Raising Standards for Teachers

What's the Policy?

Along with the push to raise academic standards for students in elementary and secondary schools, most states are raising the standards expected of would-be teachers.

How Does It Affect Teachers?

States are now requiring higher grade point averages for students entering teacher education programs. Also, as a prospective teacher, you will most likely have to pass some form of standardized test to become licensed to teach in your state. Candidates for teaching licenses usually must achieve passing scores on examinations that test general literacy and mathematical knowledge, subject-matter knowledge, and professional teaching knowledge. A number of states are also requiring students in teacher education programs to provide evidence that they have met the INTASC standards for beginning teachers. This evidence is often in the form of a teaching portfolio prepared by the prospective teacher.

What Are the Pros?

Teachers are increasingly seen as the most important element in the drive to raise academic standards and increase public confidence in K–12 schools. The perception is that you can raise standards for children and youth, but if you don't have good teachers, you won't make progress.

What Are the Cons?

Higher standards could contribute to a teacher shortage. States are increasing the standards for becoming a teacher just as the demand for teachers is increasing, and many are predicting a shortage of teachers over the next decade. Nationwide, 2.2 million new teachers will be needed in the next decade to meet rising student enrollments and replace retiring teachers. Passing state tests is not always automatic. For example, in 1998, Massachusetts introduced its first-ever licensure exam, and nearly 60 percent of the test takers flunked. The bar for becoming a teacher has been raised, with the predictable result that fewer people will get over it.

The increasing standards may also discourage people from pursuing teaching as a career for fear that they will spend four or five years of teacher education, only to be denied the opportunity to teach because they failed an exam. There is also concern that the exams don't really measure teaching effectiveness, merely general knowledge. Also, some people who would be fine teachers just don't test well. In addition, many educators criticize what they see as a double standard; that is, raising standards for students in teacher education programs but requiring less of students licensed through alternative routes. Finally, many people are concerned that these tests will diminish the pool of minority candidates, who historically have not tested as well as white candidates.

What Do You Think?

1. Is your decision on whether to become a teacher influenced at all by the requirement to pass a test to become licensed? Why or why not?
2. Professions such as law and medicine require tests for licensure. Do you support the idea of testing teachers for licensure? What concerns, if any, do you have about teacher competency tests?
3. What alternative methods can you suggest for states to use to determine teacher competence?

For more information on teacher standards and teacher quality, visit these web sites, then reflect on the questions that follow.

Web Links:

Teacher Quality

http://www.edweek.com/context/topics/issuespage.cfm?id=50

The weekly online publication, Education Week, has prepared this "hot topic" summary of concerns about teacher quality. It reviews current moves toward increased testing of both prospective and current teachers, the impact of standards, and concerns about out-of-field teaching. The article also includes links to numerous current news articles, related online publications, and related organizations.

Teacher Testing

http://www.nctq.org/issues/testing.html

The National Council on Teacher Quality tends toward a pro-testing position. Their web site presents this thorough summary of recent news and research about testing prospective teachers.

Toward a Comprehensive Approach to Teacher Quality

http://www.mcrel.org/products/policy-briefs/comprehensive.asp

The Mid-Continent Educational Laboratory presents this report by Robert Reichardt. It suggests that efforts to improve the qualifications of the teaching force should focus on teachers at all stages of their careers.

Fair Test

http://www.fairtest.org/empl/tt.htm

The Center for Fair and Open Testing is against the misuse of standardized tests. This page, about teacher testing, suggests that they are often misused.

Standardized Tests and Teacher Competence

http://www.fairtest.org/empl/ttcomp.htm

This 1996 article by Bob Schaeffer strongly opposes using tests to determine teacher competence.

For Further Reflection:

1. The National Council for Teaching Quality suggests that most teaching tests do not help raise the quality of the teaching workforce because the passing standards are set too low, allowing teachers without enough subject knowledge to pass. What do you believe will be the effect of raising the requirements needed to pass teaching exams?
2. Bob Schaeffer describes the "myth of the incompetent teacher." Have you encountered real teachers who seem to lack basic subject knowledge?
3. Should those who are certified to teach through alternative certification programs be required to pass the same exams as those who participate in traditional teacher education programs? Why or why not?