Assessing Professional Knowledge : Hawaii

Delivering Well Prepared Teachers Policy

Goal

The state should use a licensing test to verify that all new teachers meet its professional standards.

Does not meet
Suggested Citation:
National Council on Teacher Quality. (2011). Assessing Professional Knowledge : Hawaii results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/HI-Assessing-Professional-Knowledge--6

Analysis of Hawaii's policies

As of August 1, 2011, Hawaii no longer requires new teachers to pass a pedagogy test in order to attain licensure.

Citation

Recommendations for Hawaii

Require that all new teachers pass a pedagogy test.
Hawaii should require that all new teachers meet professional standards through a test of professional knowledge.

State response to our analysis

Hawaii was helpful in providing NCTQ with the facts necessary for this analysis. The state added that it believes that its approved teacher preparation programs assess a teacher candidate's professional knowledge and proficiency in the teaching standards by observation and evaluation rather than in a multiple choice, paper-and-pencil pedagogy examination. For this reason, Hawaii discontinued use of the Praxis PLT on August 1, 2011.

Last word

NCTQ is not suggesting that the only way to measure pedagogical skill is through a multiple choice, paper-and-pencil assessment. Indeed, many states are moving toward performance-based assessments. The key point is that Hawaii is now operating under a "belief" that programs are assessing such knowledge and skills, rather than evidence that teacher candidates are prepared for the classroom.  

Research rationale

For evidence of the importance of pedagogy tests in improving student achievement, see C. Clotfelter, H.Ladd and J.Vigdor, "How and Why Do Teacher Credentials Matter for Student Achievement?"  Working Paper 2, Calder Institute (2007).

For further information regarding the use of performance assessments and the Teacher Performance Assessment Consortium (TPAC) in California and other states see L. Darling-Hammond, "Evaluating Teacher Effectiveness: How Teacher Performance Assessments Can Measure and Improve Teaching" Center for American Progress (2010). 

For a perspectives on the issues with teaching dispositions, see W. Damon, "Personality Test: The dispositional dispute in teacher preparation today and what to do about it" in Arresting Insights in Education Vol.2 No. 3 (2005);  J. Gershman, "'Disposition' Emerges as Issue at Brooklyn College," New York Sun, May 2005.

For evidence on the low passing scores required by states on pedagogy tests, see the U.S. Department of Education's Secretary's Seventh Annual Report on Teacher Quality (2010). Also see K. Walsh "A Candidate-Centered Model for Teacher Preparation and Licensure" in A Qualified Teacher in Every Classroom (Hess, Rotherham and Walsh, eds.) (2004)