General Teacher Preparation Policy
The state should use a licensing test to verify that all new teachers meet its professional standards. This goal was not graded in 2017.
Pedagogy Test Requirement: New Hampshire does not require new teachers to pass a pedagogy test in order to attain licensure.
Require that all new teachers pass a pedagogy test.
New Hampshire should verify that all new teachers meet professional standards through a test of professional knowledge.
New Hampshire recognized the factual accuracy of this analysis. In addition, the state noted that while it does not require a pedagogy test, content-specific pedagogy questions are found within the Praxis II assessments and Foundations of Reading Assessment. New Hampshire conceded that these tests do not produce a reliable score in the area of instruction and instructional quality. The state also noted that its Institutions of Higher Education (IHE) Network has collaboratively developed and is in the validation process of a state-developed, performance-based assessment: the New Hampshire Teacher Candidate Assessment of Performance (NHTCAP). The state further indicated that nearly all of New Hampshire's schools are currently assessing the performance of candidates in the area of instruction. New Hampshire stated that it is setting an example for valid and reliable state-developed, performance-based assessments.
A good pedagogy test puts teeth in states' professional standards. In order to ensure that the state is licensing only teachers who meet its expectations, all content and pedagogy standards must be testable. State standards that cannot be assessed in a practical and cost-effective manner have no value. Examples of knowledge that can be tested include the basic elements of good instruction, effective means of communicating with children, efficient use of class time, effective questioning techniques, smooth classroom routines, the importance of feedback, means of engaging parents, the best methods for teaching reading as well as other subjects, appropriate use of technology, knowledge of testing and assessments, and the fundamentals of addressing individual learning challenges.
States should not use tests meant to measure new teachers' professional knowledge that utterly fail to do so, either because the passing score is set so low that anyone—even those who have not had professional preparation—can pass or because one can discern the "right" answer on an item simply by the way it is written.
Performance assessments are an important step in the right direction. Increasing numbers of states are adopting performance assessments to evaluate teacher candidates' pedagogy before an initial license is granted. A performance assessment can be of much more value than a traditional multiple choice test. However, states need to make sure that such tests are technically sound, especially given the significant resources that it takes to administer and score performance assessments. The past track record on similar assessments is mixed at best. The two states that required the Praxis III performance-based assessment reported pass rates of about 99 percent. A test that nearly every aspiring teacher passes is of questionable value. Additional research is needed to determine how the next generation of performance assessments, including the edTPA, compares to other teacher tests as well as whether the test's scores are predictive of student achievement.