Middle School Teacher Preparation: Hawaii

2013 Delivering Well Prepared Teachers Policy

Goal

The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content.

Does not meet
Suggested Citation:
National Council on Teacher Quality. (2013). Middle School Teacher Preparation: Hawaii results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/HI-Middle-School-Teacher-Preparation-20

Analysis of Hawaii's policies

Although Hawaii requires middle school certification (grades 6-8) for all middle school teachers, it has recently approved five options for verifying content knowledge for licensure: 1) a passing score on a content test; 2) National Board for Professional Teaching Standards certification in the content field; 3) a content major consisting of at least 30 semester hours in the content field; 4) at least 30 semester hours in the content field, at least 15 of which must be upper-division level; or 5) a master's, specialist or doctoral degree in the license field. Regrettably, not all of these options ensure requisite content knowledge for a middle grades teacher candidate. 

Candidates who opt for the content test are required to pass a single-subject Praxis II content test to attain licensure; a general content knowledge test is not an option.

Hawaii does not explicitly require a major or minor in the subject areas that the candidates plan to teach.

Citation

Recommendations for Hawaii

Require content testing in all core areas.
Hawaii should require subject-matter testing for all middle school teacher candidates in every core academic area they intend to teach as a condition of initial licensure. To ensure meaningful middle school content tests, the state should set its passing scores to reflect high levels of performance.

Encourage middle school teachers licensed to teach multiple subjects to earn two subject-matter minors. 
This would allow candidates to gain sufficient knowledge to pass state licensing tests, and it would increase schools' staffing flexibility. However, middle school candidates in Hawaii who intend to teach a single subject should earn a major in that area.

Close the loophole that allows teachers to add middle grade levels to an existing license without demonstrating content knowledge.

Hawaii allows teachers to add new fields to certificates either by completing a state-approved teacher education program, submitting proof of teaching experience and 30 hours of coursework or by proof of experience and a passing score on a content test. The state is urged to require that all teachers who add the middle grade levels to their certificates pass a rigorous subject-matter test to ensure content knowledge of all subject areas before they are allowed in the classroom. 

State response to our analysis

Hawaii asserted that the edTPA is required to be implemented in all state preparation programs by July 1, 2016. 

Last word

While performance assessments such as the edTPA provide an opportunity for teacher candidates to demonstrate their knowledge and skills in sample lessons, they are not designed to measure the depth and breadth of knowledge and skills needed in a single area. 

How we graded


Research rationale

States must differentiate middle school teacher preparation from that of elementary teachers.

Middle school grades are critical years of schooling. It is in these years that far too many students fall through the cracks. However, requirements for the preparation and licensure of middle school teachers are among the weakest state policies. Too many states fail to distinguish the knowledge and skills needed by middle school teachers from those needed by an elementary teacher. Whether teaching a single subject in a departmentalized setting or teaching multiple subjects in a self-contained setting, middle school teachers must be able to teach significantly more advanced content than elementary teachers do. The notion that someone should be identically prepared to teach first grade or eighth grade mathematics seems ridiculous, but states that license teachers on a K-8 generalist certificate essentially endorse this idea.

Approved programs should prepare middle school teacher candidates to be qualified to teach two subject areas.

Since current federal law requires most aspiring middle school teachers to have a major or pass a test in each teaching field, the law would appear to preclude them from teaching more than one subject. However, middle school teacher candidates could instead earn two subject-area minors, gaining sufficient knowledge to pass state licensing tests and be highly qualified in both subjects. This policy would increase schools' staffing flexibility, especially since teachers seem to show little interest in taking tests to earn highly qualified teaching status in a second subject once they are in the classroom.  This only applies to middle school teachers who intend to teach multiple subjects.  States must ensure that middle school teachers licensed only to teach one subject area have a strong academic background in that area.

Middle School Teacher Preparation: Supporting Research

A report published by the National Mathematics Advisory Panel (NMAP) concludes that a teacher's knowledge of math makes a difference in student achievement. U.S. Department of Education. Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Washington, D.C.: U.S. Department of Education (2008).

For additional research on the importance of subject matter knowledge, see T. Dee and S. Cohodes, "Out-of-Field Teachers and Student Achievement: Evidence from Matched-Pairs Comparisons." Public Finance Review, Volume 36, No. 1, January 2008, pp. 7-32; B. Chaney, "Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics," in NSF/NELS:88 Teacher transcript analysis, 1995, ERIC, ED389530, 112 p.; H. Wenglinsky, How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher Quality (Princeton, NJ: Educational Testing Service, 2000).

For information on the "ceiling effect," see D. Goldhaber and D. Brewer, "When should we reward degrees for teachers?" in Phi Delta Kappan, Volume 80, No. 2, October 1998, pp. 134, 136-138.