By Sandra Stotsky
Teachers can't train what they don't know. This state has tolerated a vulnerable licensing method for potential lecturers for many years. This vulnerable procedure 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 checks bring about Empty scholar Minds makes the case that the whole revision of the licensing method for potential and veteran academics in Massachusetts in 2000 and the development of recent or extra tough instructor licensing assessments contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of tolerating earnings in success for college students in all demographic teams and in all nearby vocational/technical excessive colleges because 2005—gains proven by means of exams autonomous of Massachusetts coverage makers.
The speedy goal of this booklet is to provide an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing approach to make sure that all lecturers may perhaps train to particularly powerful K-12 criteria. Its greater objective is to indicate that improvement of robust educational criteria in all significant matters can be via whole revision of a state’s instructor licensing process, no longer, as has been the case for numerous a long time, the advance 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
Second, compensatory scoring is used for most ETS and NES tests and for ABCTE tests, meaning that a test taker’s raw score is the total number of items answered correctly, not a weighted number depending on the number of items answered correctly in each section of the test. As a consequence, a test taker can miss part or all of an important section on a test and still pass (and get a license to teach). This is especially important for “multi-subject” tests, tests that assess knowledge of the several subjects the license allows the teacher to teach (as in an elementary general curriculum test).
In any event, the tests were not taken seriously as a measure of teachers’ academic knowledge and skills, and critics, including the teacher unions but especially Albert Shanker, president of the American Federation of Teachers, urged ETS to develop stronger tests. As public concern about the quality of the teachers graduating from our education schools continued to mount, ETS developed its PRAXIS series in the late 1980s on the ashes of the NTE but with the dominant influence of the education schools intact.
6. Mention some supplementary reading that you would recommend in a history class. 7. When was the present form of government in France organized, and who is president today? Candidates did not have to be more than a high school graduate then. Today, it is unlikely that a college graduate aiming for a “middle school” license could satisfactorily answer similar essay questions. Certification by examination was eventually supplanted by the acceptance of credentials showing completion of a prescribed sequence of school or college courses as college and normal school training programs expanded in the second half of the 19th century and the early H I ST ORY OF T E AC H E R LI CENSURE TESTS IN THE UNITED STA TES 25 decades of the 20th.
An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests by Sandra Stotsky