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.
New licensure rules in Oregon now allow teachers to "accept any instructional assignment from prekindergarten through grade 12 within the scope of the subject-matter endorsement(s)."
The new administrative rules, which are effective January 1, 2016, indicate that "the scope of the endorsement shall be determined by the National Center for Educational Statistics (NCES) course codes associated with the endorsement." Because the elementary endorsement chart lists core content subjects and self-contained course codes through grade 8, it appears middle school teachers can teach grades 7 and 8 in a self-contained classroom.
The new administrative rules outline the requirements for Foundational level endorsements in: English Language Arts, Math, Science and Social Studies, which were formerly the middle school level endorsements.
Candidates licensed in the Foundational level subjects are required to take the (National Evaluation Series (NES) Middle Grades Tests. The NES Middle Grades English Language Arts 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.
Neither teacher standards nor middle school tests in other content areas address incorporating literacy skills.
Oregon has no requirements for the preparation of middle school teachers that address struggling readers.
Test Requirements http://www.orela.nesinc.com/ Oregon Administrative Rules 584-210-0030; 584-210-0020; 584-220-0015; 584-220-0085; 0090; 0095; 0100 Oregon Temporary Administrative Rules 584-200-0005
Require content testing in all core areas.
Oregon 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.
Prepare middle school teachers to teach middle school.
Oregon 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. Adopting middle school teacher preparation policies for all such teachers will help 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.
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 Oregon who intend to teach a single subject should earn a major in that area.
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.
Either through testing frameworks or teacher standards, Oregon should specifically address the instructional shifts toward building content knowledge and vocabulary through increasingly complex informational texts and careful reading of informational and literary texts associated with the state's college- and career-readiness standards for students.
Incorporate literacy skills as an integral part of every subject.
To ensure that middle school students are capable of accessing varied information about the world around them, Oregon should also include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
Support struggling readers.
Oregon should articulate 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.
Oregon indicated that the state is moving fully away from requiring middle school teachers to also pass the generalist multiple-subjects test. According to the state, pending legislation would require that single-subject teachers will be expected to pass a content licensure examination. The generalist multiple-subjects designation on licenses is being removed.
Oregon added that teachers must still meet the federal definition for highly qualified teacher in grades 7 and 8, and thus must demonstrate subject-matter competency through the accepted ways. Therefore, according to the state, an elementary generalist may only teach core academic subjects in grades 7 and 8 if they have a major, coursework equivalent to a major, a master’s degree in the content, have passed the appropriate single-subject content test or were deemed competent through the state’s HOUSSE assessment in years past.
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.