By Sandra Stotsky
Teachers can't train what they don't know. This state has tolerated a susceptible licensing approach for potential academics for many years. This vulnerable procedure has been followed through 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 assessments result in Empty pupil Minds makes the case that the entire revision of the licensing method for potential and veteran academics in Massachusetts in 2000 and the development of latest or extra tough instructor licensing assessments contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of tolerating profits in fulfillment for college students in all demographic teams and in all local vocational/technical excessive colleges seeing that 2005—gains proven via checks self sufficient of Massachusetts coverage makers.
The fast objective of this ebook 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 educate to quite robust K-12 criteria. Its greater function is to signify that improvement of robust educational criteria in all significant topics can be by way of whole revision of a state’s instructor licensing procedure, no longer, as has been the case for numerous a long time, the improvement of K-12 scholar tests—if this nation desires to develop public schooling.
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Additional resources for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests
For example, as noted in the next chapter, while music school faculty in Bay State licensure programs seek to broaden prospective teachers’ understanding of contemporary music and musical traditions around the globe, they also ensure that a prospective music teacher has some familiarity with the history of our dynamic Western musical tradition, from ancient Greece and church music in the Middle Ages through major European composers—as well as an understanding of the theoretical concepts underlying this tradition.
These often- WH AT G E N E RAT E S T OPI CS ON SUBJECT A REA LICENSING TESTS? 37 used methods in many states’ licensing regulations are academic shortcuts that no longer work, for three reasons. First, they no longer necessarily signify that the person completing a major or the required credit hours in, for example, the humanities has addressed the academic content that is relevant to teaching K–12 students. Second, both training programs and interested candidates need to know what specific coursework is deemed useful for precollege teaching; they need some guidance in constructing their course of study.
But this was not because of higher admission standards and/or academically stronger programs (or because weak programs went out of existence). None of this took place, as suggested by a 2002 Education Trust report on the effects of this Title II provision and by several studies on the content of preparation programs for elementary teachers, to be discussed in a later chapter. POINTS TO REMEMBER 1. Prospective teachers in most states in the 19th and early 20th centuries were expected to pass short but demanding tests of their academic knowledge and/or to provide a transcript of their course of studies in college or a teacher training school.