What the field says about TEAC...

Higher education associations urge members to give serious attention to TEAC.

"Participants in the TEAC process reported that this approach allowed them to use accreditation to address some of their own questions about themselves. As a result, rather than being seen merely as a necessary burden, accreditation actively 'added value' to participating programs by enabling them to identify (and subsequently address) their own areas of strength and weakness...TEAC’s clear focus on student learning and the evidence for it clearly helped to reinforce the kind of attention to assessment that many Deans or Department Chairs know that they must eventually instill in their faculties."
Dr. Peter Ewell, from Piloting a New Approach to Accreditation in Education, An Evaluation of the TEAC/FIPSE Project, December 2001.

"AERA fully values the contributions made by TEAC to improving the profession of teacher education…AERA leaders have been impressed with the thoughtful, comprehensive, and rigorous procedures that have been designed and implemented by TEAC to further development of the profession of teacher education. We share your belief…that teacher education also can benefit from the use of self-evaluation processes to establish rigorous standards."
Dr. Hilda Borko, President, and Dr. Felice Levine, Executive Director, AERA

“TEAC has a shot not only at transforming accreditation of teacher education, but at changing the ways we think about quality assurance in general.”
Russ Edgerton, President, Pew Forum on Undergraduate Learning

“Since 1992, when the regulations changed and removed the impediments for more than one accrediting body [in teacher education], the fear was that there would be accreditation shopping, there would be competing accrediting bodies with lower standards. In my jugment, the opposite has taken place.”
George Pruitt, President, Thomas A. Edison State College; member, U.S. Department of Education National Advisory Committee on Institution Quality and Integrity (NACIQI)