By Sandra Stotsky
Teachers can't train what they don't know. This nation has tolerated a vulnerable licensing procedure for potential lecturers for many years. This vulnerable process has been observed by way of an more and more emptier curriculum for many scholars, depriving them of the information and abilities wanted for self-government.
An Empty Curriculum: How instructor Licensure exams result in Empty pupil Minds makes the case that the full revision of the licensing process for potential and veteran academics in Massachusetts in 2000 and the development of latest or extra difficult instructor licensing assessments contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of putting up with earnings in success for college kids in all demographic teams and in all neighborhood vocational/technical excessive colleges because 2005—gains proven by means of assessments self sufficient of Massachusetts coverage makers.
The fast function of this booklet is to provide an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing method to make sure that all lecturers might train to particularly robust K-12 criteria. Its higher objective is to indicate that improvement of sturdy educational criteria in all significant topics will be via entire revision of a state’s instructor licensing procedure, now not, as has been the case for a number of a long time, the improvement of K-12 scholar tests—if this kingdom desires to enhance public schooling.
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Extra info for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests
National Evaluation Systems developed the Bay State’s first teacher tests using the teacher preparation program regulations in place at the time as their legal basis. The first administration of over 40 subject matter tests took place in the spring of 1998. Although education schools (which had unsuccessfully opposed the requirement in MERA) were under the impression that these were only pilot tests for prospective teachers and didn’t want the dismal results publicized, a close to 60 percent failure rate attracted national headlines.
2. The first nationwide tests, the National Teachers Examinations, were offered in 1940. They were developed to help many large cities and states to determine the best candidates in a large pool of academically qualified candidates seeking a teaching career during the Great Depression. 3. Almost from the beginning, teacher educators claimed that subject matter tests could be validated only by evidence of teachers’ later effectiveness, even though the test developers insisted that the validity of subject matter tests depended only on whether they could be shown to measure what they claimed to measure— the test taker’s academic knowledge.
They judged the content tests required for elementary licensure as a whole at about the 10th grade level, before a pass score was set, even though prospective elementary teachers are required in all states to be college graduates. POINTS TO REMEMBER 1. Only a few organizations—all private—provide teacher licensure tests in this country. AB OU T T E ACH E R LI CE N SURE TESTS 21 2. There are four types of licensure tests for prospective teachers, only one of which assesses their knowledge of the subjects they will teach.
An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests by Sandra Stotsky