By Sandra Stotsky

Teachers can't educate what they don't know. This nation has tolerated a vulnerable licensing process for potential lecturers for many years. This vulnerable method has been observed 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 bring about Empty pupil Minds makes the case that the full revision of the licensing method for potential and veteran academics in Massachusetts in 2000 and the development of recent or extra hard instructor licensing assessments contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of tolerating earnings in fulfillment for college students in all demographic teams and in all nearby vocational/technical excessive faculties given that 2005—gains proven through assessments self sufficient of Massachusetts coverage makers.
The instant function of this booklet is to give an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing method to make sure that all academics may educate to fairly robust K-12 criteria. Its greater function is to signify that improvement of robust educational criteria in all significant matters may be via whole revision of a state’s instructor licensing approach, now not, as has been the case for numerous many years, the advance of K-12 scholar tests—if this kingdom desires to develop public schooling.

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Additional info for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests

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This would, in turn, stimulate development of licensure programs leading to them. One group of new licenses was designed for full-time teachers of mathematics, science, foreign languages, and history/geography in the elementary grades. These are simply subject area licenses for the elementary level rather than, as is traditional, for the secondary level. Hiring people with these licenses would allow elementary schools to organize the middle to upper elementary grades with subject-divided days, with each major subject taught by a knowledgeable teacher of that subject, rather than as self-contained classrooms taught by a generalist elementary teacher with weak academic knowledge in most, if not all, of the many subjects she typically teaches.

GROWING INFLUENCE OF TEACHER EDUCATORS AFTER WORLD WAR II After World War II, there was no longer a surplus of highly qualified people for teaching positions (indeed, there was a shortage), so the demand and funding for the NTE declined. Superintendents had no interest in test scores when the law required a teacher in every classroom. To address the lack of interest in the tests and to mollify teacher educators, testing time was reduced to three hours by 1951, the section on professional knowledge and pedagogy was weighted more (from 30 percent to 40 percent), the section on cultural knowledge and intellectual skills was weighted less, and the composition and leadership of the national advisory committee were changed to include more teacher educators.

1. Spoken and written command of a standard version of the target language (the version used by a formally educated speaker of the language). 2. Knowledge of culturally and historically significant literary and nonliterary texts and authors associated with the country of origin of the target language; literary traditions, periods, and genres. 3. Introductory knowledge of the other arts (historical traditions, genres, and major artists) associated with the country of origin of the target language.

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