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: Tennessee's candidates must pass the Praxis Elementary Education: Multiple Subjects (5001) test. This test contains a separately scored math test. However, Tennessee allows teachers to delay passage of content tests if they possess a bachelor's degree in a core content area.
Test Requirement www.ets.org/praxis Tennessee State Board of Education Policy 5.105; 5.502 and 5.504 Council for the Accreditation of Educator Preparation (CAEP) State Partners http://caepnet.org/working-together/state-partners 2018 CAEP K-6 Elementary Teacher Preparation Standards http://caepnet.org/accreditation/caep-accreditation/caep-k-6-elementary-teacher-standards
Require teacher candidates to pass a rigorous mathematics assessment as a condition of initial licensure.
Tennessee's adoption of the Multiple Subjects test is a step in the right direction. However, it is undermined by the state's policy that allows teacher candidates to delay passage of the test with a bachelor's degree in a content area. While a degree may be generally indicative of background in a particular subject area, only a subject-matter test ensures that teachers know the specific content they will need to teach.
Tennessee indicated that educators who are enrolled in a program with a job-embedded clinical practice may "allow teachers to delay
passage of content tests if they possess a bachelor's degree in a core
content area." According to the state, review of the last three years of
candidates completing preparation programs in Tennessee, showed that
roughly 27% went through a job-embedded program and a smaller percentage
of this group delayed passage of the content assessments by holding a
degree with a major in the content area.
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.