Teacher Licensure Research Articles

Who’s assessing the assessment? The cautionary tale of the edTPA

In 2019, Drew H. Gitomer, Dan Battey, and José Felipe Martínez published a paper detailing apparent violations of fundamental principles and norms in the reporting of technical information about the edTPA, a widely used high-stakes assessment for teacher licensure. In this article, they describe and criticize the lack of appropriate response to these concerns by state and professional institutions. Without such institutions providing guardrails to ensure professionally ethical practices, protections are compromised for those most directly affected by assessments. This is a story about edTPA but has implications for assessment more broadly.

The Impact on Pre-service Teachers’ Perceptions toward Co-Teaching from Being a Learner in Co-taught College Courses

ABSTRACT This qualitative study investigated pre-service teachers’ perceptions toward co-teaching after experiencing co-taught sessions within a special education methods class and literacy methods class. For two semesters, participants included cohort groups in a dual teacher license program in elementary and special education. We gathered information through surveys, exit notes, and focus-group interviews about pre-service teachers’ perceptions of six different types of co-teaching approaches and the impact of co-teaching on students’ learning. After participating in the co-taught lessons, pre-service teachers expressed more positive perceptions toward co-teaching’s impact on student learning, and a greater willingness to implement co-teaching in their future teaching. The results also suggest that a co-teaching instructional approach used within a university classroom affects pre-service teachers’ perceptions of the benefit and intended future use of that co-teaching instructional approach.

Slope stability estimation of the «earth bed – road dressing» system with disturbed structure

Off-standard soil-geological systems stability assessing issues under complex conditions is being discussed in this article. Modern methods and tools analytical review for assessing the embankment slope stability was performed here. Embankment work peculiarities in the areas of the permafrost soil spread were discussed in this paper. Special attention is paid to the embankments stability issue on a thawed foundation. The design features of the embankments on permafrost soils with the frozen soils preservation or partial thawing have been studied here. Two variations of sliding surface design-level static circuit are presented in this paper: base – earth bed and base – earth bed – road dressing. The main reasons that lead to the soil slopes stability loss of soil slopes are presented here. Based on the field research results, the embankment soil stress-related characteristics and the earth bed base were determined. Those results became the basis for embankment slope stability mathematical modeling and assessment. In software packages, GeoStab (demo) and Geo5 (educational license), based on the finite element method and the field research results, digital embankment models were built on a weak foundation. The «earth bed – road dressing» system stability calculation under the standard uniformly distributed load has been performed. Two system strengthening options are proposed to increase its stability: reinforcement with soil anchors and geosynthetic materials. The hypothesis sufficiency about the influence of the pavement road dressing state on the embankment stability was also tested here. Two models of the system and the base – earth bed – road dressing are discussed: without cracks on the track and with cracks on the track. It has been elucidated that coating imperfection affects the system stability only in the presence of medium or larger strength earthquakes. Recommendations for strengthening the embankment slopes operating in difficult soil-geological conditions were given in this article.

Preliminary Evidence on Measurement Characteristics for the Foundational Assessment of Competencies for Teaching Performance Tasks

In this report we provide preliminary evidence on the measurement characteristics for a new type of teaching performance assessment designed to be combined with complementary assessments of teacher content knowledge. The resulting test, which we refer to as the Foundational Assessment of Competencies for Teaching (FACT), is designed for use as part of initial teacher licensure. Twenty elementary FACT performance tasks (10 for mathematics [MATH] and 10 for reading language arts [RLA]) were developed and then administered to 59 teacher candidates. The results from the pilot indicate that the performance tasks function as designed with candidates completing the tasks on average in approximately 3.5 min. Human raters were able to score the tasks quickly and accurately. All score points were well represented for all the scored tasks. Total scores for all tasks combined and subscores for reading language arts RLA and MATH had respective alpha reliabilities of .86, .77, and .79, with the scores well distributed across the scale. A large majority of teacher candidates participating in the study strongly endorsed the FACT tasks as authentic, assessing valuable competencies, and suitable for use as part of teacher licensure. These preliminary results indicate that the FACT performance tasks show great promise for use in large‐scale, high‐stakes testing programs that seek to provide evidence of both the knowledge and skills needed for effective teaching.

Who is Watching? What Do They Want? A Foucauldian Analysis of Teacher Candidates’ Experiences with the edTPA

Background/Context This article is a policy discussion of the edTPA preservice portfolio assessment; it uses Foucault's work and our data to suggest a more critical and activist approach to the assessment. Currently 764 teacher education programs in 40 states have included the edTPA as part of their requirements. In Illinois, it is a newly required high-stakes portfolio assessment required for teacher licensure. Purpose/Objective We studied our teacher candidates’ experiences with edTPA portfolio. We wanted to know how they experienced this new assessment and how that might inform our program. As instructors, we had heard many complaints from our candidates, and we wanted to examine their experiences from their perspectives. Participants In this study, we collected narrative accounts from two different cohorts of teacher candidates in Year 1 (2015–16) and Year 3 (2017–18) to better understand their perspectives (total N = 37). The participants were interviewed at the end of their student teaching semester after they had completed their portfolio. Research Design We collected narrative accounts from two different cohorts of teacher candidates in Year 1 (2015–16) and Year 3 (2017–18) to better understand their experiences with the edTPA (total N = 37). We gave participants a choice of whether to do individual or focus group narratives. Participants were interviewed at the end of their student teaching semester after they had completed their portfolio. Findings As teacher educators, we aimed to support our candidates’ development into critically engaged educators. However, we found that the regulatory powers in the policies and procedures of the edTPA had a negative effect on our candidates’ experiences with it. We also did not give them the tools they needed to sufficiently analyze this particular assessment, despite having discussed testing policies in the schools and their negative implications for teachers and students. Further, we found a normalization of the edTPA between Year 1 and Year 3 of implementing this assessment that suggested a trend toward normalization over time—from energetic critique in Year 1 to acceptance and a just-get-it-done attitude in Year 3. Conclusions We conclude with implications for teacher educators, including a call for more critical engagement with this and other disciplinary technologies that our candidates may be subject to. As teacher educators, we advocate for a more explicit critical analysis with candidates to help them more deeply understand the history, context, and implications of corporatized, standardized assessments in teacher education, in particular the edTPA, and testing in the schools.

Does Teacher Data Use Lead to Improved Student Achievement? A Review of the Empirical Evidence

Background/Context The importance attached to practicing data use is evident in its inclusion in federal law, competitive grant programs, state teaching license requirements, and professional development (PD) workshops around the world. Yet, practitioners and scholars have identified misconceptions clouding data use practice, questioned its utility, and suggested its discontinuation. These tensions are linked to various conceptualizations of data use, which include simple, linear, and complex, contextualized understandings. Prior research on data use as sensemaking, data use intervention components and promising practices, factors influencing data use, and using data to address equity suggest data use is a complex endeavor. Purpose/Objective/Research Question/Focus of Study This study explored the link between teacher data use, in its many forms, and improvements in student achievement. Research Design This study is a systematic review of 39 quantitative, qualitative, and mixed methods studies. Data Collection and Analysis Descriptive details of each study were recorded, including the sample and its demographics; study location, length, design, and measures; school subject foci; type(s) of data used and type(s) of data strategies employed; school levels involved; and findings/results. Data use efforts also were coded for their inclusion of data use intervention components and promising practices; teacher, context, and assessment factors influencing data use; and equity practices and principles. Study results were categorized as positive, mixed, or null based on main effects, and shifts in proportions of study outcomes were noted as results were analyzed through a variety of lenses. Findings/Results Fifteen studies identified positive relationships (38% of studies) between data use and student achievement, 10 pointed to mixed relationships (26%), and 14 shared no (or null) relationships (36%). No differences were evident when considering studies by the school levels, subject areas, and study designs involved. Studies that had positive impacts on student achievement more often than the sample overall incorporated the following elements: ongoing professional development, comprehensive data use interventions targeting multiple leverage points, multiple types of data, and intentions to use data for continuous improvement of all students. Conclusions/Recommendations Findings demonstrate that a comprehensive framework for data use can have positive impacts on student achievement. Implications for future research and practice are provided.

Perceptions and Preparedness of Senior High School Teachers in Ashanti Region towards the Introduction of Professional Teacher Licensing Policy in Ghana

Perceptions and Preparedness of Senior High School Teachers in Ashanti Region towards the Introduction of Professional Teacher Licensing Policy in Ghana

A Tale of Too Many Agendas: The Recreation of a Teaching Licensure Program

This case study is useful for leadership for change or leadership theory in education and other disciplines. It describes the process of including multiple stakeholders in a major revision of a large educator preparation program after state legislation mandates. Student discussions can focus on change goals and patterns of planned change, leading mandated change efforts, and resistance to change. Students can focus on a leader’s role in several ways: as the higher-education leader (Dean), as the field partner leader (K–12 schools), and as the faculty committee leader. The case can be used to examine laws affecting school policy, and/or school leadership and its influence on organizational culture. Students discuss the perspective of multiple roles and how the Dean can resolve the situation successfully.

From NCLB to ESSA: Implications for Teacher Preparation and Policy

With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA), the term highly qualified teacher (HQT) became an important component of teacher licensure, including for special educators. However, when ESEA was reauthorized in 2015 as the Every Student Succeeds Act (ESSA), the highly qualified regulations were removed. The purpose of this study was to look back at the historical record of policy implementation of HQT and compare the record across states to provide implications for teacher preparation and licensure policy in the era of ESSA. This was accomplished through a review of the history of special education teacher licensure and completion of a comprehensive analysis of state licensure requirements under the Individuals with Disabilities Education Improvement Act. Despite a general consistency across three domains (i.e., degree, examination, and licensure) of the highly qualified statute, inconsistencies among states at both the elementary and secondary levels of special educator licensure may yield significant challenges related to the impact of teacher quality on student outcomes. Better understanding of these challenges is important as policymakers will be better able to make decisions regarding what teachers need to know prior to entering the field to meet students’ needs and generate student achievement.

Choosing a Life of Impact: A Grounded Theory Approach to Describe the Career Choice of Becoming a High School Agriculture Teacher

The purpose of this grounded theory qualitative research was to identify the influences on students’ decisions to pursue a career as a high school agriculture teacher and develop a proposed theoretical model to conceptualize this career decision. Two samples of students – one sample of high school students and one sample of college students – were the participants in this study. Each participant included in the two samples was either considering teaching as a career or was currently enrolled in a university teacher licensure program. Data were collected from individual interviews, focus groups, and writing samples. The findings from this study suggested that when participants were motivated by role models with whom they could socially identify, became familiar with the profession through relevant experiences, and were affirmed of their career capabilities through people in their social environment to whom they were emotionally connected, they pursued a career path to become a high school agriculture teacher.

Estresse do professor do Ensino Fundamental: o ambiente em evidência

Elencou-se como objetivo analisar o ambiente de trabalho e o estresse ocupacional de professores do ensino fundamental I. Trata-se do método de pesquisa descritivo, de corte transversal, do tipo survey com abordagem quantitativa. Dos 421 professores que compuseram a amostra, 95,2% são do sexo feminino, a média de idade 41 anos, 43,9% fizeram licenciatura, o tempo médio de docência foi 15 anos, 49% trabalham em apenas uma instituição de ensino e são responsáveis diariamente por 53 alunos em média. Verificou-se que os professores apresentaram nível de estresse médio. Evidenciou-se ainda os componentes físicos ambientais e organizacionais do trabalho apresentam correlação estatística significativa. Assim, ao final do estudo observa-se as condições laborais dos professores dos anos iniciais do ensino fundamental mostraram-se inapropriadas, em relação aos aspectos físicos do ambiente para a maioria dos professores e podem gerar estresse no professor do ensino fundamental I. Além disso, o estudo trouxe uma reflexão importante sobre o ambiente de trabalho e a influência do ambiente na saúde dos indivíduos e na perspectiva da saúde do trabalhador. Reforça-se a importância de cuidar dos professores nos contextos laborais. Os resultados do estudo direcionam para novas pesquisas sobre o ambiente de trabalho e estresse em professores do ensino fundamental, mas sugere-se a utilização de instrumentos de medidas ambientais, para que se possa fazer uma avaliação pormenorizada do ambiente de trabalho.

LICENSURE EXAMINATION FOR TEACHERS (LET): A QUALITY CONTROL TOWARDS K-12 CURRICULUM EFFICACY

Calibrating Philippine education through the K-12 curriculum, using the teachers' licensing exam as an indicator to match the demands of a rapidly globalizing world, ensures the status of quality graduates at Isabela State University. The analysis thus aimed to determine the success of Isabela State University graduates in the review of teacher licensure. Data were obtained from the Professional Regulatory Commission's transcript copy of Records from the registrar's office LET ratings through documentary analysis and descriptive correlational research. These have been evaluated using the following statistical tools: median, rho by Spearman, test by Mann-Whitney U and test by Kruskal-Wallis H. Findings conclude that BSEd graduates who academically performed well in college in three areas were more likely to fare better in the three competencies of the licensure examination. The BSEd graduates’ performance in the new curriculum showed a better LET performance than the graduates in the old curriculum in all competencies. Those graduates’ LET performance under the new curriculum obtained a higher performance in the LET than those graduates under the old curriculum. Thus, campus administrators should consider the findings of this study to encourage its faculty to upgrade themselves with the new knowledge derived from the fast changing world and to strengthen the screening process for Teacher Education students through strict implementation of monitoring of students’ admission and retention policy that would help sustain the favorable LET rating status of the institution.

Motherhood’s complicated roles in a graduate teacher licensure program

ABSTRACT While women enter and complete graduate programs at lower rates than men, there is limited research on how the experience of motherhood plays a role in graduate program success. Graduate students who are also mothers cannot discontinue their parenting responsibilities while they complete their degrees, making graduate school additionally challenging. This qualitative study used structured interview protocols, image elicitation, and trajectory drawings to consider the relationship that motherhood had on the experience of 10 full-time graduate students. Discussion includes suggestions to support nontraditional student success in intensive graduate-level teacher education programs.

How teachers deliberate policy: Taking a stance on third grade reading legislation in online language teacher education

In education, decision making frequently involves ethically-imbued choices between two or more solutions to an educational ‘problem.’ Teacher education may utilize asynchronous discussions to prepare teachers to critically navigate this landscape. To understand how participants in an online English language (EL) teacher licensure program manage disagreements as they accomplish taking a stance over critical issues, this study uses a discourse analytic perspective influenced by conversation analysis to examine asynchronous discussions. Analysis illustrates how participants managed their epistemic stance while disagreeing by (1) taking stances that were often softened or hedged; (2) grounding their disagreements through particular discursive strategies including sharing personal experiences or posing rhetorical questions; and (3) making morally-imbued claims that were difficult to disagree with. Findings suggest that although topics may encourage participants to take sides on critical issues, personal stake in the moral matters raised may make it difficult for participants to shift their initial stance.

How Can Preservice Teaching Programs Help New Teachers Feel Prepared to Address Absenteeism?

Background Though policy makers are beginning to hold schools accountable for reducing chronic absenteeism, little attention has been paid to the role of teachers. No known study has examined whether rising cohorts of new teachers feel prepared to address this challenge. This is particularly problematic given that teachers with less experience tend to be less efficacious at reducing students’ absences. Research Questions (1) Do newly graduating teachers feel as if they have sufficient knowledge about chronic absenteeism? (2) Do newly graduating teachers feel prepared to address absenteeism? (3) Do these perceptions differ by elementary versus secondary preservice graduates? Subjects Our study collected survey data from the 2017–2018 graduating cohort of general education teacher candidates from a statewide university system in California. This system prepares, on average, 800 teaching candidates a year, and all general education candidates participate in teacher licensure. We surveyed the teaching candidates in the 2017–2018 graduating cohort from these campuses and had a response rate of 60%. Survey measures included teacher background data and perceptions of the effectiveness of their preparation programs, knowledge of absenteeism, and perceived ability to address absenteeism. Research Design We began with a baseline model in which our outcome measures (knowledge and ability to address absenteeism) were regressed on teachers’ background characteristics and perceptions of the efficacy of their preparation programs. We augmented this model by including university fixed effects, such that we only explore variation within program rather than across universities. Results Our findings suggest that preservice teachers who found their programs to be helpful, who felt supported by supervisors, and who found usefulness in their field placements also felt as though they had greater knowledge about chronic absenteeism and how to address it. The results were differentiated by elementary versus secondary candidates. Conclusions Given our students’ extreme rate of missing school days, it is of immediate importance to determine if we are preparing our nation's newest teachers to help address the current crisis. Our study fills this gap by looking at the influence that teacher education programs (specifically teacher licensure requirements) might have in contributing to teachers’ perceptions of being prepared to graduate and attend to attendance.

Standardizing Latinx early childhood educators: (Un)intended consequences of policy reform to professionalize the workforce

The field of early childhood and its teacher education programs, globally, have experienced intensified policy reforms to “professionalize” the workforce. This has had (un)intended consequences of standardizing how Latinx preservice educators in the United States have learned about engaging in early years education and care. To discuss the impact of these (un)intended consequences, we first describe the historical context around standardized testing and the policies that support their use for teacher licensure in the United States and New Mexico, where our teacher education program resides. We then problematize these policies and provide examples of approaches used to counter the (un)intended consequences of such reforms. Finally, we make recommendations for future policy reforms that rethink teacher education and licensure programs, so that they value and centralize the often-marginalized knowledge of Latinx early childhood educators and teacher educators.

Culturally Responsive Teacher Education for Rural and Native Communities

This article explores the marginalized contexts of rural and Native American communities that have made recruitment and retention in teacher education inequitable in remote areas. Through facilitating a Culturally Responsive Pedagogy workshop series with schools in a neighboring rural county, having a large Native population and a very low student academic achievement rate, we discovered strong resistance from local educators to the notion of “culture” influencing student achievement. Our disappointment in the outcomes of the workshops caused us to examine the services our university provided to rural and Native place-based pre-service educators. As a result, we created a Satellite program to more responsively meet rural teachers’ unique needs and circumstances. By providing greater access to higher education and teacher licensing for students in remote locations, and by embedding equity, diversity, inclusion, and culturally relevant curriculum in all Satellite coursework, we hope to produce teachers who will return to their communities committed to improving schools and promoting equity and social-emotional and academic success for their future students.

Policy Suggestions for Capable Optometrist Training and Production

Purpose : The purpose of this study is to suggest policy directions for curriculum and licensure examination system for competent optometrist that meets the demands of a changing society. Methods : The education system, curriculum and licensing system for optometrist in the US, the UK and Germany were collected and compared to the ones in Korea. A survey was conducted by Korean optometrists across the country to figure out the status of Korean optometrist, the curriculum content and the national licensing system for optometrist. Results : The US and UK had the laws for optometrist, while Germany had no legitimacy. The courses of study and the licensing exams were standardized and certified by the national board licensing agency in each country, while the ones in Korea has been nearly no change in the legitimate scope of practice of optometrist since the legitimacy was initially enacted in 1987. There were even discrepancy of the course period, lack of standardized curriculum and field practice under the course. That resulted in failure of workforce supply and did not ultimately meet demands of Korean society expanding. Without a reasonable amendment of Korean optometry system, it will be hard for the public health to make gradual progress in eye health care, which will consequently result in the negative effect on the national eye health care. The results of the survey by Korean optometrist corresponded to the claim of the study to change the education and licensing system. Conclusion : There need to be changes in the legitimate scope of practice of Optometrist to reflect the demands of our changing society. The current school system such as, curricula, workforce supply, field practice and licensing exams need to be revised and standardized for the improvement of profession and Korean eye health service.

Predictors of Performance in Licensure Examination for Teachers

The study aimed to identify variables that best predict the performance of the Teacher Education graduates of a university in Cagayan Valley, Philippines. It aimed to assess the quality of the process variables namely: curriculum and instruction. The descriptive correlation research design was employed, and appropriate descriptive statistics were used. Determination of predictors of the teacher licensure performance was done through Regression analysis. Two sets of questionnaires were administered to respondents who were determined using a purposive-snowball sampling technique. The results of the study revealed that variables clustered along the quality of curriculum and qualities of instruction are the variables most significantly related to LET performance. Attainment of course objectives, the relevance of course requirements and mastery of the subject matter were the curriculum variables significantly related to LET performance. On instructional quality, the relevance of written requirements and performance of instructors are highly significant to LET performance. The strongest predictors of LET performance identified in this study are professors’ mastery of the subject matter and the quality of the content of the general education courses.

The practice of licensure, the licensure of practice

Licensure tests play a critical role in any profession. Well-designed tests both delineate the core competencies that are required to enter a profession and provide evidence that candidates can safely practice in the profession. They also identify the professional knowledge and skill that differentiates any educated individual from the well-prepared professional. Geoffrey Phelps and Gary Sykes use a series of assessment tasks to illustrate how teacher licensure testing can be designed to focus more directly on assessing aspiring educators’ performance of the professional competencies that make up the day-to-day and moment-to-moment work of teaching.