Middle School Teacher Preparation : Minnesota

2011 Delivering Well Prepared Teachers Policy

Goal

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

Meets a small part
Suggested Citation:
National Council on Teacher Quality. (2011). Middle School Teacher Preparation : Minnesota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MN-Middle-School-Teacher-Preparation--6

Analysis of Minnesota's policies

Although Minnesota's elementary license is typically valid for grades K-6, teacher candidates may teach grades 7 and 8 if they are in self-contained classrooms. Teachers with secondary certificates may teach grades 7 and 8 in those subjects for which valid licensure is held. 

Minnesota now offers four new middle-level endorsements: communication arts and literature, mathematics, social studies and general science. Candidates must complete the equivalent of a minor in each subject area of licensure. 

All new teachers in Minnesota are required to pass the Minnesota subject-matter test to attain licensure. However, only secondary and middle-level candidates are required to pass single-subject content tests to attain licensure. Those seeking the elementary license are only required to pass the general content test for elementary education, in which subscores are not provided; therefore, there is no assurance that these middle school teachers will have sufficient knowledge about each subject they teach.

Citation

Recommendations for Minnesota

Prepare middle school teachers to teach middle school.
Minnesota should not allow middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and that of elementary teachers. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels and they need not pass a subject-matter test in each subject they teach. Minnesota should ensure that students in grades 7 and 8 have teachers who are appropriately prepared to teach grade level content, which is different and more advanced than what elementary teachers teach.  

Strengthen middle school teachers' subject-matter preparation.
Minnesota should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas. Middle school candidates who intend to teach a single subject should earn a major in that area.

Require subject-matter testing for middle school teacher candidates.
Minnesota 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.

State response to our analysis

Minnesota was helpful in providing NCTQ with the facts necessary for this analysis. The state added that the reference to self-contained classrooms taught by teachers with a K-6 license is accurate; however, Minnesota noted that these settings are rare and represent unique student populations such as those in a one-room schoolhouse. The vast majority of teachers teach in a middle school, junior high school, or combined middle and high school and are held to the requirement of a content-specific endorsement.

In addition, Minnesota pointed out that there are now three content subtests for its K-6 candidates, each with its own passing score. 

How we graded

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.  

Research rationale

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. Foundation 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 Dee and Chodes, "Out-of-Field Teaching and Student Achievement; Evidence from Matched-Pairs Comparisons." Public Finance Review (2008); as B. Chaney, "Student outcomes and the professional preparation of 8th grade teachers," in NSF/NELS 88: Teacher transcript analysis (Rockville, MD: Westat, 1995); 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 80, No. 2 (1998): 134-138.