Self-Assessment Inventories for Campus Leaders

In this section, we present two inventories developed by Dr. Dale Scannell on behalf of the joint leadership initiative of ACE, AASCU, and NCTAF, designed for college and university presidents to use for institution and program self-assessment. The inventories draw from ACE's report To Touch the Future and AASCU's report A Call for Teacher Education Reform, and they incorporate characteristics that are essential to the reform of teacher education.

One inventory is designed to be used as a tool to assess the quality of "basic" teacher education programs, and the other is designed to be used to assess the quality of post-baccalaureate programs.

Self-Assessment Inventory:
Basic Teacher Education Programs

Admission Standards and Procedures

• Institutions should attract bright and committed candidates.

Program Financing

• Institutions should support teacher education programs sufficiently.
• Teacher education units should show effective use of available resources.

Program Basis and Design

• Education, arts and sciences faculty, and clinical partners should cooperate on programs based on a shared philosophy.

Clinical Experiences

• Clinical experiences should provide a basis for candidates to understand theory and to be gradually inducted into the work of teaching.

Effectiveness of Teacher Education Graduates

• Evaluation of candidates and alumni should provide information used for program review and improvement.

Self-Assessment Inventory:
Post-baccalaureate Teacher Education Programs

Admission and Retention

• Admission should be based on scholarship and professional accomplishments of applicants.
• Retention standards should contribute to student growth.

Program

• Programs should build on expectations of the basic program.
• Programs should uphold high academic standards.
• Programs should provide assistance to teachers in developing professionally.

Administrative Conditions

• Faculty loads and resource allocation within the teacher education unit should support both basic and advanced programs.
• Credit and non-credit course work should reflect the institution's commitment to help improve P-12 schools.

Evaluation and Program Modification

• Feedback from alumni and their supervisors should be used to evaluate and improve programs.