Marilyn Cochran-Smith holds the Cawthorne Chair in Teacher Education for Urban Schools at the Lynch School of Education, Boston College. Molly Cummings Carney is a doctoral student at Boston College. Elizabeth Stringer Keefe is a teacher educator and faculty coordinator of Graduate Studies in Autism at Lesley University. Stephani Burton is a doctoral candidate at Boston College. Wen-Chia Chang is an adjunct faculty member in the Department of Measurement, Evaluation, Statistics, and Assessment at Boston College. M. Beatriz Fernández is a faculty researcher and director of a teacher preparation program at Alberto Hurtado University in Chile. Andrew F. Miller is the director of academics for the Archdiocese of Boston Catholic Schools Office. Juan Gabriel Sánchez is a doctoral candidate at Boston College. Megina Baker is a researcher on the Pedagogy of Play project at Harvard Graduate School of Education’s Project Zero.

Rethinking Accountability in Teacher Education is timely and important. It does far more than expose the limits of our current accountability model and the dire consequences of continuing to look to market-based solutions as a means to improve public education. Its most important contribution is the call to action for teacher educators to fight against these reforms and to protect the democratic promise that our strained and beleaguered system still holds.—Teachers College Record

Marilyn Cochran-Smith holds the Cawthorne Chair in Teacher Education for Urban Schools at the Lynch School of Education, Boston College. Molly Cummings Carney is a doctoral student at Boston College. Elizabeth Stringer Keefe is a teacher educator and faculty coordinator of Graduate Studies in Autism at Lesley University. Stephani Burton is a doctoral candidate at Boston College. Wen-Chia Chang is an adjunct faculty member in the Department of Measurement, Evaluation, Statistics, and Assessment at Boston College. M. Beatriz Fernández is a faculty researcher and director of a teacher preparation program at Alberto Hurtado University in Chile. Andrew F. Miller is the director of academics for the Archdiocese of Boston Catholic Schools Office. Juan Gabriel Sánchez is a doctoral candidate at Boston College. Megina Baker is a researcher on the Pedagogy of Play project at Harvard Graduate School of Education’s Project Zero.

Rethinking Accountability in Teacher Education is timely and important. It does far more than expose the limits of our current accountability model and the dire consequences of continuing to look to market-based solutions as a means to improve public education. Its most important contribution is the call to action for teacher educators to fight against these reforms and to protect the democratic promise that our strained and beleaguered system still holds.—Teachers College Record

Marilyn Cochran-Smith holds the Cawthorne Chair in Teacher Education for Urban Schools at the Lynch School of Education, Boston College. Molly Cummings Carney is a doctoral student at Boston College. Elizabeth Stringer Keefe is a teacher educator and faculty coordinator of Graduate Studies in Autism at Lesley University. Stephani Burton is a doctoral candidate at Boston College. Wen-Chia Chang is an adjunct faculty member in the Department of Measurement, Evaluation, Statistics, and Assessment at Boston College. M. Beatriz Fernández is a faculty researcher and director of a teacher preparation program at Alberto Hurtado University in Chile. Andrew F. Miller is the director of academics for the Archdiocese of Boston Catholic Schools Office. Juan Gabriel Sánchez is a doctoral candidate at Boston College. Megina Baker is a researcher on the Pedagogy of Play project at Harvard Graduate School of Education’s Project Zero.

Rethinking Accountability in Teacher Education is timely and important. It does far more than expose the limits of our current accountability model and the dire consequences of continuing to look to market-based solutions as a means to improve public education. Its most important contribution is the call to action for teacher educators to fight against these reforms and to protect the democratic promise that our strained and beleaguered system still holds.—Teachers College Record