| The bow of the flagship is beginning to tip. Unless teacher educators can prove that their graduates are effective classroom teachers, they will not stay afloat in the ocean of accountability that has already encumbered U.S. public schools. In this article one consortium of teacher education leaders’ and researchers’ nascent efforts to research the worth of the state’s public colleges of education are presented. Described are their journey, the distance covered, and the icebergs, so to speak, they have hit. Due to the vastness of this statewide effort, the lessons learned may help inform others as they too embark on similar journeys. |