Delivering Well Prepared Teachers Policy
The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content.
Indiana requires candidates to earn the middle school setting certification with a content area. Their degree must include a major or content area that substantially applies to a content area listed in the state's certification regulations.
All new middle school teachers in Indiana are also required to pass a single-subject Praxis II content test to attain licensure; a general content knowledge test is not an option.
Commendably, Indiana does not offer a K-8 generalist license.
Praxis Test Requirement www.ets.org Indiana Administrative Code 515 IAC 8-1-6; -6.1; 8-2-2
Ensure meaningful content tests.
To ensure meaningful middle school content tests, Indiana should make certain that its passing scores reflect high levels of performance.
Strengthen middle school teachers' subject-matter preparation.
Indiana should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major. However, the state should retain its requirement for a subject-area major for middle school candidates who intend to teach a single subject.
Close the loophole that allows teachers to add middle grade levels to an existing license without demonstrating content knowledge.
Indiana allows teachers to add new middle-level content areas by either passing a content test or completing coursework. 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.
Indiana recognized the factual accuracy of this analysis.
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.