Reforming
teacher education is not only a focal point in the teacher education
arena, it also has political, social, and cultural
overtones. This book tells the story of how the education faculty
at Hope College, a small, Midwestern liberal arts college recovered
from the loss of its NCATE (National Council of Accreditation for
Teacher Education) accreditation. Over a period of ten years,
the faculty revitalized, reconceptualized, and redesigned their
teacher education program, regaining national accreditation in
the process. Among the issues addressed are developing a conceptual
framework and an assessment plan, the teaching of reading and writing,
field placements, technology integration, creative staffing, and
diversity. What emerges is a portrait of a faculty engaged in a
vibrant and developmental process of change and reform focused
on the preparation of quality teacher’s for America’s
schools. In a very real sense, this book demonstrates that all
reform is local.
