2015 Delivering Well Prepared Teachers Policy
The state should ensure that middle school teachers are sufficiently prepared to teach appropriate grade-level content and for the ways that college- and and career-readiness standards affect instruction of all subject areas.
North Carolina requires a middle-grades (6-9) certificate for all middle school teachers. The state clearly requires that candidates must complete a teacher preparation program, but it is somewhat more ambiguous regarding coursework requirements. Secondary teachers may also teach the middle grades.
Middle school teachers in North Carolina are required to pass a single-subject Praxis II content test; a general content knowledge test is not an option. However, the state allows teachers to fulfill this testing requirement in their second year of teaching, provided they attempt to pass the assessments during their first year.
Commendably, North Carolina does not offer a K-8 generalist license.
North Carolina's assessment for middle school English teachers, the Praxis II Middle School English Language Arts (5047) test, includes some of the instructional shifts toward building content knowledge and vocabulary through careful reading of informational and literary texts associated with the state's college- and career-readiness standards for students. However, the state allows teachers to fulfill this testing requirement in their second year of teaching, provided they attempt to pass the assessments during their first year.
North Carolina's rubric for teacher candidate evaluation addresses incorporating literacy into all content areas. It requires middle school teachers to "incorporate literacy instruction within the content area or discipline," and to be ranked proficient, candidates must be able to "integrate effective literacy instruction throughout the curriculum and across content areas to enhance students' learning."
Regarding struggling readers, North Carolina's middle school English content test requires that a teacher be able to group students and differentiate instruction. However, it does not specifically address the ability either to identify struggling readers or provide appropriate intervention.
Praxis Test Requirement www.ets.org North Carolina General Statutes Section 115C-296 Board of Education Policy Manual, TCP-A-001 and 003
Require content testing in all core areas prior to entering the classroom.
North Carolina 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 North Carolina 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.
North Carolina allows teachers with an existing license to add a teaching area with either coursework or 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.
Ensure that middle school teachers are prepared to meet the instructional requirements of college- and career-readiness standards for students.
Incorporate informational text of increasing complexity into classroom instruction.
Although North Carolina's English Language Arts content test for middle school teachers addresses informational texts, the state should strengthen its policy and ensure that teachers are able to challenge students with texts of increasing complexity—as a condition of initial licensure.
Support struggling readers.
North Carolina should articulate more specific requirements ensuring that middle school teachers are prepared to intervene and support students who are struggling. While college- and career-readiness standards will increase the need for all middle school teachers to be able to help struggling readers to comprehend grade-level material, training for English language arts teachers in particular must emphasize identification and remediation of reading deficiencies.
North Carolina recognized the factual accuracy of this analysis.
differentiate middle school teacher preparation from that of elementary
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.
College- and career-readiness standards require significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts and build knowledge and vocabulary through content-rich text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards. Because middle school teachers in most states can be licensed either to be multi-subject teachers or generalists, middle school teachers need specialized preparation. Particularly for single subject teachers of areas other than English language arts, these instructional shifts may be especially acute.
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.
For an extensive summary of the research base supporting the instructional shifts associated with college- and career-readiness standards, see "Research Supporting the Common Core ELA Literacy Shifts and Standards" available from Student Achievement Partners.