DRAFT

The Interstate New Teacher Assessment and Support Consortium (INTASC) is a consortium of state education agencies, higher education institutions, and national educational organizations dedicated to the reform of the education, licensing, and on-going professional development of teachers. Created in 1987, INTASC's primary constituency is state education agencies responsible for teacher licensing and professional development. Its work is guided by one basic premise: An effective teacher must be able to integrate content knowledge with pedagogical understanding to assure that all students learn and perform to their maximum potential. INTASC's mission is to promote standards-based reform through the development of model standards for supporting and assessing beginning teachers. To carry out this mission, INTASC provides a vehicle for states to work jointly on formulating model policies to reform teacher preparation and licensing, and provides a mechanism for states to collaborate.

In 1990 the Interstate New Teacher Assessment and Support Consortium (INTASC) began developing a set of standards for beginning teachers to serve as a framework for the systemic reform of teacher preparation, licensure, and professional development. These core standards are now broadly recognized as providing a basis for reforming aspects of teacher preparation, licensure, and professional development in many states. Model standards that provide the specifics of subject matter preparation for teachers of mathematics, English/language arts, and science have also been prepared to complement the core standards. INTASC committees continue to work to develop standards in social studies, the arts, foreign language, elementary education, and special education.

Based on its work so far, INTASC is strategically placed to assist states in working with teacher preparation programs to incorporate performance-based standards, assessments, and support into their curriculum. During the past five years, more than fourteen INTASC states have worked collaboratively through the INTASC Performance Assessment Development Project to develop performance-based portfolio assessments for licensure in mathematics, English language arts and science. The assessments include multiple samples of teaching that reflect actual tasks, knowledge, and skills necessary for effective practice. Teachers are directed to document their work in a structured way by including artifacts such as goals for student learning, plans for achieving the goals, lesson plans, activities, materials, assessment tools, videotaped samples of actual teaching, and analysis of their teaching. To support states in use of the portfolio assessment, INTASC has developed and is offering training academies to instruct teachers, teacher educators, and assessment staff in state education agencies in how to score the portfolios, how to mentor candidates completing the portfolio, how to use the portfolio for professional development purposes, and how to address key policy issues if the assessment will be used for licensure purposes. Another assessment, the INTASC Test for Teaching Knowledge, is being developed to assess a beginning teacher's professional knowledge in areas such as child development, theories of teaching and learning, diagnostic skills, the role of student background in the learning process, and other foundational knowledge and skills essential to the profession of teaching.

INTASC's Model Standards for the Review and Accountability of Teacher Preparation Programs

The momentum generated by the articulation of the core standards and the creation of new types of assessment instruments has provided the foundation necessary to make performance-based teacher preparation and licensing a reality. This document represents the next steps to embed the INTASC model standards and assessments into policies and practices that shape teacher preparation, program review, and ongoing professional development. The agenda is to create a coherent system that will ensure that teachers can teach in the ways that new standards for students require.

This document, Model Standards for the Review and Accountability of Teacher Preparation Programs: A Resource for State Dialogue, is a result of a collaborative effort by eight states B Maryland, Massachusetts, Nebraska, Ohio, Rhode Island, South Carolina, Vermont, and Wisconsin. The draft standards build upon earlier INTASC standards, the work of several states (e.g. Delaware, Maryland, Rhode Island, Vermont) that have drafted performance-based standards or processes for program approval; the most recent drafts of national accreditation associations, and other guidelines for quality programs. The document is designed to help states work with their teacher preparation programs to improve the quality of teacher preparation programs through the use of INTASC model standards and assessments.

These standards are written with multiple audiences in mind. There is a dual emphasis on review and accountability in the standards reflecting the underlying philosophy of a linkage between assessment and support that is essential to INTASC. The major goal of these standards is to help teacher preparation programs conduct their own program review with respect to the standards, essentially asking the questions "How well are we doing with respect to the standards" and "How can we improve?" The state's role is that of provider of an outside lens to support improvement, and of reviewer at predetermined intervals to assure accountability of the program. As the standards are reviewed to inform policy, it is important to consider both purposes.

The standards are organized into the following four categories that establish the primary foci for the review of teacher preparation programs.

1. Standards-Based Teacher Preparation;

2. A Standards-Based Assessment System;

3. Institutional Resources; and

4. A Commitment to Institutional Renewal.

These four broad categories comprise the INTASC Model Standards for Review and Accountability of Teacher Preparation Programs. Across these categories there are eight distinct standards, each of which is described in greater detail through quality indicators.

Standards-Based Teacher Preparation. The review of any teacher preparation program must begin with an examination of the quality of the preparation process. Specifically, the review should examine the extent to which the program: 1. is based upon clearly articulated standards for the teaching profession that provide the bases for a coherent instructional program; 2. occurs in high quality educational sites that require prospective teachers to integrate their knowledge into teaching practice; and, 3. provides an ongoing assessment of the development of the prospective teachers' knowledge, skills, and dispositions as established in the standards for the teaching profession.

The review of a program should address the quality with which the teacher licensing standards, the instructional experiences both at the institution and in field sites, and performance-based assessments that diagnose prospective teachers' needs and progress are linked and provide a coherent approach to preparation.

Standards-Based Assessment System. A second and equally important focus will be upon the quality of the process and the quality of the performance that a program uses to recommend a prospective teacher for initial licensure.^[1] The approval of a teacher preparation program by a state agency is a statement of the agency's confidence in the institution's ability to identify educators who are adequately prepared for the initial license and to recommend only those prospective teachers who meet these expectations. Standards-based and performance-based preparation requires more than course-counting. Each institution must have a standards-based assessment system (which can be cumulative) that ultimately results in a decision about a prospective teacher's readiness for licensure. The review of programs must include an examination of the standards-based assessment system that is used by the teacher preparation program to determine the quality of candidates who are recommended for licensure. A critical part of this review includes an examination of the evidence of competence prospective teachers develop during their teacher preparation experiences that confirms their readiness for licensure.

Institutional Resources. Teacher preparation programs are part of a larger organization, either a school, a college or university, and are dependent upon both the cooperation and the support of others within the institution^[2] to develop and maintain standards of high quality. The review of programs must address the quality of the commitment of the larger institution to assure that its teacher preparation programs meet these high standards for program accountability. Specifically, the review should include an examination of the authority of the unit responsible for teacher preparation and its resources, the quality of the faculty responsible for teacher preparation, and the institutional support of both access and diversity for faculty and students in the program.

A Commitment to Institutional Renewal. A primary purpose of program review and accountability is to assure that teacher preparation programs continue to develop and to improve. The fourth category addresses the program's ability to develop a clear mission, to constantly assess its progress with respect to this mission, and to design and implement a plan for improvement. This review includes an examination of the quality of the program's commitment to improvement.

These standards were written to provide general guidance to the states as they seek to review and hold programs accountable for high quality teacher preparation. Accountability is a regulatory function of each state, conventionally referred to as program approval, and should not be confused with the voluntary accreditation process administered by professional associations such as the National Council for the Accreditation of Teacher Education (NCATE) or the Teacher Education Accreditation Council (TEAC). Although these standards are compatible with the standards of the professional organizations, they were written primarily with state regulatory purposes in mind.

The state program approval process and national accreditation processes often use the same terms (e.g., institution, unit, program) with different meanings. Whenever the term program is used in this document, it is meant to include institutional units that coordinate teacher preparation (i.e., colleges, departments, professional associations, or other structures that offer a route to licensure) as well as the individual programs (e.g., secondary English, K-12 art, elementary) that lead to specific licenses. If an institution has several programs leading to licensure, these standards apply to the coordinated program that is composed of each of these individual programs.

The development of draft program review and accountability standards is just the first step in developing a course for program improvement. INTASC will now turn its attention to how to support programs in attaining these standards and to guiding states in the development of procedures that assure that teacher preparation institutions meet these standards. As we develop additional products and pilot test them in the next few years, we anticipate learning more about how useful the draft standards are in supporting our goal of improving teacher preparation. Throughout these years the standards will be reviewed and revised to reflect what we learn through our work.

Preamble

The National Commission on Teaching & America's Future proposed to the nation that:

By the year 2006, America will provide all students in the country with what should be their educational birthright access: to competent, caring, and qualified teachers.@

The commission recommended that colleges and schools work with states to redesign teacher education so that the two million teachers to be hired in the next decade are adequately prepared and all teachers have access to high-quality learning opportunities. Meeting this goal will require more than a set of program accountability standards. We must refocus how we think about teacher preparation and identify the critical aspects of the infra-structure of preparation that must change to support progress towards this goal.

Several key themes emerged throughout the discussions that provided the foundation for these standards. We articulated them as the set of beliefs that are printed below and worked to weave these ideas throughout the standards

We believe that individuals alone can not effectively redesign teacher preparation; this will require institutional commitments. Institutions of higher education, school systems, state education agencies, and professional associations must work together to achieve this goal. College presidents, superintendents of schools, and chief state school officers must provide the leadership necessary to assure the success of these efforts.

We believe that the preparation of teachers must be based upon clear and public standards for the teaching profession and that the earning of an initial license should be dependent upon clear demonstration of a prospective teacher's ability to meet these standards at a level appropriate for entry into the profession.

We believe that states must strive to ensure excellence in teaching for all students by establishing teacher preparation program accountability standards that require all approved programs to demonstrate that they will only recommend for licensure those prospective teachers who have demonstrated the ability to be the competent, caring, and qualified teachers that are every child's birthright.

We believe that the preparation of teachers for our nation's schools requires the commitment of educators from our colleges and universities, both in the arts and sciences and in education, and in our schools. Only through an equal partnership of these communities will we be able to provide our children with teachers who know their subject matter and who are able to make this subject meaningful for all students.

We believe that the development of sustainable change in teacher preparation will require increased collaboration between the educational organizations responsible for preparing teachers and other organizations in the social context that surrounds education, including the business community, city and state government, and other professional organizations to ensure the broad community participation necessary to effect systemic reform.

We believe that there are many pathways to the preparation of high quality teachers, and recognize that no two institutions will implement these standards in the same way. However, we believe that all pathways must be held to the same standards of quality for the preparation process and for the quality of prospective teachers whom they recommend for licensure.

We believe that the institutions that prepare teachers must be cognizant of the diversity of our nation and make every effort to assure that the teachers they prepare are committed to the belief that all children can learn and are prepared to create classrooms that meet this challenge. Preparation programs must assure that prospective teachers develop a greater understanding of diversity, benefit from educational communities that are diverse, and learn how to design instruction that is responsive to the needs of diverse learners throughout their preparation.

We believe that teachers' professional development is a dynamic process extending from initial preparation over the course of an entire career. Professional teachers are responsible for planning and pursuing their ongoing learning, for reflecting with colleagues on their practice, and for contributing to the profession's knowledge base. Teacher preparation programs play a vital role in this professional development, not only at the early stages of preparation, but throughout the teachers' careers. States and local education agencies must be responsible for investing in the growth of individual teachers and of the profession as a whole, and for establishing policies, resources, and organizational structures that guarantee continuous opportunities for teacher learning.

INTASC Model Standards for

the Review and Accountability of Teacher Preparation Programs:

A Resource for State Dialogue

I. Standards-Based Teacher Preparation

Standard 1: Teacher preparation programs provide prospective teachers with the opportunity to acquire a broad general knowledge base and the knowledge, skills, and dispositions of their subject matter, of pedagogy, and of the teaching profession as reflected in the INTASC Model Core and Subject Matter Standards for Beginning Teachers through a coherent set of instructional experiences.

Standard 2: Teacher preparation programs provide prospective teachers with opportunities to develop their expertise through a coherent set of experiences in a variety of high quality field sites working with school-based educators who model effective practice and are willing to share the responsibility for the preparation of beginning teachers.

Standard 3: Teacher preparation programs use multiple measures for the ongoing assessment of prospective teachers' development with respect to the INTASC Model Standards for Beginning Teachers throughout their preparation.

II. Standards-Based Assessment System

Standard 4: Institutions develop and maintain a rigorous, standards-based performance assessment system to evaluate prospective teachers from program admission through recommendation for initial licensure that culminates in an assurance that the prospective teacher has attained the standards of performance for the INTASC Model Standards for Beginning Teachers at the level of initial licensure.

III. Resources

Standard 5: Institutions demonstrate a commitment to society's need for education by providing teacher education programs with the funding, personnel, and authority necessary to create and maintain the indicators of quality described in these Program Evaluation and Accountability Standards.

Standard 6: Institutions promote collaboration among education faculty, arts and science faculty, and public school faculty to assure that prospective teachers learn from educators who model best practice in scholarship, service, and teaching.

Standard 7: Institutions provide opportunities for prospective teachers to develop a greater understanding of diversity in our world through experiencing the benefits of a diverse community of faculty and students.

IV. Program Renewal

Standard 8: Teacher preparation programs engage in program review and renewal to establish and communicate a clear vision and purpose for preparing teachers to work in PK-12 schools.

I. Standards-Based Teacher Preparation

In a standards based education system, guaranteed by state constitution for all children, it is essential that the state be able to demonstrate that the standards established for it K-12 students are the foundation for all other components of the state's public education system. This means that in state sponsored or approved teacher preparation programs there must be concrete evidence that a specific program is designed to provide prospective teachers with mastery of the knowledge and the skill to teach those PK-12 student standards. In other words, the preparation program provides the prospective teachers with the opportunity to learn, to know and be able to teach to the state licensing standards.

Standard 1: Teacher preparation programs provide prospective teachers with the opportunity to acquire a broad general knowledge base and the knowledge, skills, and dispositions of their subject matter, of pedagogy, and of the teaching profession as reflected in the INTASC Model Coreand Subject Matter Standards for Beginning Teachers through a coherent set of instructional experiences.

Subject Matter Knowledge, Skills, and Dispositions

1.01a. Teacher preparation programs assure that prospective teachers develop in-depth knowledge of the subject matter they will teach, including the central concepts, tools of inquiry, and structures of the discipline(s) as articulated in INTASC subject matter standards and other professional, state, and institutional standards.

Pedagogical Knowledge, Skills, and Dispositions

1.01b Teacher preparation programs assure that prospective teachers can create learning experiences that make all aspects of the subject matter they teach meaningful for students.

1.02 Teacher preparation programs assure that prospective teachers understand how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

1.03 Teacher preparation programs assure that prospective teachers understand how students differ in their approaches to learning and can create instructional opportunities that are adapted to diverse learners.

1.04 Teacher preparation programs assure that prospective teachers understand and can use a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.

1.05 Teacher preparation programs assure that prospective teachers understand individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

1.06 Teacher preparation programs assure that prospective teachers use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

1.07 Teacher preparation programs assure that prospective teachers can plan instruction based upon knowledge of subject matter, students, the community, and curriculum goals

1.08 Teacher preparation programs assure that prospective teachers understand and can use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Professional Knowledge, Skills, and Dispositions

1.09 Teacher preparation programs assure that prospective teachers develop as reflective practitioners who continually evaluate the effects of their choices and actions on others (students, parents, and other professionals in the learning community) and who actively seek out opportunities to grow professionally.

1.10 Teacher preparation programs assure that prospective teachers can foster relationships with school colleagues, parents, and agencies in the larger community to support students' learning and well being.

1.11 Teacher preparation programs assure that prospective teachers understand and maintain standards of professional conduct guided by legal and ethical principles.

General Knowledge, Skills, and Dispositions

1.12 Teacher preparation programs assure that prospective teachers acquire general knowledge in the liberal arts and sciences to complement knowledge in the subject matter they will teach.

1.13 Teacher preparation programs assure that prospective teachers acquire knowledge of their own and other cultures and communities to understand and explore issues of equity, diversity,^[3], and bias.

1.14 Teacher preparation programs assure that prospective teachers understand the impact of information technologies on society and that they become technologically literate.

To prepare a teacher to adequately meet performance based licensing standards a preparation program must provide ample opportunity for the prospective teacher to develop the skills of teaching. This requires in-depth clinical experience woven throughout the theoretical professional and subject matter courses, in which a prospective teacher can put teaching theory into practice, supervised in real educational settings. Such clinical experience must be sequenced to be compatible with the scaffolding of the curriculum, and give professional meaning to the pedagogy of the subject matter and learning theories. The program must show explicit evidence of the relationship between the theoretical and clinical preparation, and the licensing standards.

2.01 Teacher preparation programs promote collaboration among faculty in education, faculty in arts and sciences, and faculty and administration in PK-12 schools to create a partnership for the clinical preparation of prospective educators.

2.02 Teacher preparation programs establish collaborative and respectful relationships with school districts and other educational settings that provide sites for prospective teachers' field experiences These sites demonstrate a commitment to simultaneous improvement of PK-12 schools and teacher education for the purpose of better serving students in schools.

2.03 Teacher preparation programs assure that prospective teachers complete purposeful and sequenced field experiences, through which they learn to integrate their subject matter, pedagogical, professional, and general knowledge into teaching practice. The field experiences include early field placements prior to student teaching, opportunities for increasing responsibility for instruction, and a student teaching experience during which the student teacher demonstrates the full range of performance addressed by the INTASC Standards.

2.04 Teacher preparation programs assure that prospective teachers develop the ability to support learning by all students through field experiences in a variety of educational settings^[4], including: classrooms that serve culturally, linguistically, and socio-economically diverse students; classrooms that serve students with a range of abilities including students with exceptional needs; and classrooms that represent the range of grade levels and subject matter areas for which prospective teachers will be licensed.

2.05 Teacher preparation programs assure that field-based faculty^[5] responsible for teacher preparation model effective practice, value both learning and the learner, are committed to supporting the development of prospective teachers, and are capable of evaluating these teachers with respect to the professional teaching standards for their license.

2.06 Teacher preparation programs provide opportunities for the faculty responsible for teacher preparation, both at the higher education institution and in the PK-12 classroom, to work together through continued professional development that supports their individual growth and the improvement of the quality of the teacher preparation program.

The preparation of prospective teachers should be designed to develop the knowledge base, the dispositions, and the performances embodied in state licensing standards. Adequate preparation of teachers requires an ongoing assessment of a prospective educator's progress towards meeting the standards and sufficient feedback to help them meet the licensing standards.. Teacher preparation programs, therefore, should ensure that throughout the preparation program prospective teachers' knowledge and classroom skills are assessed and that continual opportunities are available for them to demonstrate their knowledge and skills. In other words, the preparation program provides the prospective teacher not only with an opportunity to learn the knowledge base but also the opportunity to demonstrate the performances articulated in the state licensing standards.

3.01 Teacher preparation programs use assessment as a learning process that allows prospective teachers to learn more about teaching through the assessment of their work, to self-assess and develop the capacity to reflect on their own teaching, and to receive meaningful feedback that helps them to improve their practice.

3.02 Teacher preparation programs provide prospective teachers with multiple opportunities to demonstrate their developing knowledge and skills through a variety of assessment methods.

3.03 Teacher preparation programs provide a developmental continuum of assessments that are aligned with the INTASC Model Standards for Beginning Teachers and that yield data on the progress of candidates in achieving benchmarks of program standards.

3.04 Teacher preparation programs monitor prospective teachers' progress towards standards and use the results of the assessments to provide academic, professional, and career advice and counseling throughout the program.

Embedding performance assessment into teacher preparation is an important step in a state's transition to a performance based licensure system. States can no longer assume the adequacy of licensing regulations that focus on such requirements as course-counting, credit-hour requirements, and multiple choice tests. Instead, teacher education programs must be designed to ensure that all candidates have developed a strong foundation of content and pedagogical knowledge, can show an ability to apply this knowledge in practice, and have habituated the professional behaviors specified by their state's licensing standards. A one-time assessment at the licensing stage cannot adequately measure habituated performance. Teacher preparation programs make recommendations for initial licensing based upon a rigorous, standards-based performance assessment system.

Standard 4: Institutions and their teacher preparation programs develop and maintain a rigorous, standards-based performance assessment system to evaluate prospective teachers from program admission through recommendation for initial licensure that culminates in an assurance that the prospective teacher has attained the standards of performance for the INTASC Model Standards for Beginning Teachers at the level of initial licensure.

4.01 Institutions and their teacher preparation programs maintain a performance assessment system, aligned with the INTASC Model Standards for Beginning Teachers, that provides continuous assessment of prospective teachers' knowledge, dispositions, and performance, beginning with the candidate's admission to a program through licensure, with interim checks throughout the program.

4.02 Teacher Preparation Programs use a variety of assessment methodologies (e.g., observations, case studies, analysis of student work, lesson plans, simulations) and multiple samples of evidence (i.e., over time, in different contexts) to examine prospective teachers' subject matter, pedagogical, professional, and general knowledge.

4.03 Institutions assure that a collaborative team of education faculty, arts and sciences faculty, and PK-12 educators is involved in the design and implementation of the assessment system from program entry through program completion.

4.04 Teacher Preparation Programs assure that prospective teachers understand the scope and purposes of the assessment instruments, the scoring criteria, benchmark performances, and the assessment processes that comprise the assessment system.

4.05 Teacher Preparation Programs assure the quality of the assessment system through continued evaluation of the instruments (including validity and reliability) and the process of the system's implementation.

4.06 Teacher preparation programs assure that assessment systems, including policies, practices, instruments, and uses, are equitable and are designed and administered in a manner that is fair to all students and faculty.

III. Resources

Teacher preparation programs represent the commitment of an institution to support the educational needs of our society through the preparation of high quality teachers who will sustain and improve the public educational systems. Assuring that these programs are able to maintain high quality standards requires a commitment of resources by the host institution. Teacher preparation programs must show explicit evidence of the institution's support of high quality preparation through adequate funding, authority, high quality faculty, and a commitment to preparation of teachers who reflect and who understand the diversity of our world.

5.01 Teacher preparation programs are part of a higher education institution that has been regionally accredited.

5.02 Teacher preparation programs are well-defined units in a clear leadership structure within the higher education institution and they have clear authority to assure accountability to the higher education institution.

5.03 Teacher preparation programs receive institutional support and resources for collaboration across education, arts and science, and public school faculty, and other members of the educational community to improve the quality of education for children.

5.04 Teacher preparation funding reflects an institutional commitment to teacher preparation and is adequate to meet the mission of the program and the expectations of state credentialing agencies.

5.05 Teacher preparation programs have parity with other professional programs within the institution in terms of support for and recognition of faculty teaching, scholarship, and service.

5.06 Teacher preparation programs employ current technologies in instruction and administration of their programs and have the capacity to upgrade these technologies to model state of the art practice for prospective teachers.

5.07 Institutions and teacher preparation programs provide prospective teachers, education, arts and science, and public school faculty access to exemplary library, curricular, and electronic information resources.

5.08 Teacher preparation programs have the authority and resources to establish partnerships within the institution, with business and industry, with school districts, and with other professional groups to support their mission.

Standard 6: Institutions and their teacher preparation programs promote collaboration among education faculty, arts and science faculty, and public school faculty to assure that prospective teachers learn from educators who model best practice in scholarship, service, and teaching.

6.01 Institutions and their teacher preparation programs provide prospective teachers with opportunities to learn from PK-12 school, education, and arts and science faculty members who are teacher scholars, who integrate what is known about their content fields, teaching and learning, into their own instructional practice and who model the qualities embodied in the INTASC core principles.

6.02 Institutions and their teacher preparation programs provide prospective teachers with opportunities to learn from PK-12 school, education, and arts and science faculty members who demonstrate scholarly work related to teaching, learning and their field(s) of specialization and who model a commitment to life-long learning.

6.03 Institutions and their teacher preparation programs provide prospective teachers with opportunities to learn from PK-12 school, education, and arts and science faculty members who are actively engaged in dialogue and practice that improves the design and delivery of instructional programs both in PK-12 schools and in professional education.

6.04 Institutions and their teacher preparation programs assure that PK-12 school, education, and arts and science faculty members are supported through opportunities for professional development and that their teaching, scholarship, and service are evaluated on a regular basis to assess the overall contribution to the goal of helping prospective teachers attain the INTASC standards.

7.01 Institutions and their teacher preparation programs demonstrate a commitment to achieving diversity[6] within the student body and faculty.

7.02 Institutions recruit, admit, support, and retain a diverse student body of prospective teachers.

7.03 Institutions and their teacher preparation programs recruit, hire, support, and retain a diverse faculty.

7.04 Institutions demonstrate a commitment to creating an environment that supports and sustains a diverse faculty and student body.

7.05 Institutions and their teacher preparation programs create an environment that supports interaction among all faculty and students.

IV. Program Renewal

Standard 8: Teacher preparation programs engage in program review and renewal to establish and communicate a clear vision and purpose for preparing teachers to work in PK-12 schools.

As PK-12 education continues to improve to meet the challenges of a changing world and a changing student body, teacher preparation programs must continue to change and improve to adequately prepare prospective teachers for the new demands of the profession. The teacher preparation programs must show explicit evidence of the systems they have established to assure that program review and renewal is a continuous process.

8.01 Teacher preparation programs have a clear vision and purpose^[7]and use these to develop plans for continuous improvement.

8.02 Teacher preparation programs assure that coherence exists between the INTASC Model Standards for Beginning Teachers, national/state curriculum standards, and student outcomes, courses, field experiences, instruction, and assessment, both within and across programs.

8.03 Teacher preparation programs engage in an ongoing review of the courses and experiences that comprise teacher preparation, the quality of field sites, and the ways in which programs assess prospective teachers to evaluate the quality of their programs.

8.04 Teacher preparation programs engage in the ongoing evaluation of field-based faculty, higher education faculty, and other members of the professional community to evaluate the quality of their programs.

8.05 Teacher preparation programs establish protocols to collect information from the teachers that they have recommended for licensure during their induction into the profession and subsequent years to monitor the success of these teachers and to elicit their recommendations for program improvement.

8.06 Teacher preparation programs maintain a plan for program improvement, engage in continuous analysis of evaluation data to examine the effectiveness of their programs, and use the results of these analyses to direct continuous improvement.