Book excerpt: Accountability and improvement within educator preparation have increasingly focused on candidate performance and its impact on P-12 student learning, in recent years through performance-based accreditation. Despite this focus, national and state data show weaknesses in all areas of the teacher quality system, including preparation, entry, and professional development. The National Council for Accreditation of Teacher Education (NCATE) is engaging in a bold redesign of its processes to address these challenges. Educator preparation programs must be transformed alongside the simultaneous transformation of P-12 schools, both with a clear focus on enhancing all facets of P-12 student learning. Strategies that NCATE will employ to achieve this goal include: (1) using the concept of continuous improvement of preparation programs toward higher levels of performance; (2) increased efciency and cost-efectiveness in the process; and (3) reaccreditation processes that engage programs in transformation initiatives which are sharply focused on factors related to increasing P-12 student learning. In this paper, the author shares the values upon which NCATE's redesign has been built.