Download An Empty Curriculum: The Need to Reform Teacher Licensing by Sandra Stotsky PDF

By Sandra Stotsky

Teachers can't train what they don't know. This nation has tolerated a susceptible licensing method for potential academics for many years. This vulnerable approach has been observed via 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 bring about Empty pupil Minds makes the case that the entire revision of the licensing approach for potential and veteran academics in Massachusetts in 2000 and the development of latest or extra not easy 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 faculties considering that 2005—gains proven through checks self reliant of Massachusetts coverage makers.
The rapid objective of this publication is to provide an explanation for what Massachusetts did in 2000 to reinforce its instructor licensing and re-licensing procedure to make sure that all lecturers may perhaps train to quite robust K-12 criteria. Its higher goal is to indicate that improvement of robust educational criteria in all significant topics could be through entire revision of a state’s instructor licensing process, no longer, as has been the case for a number of many years, the improvement of K-12 pupil tests—if this state desires to boost public schooling.

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Additional info for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests

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But in states where they are expected to major in an academic discipline, that discipline may turn out to be an undergraduate program in child development as a special program in the psychology department. In a less extreme hands-off approach, regulations offer a few broad statements of what aspiring teachers should study (often to guide a licensure test developer). This was the approach in the 1994 Massachusetts regulations. ” 2 Such broad statements give enormous leeway to the test developer in generating test objectives.

If they take and pass the test at the end of their junior year, they may not take any more upper level courses in their major or in other areas if they have already satisfied the requirements for the major. On the other hand, college graduates who apply for admission to a postbaccalaureate licensure program and must pass the relevant subject area test for admission are not necessarily required to have majored or minored in the subject they want to teach. (For example, a college graduate who majored in psychology could apply for a postbaccalaureate teacher preparation program in history and pass the history licensure test for admission.

This chapter describes the organizations that develop teacher licensure tests, types of licensure tests, how they differ from licensure tests given for other professions, the meaning of their pass scores, and what we know about them from research studies. ORGANIZATIONS THAT DEVELOP TEACHER LICENSURE TESTS Two private testing companies develop most of the teacher tests used by the states. , California, Georgia, Illinois, Minnesota, New York, and Texas). S. teachers were licensed in NES states at the time of Mitchell and Barth’s 1999 study (discussed below).

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