Elementary Teacher Preparation Policy
The state should ensure that new elementary teachers have sufficient knowledge of the mathematics content taught in elementary grades. This goal was consistent between 2017 and 2020.
Mathematics Content Test Requirements:
North Carolina only requires elementary candidates to pass the math subtest of the Pearson General Curriculum test or the Praxis Elementary Education: Content Knowledge for Teaching 7803 or 7813 math subtest.
New legislation in North Carolina extends the amount of time teachers have to pass this content assessment, from two to three years if they attempt to pass the test during their first year of teaching.
Mathematics Preparation Standards: North Carolina has articulated teaching standards that its approved teacher preparation programs must use to frame instruction in elementary mathematics content. These standards include: problem solving, reasoning and proof, numeration, and numerical operations, measurement and geometry, patterns, relationships, and functions and algebraic thinking, data analysis, probability and statistics.
Provisional and Emergency Licensure: Because provisional and emergency licensure requirements are scored in Provisional and Emergency Licensure, only the test requirements for the state's initial license are considered as part of this goal.
Test Requirements http://www.nc.nesinc.com www.ets.org/praxis North Carolina State Board Policy LICN 003 Senate Bill 219 (2019) Specialty Area Standards https://www.dpi.nc.gov/specialty-area-standards-january-2009-1/download
Require all teacher candidates who teach elementary grades to pass a rigorous mathematics assessment.
North Carolina's policy requiring all elementary teachers to pass a math subtest is undermined by allowing teachers up to three years to pass the test provided they attempt to pass it in their first year of teaching. Passage of the test should be a mandatory requirement for an initial license. To help ensure that all students are taught by a teacher who has demonstrated adequate mathematics content knowledge, teacher candidates who lack this knowledge should not be eligible for licensure.
North Carolina cited statute 115C-269.20, which states:
2B: Teaching Elementary Mathematics
Required math coursework should be tailored in both design and delivery to the unique needs of the elementary teacher. Aspiring elementary teachers must acquire a deep conceptual knowledge of the mathematics that they will teach, moving well beyond mere procedural understanding. Their training should focus on the critical areas of numbers and operations; algebra; geometry; and, to a lesser degree, data analysis and probability.
To ensure that elementary teachers are well trained to teach the essential subject of mathematics, states must require teacher preparation programs to cover these four areas in coursework that is specially designed for prospective elementary teachers. Leading mathematicians and math educators have found that elementary teachers are not well served by courses designed for a general audience and that methods courses also do not provide sufficient preparation. According to Dr. Roger Howe, a mathematician at Yale University: "Future teachers do not need so much to learn more mathematics, as to reshape what they already know."
States' policies should require preparation in mathematics of appropriate breadth and depth and specific to the needs of the elementary teacher. Reports by NCTQ on teacher preparation, beginning with No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools (2008) and continuing through the Teacher Prep Review, have consistently found few elementary teacher preparation programs across the country providing high-quality preparation in mathematics. Whether through standards or coursework requirements, states must ensure that their preparation programs graduate only teacher candidates who are well prepared to teach mathematics.
Many state tests offer no assurance that teachers are prepared to teach mathematics. An increasing number of states require passage of a mathematics subtest as a condition of licensure, but many states still rely on subject-matter tests that include some items (or even a whole section) on mathematics instruction. However, since subject-specific passing scores are not required, one need not know much mathematics in order to pass. In fact, in some cases one could answer every mathematics question incorrectly and still pass. States need to ensure that it is not possible to pass a licensure test that purportedly covers mathematics without knowing the critical material.
The content of these tests poses another issue: these tests should properly test elementary content but not at an elementary level. Instead, problems should challenge the teacher candidate's understanding of underlying concepts and apply knowledge in nonroutine, multistep procedures. The MTEL test required by both Massachusetts and North Carolina remains the standard bearer for a high quality, rigorous assessment for elementary teachers entirely and solely focused on mathematics.