne M. Burns Louisiana is the first state in the nation Louisiana Board of Louisiana is the first where all responsible agencies have Regents state in the nation where the Board of Regents, worked collaboratively to share State data Board of Elementary and for the purpose of creating a longitudinal Secondary Education, and data system to support value-added Department of Education have worked collabora- analysis of first and second year teachers. tively to share State data for the purpose of creating Louisiana’s Value-Added Teacher Preparation Assessment a longitudinal data system predicts growth of achievement of individual students to support value-added based on prior achievement, demographics, and atten- analysis of first and second dance; assesses actual achievement of the individual year teachers. Specifically, students; and calculates effect estimates for teacher the analysis includes those preparation programs. Stated another way, the degree to first and second year teach- which new teachers influence the achievement of their ers who have completed students is compared to the growth of achievement in Vickie S. Gentry undergraduate teacher students taught by experienced teachers. Louisiana’s Northwestern State preparation programs in state achievement tests for students in grades 4-9 for University public and private universi- the content areas of reading, language arts, mathemat- ties in Louisiana and/or ics, science, and social studies are used for the analysis. completed alternate teacher preparation programs offered Once effect estimates are calculated for each content by public universities, private universities, and private area within each teacher preparation program, they are providers in the state. placed within five performance bands, which range from 1 (highest) to 5 (lowest) that compare growth in achieve- As a result of this collaborative relationship, the ment of students taught by new teachers in redesigned Louisiana Board of Regents provided funding for Dr. programs to growth in achievement of students taught George Noell (Department of Psychology, Louisiana by experienced teachers and other new teachers. State University and A&M College) to create a Value- Added Teacher Preparation Assessment Model. The During August 2010, value-added results were released model was piloted for three years (i.e., 2003-04, 2004- for 12 of the 21 teacher preparation programs in Louisiana. The results indicated that there was as much 4 ● National Council for Accreditation of Teacher Education variance across content areas within teacher preparation teachers in specific content areas is below or significantly programs as there was variance between teacher prepara- below the achievement of students taught by other new tion programs across the state. Prior to calculating initial teachers. All three redesigned programs also have value- results, it was anticipated that few teacher preparation added scores at Performance Level 3 in other content programs would attain effect estimates at Performance areas where growth in achievement of students taught Levels 1 or 2. However, seven out of nine redesigned by completers was comparable to growth of achieve- teacher preparation programs with results in all five con- ment of students taught by other new teachers. Thus, the tent areas attained scores at Performance Levels 1 or 2 in weaknesses in these programs did not exist in all content one or more content areas. This indicated that first- and areas, and varied within and across institutions depend- second-year teachers taught students who demonstrated ing upon the specific content areas being taught. growth in achievement that was comparable or greater than growth in achievement of students taught by experi- Multiple Measures to Examine Teacher enced teachers in Louisiana in one or more content areas. Preparation Effectiveness

Five of the nine redesigned programs cited above also Louisiana did not start with the use of a value-added had content areas in which students taught by new model to examine effectiveness of teacher preparation teachers in redesigned programs demonstrated growth programs – Louisiana started with redesign. In 1999– in achievement at a Performance Level 3 (comparable 2000, a Blue Ribbon Commission for Teacher Quality to other new teachers). Thus, programs did not perform identified 60 recommendations to improve teacher qual- uniformly well in all content areas. As an example, ity. The Board of Elementary and Secondary Education Northwestern State University attained effect estimates at and Louisiana Department of Education developed and a Performance Level 1 for Science, Performance Level 2 approved new policies to support the recommendations for Language Arts and Reading, and Performance Level and raised expectations for what undergraduate/alternate 3 for Mathematics and Social Studies when provided the program completers would be required to do to become 2009-10 results for their alternate certification program. certified in Louisiana. They also raised requirements for entry into undergraduate and alternate programs to 2009-2010 Value-Added Teacher Preparation ensure that candidates would be academically prepared Assessment Results to teach the content areas.

Three of the 12 redesigned teacher preparation programs The Board of Regents approved new policies that received value-added scores at Performance Levels 4 or required all universities to create redesign teams com- 5 in one or two content areas for their undergraduate posed of College of Arts/Sciences/Humanities faculty, or alternate programs, which indicate that growth in College of Education faculty, school/district partners, achievement of students taught by first-and second-year and other partners to redesign teacher preparation pro- NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM

Performance Levels Content Areas Amount of Growth in Achievement of Grades 4–9 Science Language Reading Math Social Students Taught by New Teachers Arts Studies Level 1: Growth in achievement GREATER than stu- dents taught by EXPERIENCED teachers. Level 2: Growth in achievement COMPARABLE to stu- dents taught by EXPERIENCED teachers. Level 3: Growth in achievement COMPARABLE to stu- dents taught by NEW teachers. Level 4: Growth in achievement BELOW students taught by other NEW teachers. Level 5: Growth in student achievement SIGNIFICANTLY BELOW students taught by other NEW teachers. National Council for Accreditation of Teacher Education ● 5 enlarging the knowledge base…

preparation programs are having a positive impact upon [In the value-added model] the degree growth in student achievement once completers have to which new teachers influence the been teaching for one or two years. Programs assume achievement of their students is compared that they are having a positive impact, but they rarely have output data to validate their theory. Louisiana’s to the growth of achievement in students results have indicated that none of the teacher prepara- taught by experienced teachers. tion programs have value-added scores that are consis- tently very high (e.g., Performance Level 1) or consis- grams, improve content and pedagogy within programs, tently very low (e.g., Performance Level 5) in all five and increase the quantity and quality of clinical experi- content areas. Instead, all 12 programs have results that ences in schools. The redesign teams prepared written indicate that their programs have higher or lower levels proposals to address the more rigorous certification of effectiveness in one or more of the five content areas. requirements and all proposals addressed common sets of indicators that were based upon state and national Another benefit is that programs can now examine teacher and content standards. their results over time. Because several universities in Louisiana have value-added results for three or four years, All proposals underwent review by national and state they can determine if they have attained the same perfor- experts, and university/district teams involved in the mance levels each year, if their performance levels have development of the proposals were interviewed by the dropped, or if their performance levels have increased experts. Institutions were required to address the stipula- as a result of new strategies that have been implemented tions of the national and state experts and be approved to improve the effectiveness of their new teachers. As by the Board of Regents and Board of Elementary and an example, Northwestern State University has consis- Secondary Education by July 1, 2003 to continue to admit tently attained effect estimates for four consistent years candidates into their programs. Failure to address the new at a Performance Level 1 (e.g., greater than experienced expectations resulted in the termination of pre-redesign teachers) in the area of Science and Performance Level programs. This was a very important first step in creating 2 (e.g., comparable to experienced teachers) in the areas multiple measures to assess and improve the effectiveness of Reading and Language Arts. However, in the area of of teacher preparation programs in Louisiana. Mathematics, they scored a Performance Level 2 (i.e., comparable to experienced teachers) during 2006–07 In addition to the redesign, Louisiana requires all public and 2007-08 and dropped to a Performance Level 3 (i.e., and private universities to be NCATE or TEAC accred- comparable to new teachers) during 2008–09 and 2009– ited. All universities now have nationally accredited pro- 10. This data analysis has prompted program faculty and grams with the exception of one new university program administrators to ask more in-depth questions about the that is undergoing TEAC accreditation. Also, Louisiana potential cause of the drop. implemented a Teacher Preparation Accountability System from 2002 to 2005. When Hurricane Katrina Institutions first receiving these results faced an unex- hit in 2005, a need developed to revise the system due pected challenge in determining if the effect estimates to changing demographics in the state and the ongo- were based upon new teachers who had completed ing development of the value-added model. The system preparation programs in elementary education (Grades originally examined such indicators as passage rate on the Praxis, survey data from new teachers, quantity of The results indicated that there was program completers, and quantity of program com- pleters in teacher shortage areas. Once fully revised, as much variance across content areas the value-added assessment will be integrated into the within teacher preparation programs accountability system. as there was variance between teacher Value-Added Assessment: Teacher preparation programs across the state. Preparation Benefits and Challenges

The most important benefit of the value-added assess- ment is having authentic data to determine if teacher

6 ● National Council for Accreditation of Teacher Education NORTHWESTERN STATE UNIVERSITY ALTERNATE CERTIFICATION PROGRAM MATHEMATICS (LONGITUDINAL RESULTS)

Performance Levels Content Areas Amount of Growth in Achievement of Grades 4–9 Students Taught 2006–07 2007–08 2008–09 2009–10 by New Teachers Results Results Results Results Level 1: Growth in achievement GREATER than students taught by EXPERIENCED teachers. Level 2: Growth in achievement COMPARABLE to students taught by EXPERIENCED teachers. Level 3: Growth in achievement COMPARABLE to students taught by NEW teachers. Level 4: Growth in achievement BELOW students taught by other NEW teachers. Level 5: Growth in student achievement SIGNIFICANTLY BELOW students taught by other NEW teachers. 1–5), middle school education (Grades 4–8), secondary A second challenge is that only 12 of the 22 teacher education (Grades 6–12), or special education (Grades preparation programs in Louisiana currently have value- 1–12). To respond to this need, additional analysis added results for their programs. Due to the termina- has recently been conducted to provide programs with tion of pre-redesign programs on June 30, 2003, and new results that are broken down by the separate grade the implementation of redesigned programs on July 1, spans. As an example, Northwestern State University 2003, it has taken time for teacher preparation programs now has access to data that indicate that effect estimates to implement the redesigned programs, have candidates for Mathematics for elementary education teachers are complete the redesigned programs, and have completers very high, while effect estimates for secondary education teach for two years to be included in the value-added teachers and special education teachers are low. Thus, the analysis. More universities are expected to have a suffi- breakdown by grade span has prompted more probing cient number of new teachers for the results to be released questions about the selection and preparation of teachers to the public during fall 2011 and in future years. to teach Mathematics in the secondary education and Unfortunately, universities without results are at a dis- special education programs. The inclusion of grade span advantage for they must collect additional independent results will be included for all future value-added analy- data from teachers in the field and analyze the data to sis. However, institutions have been warned to use the determine if their new teachers are demonstrating more results with caution when the numbers of teachers are or less effectiveness in specific content areas and specific fewer than 25. grade spans.

A third challenge is that the NORTHWESTERN STATE UNIVERSITY value-added results do not ALTERNATE CERTIFICATION PROGRAM tell a teacher preparation pro- MATHEMATICS (GRADE SPANS) gram “why” their teachers are demonstrating greater levels of Grade Span N Effect effectiveness in specific content Estimates areas and specific grade spans. It Elementary (Grades 1–5) 17 5.9 helps to identify where a weak- Middle School (Grades 4–8) 7 0.4 ness may exist but it does not Secondary (Grades 6–12) 11 -6.4 tell why it exists, and it does not identify the strategies to Special Education 27 -6.1 implement to address the need. Mean Effect Estimate for Northwestern State University for -1.5 Teacher preparation programs Mathematics (Level 3 Performance Level) must collect additional data Mean Effect Estimate for All New Teachers for Mathematics = -3.1 to answer those questions. To National Council for Accreditation of Teacher Education ● 7 enlarging the knowledge base…

address this challenge, the Louisiana Board of Regents ies, reading, and language arts). It is not a measure of has created a State Research Team that is composed of a students in grades PK–3, grades 10–12, or all other researcher from each teacher preparation program in the content areas in which teachers are prepared. It only state. The researchers have received sub-grant funds to reflects grades in which achievement tests are adminis- meet as a team and conduct research independently to tered to students in public schools in Louisiana. It is an improve their teacher preparation programs. As a team, important measure. However, it is only one of multiple they are asking probing questions, identifying new types measures being used to judge the effectiveness of teacher of data that need to be collected at a state level, and shar- preparation in Louisiana. ing ideas and tools. As independent researchers, they are gathering existing and new data about their programs/ In closing, it is very important to ensure the accuracy of completers, analyzing the data, identifying specific the data being used to conduct the value-added analysis needs, identifying appropriate strategies to address the and the accuracy of the results that are being dissemi- needs, and developing a plan to implement a research nated to the public. Louisiana’s teacher preparation study. During 2011–12, they will be implementing their programs validate the names of their completers before research plans, collecting data to determine if the strate- the value-added analysis occurs and efforts are made to gies impacted their programs, analyzing the data, report- ensure that university and state leaders understand the ing results, and sharing what they have learned with meaning of the results before they are disseminated to institutions across the state. the public. Value-added assessment provides results that can be very valuable in isolating specific grade spans and content areas where needs for improvement exist. It The most important benefit of the value- also provides results that help to identify content areas and grade spans where highly effective new teachers are added assessment is having authentic being prepared. As Louisiana moves forward, it needs to data to determine if teacher preparation integrate other measures of achievement into the Value- programs are having a positive impact Added Teacher Preparation Assessment, and it needs to adopt other measures of teacher effectiveness that address upon growth in student achievement the many other areas of teaching that are not currently once completers have been teaching for being measured. one or two years. Note: Copies of all technical reports that have been prepared by Dr. George Noell and Dr. Kristin Gansle and other doc- A final challenge has been the conclusion by some that uments pertaining to the development and implementation the value-added score is a reflection of the overall teacher of the Value-Added Teacher Preparation Assessment can be preparation program when it is actually a measure of found at the following URL: growth in achievement of students in grades 4–9 in five http://regents.louisiana.gov/index.cfm?md=pagebuild content areas (i.e., mathematics, science, social stud- er&tmp=home&pid=113.

8 ● National Council for Accreditation of Teacher Education Gollnick, Senior Vice President, to Retire: Led Accreditation Process for 25 Years Donna M. Gollnick, Senior process is invaluable as we transition to a new unified Vice President at NCATE, accrediting body,” says Jim Cibulka, President, NCATE. is retiring as of June 30, Prior to 1990, Gollnick served as NCATE’s Interim 2011 after leading the Executive Director and Deputy Executive Director. accreditation process for 25 years. She will continue In her ‘spare’ time, Gollnick writes articles and hand- as a Senior Consultant for books. She is well known as an expert on multicultural NCATE as the organization education. She is the co-author with Philip Chinn of the transitions to the Council textbook, Multicultural Education in a Pluralistic Society for the Accreditation of (6th edition, 2002). She was a contributor to the 1995 Educator Preparation Handbook on Research in Multicultural Education and (CAEP), the new unified the 1992 AACTE publication on cultural diversity and accrediting body. teacher education. Donna M. Gollnick Gollnick has been the She is a member of the writing team for Introduction to Sr. Vice President ‘mother of accreditation’ the Foundations of American Education, published by in her role with the orga- Allyn and Bacon, which is now in its 13th edition. In nization. She leads the entire NCATE accreditation addition, she has written and made numerous presenta- process, which includes unit accreditation and program tions on teacher education and accreditation. review. With her staff, she helps institutions prepare for accreditation visits, answering innumerable questions Gollnick has worked in Washington, D.C. for nearly 30 from institutions over the years. She has been a leader years, the first 11 years at the American Association of in using technology to communicate with NCATE’s Colleges for Teacher Education (AACTE) where her last 733 institutions via hundreds of webinars on the pro- position was as Director of Professional Development. For seven years Donna taught in secondary schools in Carmel and South Bend, Indiana. Gollnick has been a leader in using technology to communicate with Gollnick received her first two degrees in home eco- nomics education from Purdue University. Her doctor- NCATE’s 733 institutions via hundreds ate in intercultural education is from the University of of webinars on the process. Southern California. In 1996, The School of Family and Consumer Sciences at Purdue University presented her the Distinguished Alumni Award. AACTE honored her cess. She has designed and led training for thousands as an “Advocate for Justice” in 1998. of Board of Examiner members who conduct on site reviews. She also staffs the Unit Accreditation Board, which determines the accreditation status of professional education units. In that role, she has prepared papers and memorandums which have led to policy and proce- dural changes in the accreditation process. Gollnick has been a familiar presence at AACTE for the past 25 years as she leads the popular ‘NCATE Update’ at its annual meeting. For the past two years, Gollnick has served on the Joint Design Team that has formed CAEP. “Her extensive knowledge and expertise in the accreditation

National Council for Accreditation of Teacher Education ● 9 Eldridge to Move into Senior Vice Presidency at NCATE Deborah Eldridge will member of the International Reading Association, assume the role of Senior the American Educational Research Association, the Vice-President at the National Network for Educational Renewal, the Council National Council for of Great City Schools, and the American Association of Accreditation of Teacher College of Teacher Education. Education (NCATE) Julu 1, 2011. Dr. Eldridge cur- In accepting the offer to join NCATE and CAEP, Dr. rently serves as Dean of Eldridge comments, “My time as Dean of Lehman the Division of Education College’s Division of Education has been illuminating at Lehman College of the and rewarding on many levels. However, I look forward City University of New to bringing my varied experiences as a Dean and a fac- Deborah Eldridge York. In addition to her ulty member (which includes writing specialized profes- current role, Dr. Eldridge sional association and institutional reports), as a program will bring experience as a former teacher, professor, and reviewer for IRA, and as a former department chair to her new responsibilities. She previ- NCATE coordinator to the work ously served as department chair and professor, curricu- of transforming the process and lum and teaching, at Montclair State University. Prior procedures of accreditation.” to her service at Montclair, she served as assistant dean and also department chair of curriculum and teaching at She continues, “It is an exciting Hunter College in New York. time to be in teacher education Quality Teaching and to be working closely with Volume 20, Issue 1 NCATE toward the emergence of Spring 2011 “I look forward to bringing my varied the new accreditation body, the Council for the Accreditation of a publication of the experiences as a Dean and a faculty Educator Preparation (CAEP). member, as a program reviewer for IRA, I believe accreditation can be a NATIONAL and as a former NCATE coordinator to powerful tool to address one of COUNCIL our most pressing national chal- FOR the work of transforming the process lenges and opportunities--the ACCREDITATION and procedures of accreditation.” need to have an effective teacher OF TEACHER in every classroom.” EDUCATION James G. Cibulka Eldridge received her Ed.D. from Boston University President in Language, Literacy, and Cultural Studies. She has A coalition of over 30 organizations of teachers, been active in efforts to strengthen and reform teacher teacher educators, policymakers and school Donna M. Gollnick preparation, including being a principal investigator specialists committed to quality teaching Senior Vice President of a Teacher Quality Partnership Grant to strengthen educator preparation in mathematics at the elementary National Council for Accreditation of Teacher Education Jane Leibbrand school level from the U.S. Department of Education. Vice President for Eldridge has been active in professional, public, and 2010 Massachusetts Avenue, N.W. Communications university service in many capacities. She has authored Suite 500 and Editor Washington, D.C. 20036-1023 and co-authored books and numerous professional Voice: 202.466.7496 Justin Codd articles and book chapters and delivered many scholarly Fax: 202.296.6620 presentations at professional conferences. She is a Webmaster and www.ncate.org Guest Designer

10 ● National Council for Accreditation of Teacher Education