As the cry for accountability rises from students to teachers, to parents and administrators, college and university teacher education programs find increasingly difficult demands are made upon them to demonstrate that these programs do, in fact, produce competent teachers. Yet, these programs remain assaulted by overlapping accrediting agencies and disciplinary bodies--all with their own sets of standards and expectations. This paper discusses one school's attempt to implement a required rubric for demonstrating competence in the Writing Process Standards for the State of Illinois (Language Arts 13-18). The paper notes that although these standards are in many ways similar to the NCATE (National Council for Accreditation of Teacher Education) (and thus the National Council of Teachers of English) standards for demonstrating competence in the writing process, the difference in accountability suggests that disciplinary methodologies do not complement each other, rather they impose values upon each other. It finds that the need to produce documented and scored (and differentiated--opposed to simple checklist) data required by the educational accrediting institutions demonstrates micro managing of English classrooms and outcomes. The paper describes five "traps" for rubric writers and teachers of writing which are embedded in Illinois' writing process standards. It states that the bottom line is that accountability is called for, not for positive reasons, but rather, because of the perpetual "crises" in education, a scapegoat is needed, and teacher education seems like the next one available. Rubrics for three different teacher education courses are appended. (NKA)