What members say about TEAC...

New York University, New York, NY
Steinhardt School of Education
I finally finished reading the TEAC audit and I must say I am mightily impressed.  Having been through [accreditation a] numbers of times, I can tell you that the TEAC process has been much more useful (and cheaper) in moving our Teacher Education program toward evidence based decision making.  The audit is a masterful document that is based on logic and precision--what if all teacher ed programs were to be so characterized?  Thanks much you have helped me a lot. Thanks!

Princeton University, Princeton, NJ
We found the whole audit process, and the years leading up to it, incredibly valuable and thought provoking.  We can say with confidence that we are a better program for this process.  And, now that we have our new program and data collection elements in place, we look forward to beginning a new era for the program that can focus on using this data to drive future development and new areas of inquiry.  And, of course, we won't wait to act on the "interesting" areas that have already turned up in the audit and our Brief Proposal.  After the audit team left our office last Wednesday, [we] said that the day marked a turning point for the program...The audit was a success on all levels.

Caldwell College, Caldwell, NJ
In closing, I must tell you, quite honestly, that I thought writing the TEAC brief (and all that it entails—research-wise, planning-wise, etc.) was the worst thing that ever could have happened to me in my first year as Associate Dean (and my first year as a faculty member) at Caldwell College. In retrospect, it turned out to be the BEST thing that could have happened to me.  We here at Caldwell College now know ourselves (our programs, services, etc.) very well. We know our strengths and our weaknesses and we have found the holes in our system. We have a plan of action for the next five years that is clear and detailed and we all know that we must do to achieve our goals. Our adjuncts and college supervisors have been brought in for baseline assessment and initial training (already) and we have two more sessions scheduled for this coming semester.   I know what we have to do and what we need to do the job. And everyone (administration, faculty adjuncts, students, etc.) are getting on board.  It’s a great feeling, really to see all this take shape.

In closing, I simply want to say that—if done honestly and thoroughly—TEAC is a wonderful process. All of you at TEAC ought to feel very good about the work you are doing and the contribution that you are making to the field of teacher education!

Mary Baldwin College, Staunton, VA
...it has really been a good process and one that could go on and on.  It is much like peeling and onion: we keep discovering more layers.  I think this has given us the needed impetus to take a much more aggressive and focused approach to both gathering and analyzing our data.  We have a good teacher preparation program here; we appreciate the opportunity to provide evidence to both TEAC and our greater campus community. 

TEAC demanded the same integrity and value-laden scrutiny from us that we demand of our students...

TEAC demands honest scrutiny of programs and resources, and spin and cover-up are anathema to the audit system TEAC embraces, [with] greater opportunity for program improvement is possible than with other accreditation systems…

The emphasis was not on the system but the individual program, which to me demonstrates the virtue of integrity. In effect, the IB [Inquiry Brief] presents an argument, or makes the “case,” that each of the four quality principles is met- and that the evidence presented is valid. The external audit process checks the credibility of the IB, checking to make sure that what is reported can be verified.

TEAC demands rigor…

University of Virginia, Charlottesville, VA
TEAC’s policies and procedures are comprehensive, logically developed, practical to implement, and supportive of educational enhancement and professional reform. TEAC’s strength lies in the recognition that state licensing boards and large professional organizations set standards for the professional development of teachers and that schools/colleges of education are professionally and ethically obligated to meet these standards. In fact, states in which teacher education program approval procedures are in place…establish rigorous standards based on those set by the professional associations in each licensure area. While holding firm to the importance of professional standards and the insistence that evidence be given to the demonstration of these standards, TEAC allows for each institution to determine its own standards selection and implementation course.

The TEAC process requires that the institution develop and consistently implement policies and procedures that demonstrate program effectiveness relative to the institution’s claims. The process is one that is relevant and is a matter of documenting and clearly articulating what we as a teacher preparation program are actually doing.

Again, time, money, and faculty resources were reduced without any loss to program effectiveness or to the accreditation process. Repeatedly, in a time of fiscal difficulties, reduced faculty, and increasing numbers of students in our Teacher Preparation Program, we realized the TEAC process focused on a direct audit procedure resulted in an effective self-analysis, a relevant external review of our claims, adherence to professional standards, and assistance in defining our future direction. (Complete transcript.)


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