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

By Sandra Stotsky

ISBN-10: 1475815662

ISBN-13: 9781475815665

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 followed via an more and more emptier curriculum for many scholars, depriving them of the data and talents wanted for self-government.
An Empty Curriculum: How instructor Licensure exams bring about Empty scholar Minds makes the case that the whole revision of the licensing approach for potential and veteran lecturers in Massachusetts in 2000 and the development of latest or extra challenging instructor licensing checks contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of putting up with earnings in fulfillment for college kids in all demographic teams and in all local vocational/technical excessive faculties due to the fact that 2005—gains proven via exams autonomous of Massachusetts coverage makers.
The speedy objective of this booklet is to give an explanation for what Massachusetts did in 2000 to reinforce its instructor licensing and re-licensing approach to make sure that all academics may possibly train to really robust K-12 criteria. Its better function is to signify that improvement of sturdy educational criteria in all significant matters may be through whole revision of a state’s instructor licensing method, no longer, as has been the case for numerous many years, the advance 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

Example text

Teachers were licensed in NES states at the time of Mitchell and Barth’s 1999 study (discussed below). Established in 2001, the American Board for Certification of Teacher Excellence (ABCTE) is a new player on the scene. Its online programs and tests are designed for prospective teachers who do not wish 15 16 CHA P TER 3 to enroll in a traditional preparation program, for current teachers seeking additional licenses or endorsements, and for current teachers seeking master teacher status. At present, aspiring teachers in nine states can use ABCTE’s programs and tests to achieve full licensure.

Common sense suggests that test makers should be guided by the depth and breadth of the content taught at the grade levels teachers want to teach. Common sense also suggests that teachers should know much more about the subject they want to teach than they are apt to have to teach to even the quickest learners in their classrooms. However, common sense has played a limited role in the construction of these tests and especially in the setting of a pass score. At their inception, teacher licensure tests were intended to ensure a high level of academic competence in a prospective teacher, not minimal competence.

Each ETS state determines its own pass score, which may differ from that of another state using the same ETS test. ETS has tried to get states using the same ETS test to agree on a common pass score, but so far it has not succeeded. NES states also determine their own pass scores. Only pass scores on the tests prepared by ABCTE provide comparable information across states; they are predetermined for each test and states may not alter them. Fourth and far more problematic: No information is available for any state on any of its required tests on how many test items need to be correct (before the total number is converted to a scaled score) in order for a candidate to achieve a pass score.

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An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests by Sandra Stotsky


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