By Sandra Stotsky
Teachers can't train what they don't know. This kingdom has tolerated a vulnerable licensing approach for potential academics for many years. This susceptible procedure has been followed via an more and more emptier curriculum for many scholars, depriving them of the data and abilities wanted for self-government.
An Empty Curriculum: How instructor Licensure exams bring about Empty scholar Minds makes the case that the full revision of the licensing method for potential and veteran lecturers in Massachusetts in 2000 and the development of recent or extra hard instructor licensing assessments contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of putting up with profits in fulfillment for college students in all demographic teams and in all neighborhood vocational/technical excessive colleges seeing that 2005—gains proven by way of exams self sufficient of Massachusetts coverage makers.
The quick goal of this publication is to provide an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing procedure to make sure that all lecturers may possibly educate to rather robust K-12 criteria. Its higher goal is to indicate that improvement of robust educational criteria in all significant topics might be by means of entire revision of a state’s instructor licensing method, now not, as has been the case for a number of many years, the improvement of K-12 scholar tests—if this state desires to improve public schooling.
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Extra info for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests
Thus, for a number of reasons, the public has no way of knowing exactly what a pass score means academically on any teacher test in any state. S. Department of Education, Education Trust noted that most pass scores are set at or below the 25th percentile. 1 In other words, pass scores on most state tests are set so low that the vast majority of test takers pass. 20 CHA P TER 3 WHAT WE KNOW ABOUT THE CONTENT OF TEACHER LICENSURE TESTS We know from only one study, but a very good one, that a licensure test of teacher skills serves as an extremely minimal quality control for admission into a teacher preparation program, whether it is given at the undergraduate or graduate level.
After examining the regulations in other states—and discussing with college faculty in the Bay State the problems they perceived in the licensure tests first given in 1998—my staff and I decided to work out a short list of key academic topics for each field that would function as major objectives for the licensure test for that field. Such lists would tell arts and sciences faculty what their courses needed to cover and what a subject area licensure test needed to assess. S. Constitution), whether or not a college course on the topic is required for a major in the discipline.
S. or comparative government. The third license in this group was a specialist license designed for teaching academically advanced students in K–8 in order to address a population of students slighted by the attention to disabled learners. The license required an academically strong teacher whose main task was to find ways to provide accelerated learning for high academic achievers in K–8. All are described below in more detail, along with existing licenses we were revising, in the broad subject area in which they are often classified by licensing test developers, by type, or by educational level.