Index
A
Ability-based teacher education at Alverno College, 322–330
abilities and learning outcomes for the baccalaureate degree, 322–324
abilities and learning outcomes in teacher education , 324
Alverno’s program for education majors, 324–326
assessment as learning, 326–327
research and program evaluation, 327–330
Accountability
and evaluation, 196–198
of higher education institutions for quality of teacher preparation, 8–9, 170–171
for holding states and higher education institutions, 138–145
improving with teacher licensure tests, 136– 146
for programs that prepare teachers, 198–201
Accreditation of teacher education programs, 42–43
ACT, 132
Administration of teacher licensure tests, 77–78
Administrative provisions, under Public Law 105–244, 194–196
Admission requirements, for teacher education, state-specified, 43
Alaska’s initial teacher licensure system, 57–58, 269–272
post baccalaureate teacher preparation at the University of Alaska, 271–272
redesign of teacher education, 270–272
teacher education at Alaska’s private schools, 272
Alternative assessment strategies
ability-based teacher education at Alverno College, 322–330
analysis of, 158–162
case studies, 298–330
Connecticut’s teacher preparation and induction program, 308–315
Ohio’s teacher induction program, 315–321
performance assessment of experienced teachers by the NBPTS, 298–308
Alternative preparation programs for teachers, 44
in Maryland’s licensure system, 285–286
ability-based teacher education at, 322–330
assessment as learning, 326–327
outcomes for the baccalaureate degree, 322– 324
outcomes in teacher education, 324
program for education majors, 324–326
research and program evaluation, 327–330
Angoff. See Modified Angoff method
Appropriations, authorization of, under Public Law 105–244, 203
Approval, of teacher education programs, 42–43
Arizona’s teacher licensure system, NES teacher licensure tests in, 248–249
Assessment. See also Classroom performance assessment
centers for, in EA/ELA, 305
as learning, at Alverno College, 326–327
purpose of, 75–76
teachers as using formal and informal strategies, according to INTASC, 212– 213
Assessment of Teaching Skills-Written, 52
Assessors, training in the PATHWISE Induction Program-Praxis III Version, 320–321
Authoritarian personality, 21
Authorization of appropriations, under Public Law 105–244, 203
Average scores, and the differences between minority and majority teacher candidates on teacher licensing tests, 101–102
B
Baccalaureate degree programs, at Alverno College, abilities and learning outcomes for, 322–324
Basic skills
currently used licensure tests of, 51
list of Praxis tests on, 221–222
research on testing, 131–132
Beginning Educator Support and Training (BEST) program in Connecticut, 153, 310, 312–313
portfolio assessments, 312–313
support for mentors, 313
Beginning teacher competence
measuring appropriately, 2–8, 164–170
Beginning teachers
designing licensure tests for measuring, 3–4, 165–166
evaluating licensure tests for, 6–8, 167–170
licensure tests for, 32, 34–69, 288–293
making decisions about candidates based on licensure tests, 4–5, 56, 166–167
support programs for, 46–47
BEST. See Beginning Educator Support and Training program
Bias, factors contributing to, 110–111
Biology: Content Knowledge Tests, Parts 1 and 2, evaluating, 84, 95–97, 101
Board on Testing and Assessment, 2, 15–16
Bookmarking method, of standard setting for teacher licensure tests, 65
Brown v. Board of Education decision, 22
Bureau of Labor Statistics, National Longitudinal Surveys of Youth-Child Data, 135
Buros Center for Testing, 16, 83–84
Bush, George W., 11
C
California Basic Educational Skills Test (CBEST), 57, 105–107
California’s teacher licensure system, 276–282
direct internship programs, 280–282
initial licensure requirements in, 57, 59, 62
NES teacher licensure tests in, 249–250
preinternship program, 281–282
Title II state grant, 282
traditional teacher preparation programs, 277–279
university internship programs, 279–280
Candidate performance, NCATE standards, 216–217
CBEST. See California Basic Educational Skills Test
Census Bureau, 134
Cincinnati, introduction and peer review, 155– 156
Civil Rights Act of 1964, 112
Classroom interactions, teachers as fostering supportive, according to INTASC, 210– 211
Classroom performance assessment, in the PATHWISE Induction Program-Praxis III inversion, 318–319
Clinton, William, 11–12
Colorado’s teacher licensure system, NES teacher licensure tests in, 250–251
Committed to students and their learning, teachers as, 23–26
according to NBPTS, 26, 215, 218, 300
according to NCATE, 26
Common Core of Teaching, components of Connecticut’s, 153, 311
Comparisons of teacher licensure tests
comparability issues, 79
data combined across states, 98
with different test scales, 98
first-time and eventual passing rates, 97–98
methodological issues, 97–98
Competencies
to be assessed by teacher licensure tests, 76
focusing teacher education on identified, 136–138
Competent beginning teaching
measuring appropriately, 2–8, 164–170
Competent teachers
equilibrium teacher wage and the number of, 294–297
in presenting the prescribed curricula, 22
Connecticut’s teacher licensure system
Beginning Educator Support and Training program, 153, 310, 312–313
Beginning Teacher Induction Program, 153– 154
Common Core of Teaching, 153, 311
initial licensure requirements in, 57, 60–61
preservice training, 310
professional development, 313–314
role of other staff, 314
studies of technical characteristics, 314–315
support for teachers seeking NBPTS certification, 309
teacher preparation and induction program in, 308–315
Consequences of disparities in test performances, 111–112
Consistency and reliability of teacher licensure tests, 79
Contrasting groups method, of standard setting for teacher licensure tests, 65
Core Battery tests
Communication Skills Test, 51–52
General Knowledge Test, 51
Professional Knowledge Test, 51–53
Corruptibility, protection of teacher licensure tests from, 78
Costs, of teacher licensure tests, 81
Council for Higher Education Accreditation, 43
Council of Chief State School Officers, 48
Course requirements, in teacher education, state-specified, 43–44
Creators of learning experiences, teachers as, according to INTASC, 205
Criteria, for evaluating teacher licensure tests, 70–71
Cultural values, teachers as transmitters of, 21
Currently used licensure tests, 47–55
basic skills, 51
concerns about, 54–55
general knowledge, 51
measuring beginning teacher competence appropriately, 2–8, 164–170
pedagogical knowledge, 52–53
standards for passing scores, 66–68
subject matter knowledge, 51–52
subject-specific pedagogical knowledge, 53–54
types of tests used by states, 48–54
D
Decisions about candidates, basing on licensure tests for beginning teachers, 4–5, 56, 166–167
Demand for teachers, 293–294
Designing licensure tests, for measuring beginning teacher competence, 3–4, 165–166
Differences between minority and majority teacher candidates on licensing tests, 109–112
in average scores, 101–102
consequences of, 111–112
in impact of teacher licensure tests, 95, 97
on large-scale tests, 99
in passing rates, 102–109
on the SAT, 99–100
on teacher licensing tests, 101–109
and test bias, 110–111
Direct internship programs, in California’s teacher preparation system, 280–282
Disparities. See Differences between minority and majority teacher candidates on licensing tests
E
Early Adolescence/English Language Arts (EA/ ELA) standards, according to NBPTS, 302–303
advancing student learning in the classroom, 302
assessment center exercises, 305
portfolios, 304–305
preparing the way for productive student learning, 302
supporting student learning through long-range initiatives, 303
Early Childhood Longitudinal Survey, 135
Ebel’s method, of standard setting for teacher licensure tests, 65
Economic model of supply and demand for teachers, 287–297
demand for teachers, 293–294
equilibrium teacher wage and the number of competent teachers, 294–297
licensure testing, 288–293
no licensure testing model, 287–288
raising passing scores, 293
setting passing scores, 296–297
supply of teachers, 287–293
Educational Testing Service (ETS) teacher licensure tests, 4, 6, 48, 63, 69, 83–84, 113, 137, 149, 221–247
on basic skills, 221–222
on professional knowledge of teaching, 223
on subject area knowledge, 224–246
Educational values, teachers as transmitters of, 21
Elementary and Secondary Education Act, revised, 11
Entry Year Program, in Ohio, 315–316
Established standards of teacher quality, 23–32
teachers as committed to students and their learning, 23–26
teachers as managers and monitors of student learning, 28–29
teachers as members of a broader community, 30–32
teachers as possessing deep subject matter knowledge, 26–27
teachers as reflective about their teaching, 29–30
Ethnicity and test results. See Differences between minority and majority teacher candidates on licensing tests
ETS. See Educational Testing Service teacher licensure tests
ETS Standards for Quality and Fairness, 86
Evaluating teacher licensure tests, 6–8, 70–114, 167–170
and accountability, under Public Law 105– 244, 196–198
administration and scoring, 77–78
competencies to be assessed, 76
consistency, reliability, generalizability, and comparability, 79
costs and feasibility, 81
criteria for evaluating tests, 70–71
developing the assessment, 76–77
differences between minority and majority teacher candidates on, 99–109
evaluating the Praxis series tests, 86–95
evidence concerning validity, 71–75
examining disparate impact, 95, 97
field testing and exercise analysis, 77
long-term consequences of a licensure program, 81–82
meaning of disparities, 109–112
methodological issues in making comparisons, 97–98
policy options, 113
protection from corruptibility, 78
purpose of assessment, 75–76
score reporting and documentation, 79–80
selecting teacher licensure tests for review, 83–86
standard setting, 78–79
validation studies, 80–81
Evaluation framework, for teacher licensure tests, 75–82
Eventual passing rates, 97–98
Examination for the Certification of Educators in Texas (ExCET), 52
ExCET. See Examination for the Certification of Educators in Texas
Experienced teachers, performance assessment by the NBPTS, 159–160, 298–308
F
Feasibility considerations, in evaluating teacher licensure tests, 81
Field testing, in developing teacher licensure tests, 77
First-time passing rates, 97–98
FIRST Year Program in Ohio, 154, 315–316
Florida Professional Education Test, 53
Formative Induction Results in Stronger Teaching (FIRST) Year Program in Ohio, 154, 315–316
Fostering active inquiry and supportive classroom interactions, teachers as, according to INTASC , 210–211
G
General knowledge
currently used tests, 51
research on tests, 131–132
General provisions, under Public Law 105–244, 202
Generalizability, of teacher licensure tests, 79
Grants under Public Law 105–244
partnership, 190–193
state, 188–190
for teacher recruitment, 193–194
H
Higher Education Act (HEA)
Higher education institutions, holding accountable for quality of teacher preparation, 8–9, 170–171
Hiring issues, 47
I
Idaho’s teacher licensure system, 263–267
changes in initial teacher licensure system, 267
initial licensure requirements in, 57–58, 62
teacher education at Albertson College, 265–266
teacher education at Boise State University, 264–265
teacher education at Lewis-dark State College, 266–267
teacher preparation programs, 264–267
Illinois’ teacher licensure system, NES teacher licensure tests in, 251–253
Improving accountability with teacher licensure tests, 136–146
accountability and evaluation provisions of Title II, 139–141
concerns about accountability and evaluation provisions of Title II, 141–145
focusing teacher education on identified competencies, 136–138
holding states and higher education institutions accountable, 138–145
Improving teacher licensure testing, 147–162
analysis of alternatives, 158–162
Connecticut’s Beginning Teacher Induction Program, 153–154
NBPTS certification, 150–153
new and developing test systems, 150–158
Ohio’s teacher induction program, 154–156
performance-based teacher education at Alverno College, 156–158
selecting cases that use performance assessment, 148–150
Improving teacher quality and supply with teacher licensure tests, 115–135
directions for new research, 134–135
licensing tests and the quantity and quality of teachers, 116–121
research on teacher licensing tests and teacher competence, 121–134
Induction
in Cincinnati, 155–156
in Connecticut, 153–154, 310–312
Initial licensure requirements, 56–62
in Alaska, 57–58
designing tests of, 3–4, 165–166
Initial Report of the Secretary on the Quality of Teacher Preparation, 46
Innovative methods, of measuring beginning teacher competence, 10, 171–172
Institutions of higher education, holding accountable for quality of teacher preparation, 8–9, 170–171
Instructional strategies, teachers as using varied, according to INTASC, 208
INTASC. See Interstate New Teacher Assessment and Support Consortium
Interstate Contract, 46
Interstate New Teacher Assessment and Support Consortium (INTASC), 4, 13, 16, 19–20, 23–32, 43, 53, 69, 153, 204– 214
active inquiry, teachers as fostering, 210– 211
adapting instruction to learner diversity, teachers as, 206–207
core standards, 205–214
Model Standards for Beginning Teacher Licensing and Development, 24, 204– 205
Performance Assessment Development Project, 148
teaching standards of, 204–214
Inventory of Teacher Knowledge of Reading, 133
J
Judgmental policy capturing method, of standard setting for teacher licensure tests, 65
L
LAST. See Liberal Arts and Sciences Test
Learner diversity, teachers as adapting instruction to, according to INTASC, 206–207
Learning communities, teachers as members of, 30–32
according to INTASC, 213–214
according to NBPTS, 31, 219, 301
according to NCATE, 31
Learning experiences, teachers as creators of, according to INTASC, 205
Liberal Arts and Sciences Test (LAST), 51
License to Teach, A, 122
Licensing requirements, teaching compared with other professions, 38–41
Licensure tests for beginning teachers, 32, 34– 69, 288–293
appropriateness, of current tests measuring beginning teacher competence, 2–8, 164–170
currently used licensure tests, 47–55
initial licensure requirements in selected states, 56–62
making decisions about candidates based on, 4–5, 56, 166–167
professional licensing, 35–37
setting passing scores, 62–68
teacher licensure, 37–47
test results supporting decisions about candidates, 55–62
Long-range initiatives, supporting student learning in EA/ELA, according to NBPTS, 303
Long-term consequences, of a teacher licensure test program , 81–82
M
Managers of student learning, teachers as, 28–29
according to NBPTS, 29, 218–219, 300–301
according to NCATE, 29
Maryland’s licensure system, 282–286
alternative certification program, 285–286
initial licensure requirements in, 57, 59–60, 62
Title II state grant, 286
traditional undergraduate teacher preparation programs, 284–285
Massachusetts Educator Certification Test (MECT), 54
Massachusetts licensure system, NES teacher licensure tests in, 253–254
Mathematics: Proofs, Models, and Problems, Part 1 test, evaluating, 84, 93–95, 101
Measuring beginning teacher competence, 2–8, 164–170
defining competent beginning teaching, 2–3, 164
designing licensure tests, 3–4, 165–166
evaluating licensure tests, 6–8, 167–170
holding programs accountable for quality of teacher preparation, 8–9, 170–171
innovative methods of, 10, 171–172
making decisions about candidates based on licensure tests, 4–5, 56
MECT. See Massachusetts Educator Certification Test
Mentors
support for in the BEST program, 313
training of in the PATHWISE Induction Program-Praxis III Version, 320–321
Michigan’s licensure system, NES teacher licensure tests in, 254–257
Middle School English/Language Arts test, evaluating, 84, 89, 91–93, 101
Minority teacher candidate differences
in average scores, 101–102
on large-scale tests, 99
in passing rates, 102–109
on the SAT, 99–100
on teacher licensing tests, 101–109
Model Standards for Beginning Teacher Licensing and Development, 24, 204– 205
Modified Angoff method, of standard setting for teacher licensure tests, 65, 88, 90, 92, 96
Monitors of student learning, teachers as, 28–29
according to NBPTS, 29, 218–219, 300–301
according to NCATE, 29
MSAT. See Multiple Subjects Assessment for Teachers
Multiple Subjects Assessment for Teachers (MSAT), 105–107
N
National Academy of Sciences, 2, 15–16
National Assessment of Educational Progress tests, 99
National Association of State Directors of Teacher Education and Certification, 48, 62
Interstate Contract, 46
National Board for Professional Teaching Standards (NBPTS), 13, 16, 20, 23–32, 35, 104, 148–150, 215–219
certification under, 145, 150–153
performance assessment of experienced teachers by, 159–160, 298–308
propositions of accomplished teaching, 215, 218–219, 300–301
support for teachers seeking certification in Connecticut, 309
What Teachers Should Know and Be Able to Do, 23–24
National Center for Education Statistics, 141
Early Childhood Longitudinal Survey, 135
National Commission on Teaching and America’s Future, 13
National Council for Accreditation of Teacher Education (NCATE), 13, 19–20, 23–32, 42, 52, 214–215
Standards, Procedures and Policies for the Accreditation of Professional Education Units, 24
National Council of Teachers of Mathematics, 86
National Education Summit, 12
National Educational Longitudinal Study (NELS), 132
National Evaluation Systems (NES) teacher licensure tests, 4, 6, 48, 69, 113–114, 137, 248–262
Arizona, 248–249
California, 249–250
Colorado, 250–251
difficulties with, 84–86
Illinois, 251–253
Massachusetts, 253–254
Michigan, 254–257
New Mexico, 257
Oklahoma, 258–260
Oregon, 260
selecting for review, 84–86
Texas, 260–262
National Institute of Child Health and Development, 134
National Longitudinal Surveys of Youth-Child Data, 135
National Science Foundation, 134
National Teachers Examinations (NTE), 133
Test of Professional Knowledge, 74
NBPTS. See National Board for Professional Teaching Standards
NCATE. See National Council for Accreditation of Teacher Education
Nebraska’s teacher licensure system, 273–276
initial licensure requirements in, 57–59, 62
teacher education at Creighton University, 275–276
teacher education at the University of Nebraska, Lincoln, 274–275
teacher education at Wayne State College, 275
teacher preparation programs, 274–276
Title II state grant, 276
Nedelsky’s method, of standard setting for teacher licensure tests, 65
NELS. See National Educational Longitudinal Study
NES. See National Evaluation Systems teacher licensure tests
New Mexico’s teacher licensure system, NES teacher licensure tests in, 257
New York’s teacher licensure system, NES teacher licensure tests in, 257–258
No licensure testing model, 287–288
NTE. See National Teachers Examinations
O
Ohio’s teacher induction program, 154–156
FIRST Year Program, 154, 315–316
PATHWISE Induction Program-Praxis III Version, 316–321
Oklahoma General Education Test, 51
Oklahoma’s teacher licensure system, NES teacher licensure tests in, 258–260
Oregon’s teacher licensure system, NES teacher licensure tests in, 260
Oscar and Luella Buros Center for Testing, 16, 83–84
P
Partnership grants, under Public Law 105–244, 190–193
Passing rates
and the differences between minority and majority teacher candidates on teacher licensing tests, 102–109
first-time and eventual, 97–98
Passing scores
raising, 293
Past definitions of teacher quality, 20–22
comparing across states, 67
teachers as personifications of virtue, 20–21
teachers as transmitters of cultural and educational values, 21
teachers’ competence in presenting the prescribed curricula, 22
PATHWISE Induction Program-Praxis III Version, 149, 316–321
classroom performance assessment, 318– 319
implementation in Ohio, 154–156, 320–321
training of mentors and assessors, 320–321
Pedagogical content knowledge, research on testing, 133–134
Pedagogical knowledge
currently used licensure tests, 52–53
research on testing, 132–133
Performance assessment, of experienced teachers by the NBPTS, 298–308
Performance Assessment Development Project, 148
Performance-based teacher education at Alverno College, 156–158
Personifications of virtue, teachers as, 20–21
PLT. See Principles of Learning and Teaching (K-6) test
Policy options, and teacher licensure tests, 113
Portfolio assessments
in the BEST program, 312–313
in EA/ELA, according to NBPTS, 304–305
Positive social interaction, teachers as encouraging, according to INTASC, 208–210
Post baccalaureate teacher preparation, at the University of Alaska, 271–272
PPST. See Pre-Professional Skills Test in Reading
Praxis I, 51
Core Battery tests, 51–52
revamping, 52
on basic skills, 221–222
Biology: Content Knowledge Tests, Parts 1 and 2, 84, 95–97, 101, 143
evaluating, 86–95
Mathematics: Proofs, Models, and Problems, Part 1 test, 84, 93–95, 101, 143
Middle School English/Language Arts test, 84, 89, 91–93, 101, 143
passing rates based on race, 108–109
Pre-Professional Skills Test in Reading, 84, 87–89, 101–104, 143
Principles of Learning and Teaching (K-6) test, 52, 84, 89–91, 101–104, 143
on professional knowledge of teaching, 223
selecting for review, 83–84
on subject area knowledge, 133, 224–246
Pre-Professional Skills Test (PPST) in Reading, evaluating, 84, 87–89, 101–104
Preinternship programs, in California’s teacher preparation system, 281–282
Preservice training, in Connecticut, 310
Principles for the Validation and Use of Personnel Selection Procedures, 70
Principles of Learning and Teaching (PLT) (K-6) test, 52, 68, 101–104
Problems with measuring beginning teacher competence, 12–15
educational reform, 12–13
federal initiatives, 14–15
state initiatives, 13–14
Productive student learning, preparing the way for in EA/ELA, according to NBPTS, 302
Professional development, in Connecticut, 313– 314
Professional knowledge of teaching, list of Praxis tests on, 223
Professions, licensing requirements for, 38–41
Programs that prepare teachers
accountability for, under Public Law 105– 244, 198–201
holding accountable for quality of teacher preparation, 8–9, 170–171
Protection, of teacher licensure tests from corruptibility, 78
Public Law 105–244, 187–203
accountability and evaluation, 196–198
accountability for programs that prepare teachers, 198–201
administrative provisions, 194–196
authorization of appropriations, 203
general provisions, 202
partnership grants, 190–193
purposes and definitions, 187–188
state functions, 201–202
state grants, 188–190
teacher recruitment grants, 193–194
Purposes and definitions, under Public Law 105–244, 187–188
Q
Quality of teacher preparation, holding programs accountable for, 8–9, 170–171
R
Race-based discrepancies in test performance. See Differences between minority and majority teacher candidates on licensing tests
Reading Instruction Competence Assessment (RICA), 53, 148
Recommendations, 2–10, 165–172
Recruitment grants, under Public Law 105–244, 193–194
Redesign of teacher education, in Alaska initial teacher licensure system, 270–272
Reference and Reporting Guide for Preparing State and Institutional Reports on the Quality of Teacher Preparation, 141– 143
Reflective about their professional work, teachers as, 29–30
according to INTASC, 213
according to NBPTS, 30, 219, 301
Reliability, of teacher licensure tests, 79
Research on teacher licensing tests and teacher competence, 121–134
pedagogical content knowledge, 133–134
pedagogical knowledge, 132–133
subject matter knowledge, 132
tests of basic skills and general knowledge, 131–132
Review, of teacher licensure tests, 83–86
RICA. See Reading Instruction Competence Assessment
Riley, Richard, 11
S
SAT. See Scholastic Assessment Test
Scholastic Assessment Test (SAT), 99–100
Science Research Associates Reading Achievement Series, 133
Scoring of teacher licensure tests, 77–78
reporting, 79–80
Selecting performance assessment cases, for teacher licensure testing, 148–150
Setting passing scores, 62–68
comparison across states, 67
current standards, 66–68
standard-setting methods, 63–66
Social interaction, teachers as encouraging positive, according to INTASC, 208– 210
Sputnik era, 22
Standard setting for teacher licensure tests, 63– 66, 78–79
benchmark method, 94
bookmarking method, 65
contrasting groups method, 65
Ebel’s method, 65
item-level pass/fail method, 94
judgmental policy capturing method, 65
modified Angoff method, 65, 88, 90, 92, 96
Nedelsky’s method, 65
Standards, Procedures and Policies for the Accreditation of Professional Education Units, 24
Standards for Educational and Psychological Testing, 64, 70, 84, 86
State functions, under Public Law 105–244, 201–202
State grants, under Public Law 105–244, 188– 190
State-specification
of admission requirements for teacher education, 43
of course requirements in teacher education, 43–44
States
alternative preparation programs for teachers, 44
comparisons of passing standards, 67
holding accountable for quality of teacher preparation, 8–9, 170–171
licensure tests currently used by, 48–54
provisions for licensure portability, 46
reporting provisions, 140
types of teaching licenses, 45–46
Student learning
preparing the way for productive, 302
supporting through long-range initiatives in EA/ELA, according to NBPTS, 303
teachers as managers and monitors of, 28– 29, 218–219, 300–301
Students, teachers as committed to, 23–26
according to NBPTS, 26, 215, 218, 300
according to NCATE, 26
Studying measures of beginning teacher competence, 15–18
evidence collected, 16–18
Subject matter knowledge
currently used licensure tests, 51–52
list of Praxis tests on, 224–246
research on testing, 132
teachers as possessing, 26–27
according to INTASC, 211
according to NBPTS, 27, 218, 300
according to NCATE, 27
Subject-specific pedagogical knowledge, currently used licensure tests, 53–54
Supply and demand for teachers, 287–297
demand, 293–294
equilibrium teacher wage and the number of competent teachers, 294–297
and licensure testing, 288–293
the no licensure testing model, 287–288
and raising passing scores, 293
and setting passing scores, 296–297
supply, 287–293
Support programs, beginning teacher, 46–47, 153–156, 310–311, 315–316
T
Teacher Education Accrediting Council (TEAC), 42–43
Teacher education programs
at Alaska’s private schools, 272
at Albertson College, 265–266
at Alverno College, abilities and learning outcomes in, 324
approval of, 42–43
at Boise State University, 264–265
at Creighton University, 275–276
focusing on identified competencies, 136– 138
holding accountable for quality of, 8–9, 170–171
in Idaho’s teacher licensure system, 264– 267
at Lewis-Clark State College, 266–267
in Nebraska’s teacher licensure system, 274–276
at the University of Nebraska, Lincoln, 274– 275
at Wayne State College, 275
in Wyoming’s teacher preparation system, 268–269
Teacher General Knowledge test, 51
Teacher licensure, 37–47
accreditation and approval of teacher education programs, 42–43
beginning teacher support programs, 46–47, 153–156, 310–311, 315–316
and hiring, 47
other state licensing requirements, 45
state-specified admission requirements for teacher education, 43
state-specified course requirements in teacher education, 43–44
states’ alternative preparation programs for teachers, 44
states’ provisions for licensure portability, 46
tests, 44
types of state teaching licenses, 45–46
Teacher licensure tests
administration and scoring, 77–78
analysis of alternatives, 158–162
competencies to be assessed, 76
Connecticut’s portfolio assessment, 153– 154, 312–313
consistency, reliability, generalizability, and comparability, 79
costs and feasibility, 81
criteria for evaluating tests, 70–71
developing the assessment, 76–77
differences between minority and majority teacher candidates on, 99–109
evaluating, 70–114
evaluation framework, 75
evidence concerning validity, 71–75
examining disparate impact, 95, 97
field testing and exercise analysis, 77
improving, 147–162
improving accountability with, 136–146
long-term consequences of a licensure program, 81–82
meaning of disparities, 109–112
methodological issues about comparisons, 97–98
NBPTS certification, 150–153
new and developing test systems, 150–158
Ohio’s performance assessment program, 154–156, 316–319
performance-based teacher education at Alverno College, 156–158
policy options, 113
Praxis series tests, 86–95, 154–155, 318–319
protection from corruptibility, 78
purpose of assessment, 75–76
score reporting and documentation, 79–80
selecting teacher licensure tests for review, 83–86, 148–150
standard setting, 78–79
validation studies, 80–81
Teacher preparation. See Teacher education programs
Teacher quality, 19–33
current definitions, 22–32
enhancement grants for states and partnerships, 187–203
established standards, 23–32
past definitions, 20–22
Teacher Quality and Student Achievement: A Review of State Policy Evidence, 122
Teacher Quality Enhancement Grants for States and Partnerships (Title II), 1, 8–9, 14, 145
accountability and evaluation provisions of, 139–141
in California’s teacher preparation system, 282
concerns about accountability and evaluation provisions of, 141–145
in Maryland’s licensure system, 286
in Nebraska’s teacher licensure system, 276
Teacher recruitment, grants under Public Law 105–244, 193–194
Teacher requirements, 263–286
Alaska initial teacher licensure system, 269– 272
California’s teacher preparation system, 276–282
Idaho’s teacher licensure system, 263–267
Maryland’s licensure system, 282–286
Nebraska’s teacher licensure system, 273– 276
Wyoming’s teacher preparation system, 267–269
Teachers
economic model of supply and demand for, 287–297
seeking NBPTS certification, support for in Connecticut, 309
supply and demand for, 287–297
Teachers’ standards
as committed to students and their learning, 23–26
as competent in presenting the prescribed curricula, 22
as managers and monitors of student learning, 28–29
as members of a broader community, 30–32
as personifications of virtue, 20–21
as possessing deep subject matter knowledge, 26–27
as reflective about their teaching, 29–30
as transmitters of cultural and educational values, 21
Teachers’ standards according to INTASC
as adapting instruction to learner diversity, 206–207
as creators of learning experiences, 205
as encouraging positive social interaction, 208–210
as fostering active inquiry and supportive classroom interactions, 210–211
as part of a larger community, 213–214
as possessing subject matter knowledge, 211
as possessing understanding of children, 206
as reflective about their professional work, 213
as using formal and informal assessment strategies, 212–213
as using varied instructional strategies, 208
Teachers’ standards according to NBPTS
as committed to students and their learning, 26, 215, 218, 300
as managers and monitors of student learning, 29
as managing and monitoring student learning, 218–219, 300–301
as members of a broader community, 31
as members of learning communities, 219, 301
as possessing deep subject matter knowledge, 27
as possessing subject matter knowledge, 218, 300
as reflective about their professional work, 219, 301
as reflective about their teaching, 30
Teachers’ standards according to NCATE
as committed to students and their learning, 26
as managers and monitors of student learning, 29
as members of a broader community, 31
as possessing deep subject matter knowledge, 27
TECAT. See Texas Examination of Current Administrators and Teachers
Technical documentation of teacher licensure tests, 79–80
Technical soundness, of current tests measuring beginning teacher competence, 2–8, 164–170
Test fairness issues. See Disparities
Test of Basic Mathematical Understandings, 132
Test of Professional Knowledge, 74
Test of Teaching Knowledge (TTK), 53
Test preparation courses, 105
Test scale comparisons, 98
Tests. See Licensure tests for beginning teachers
Texas Examination of Current Administrators and Teachers (TECAT), 132
Texas teacher licensure system, NES teacher licensure tests in, 260–262
Title II. See Teacher Quality Enhancement Grants for States and Partnerships
Traditional teacher preparation programs
in California’s teacher preparation system, 277–279
undergraduate, in Maryland’s licensure system, 284–285
Training of mentors and assessors, in the PATHWISE Induction Program-Praxis III Version, 320–321
Transmitters of cultural and educational values, teachers as, 21
TTK. See Test of Teaching Knowledge
2000 NASDTEC Manual, 84
U
U.S. Supreme Court, 22
Uniform Guidelines for Employee Selection Procedures, 70
University internship programs, in California’s teacher preparation system, 279–280
U.S. Constitution, testing knowledge of, 57
U.S. Department of Education, 2, 15, 43, 48, 134, 139, 141, 145
U.S. Department of Health, Education, and Welfare, 35
U.S. Department of Health and Human Services, 134
U.S. Department of Labor, 134
V
Validity of teacher licensure tests, evidence concerning, 71–75, 80–81
Varied instructional strategies, teachers as using, according to INTASC, 208
Virtue, teachers as personifications of, 20–21
W
Waller, Willard, 20
What Matters Most: Teaching for America’s Future, 13
What Teachers Should Know and Be Able to Do, 23–24
Wisconsin’s teacher licensure system, licensing practices in, 330
World War II era measurement of personality traits, 21
Wyoming’s teacher preparation system, 267– 269
initial certification, 269
initial licensure requirements in, 57–58, 62
teacher preparation program, 268–269