Abstract
As we move into the second decade of the twenty-first century, educational institutions and especially colleges of education have been under a lot of pressure to update, change, and relook at the way they deliver teacher educational practices. In the process, state departments of education (DOEs) are perceived to be micromanaging these organizations through excessive regulatory burdens disguised as attempts to increase accountability. To many, the outlook for higher education and colleges of education, in particular, appears to be uncertain. As educators, we could opt to ignore the impact of these changes and simply try to cope long enough in the hope that these impositions are merely fads and, like many previous attempts to intercede in the educational system, will eventually dissipate and fail.