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

By Sandra Stotsky

Teachers can't train what they don't know. This kingdom has tolerated a susceptible licensing process for potential lecturers for many years. This susceptible procedure has been observed through 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 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 tough instructor licensing exams contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of tolerating profits in fulfillment for college kids in all demographic teams and in all local vocational/technical excessive faculties because 2005—gains proven through exams self sufficient of Massachusetts coverage makers.
The instant goal of this booklet is to give an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing procedure to make sure that all lecturers may educate to particularly powerful K-12 criteria. Its higher objective is to indicate that improvement of robust educational criteria in all significant topics can be through whole 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 nation desires to enhance public schooling.

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S. History syllabus and test is but one example of where these problems may play out. We do not hear much, if anything, from the high school teachers of this revised course about how they will address its ideological bent, if at all. S. ” NOTES 1. Ruth Mitchell and Patte Barth, “Not Good Enough: A Content Analysis of Teacher Licensing Examinations. How Teacher Licensing Tests Fall Short,” Thinking K–16, 1999, 3(1), 3–23. 2. Massachusetts Department of Education, Regulations for the Certification of Educational Personnel in Massachusetts, April 1995, p.

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). Third, pass scores do not provide comparable information on academic competence for a specific field across tests developed by different testing companies or across states on the same test. Each ETS state determines its own pass score, which may differ from that of another state using the same ETS test.

I was at first dazed. ” But not teachers of a foreign language, it seemed. These school people, I soon came to understand, viewed the licensure test as a way to enforce what they wanted taught in the K–12 curriculum, not as an assessment of a future teacher’s academic background for teaching a foreign language. In fact, they didn’t want much cultural knowledge of any Spanish-speaking country assessed. If cultural knowledge had to be assessed, they didn’t want it weighted more than 10 percent, an effective (if novel) way of solving the egalitarian multicultural dilemma.

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