Admission Boards: The Contribution of Professional Judgment to the Admission Process

Abstract

Benner, George, and Cagle present the concept of teacher education admission boards, particularly as defined by and established at the University of Ten nessee. The boards, comprised of prac titioners in the field, content area special ists, advanced students, and program area faculty interview students, review data available on the students and make final admission decisions. Further, once a student is admitted, he or she is as signed to a mentoring team that pro vides ongoing evaluation throughout the program. While the subjectivity and deficiencies of the board process are ob vious, the concept of admission boards is offered to the profession as an alterna tive to relying on quantitative measures alone.