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Pomeroy, Edward C.Beyond the Upheaval.American Association of Colleges for TeacherEducation, Washington, D.C.7223p.; The 13th Charles W. Hunt Lecture presented atthe AACTE Annual Meeting, February 1972Order Dept., AACTE, One Dupont Circle, Suite 610,Washington, D.C. 20036 01.00)

MF-$0.65 HC-$3.29*Educational Change; *Educational Improvement;*Schools of Education; *Teacher Education; *TeacherEducators

ABSTRACTIn a review of the development of teacher education

since World War II, the author identifies six major crests: 1)identification of teacher education as an appropriate and importantfunction for all types of higher education institutes; 2) structuringa national association of higher education institutions committed(toimproving teacher education; 3) acceptance of the sharedresponsibility for teacher education by higher education, teacheA,and the public; 4) development of a cadre of professionals trained tomeet the expanded demands of teacher preparation; 5) the joiningtogether of academicians and pedagogues to meet the needs ofprospective teachers; and 6) expansion of governmental involvement inteacher education.,Now we bave reached a point where the supply ofteachers exceeds the demand, and there is a need for a new, long lookat teacher education and the formulation of new roles. Some targetsfor future professional action are teacher renewal sites and teachercenters, built on the concept of using schools and communities asproper partners for colleges and universities, the consortiumapproach to teacher education, greater involvement of colleges in thecommunity, more feedback from teachers to their former colleges, thedevelopment of greater sensitivity to different cultures,performance-based teacher education, and improved accreditationprocedures. (M)

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CHARLES W. HUNT The Lectures and the Man

Through the Charles W. Hunt Lecture, given ateach of the Annual Meetings of theAmerican Association of Colleges for TeacherEducation since 1960, AACTE proudlyacknowledges it debt to this educationalstatesman_

At age 91, Charles Hunt represents a living tie tothe past_ However, those who know Dr_ Huntknow him for his future orientation. Though hehas spent most of his professional lifeas an administrator, he rightly insists onidentifying himself as a teacher_ His infectiousenthusiasm for life and his championingof the God-given right of every individual, youngor old, to develop to his maximum potentialare qualities which have always marked hiscommitment to the preparation of teachers_ Hisenthusiasm and determination to moveahead in reshaping teacher education and hisskill in firing up others to do so are in thebest tradition of the good teacher_Those who are just beginning to examine theclose and necessary relationship betweenteacher education and the community can takemuch encouragement from this senioreducation leader_ As'an early practitioner inteacher education, he was wise enough to viewthe community not only as a laboratory,but as a source for ideas and support_ As ateacher, communicator, and an agent for change,one who "shook the ideas and structure"of teacher education, Charles Hunt has built amodel-that will serve future professionals well_

In honoring a good friend and colleague,the AACTEwhich is in reality a body ofprofessional men and women representing their

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institutionsvigorously commits itself tothe problems of this still young and -

critically important sector of education. Just howyoung can be seen when one realizes thateverything of importance in the historyof organized teacher education has happened inthe lifetime of Charles Hunt.Born in Charlestown, New Hampshire, in 1880,Charles Wesley Hunt was educated atBrown University (A.B. 1904) and ColumbiaUniversity (A.M. 1910, Ph.D. 1922), all the whileteaching English in New England and NewYork until he began a supervisory career in 1910.The Lecture Series was conceived as aprofessional tribute to the years of leadership andservice which Dr. Hunt has given to education as ateacher, a university dean, a collegepresident, and as secretary-treasurer ofAATC, then AACTE, and now as consultant to theBoard of Directors of the Association.

EDWARD C. POMEROY, Executive Director, AACTE

This year's search for a distinguished Huntlecturer was made easy for the Association'sPresident Nathaniel H. Evers_ The choiceof Edward C. Pomeroy was both appropriate andfelicitous since 1972 marks the startof his third decade of service to the AACTE_Friends and associates know AACTE's executivedirector to be a low-profile leader; hehas always sought to make others visible in adedicated effort to see teacher educationissues explored, aired, and acted upon_Twenty years ago Edward C. Pomeroy made acommitment to himself to help developAACTE into a teacher education service agencythat would focus national attentionon the needs and concerns of itsinstitutional membership_He came to the Association with the thrust ofhis life's work already clearly defined_ A productof the public schools of his native Westfield,Massachusetts, he earned his A.B. at theAmerican International College inSpringfield, staying on there as assistant to thepresident until 1943.Then, commissioned an ensign, he served withthe United States Navy in the Pacifictheater during World War II_He took up his studies again at Teachers College,Columbia University, earning his M.A.. in1947 and his Ed_D_ in 1949_ Once more he wasinvited to stay on and he remainedas assistant to the general secretary ofTeachers College until 1951Dr_ Pomeroy began his professional connectionwith AACTE as associate secretary in

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1951 and served as executive secretary (nowexecutive director) from 1953 to the present. Hehas watched AACTE grow from 256institutional members and a small suite ofoffices in Oneonta, New York, to itspresent strength of more than 850 members,4,000 representatives, and an anr-ual budget ofover a million dollars.

Dr_ Pomeroy speaks of himself unabashedly as an"educational bureaucrat," pointingout that without a "power base" in the nation'scapital and a professional staff to manits headquarters, teacher education would nothave the voice and the weight needed todeal with education issues on thenational scene today.

If the American Association of Colleges forTeacher Education has succeededinbuilding a national view of teacher education, ifit has provided a forum where teachereducators can say what's on their collective mind,Edward C. Pomeroy has had a major rolein bringing that about.

Trenton State College, N.J., awarded hima Litt. D. in 1961, as did EasternKentucky State College in 1968, and he served asalumni trustee of American InternationalCollege. Presently a trustee ofTemple Buell College, he is a consultant to theCouncil on Instruction and ProfessionalDevelopment of the National EducationAssociation and the National Council forAccreditation of Teacher Education, and amember of the National Education Associationand the American Association ofSchool Admininistrators.

BEYOND THE UPHEAVAL

Edward C. Pomeroy

The Thirteenth Charles W.H unt Lecture

Presented at the Twenty-fourth AnnualMeeting of the American Associationof Colleges for Teacher EducationChicago, IllinoisFebruary 23, 1972

We have been fighting the battles ofteacher education, one at a time, forso long, we sometimes tend tooverlook the terrain we have covered.But I have not come here to recountthe accomplishments we have loggedin the past twenty years of myinvolvement, just to survey a bit, andmaybe to map the next battles.We teacher educators have beenunder pressure to supply more andmore for so long, we sometimes forgotwhat it was we were supplying moreand more of. But despite all our gains,teacher education is still embattled.Why is this?The education of teachers continuesto be an issue of importance; theteacher as motivator of students, asplanner of studies, and as guide for thefuture remains the critical element inthe success of every great educationalenterprise. Is it so surprising, then, thatwe are at odds about how best toprepare him? The role of the teacherchanges as new insights into learningare gained, as new research andinnovative programs becomeoperational, and as differing needs ofsociety become apparent, but thevalue of teachers qualified tb performtheir roles with students remains aconstantSince the preparation of teachers is acontinuing necessity from oneeducational innovation to the next,teacher education must be seen as afuture-oriented undertaking. It is afield of activity that deals with change,modifies itself by change, and

flourishes through change. We are, infact, a profession of change.In focussing my own thinking, I haveidentified some six major crests in theupheaval in teacher education duringthe twenty years following World WarI would characterize as of lastingimportance the following:1. Identification of teacher educationas an appropriate and importantfunction for all types of highereducation institutes and not just forspecialized institutions2. Structuring of a naticnal associationof higher education institutionscommitted to improving teachereducation, supported by cooperativeinstitutional initiative and administeredby professional staff3. Acceptance of the sharedresponsibility for teacher education byhigher education, teachers, and thelay public, as evidenced by a broadlybased accreditation program4. Development of a cadre ofprofessionals equipped by training andexperience to meet the expandeddemands of teacher preparation5. Joining together by academiciansand pedagogues in cooperativeapproaches to meet the needs ofprospective teachers6. And lastly, expansion ofgovernmental involvement in teachereducation, particularly at the federallevel, with all its new opportunitiesand resources as well as newproblems.Teacher education during this period,

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while essentially an exclusivefunction of higher education, was onethat is not even now fully developed oncollege and university campuses. Thelate 1940's witnessed the gradualrecognition of the fact that preparingteachers is a vital undertakingrequiring wide-based planning and theemployment of the resources of allcontributing institutions andorganizations. Breaking away from theconcept of teacher preparation as theprerogative of narrowly based andfrequently poorly supported normalschools and teachers' colleges was afundamental change that has hadgreat meaning for our schools and ourprofession. Charles Hunt, in his reportas secretary of the AmericanAssociation of Teachers Colleges for1947, demonstrated the direction ofhis leadership when he wrote:

We prepare teachers for the commonschools. If we include all that rightly fallsunder that heading, in the years ahead weshall have the kind of quality professionalschool to serve the students and the com-munity that has not yet been seen on thiscontinent. To build that school is our job. Noone else will do it, either in the quality orquantity required. How can we do it? I knowof campuses where there are promising be-ginnings. But we shall none of us get thereso weH by ourselves. Association is neces-sary. What kind shall it be?'

Teacher educators took up Dr. Hunt'schallenge to broaden their professionalassociation twenty-five years ago. In1948 the National Association ofColleges and Departments ofEducation and the National

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Association of Teacher EducationInstitutions in Metropolitan Districtsjoined with the American Associationof Teachers Colleges to form theAmerican Association of Colleges forTeacher Education.2 The same year sawthe establishment of the Committee onthe Coordination of CollegiateProblems in Teacher Education, whichincluded the Association of StudentTeaching, the National Society ofProfessors of Education, and theAmerican Association of TeachersColleges. The publication by AATC in1948 of School and CommunityLaboratory Experiences 3 madetangible the close working relationshipbetween ATE and AACTE, as we nowknow them. The publication alsomarked a high point in our professionalliterature, recognizing as it did thespecial value of the relationshipbetween the school and the college inthe task of preparing teachers. Thatnotion is still central to teachereducation today.The year 1948 also saw theemployment of the first full-time,professionally prepared staff memberby AACTE, Dr. Warren Lovinger. Thismarked a first step toward providingprofessional leadership andmanagement in coordinating AACTE'scooperative approach to thedevelopment of teacher education.In the fall of 1951, when I joined theAssociation's staff, the membership ofAACTE numbered 256 colleges anduniversities. An ambitious program ofvisitation was about to get underway.This effort focussed on the application

of standards for teacher educationwhich had been studied and revisedwith wide involvement and great careafter the associational merger. Thesestandards were developed as criteriafor evaluation of collegiate institutionsby the AATC. They provided all typesof collegiate institutions with acommon experience which wouldmake possible a unified nationalassociation. At the same time,evaluations based on these criteriaproved to be useful guides for thepublic in identifying programs ofteacher education of high quality.

Ways and means were also beingsought to involve practicing teachersin evaluating the effectiveness ofteacher education. Discussions,spurred by NCTEPS of the NationalEducation Association, eventually ledto the establishment of the NationalCouncil for Accreditation of TeacherEducation in 1953, but not withoutlengthy debate and negotiation. Thus,a widened base for evaluating teachereducation became a reality in 1954,when the new CounCil took overaccreditation responsibilities fromAACTE. The early days of the Councilwere marked by hard work andbitter debate. Not until the mid-1960'scould teacher educators feel assuredof the Council's viability.

Teacher education grew in significanceand strength because of NCATE. Rrst,it made teacher education felt in thehalls of higher education. When theNational Commission on Accreditingofficially recognized NCATE as the

agency to evaluate collegiate teachereducation, the program's stature hadbeen established. Second, theprinciple of shared responsibility forthe education of teachers was officiallyestablished, even though the role ofthe practicing teacher was at first amodest one. Third, the lay public as aconcerned and contributing partnerwas clearly acknowledged. While it istrue that the actual role of the NationalSchool Boards representing theconsumers of education has not yetbeen of critical significance, theprinciple of their involvementbeen established.Since 1954 cooperative efforts inaccreditation have provided the major,nationally visible relationship betweenthe organized teaching profession andthe colleges and universities; in thefuture it will be of increasingimportance.For AACTE the transfer of accreditationresponsibilities opened up newavenues of service. Released from itsrole as an evaluatory agency, AACTEplunged into the task of stimulatingimprovement in coliegiate teachereducation programs. Higher educationstaffs were quick to gr.- p theopportunity provided by the nationalorganization for cooperative effortsto improve their offerings. In thedecade from 1954 to 1964 the numberof collegiate institutions which joinedin this national effort more thandoubled. With the bitter accreditationdisputes of the 1950's behind them,c- "c?ges and universities joined hands

_ common cause of teacher

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education. The coalition of institutionsthat evolved is unique in Americanhigher education. In no other nationaleffort, either before or since, haveso many kinds of institutions of highereducationbig and small, rich andpoor, prestigious and developing,public and private, secular andreligious institutions serving allsegments of America's diversepopulations, come together for acommon purpose in such substantialnumbers. This movement built itselfon individual institutional initiativewith little outside support. It is mybelief that teacher education hascontributed uniquely to weldingtogether a higher education system inAmerica. The coi-seges and universities,the organizations and agencies whichwere involved in this critical period inour educational history wereanimated by men and women ofexceptional leadership andprofessional competence. Many of ushere have worked hand in hand toimplement the forward-lookingmovements of these past years. It hasbeen an "all hands" task forprofessional commitment

It wouid be easy to gloss over theheated debates between theacademicians and the so-called"professional" educators. All toofrequently there weremisunderstandings, jealousies, andcompetition, triggered by the growingimpact of accreditation and teacherpreparatory program& James Conantreported he had much to criticizestrongly on both sides of the fence

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that separates faculties of educationfrom those of arts and sciences.4Obviously, without the resources ofeach field's professional competence,without the cooperation andintegration of these fields, effectiveteacher education is impossible.Efforts by the National Commission onTeacher Education and ProfessionalStandards helped to reconcile thediffering positions, spurred on by theelementary and secondary schoolteachers' desire for educationalchange. T. M. Stinnett reported thatteachers

. . . began to sense that there were great re-sources among the scholars in the variousdisciplines which would greatly strengthenthe drive for revision and refinement.And most significant of aU, they came tobelieve that for the first time these scholarlygroups were really interested in helping.5

Constructive efforts to build bridgesbetween these widely differingpositions became more frequent in the1960's. Campus diScussions, regionalworkshops, and national conven-tiOne provided forums for all toparticipate in.In 1964 the AACTE-moved to includerepresentation of academic facultieswhen it expanded the number ofofficial institutional_representativesfrom one to three and asked that atleast one represent a "teaching"field.Another key element in teacheredUcation has been the role of stategovernments. State certificationofficers, organized in the National

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Association of State Directors ofTeacher Education and Certification(NASDTEC), have been increasinglyconcerned with the quality of collegeand university programs of teachereducation. The important role of statedepartments of education wasrecognized in the restructuring ofnational accreditation through NCATE.The entry of the federal government onthe scene provided a new and criticallyimportant element in teacher education.The National Defense Education Act,the Higher Education Act, and theEducation Professions DevelopmentAct have had a very great impact. Whatbegan as a source of new funding forresearch and study has beenresponsible for setting new sights forall of us. Federally funded programs,such as Graduate Fellowships forExperienced School Personnel,Regional Educational Laboratories,and Educational Resources InformationCenters (ERIC), have stimulated newapproaches to problems of education.Federal involvement has turned thenation's focus on such specialeducational problems as the urbanschools and the needs of thedisadvantaged young.In Teachers for the Real WorldB. Othanel Smith wrote:

Teacher education is at a critical point inhistory. There is now enough knowledge andexperience to reform it, to plan a basic pro-grarn of teacher education for an open soci-ety in time of upheaval_ But if this knowledgeand experience are dissipated in prolongeddiscussions of issues, doctrines, and tenetsleading only to more dialogue, instead of a

fundamental program of education for thenation's teachers, teacher education is likelyto fragment and its pieces drift in alldirections.6

Federal accomplishments were, andcontinue to be, of vital importance inthe renewal of teacher education.Edwin P. Adkins correctly identified itssignificance in 1966:

... it seems clear that a new establishmenthas been, or is in the process of being born;and this new establishment is located at thefederal level, with billions to spend, and thepolitical power to make ideas stick ... At thispoint I am neither condemning nor praising;I am merely saying that the new establish-ment is there and that we must deal with it.7

The federal government's role loomsincreasingly large in the future ofteacher education. The specificdevelopments I have cited occurred inthe context of the social and economicupheaval following World War II. Theyhad great impact on education and, aswe have noted, on teacher education.The moment had arrived when "theflux was in full flow"; actions andaccomplishments were realized duringthat period that have far-reachingimplications for tomorrow'sdevelopments in teacher education.Before examining with you the possibledevelopments of the future and thegoals we might reasonably setourselves for shaping thosedevelopments, let me recapitulate. Inseeing how far we have come, beforenoting how far we must still go, I haveidentified six crests of the upheavalthrough which we have passed in the

last twenty or more years. As a result ofthese upheavals;,

Teacher education is now firmlyidentified as the proper business of alltypes of institutions of higher learning.

A professionally administeredstructure has been born out ofcooperative institutional initiative tochannel the desire of these institutionsto improve teacher education.

A broadly based accreditationprogram recognizes the sharedresponsibility of higher education,teachers, and the public for theimprovement of teacher education.

A cadre of professionals is nowequipped by training and experience tomeet the expanded demands ofteacher. preparation.

Progress in the joining together ofacademicians and pedagogues to meetthe needs of prospective teachers hasbeen effected.

And; lastly, expanded governmentalinvolvement, particularly on the federallevel, is here to stay, bringing with itadditional resources, newopportunities, and, yes, new problems.

These developments did not take placein a vacuum_ Everything around us waschanging and so was teachereducation. The rapidity of change wasstartling even to those students ofsociety and technology who had beenspeaking so cogently and for so longabout its omnipresence. This was truein all fields, not just education. Theswelling population made soredemands on the supply of teachers.

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The need to catch up with the demandsfor more schools, more educationalopportunity, and thus more trainedpersonnel, was pressed on us from themedia, the public, the pulpit, thelegislators. To respond whilesimultaneously undergoing vitalinternal changes, teacher educationwas called upon to go the "extra mile."Our population had not only increasedin size but had shifted its compositionand location. Coupled with the growingurbanization of our nation went therealization that the fruits of Americanlife are not available to all of ourcitizens, that many of our institUtions,including our schools, are engaged inpractices that are racist in nature.The schools became the center ofexpectations and, then, of smoulderingfrustration. They were expected toprovide upward social mobility for arestless youth in its search for ameaningful life. All of this, in a worldof uncertainties. Everyone was lookingfor reassurance and direction for livesthat had suddenly become unhooked.Teachers and teacher educators who, afew years before, had been strugglingfor some attention were findingthemselves suddenly center stage. Thecall was loud and clear; schools werenot meeting the needs of our urbancommunities; students were turned offby the irrelevance of curriculumsearlier deemed acceptable. Thedemand for more stringent academicprograms occasioned by Sputnik'ssuccess in 1957 was soonovershadowed by the growingdemands of the disadvantaged for

programs geared to their developmentas effective persons.Our professional and personal liveshave been a part of this change. Wehave felt its impact upon theeducational mission to which we andthose we represent have devoted ourprofessional lives. We have witnessedthe effects of these uncertainties andthese frustrations on our families, ourcolleagues, our students, andourselves.Undoubtedly we live in one of the greatrevolutionary times in the history of theworld. Educationthe development ofpeople and the cooperative approachto solve personal as well as nationaland international problemswouldseem to be the best hope of man as herecharts his course in the wake ofupheaval. What can we as teachereducators do? What is our role andhow are we to commit ourselves fortomorrow if our society is to renewitself? These are the questions forwhich we must have some answers, forwe are the ones who have seen thelight in a child's eyes when heresponds to a skilled teacher. We knowits importance.Let us consider our responses.As a beginning, let us not panic in theface of problems of the moment_ If weare to provide long-range help in thereordering and renewing of educationwe have to squarely confront thecomplex issues and act rationally andeffectively. The past has proved we can.

The oversupply of teachers and thetightening of budgets, coupled with

demands for new approaches to thepreparation of educational personnel,have eroded many an institution'sdepth of commitment to teachereducation.

That such reviews are taking place is amatter of great importance. The futurein teacher education is not going to be,tomorrow any more than it wasyesterday, a field for the faint of heart.It is not for bandwagon riders_ It is forpeople and institutions with potentialfor follow-through and the long pull.

Be visionary in goals of quality andeffectiveness but be at the task ofseeking the best roads to those goals.You who are here in Chicago this weekare the valued core of professionalmen and women with the intellectualtraining and practical professionalexperience that constitute a greatsocial and educational resource forour, nation.

The current abundance of teachersoverall, but not in all fieldsbegs forthe long look in teacher education.That there are more teachers in 1971and 1972 than there are positions forthem to fill points clearly to theconvergence of many factors, not leastof which is the revolt of the taxpayersin meeting the money demands foreducation. But let us not lose sight ofour failure to read the signs in yearspast which were pointing to today'sproblem. The declining birthrate, thegrowing holding power of the teachingprofession as a result of improvedsalaries and working conditions forteachers, and, above all the increasing

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commitment of teachers to theircareers as professional men andwomen, all have been part of the scenein education for a number of years. Inmost instances those of us in positionsof leadership have not acted on thesignals. The oversupply of the momentis likely to be a passing phenomenonas readjustments in education and theeconomy take place. Regrettable as itis, the lack of professionalopportunities for beginning teachersmarks an accomplishment for teachereducation we have all been working forsince the end of World War II. I mean,of course, a balance between thesupply and demand of new teachers.We have been playing "catch up balr'for twenty years. With this sort of"game plan," is it any wonder thatstrategy and the formulation of newroles recived scant attention?

It is my belief that we have reached anew plateau in the preparation ofeducational personnel in Americatoday. This comes after a long, hardclimb. We are at a period when wemust quickly restage the availableresources and move on.Today, difficult as our problems mayseem, we are much better prepared toproceed. Because of our past struggles,we know better what the future willdemand. We know how to valueforward-looking leadership; we havecrafted organized mechanisms to meldour resources into a critical mass foreffective action. We realize the value ofresearch data that ties action toknowledge rather than to guessworkAbove all, because of the complexities

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of preparing teachers for a societyemerging from a period of upheaval,we should realize the need to open upthe process of preparation to newpartners and new procedures.This sounds like a big order and so itis. It is the kind of order that surely thisbody can take in stride. Where else canthere be assembled such a group ofprofessionals who have devoted theirlives to preparing teachers? We knowhow difficult the task is. We know howhard it is to engage the interest andsupport of others not as directlyinvolved in the day-to-day work ofteacher education.If we who are engaged in preparingpersonnel for the schools address thequestions of the future with less thanfull certainty, we must yet do so withan air of confidence. We do not knowall the answers, but certainly we shouldbe about the exciting work, for we arein a field where solutions are to befound. Our future, the kind of teachereducation needed for the schools oftomorrow, is ahead. Important workneeds to be done by our institutions,our organizations, and ourselves. It canonly be done by individuals with highmorale and a strong belief that theyhave society's most important calling.My purposeto now has been to shakeout of our busy and complex professionhalf a dozen factors that are, ir myview, important parts of our commonbase of experience and critical to thenext steps in teacher education. I amcounting on your identifying yourselveswith rny analysiseither in agreementor for future debate.

Beyond the upheaval that has sochanged our traditional societal andprofessional ground rules, where dowe professional teacher educatorsgo from here? Certainly by thisFebruary 1972 we should be thoroughlyshaken out of any semblance ofcomplacency. For those too wedded to"the" way of preparing teachersor who find the pace too swift, theaction in teacher educationwill soon pass them by. On theother hand, for those who have beenlooking forward to new visibilityfor our efforts and who haveconfidence in new configurations ofstudy and experience, an excitingtime is at hand. What exactly?

Let us consider some five targets forfuture professional action.

Greater involvement with actual schoolsituations will most assuredly be ahallmark of organized teachereducation programs of the future.Every effort to study this possibilitybrings an enthusiastic response fromthe prospectiveAeacher. Theopportunity to work closely with boysand girls in a real, live educationalscene gives meaning to the preparatory,program; It is an opportunity to checkthe theoretical discussions of thecollege and university classroom withthe real world of the practicing teacher.It can either build confidence or helpthose students with marginalcommitment decide that teaching isnot for them.

Currently planned teacher renewalsites and teacher centers the next

national thrust of the U. S. Office ofEducation, build on the concept ofutilizing the schools and thecommunities these centers will serveas proper partners for colleges anduniversities. Together they can provideappropriate experiences in theeducation of teachers. Closelyassociated with the involvement ofschools in teacher education is theconcept of the career-longdevelopment of teachers. Faced withthe lightning rapidity of professionaland social change, teacher educationcan ill afford to see itself as a one-shotaffair culminating in a baccalaureatedegree. It suggests, moreover, that,increasingly, inservice education willbe based on school and teacher needsrather than on arbitrary facultydecisions at a neighboring collegiateinstitution.

The developing concepts of therenewal site strategy are provocativeones and should challenge all of us incollegiate teacher education. The valueof a direct laboratory component forteacher education has long beenconsidered the heart of our programs.The new ingredients here are not onlyan increase in actual time devoted tosuch experience but the newresponsibilities assumed by theseschools and communities in tandemwith the higher education fadulties andinstitutions. Here is an opportunity fornew resources for teacher education.Here are new variables that open uppossibilities for new_programconfigurations, for new flexibility. Whatwe are moving toward, hopefully, is a

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new principle of parity among thecolleges and universities, the schoolsand the community. This seems alogical and useful extension ofmeasures already well documented tospread the base of participation inteacher education.

The consortium approach to teachereducation, involving as it does schools,colleges, state departments ofeducation, and communities, has beenan innovation of forward-lookingprograms for some time. The Mu lti-institutional Student Teaching Centerin Kanawha County, West Virginia,received the AACTE's DistinguishedAchievement Award in 1970. Thisprogram, involving seven institutions ohigher education, a county schoolsystem, the State Department ofEducation, the community, andprofessional organizations, provides avaluable prototype for the teachingcenter idea; another cooperativeteacher center is in operation at theother end of the continentaconsortium headed up at CentralWashington State College. Bothexemplify a growing movement amongAACTE member institutions aroundthe nation..The federal government'ssupport of this concept will bring newresources and visibility to cooperativeplanning and implementation ofteacher education programs.

The ivied towers of our colleges havetoo long been identified as physicallyand philosophically removed from the"nitty gritty" of elementary andsecondary school classroom problems.A working relationship betweerrtwo

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agencies is proposed, both of whichhave significant contributions to make.College professors of methods andeducational theory are going tobe called upon to test and weigh theirviews in the market place of theclassroom. Donald Arnstine puts itthis way:Faculties who will not deal with the practicalproblems of teaching, learning, and growingup, and who avoid the places where theseevents occur, should not be in the businessof teacher education.8

The way is opening up for the use ofnew resources to make the educationof new teachers more meaningful andmore directly associated with theschools, where the action is. The highereducation community must assume itsrightful role in this process. Too muchexperience and knowledge reside atthe college level to bypass them inthese discussions. The time is alreadylate for effective input to the renewalplans from the college community, butindications are emerging which suggestan awareness of the need for balanceddiscussion of the development.Openness is required by all of us, andI am pleaed to note that the leadershipof AACTE has been working effectivelyon behalf of hIgher education's role tobdng about a meaningful dialogue anda constructive; action-orientedapproach.

A basic requirement for success in thisdevelopment is communicationbetween teachers; citizens, andprofessor& That calls forthe-involvernent of higher edubationinstitutions in the towns and cities they

serve. Colleges and universities needsuch involvement in all aspects of theircurriculums. Teacher education canprovide them with the door throughwhich service to the community as wellas support from constituencies caneffectively pass in both directions.Teachers in the schools todaysre ourformer students, honored graduatesfrom our institutions. We have apersonal and professional stake intheir success. Yet, for the most part,we do not follow their careers, norcycle back into our programsevaluations of their success or failure.These men and women, along with theparents of their pupils, make up thecitizenry through whom societal andeducational change can be realized.We should welcome the closerrelationships proposed in teachercenters. Could it be that our oft-expressed interest in, and concern for,the schools and parents and theirchildren is mere talk? I do not believeso. We have at hand a proposal toplace our actions and not just ourwords on the line. We must not fail totake full advantage of that opportunity,we must not shortchange our ideals.Educating teachers in close contactwith the people they serve offers newopportunities to provide multiculturalexperiences for prospective schoolpersonnel. These assist our society inits deeper democratization.The "melting pot" theory of society isno longer acceptable to a nation madeup of diverse races, cultures, andethnic origins. The teacher must notonly be at home in his or her own

cultural background but must bedeeply sensitive to the varied culturalstrains running through our society.

Where and how can prospectiveteachers obtain this knowledge anddevelop these understandings?Certainly the college and universityprovide a setting of freedom andscholarly resources of high importance.The institution of higher educationneeds, however, that "door into thecommunity" for true multiculturaleducation to flourish.

Once we fully accept the idea ofcollegiate-based teacher educationwith doors into and out of thecommunities served, think of thepossibilities it points to for generalas well as professional education.Think of its significance, beyondnational boundaries, and of thebenefits a multinational andmulticultural approach would bring.

Closely associated with sharedresponsibility for teacher educationis the promise implicit inperformance-based teacher education.I identify this as our second target.Stimulated by study of a systems-approach to teacher education,performance-based programs require-that the student

. . either be able to demonstrate his abilityto promote desirable learning or e:hibitbehaviors known to promote it He is heldaccountable, . . the training institution isitself, held accountable for producing ableteachers. Emphasis is on demonstratedproduct or output'

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The revolutionary ideas in thisapproach to teacher education are avital part of the newly revisedaccreditation standards for teachereducation 10 and are consistent withcloser relationship with the schools,teachers, and communities. There ispressure on all programs, whethercollegiate-based or not, to answer thequestion: Does participation reallymake a difference in how the teacherhandles his or her opportunity to teachboys and girls? If this is to be thedirection of the future, we can see howimportant it is to know what happensin the classroom. It will require the useof research and evaluative techniquesmost college and university programsonly talk about.Performance-based teacher education,sporadic and scattered as it is, has thepotential for restructuring theeducation of teachers. It bespeaks theemerging future and points the way forteacher education. A significantnumber of AACTE member collegesand universities have alreadycommitted their teacher educationprograms to performance-based goalsand are now going all-out to forge anew approach to preparing teachers.Inherent in all we have considered forthe future is the call for better quality.Target three will settle for nothing lessthan excellence in the quality, of theteacher education student and hispreparation experience. Too frequentlyin the past we have been caughtup in the pressure to turn outnumbers and have compromisedour need for the best.

16 ;_

There is a need for more informationabout teaching. What competencies dogood teachers have? Once we canagree on what these are, we mustdebate how to assess whether ourgraduates possess them. A tall order.One of the intriguing aspects of theperformance-based movement is thatit will help search out answers. Whatthe future will not tolerate is the wasteof our human resources. The schoolsof tomorrow are going to demand awide variety of knowledge,perspectives, and skills, and thissquarely places on teacher educationthe responsibility to develop youngmen and women drawn from society'sfull range of economic, social, racial,and ethnic backgrounds.As greater selectivity is practiced, itfollows that programs of education andtraining will be more seriouslyevaluated by students, governingboards, tie teaching profession, andthe public at large. So-so courses andprograms just won't do. Beyond theupheaval, nothing but well-plannedand precisely executed programs willsuffice. The writing on the wall is clearfor all of us to see!Along with our concem for preparationimprovement.goes a responsibility tochampion exemplaty teaching in ourown programs. Much evidence existsthat teachers tend to teach as theyhave been taught. With the presentemphasis on the effectiveness of ourgraduates, can we do less than insiston quality performance by ourselvesand our colleagues? How many of ushave really, heeded the recent research

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on teaching effectiveness, how manyhave applied the media as aids in ourown teaching?

Teaching should be the stock in tradeof every preparation program. In ourcontinuing struggle to maintainprestige and influence within theinstitution we serve, can we do betterthan be recognized by student andcolleague alike as a good tec-her?

A faculty made up of good teacherswho are students of teaching as well,becomes, in a sense, a teaching centerwithin academia. The benefits of theinterinvolvements that would surelyensue could give new strength andviability to baccalaureate education.They could enable teacher educationto take a central position of service andleadership on the campus.

Closely associated with our long-timeeffort at quality control of preparationprograms has been accreditation, ourfourth target. Currently the NationalCouncil for Accreditation of TeacherEducation (NCATE) is administering aninfluential program of evaluation ofcollege and university efforts in teachereducation. Probably more than in anyother field of accreditation time, effort,and financial resources arc beingdirected to evaluating efforts based onthe standards that all segments of theprofession have contributed to inrecent years.:Nowhere is thecomplexity, of the process of teacherpreparation made as evident as it is inaccreditation. The philosophicalproblems, the budgetary, political andeducational problems, all come

together in accreditation. It is a tributeto our profession and to the NationalCouncil that it has been able to servethe field and the current accreditedlisting of 498 colleges and universities.Problems are appearing, however, thatwill warrant our careful attention in thetime immediately ahead. In the firstplace, the entire concept ofprofessional and institutional controlof accreditation is being challenged.10The increasing amount of federal aidbeing made available to educationalinstitutions and agencies demands thatcriteria be established to guide in itsdistribution. The federal governmenthas identified accredited status as auseful device. The fact thataccreditation was not devised for usein this way has not hindered thegovernmental involvement inaccreditation. At the present time,however, because of accreditation sfrequent inadequacy to handle tasks itwas never intended to fulfill in thefirst place, there is serious pressurebuilding up inside the federalbureaucracy for restructurinoaccreditation to give the govemment amore important role. This proposedmove away, from the traditional postureof the federal government, namely,avoidance of entanglements withcontrol of education, offers theprospect of substantial problems notonly for accreditation, but for all ofhigher education's time-honoredefforts to govern itself.

Non-governmental accreditation is aunique part of American education. Ithas been a valued part of our

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processes of governance andundoLLutedly deserves carefulconsideration before it is summarilydismissed. We in teachereducationwho have committed so much toaccreditation would seem to have aspecial responsibility in thedetermination of its future.

Several possible reforms of teachereducation's accreditation and ofNCATE seem worthy of consideration.They pose questions such as these:

Is the current structure adequate in thefight of widened participation in teacherpreparatory programs? If the schools andthe community are to be involved shouldn'ttheir efforts be incorporated into the purviewof the accrediting agency?

Do the criteria used in evaluation dis-criminate sufficiently well between the goodand the less worthy? Despite the advancedstate of teacher education standards, thereis still a lack of research data to allay all our

concern.How does one judge performance of

graduates? Here again the need for researchis evident. While awaiting new data, weshould be applying that which we alreadyknow, meager though it is.

How is the effort to be financed? The re-sources of the current constituency ofNCATE are already stretched to the breakingpoint. Either new sources of support or anew concept of the depth and frequency ofevaluations seems indicated.

These are but a few of the questionsnow surfacing in relation toaccreditation. Then there is thenagging thought that perhapsaccreditation has already made itscontribution to teacher educationthat maybe our field is now

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sophisticated and disciplined enoughto stimulate and control itself byother means and so free badly-needed resources for other moreinnovative and imaginativeefforts.

Accreditation will persist as a problemin teacher education for the nextdecade, just as it has during the pastquarter of a century. We need to take anew louk at our perennial problem inlight of the changes that are on thehorizon. AACTE should take theinitiative in estabfishing a task force tolook broadly at the whole emergingfield of teacher education and to charta viable procedure for governance offuture programs.As we reviewed possible newdirections for institutionalizedprograms of teacher preparation therehas been an ingredient common toeach of themresearch. This is ourfifth target. The preparation ofteachers is not a field for armchairphilosophers. We need to baseourselves on demonstrable evidence.We iieed an undergirding of research,one that can be instrumental in settingdirections and evaluating results.

Its data and insights will not onlyhelp to meet the demand for a moreeffective accounting of our efforts inpreparing teathers but will alsoprovide new tools for curriculumplanning.

Fortunately, the prototypes for futureresearch are already at hand.Specialists in education researchcenters at colleges and universities are

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demonstrating the effective use of newtechniques in planningand in the development of materialsand program components forpreparing personnel. Atthe heart of the researchers' approachto teacher education is the systemsconcept. This provides procedures forstudy and analysis which, in turn,enable the emerging programs toreflect changes which have beenshown to be effective.

The Research and Development Centerfor Teachet Education at theUniversity of Texas provides a valuablepreview of the resources which thefuture must provide teacher education.At this center, a staff Of researchspecialists, supplemented by supportstaff and the latest technicalequipment, are evolving a new andexciting Personalized TeacherEducation program. A theoreticalapproach to teacher preparation isbeing translated into a system ofeducation which is being studied andanalyzed as it develops. Fourteencolleges and universities of theAACTE membership are serving asexperimental sites for one or more ofthe systems components.

The AACTE membership stands beforethe challenge to arrange cooperativeapproaches necessary to effectivelyconceptualize and carry out research-based developments in teachereducation. While some itiStitutionswill have the capacity and resources toconduct the mere sophisticatedresearch, all will have the responsibilityto understand, to utiiize, and to

experiment with the results. Whether itbe Personalized Teacher Education orsome other approach to our field, theresearcher and his skill in analyzingand studying our programs will beessential components in teachereducation programs of tomorrow.Colleges and universities have animportant role in organizing thisneeded research, much of which will,of necessity, be done in the field. Eachinstitution is also going to need acaliber of research thatis largely lacking at the present time.Data regarding the effectiveness ofinstitutional programs are a must, asare efforts to maintain continuingcontact with graduates in order toevaluate their success once they are infull-time school positions. The input ofsuch data back into the system ofteacher education will be a valuabletool to keep our programs sharp,useful, and in touch with school needs.Continuing attention of scholars to thequestions of teaching and learning willbe a necessary and important reminderof what teacher education is all aboutchildren and adults succeeding inlearning new attitudes, new values, andnew abilities by dint of a teacher'sefforts.As we think back over the issues andopportunities selected for emphasishere, it is clear that the job ahead is abig one. My basic assumption is thatteachers are the critical agent in theeducative process; further, thateducational personnel can be trainedto do their task; and that it is achallenge to each of us, in concert

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with our associates everywhere andwith others perhaps yet unidentified,to work together to provide our nationwith the professional leadership itsschools need_To do all this we need confidence inour own ability to renew ourselves andour institutions, agencies, andorganizations in a way that will assureour fellow men that, beyond theupheaval of today, our children and ourchildren's children will have the kindof teachers, schools, and educationthat will enable them to face futuresocietal upheavals with assurance_

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NOTES

(1) Hunt, Charles W. Secretary's Report,1947 Yearbook. Oneonta, N.Y.: AATC.

(2) Cottrell, Donald P., Editor. TeacherEducation for a Free People. Oneonta,N.Y.: MOTE, 1956. p. 4.

(3) Flowers, John G., Stratemeyer,Florence B., Patterson,,Allen D., andLindsey, Margaret. School andCommunity Labchatory Experiences.Oneonta, N.Y.: AATC, 1948.

(4) Conant, James B. The Education ofAmerican Teachers. New York, N.Y.

. McGraw-Hill, 1961. p. 13.

(5) Hodenfield, G. K., and Stinnett, T. M.The Education of Teachers. EnglewoodCliffs, N.J.: Prentice-Hall, Inc.,1961. p. 16.

(6) Smith, B. Othanel, Editor. Teachers forthe Real World. Washington, D. C.:AACTE, 1969. p.

(71 Frontiers in. Teacher Education, 19thYearbook. Washington, D. C.: AACTE,1966. p. 29.

(8) Amstine, Donald. The HumanisticFoundations in Teacher Education.Washington, D. C.: ERIC Clearinghouseon Teacher Education, 197a p. 49.

(9) Elam, Stanley. Performance-BasedTeacher Education: What Is the Stateof the Art? Washington, D. C.: MOTE,1971. pp. 1-2

(1 0) ReCommended Standards for TeacherEducation. Washington, D. C.: AACTE,1971_

(11) Collins, Evan R. The ImpossibleImperatives: Power, Authority, andDecision Making in Teacher Education,12th Charles W. Hunt Lecture.Washington, D. C.: AACTE, 1971.

The Hunt Lectures1960 The Dimensions of Professional

LeadershipLaurence De Fee Haskew

1961 Revolution in InstructionLindley P_ Stiles

1962 I m pe ratives for Excellence inTeacher EducationJ_ W. Maucker

1963 Africa, Teacher Education, andthe United StatesKarl W._ Bigelow

1964The Certification of Teachers:The Restricted State ApprovedProgram ApproachJames B_ Conant

1965Perspective on Action inTeacher EducationFlorence B_ Straterneyer

1966Leadership for IntellectualFreedom in Higher EducationWillard B_ Spalding

1967Tradition and Innovation inTeacher EducationRev_ Charles F_ Donovan, S_ J_

1968 Teachers: The Need and the Task-Felix C_ Robb

1969 A Consumer's Hopes andDreams for Teacher EducationElizabeth D. Koontz

1970Realignments for TeacherEducationFred T. Wilhelms

1971The Impossible Imperatives:Power, Authority, and DecisionMaking in Teacher EducationEvan R_ Collins