Abstract
The last decade has produced an unprecedented number of stakeholders calling for demonstrated improvement in the preparation of educational personnel. These pressures directly challenge the way teachers are prepared and the unit responsible for that work—Colleges of Education. Failure to identify needed changes and respond can result in the unit facing a crisis. The following study outlines comprehensive changes needed to accommodate to the ‘New Normal' of the teacher education enterprise, illuminates a change strategy to turnaround a unit in crisis, and reports two case studies where a College of Education responded to needed changes. Lessons from these two case studies served as a basis for a turnaround model useful to other institutions.
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