Case VII:
Teacher preparation, certification, and testing inMassachusetts
(24 March)
Yale UniversityPolitical Science DepartmentPLSC240Spring 2009 John Bryan Starr
Case VII:
Teacher preparation, certification and testing in Massachusetts
1
Table of ContentsThe case
2
Document #1:
Linda Darling-Hammond, Arthur E. Wise, and Stephen P. Klein,
A License to Teach: Raising Standards for Teaching
(San Francisco: Jossey-Bass, 1999)Excerpts from Chapters 2 and 34
Document #2:
Education Trust, “Not good enough: A content analysis of teacher licensing examinations,” Special issue of
Thinking K-16
(Washington,D.C., Education Trust, 1999)38
Document #3:
The Teaching Commission,
Teaching at Risk: A Call to Action
(New York: The Teaching Commission, 2004) Chapter 3. Excerpts.60
Document #4:
Bess Keller, “Group Signs Off With Progress Report on Teacher Quality,”
Education Week,
March 29, 2006.68
Document # 5:
Linda Darling-Hammond, Deborah J. Holtzman,Su Jin Gatlin & Julian Vasquez Heilig, “Does Teacher Preparation Matter?Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness,” 2005.70
Document #6:
Zeyu Xu, Jane Hannaway and Colin Taylor,
Making a difference?The effects of Teach for America in High School,
(National Center for Analysis of Longitudinal Data in Education, The Urban Institute, April 2007).70
Document #7:
Megan Hopkins, “Training the Next Teachers for America: Aproposal for reconceptualizing Teach for America,
Phi Delta Kappan
June 2008.75
Document #8
:
Julie Blair, “Teacher Tests Criticized As Single Gauge,”
EducationWeek
, April 4, 2001.
82
Document #9:
U.S. Department of Education,
Meeting the Highly Qualified Teachers Challenge: The Secretary’s Third Annual Report on Teacher Quality
(Washington, 2004). Chapter 1 excerpts.86
Document #10:
Kate Walsh and Emma Snyder
, Searching the Attic: How states are responding to the nation’s goal of placing a highly qualified teacher in every classroom
(Washington: National Council on Teacher Quality, 2004)90
Document #11:
Christopher O. Tracy and Kate Walsh,
Necessary and Insufficient:Resisting a full measure of teacher quality
(Washington: National Council onTeacher Quality, 2004)95
Document #12:
Bess Keller, “Actual Measure of ‘Highly Qualified’ Teachers JustBeginning to Come to Light Across Nation: First and second rounds of reporteddata based largely on guess work,”
Education Week
, December 14, 2005.
99
Case VII:
Teacher preparation, certification and testing in Massachusetts
2
Document #13:
National Board for Professional Teaching Standards,
About NBPTS
(http://www.nbpts.org/about/)104
Background informationon Massachusetts and its public schools
114
Exhibit #1:
School system statistics
120
Exhibit #2:
Massachusetts School Governance
121
Exhibit #3:
2003-04 Massachusetts State Report Card
122
Exhibit #4:
Timeline of events in Massachusetts teacher testing
123
Document #14:
R. Clarke Fowler, “What Did the Massachusetts Teacher TestsSay About American Education?”
Phi Delta Kappan
, June 2001
125
Exhibit #5:
Massachusetts Test for Educational Licensure: 1998 and 2008test results
138
Suggested Study Questions
142
Appendix #1:
Last year’s clarifying questions
142
Appendix #2:
Teacher compensation
146
The case.
A proposed new program, “Brain Surgery for America,” plans to provide recent collegegraduates with six weeks’ summer training before placing them in operating rooms acrossthe country to help address a serious shortage of certified brain surgeons, particularly inlarge urban hospitals. Program participants will begin operating independently as soon asthey take up their appointments in the fall.Obviously my proposed program is a fiction, but it closely parallels any number of publicand private “alternative certification” programs designed to address the very real shortageof classroom teachers, particularly in large urban schools. We would never consider selecting as our physician an individual who had received less than a full medical schooleducation and subsequent certification. We would be unlikely to select as our lawyer anindividual without a law school degree and a bar examination certificate. And yet weentertain a lingering notion that virtually any reasonably intelligent person with a collegedegree of some sort should be able to teach. We refer to teaching as a profession, but wehave very different standards in mind for that profession than we do for the other professions.
of 00
WHO DETERMINES TEST CONTENT for Yale - 2009 Fall - Readings - Public Schools Policy - Case VII Massachusetts
3,031 Reads
Info and Rating
| Category: | Uncategorized. |
| Rating: | |
| Upload Date: | 08/12/2009 |
| Copyright: | Attribution Non-commercial |
| Tags: |
Leave a Comment