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.
West Virginia requires a middle-level endorsement for middle school teachers. Candidates completing two middle-level programs must complete the minimum of a subject-area minor (15 semester hours) in each subject, which would result in candidates earning two minors. A middle-level endorsement may also be added to another general education specialization such as K-6, an additional 5-9 or 5-adult program. Elementary teacher candidates are not required to earn the equivalent of a major or minor; therefore, this route potentially results in just one minor for the middle-level candidate.
All new middle school teachers are also required to pass a Praxis II single-subject content test to attain licensure.
Commendably, West Virginia does not offer a K-8 generalist license.
West Virginia addresses 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 through its required assessment for middle school English teachers, the Praxis II Middle School English Language Arts (5047) test.
Neither teacher standards nor testing frameworks in other content areas address incorporating literacy skills.
Regarding struggling readers, West Virginia's middle school English content test requires that a teacher "knows commonly used research-based approaches to grouping and differentiated instruction to meet specific instructional objectives in English Language Arts" and "understands commonly used research-based strategies for teaching adolescent reading." However, these test objectives do not specifically address the ability either to identify struggling readers or provide appropriate intervention.
Title 126 Legislative Rules, Board of Education, Series 114, Policy 5100, 6.3.b.2; 6.4.b.5.E and Series 136, Policy 5202, 21.1
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 West Virginia'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.
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, West Virginia should include literacy skills and using text to build content knowledge in history/social studies, science, technical subjects and the arts.
Support struggling readers.
West Virginia should articulate more specific requirements ensuring that middle school teachers are prepared to intervene and support students who are struggling.
Ensure meaningful content tests.
To ensure that its middle school content tests are meaningful, West Virginia should reevaluate its passing scores so that all tests reflect high levels of performance. For example, the passing score for the Praxis II Middle School English Language Arts test is set just below the 7th percentile.
West Virginia indicated that the state requires the Praxis II Teaching Reading: Elementary Education exam, and that the state's Next Generation standards incorporates
literacy. West Virginia also noted that the state should revise board policy to require more specific/rigorous literacy practices.
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.