Public School Teachers Face Federal Test

WASHINGTON - After more than 25 years giving science tests to her middle-school students, Rebecca Pringle may have to pass one herself to prove she's qualified to teach the subject.

Pringle has bachelor's and master's degrees in education, but that's not enough under federal education law. Because she doesn't have a science degree, she'll have to take a test showing her mastery of the topic or pass a state evaluation that could include a test.

"I'm still in a state of anger and resistance," said Pringle, an eighth-grade teacher at Susquehanna Township Middle School in Harrisburg, Pa. "It's not fair to change the rules in the middle of the game. ... I have prided myself in staying current and being active in the field. For all that to be reduced to a multiple-choice test is an insult."

Around the country, public school teachers are going through a quality check. By the end of the 2005-06 school year, federal education law says, every teacher of core subjects from English to the arts must be highly qualified.

The premise of the law is widely embraced: Quality teaching leads to higher student achievement, and poor and minority students, in particular, deserve a greater supply of teachers who are well versed in their subjects.

Of 3 million teachers, it is not clear how many meet the mark. By Monday, states must report their share of highly qualified teachers and how quickly the number will rise over three years.

"Highly qualified" means teachers who have a bachelor's degree, a state license or certification and clear knowledge of the topic they teach.

Beverly Ingle, a sixth-grade teacher at Laredo Middle School in Aurora, Colo., is starting her 25th year teaching. She may not be highly qualified because of the way the law handles different grades.

Middle school teachers must have a college major in each subject they teach — in her case, social studies and reading — or pass a rigorous test in those subjects. If Ingle taught sixth grade at an elementary school, she would only have to show mastery over a basic elementary curriculum.

"It's really unfair, but what am I going to do about it?" Ingle said. "I'll suck it up, like we always do as teachers, and I'll take more classes."

States are figuring out how teachers can show mastery of their subjects without taking tests that some consider demeaning. Among the proposals: strong job evaluations, service on curriculum committees, published articles and leadership. Under the law, states may consider how long a teacher has taught a subject but, significantly, may not base their standard on that.

The law isn't meant to punish, said Eugene Hickok, the undersecretary of education.

The Education Department is working with states to address common concerns, such as: How can someone who teaches several subjects to disabled students reasonably demonstrate mastery of all those topics? What about a rural teacher who handles several grades?

At the same time, Hickok said, the law intends to make sure that longtime teachers are in class because of skills and knowledge, not because of seniority. "It's not unusual, sadly, to have 12- or 15-year career professionals in place who really aren't the kind of professionals we need," he said.

Meanwhile, the law encourages new routes to the classroom. The American Board for Certification of Teacher Excellence requires teachers to pass tests in subjects and instruction ability but demands no classroom experience or traditional education coursework. Mentoring comes on the job.

"The marketplace for teachers is so much broader than we allow today," said Lisa Graham Keegan, a leader of the organization. "We just have to go get them."

The National Education Association, the country's largest teachers union, says the law should be changed to close loopholes for teachers in charter schools and those earning an alternative certification. The NEA also says states deserve more flexibility, such as with special-education teachers who handle multiple subjects.

In some cases, teachers face no extra steps. Jamie Sawatzky, a fourth-year history teacher at Rocky Run Middle School in Chantilly, Va., qualifies with a degree in his subject. But he worries the law will prevent school administrators from hiring people who have intangible qualities to be brilliant teachers.

In New Orleans, new superintendent Anthony Amato must turn around a school system that, as he puts it, is most noted for failing test scores and leadership troubles. The teacher quality assignment is another huge task, as 40 percent of his teachers are not certified to teach their subjects or not certified at all, he said.

He has added literacy and math training for teachers and worked with local universities to coordinate teacher certification programs, among other steps.

"I feel the sense of urgency from the federal government, and I don't mind at all. That's how I work anyway," Amato said. "If we can make it work here, it can be a real message to urban systems nationwide: Don't back down."

The law may prompt some veterans to retire early and may discourage people from becoming teachers, said Charlene Christopher, a special-education specialist at Norfolk Public Schools in Virginia. But some won't be fazed, she said — the ones "who will be there until they roll us out."

And if states fall short of the teacher mandate? Greater pressure from parents could be in store, as states, districts and schools must publicize information about how many teachers miss the mark.

Ultimately, the hammer may be money. Federal officials may withhold aid that many schools rely upon, as Hickok acknowledged, although he said states are showing good faith.

"If a serious effort is being made to accomplish the purposes of No Child Left Behind, even if you fall short, that's different than a statement that says, 'We really don't care,'" Hickok said.

I agree with your well expressed points

"There was talk of teachers being required to take another 2 years coursework for each certification; the academics just luv those ideas."

Lets see - Union teachers working to teach other Union Teachers - sounds like a lot of extra jobs and a lot of extra pay for NOT teaching students.

The union should have been running a testing program all these years. I remember a big stink in New York City back in 1967 when an Albert Shanker was unionizing the New York City teachers. It wasn't going to be a "union" etc., etc. Well, now we've got a National teachers union and all that goes with a National monopoly. They behave just like Standard Oil, AT&T, and the other monopolys. All for the union, nothing for the customers (student and parents) other than a screw.

"In New Orleans, new superintendent Anthony Amato must turn around a school system that, as he puts it, is most noted for failing test scores and leadership troubles. The teacher quality assignment is another huge task, as 40 percent of his teachers are not certified to teach their subjects or not certified at all, he said. "

Seems to me like this sounds like it would apply to almost any metrpolitan school..... just need some babysitters....er, teachers,... to handle the kids. No certification requirred. No wonder the kids aren't learning. I think the money goes to the union rather than teacher recruitment and training.

Education is much more complicated than most from both sides realize. It is also too political. I was a certified teacher when I started on FR. Still a repub, still a teacher, and still get most of my news from FR. Just wish other people on FR could stand in a public school teacher's shoes for 6 months; they would see a wider perspective.

Dittos from another public school teacher.

IMO it would be an improvement if the testing & NCLB finally put a stake through the heart of the "middle school concept". Put the 6th graders back in elementary school, put the 9th graders back in junior high, and have teachers certified in each subject (not in "middle grades education") teaching the junior high students.

I'm from Massachusetts where a school superintendent failed the communications proficiency exam. As a former teacher considering re-entering teaching, I had to take the same communications test and a content test for chemistry. They both were quite difficult, probably the hardest exams I have ever taken. They were made more difficult with short answer and essay questions to go along with the usual multiple choice questions. The communications test requires that you express yourself clearly, legibly, and grammatically correct.

It used to be that getting a teaching job was not difficult except for the liberal arts. But things are changing.

Dittos from another public school teacher.

IMO it would be an improvement if the testing & NCLB finally put a stake through the heart of the "middle school concept". Put the 6th graders back in elementary school, put the 9th graders back in junior high, and have teachers certified in each subject (not in "middle grades education") teaching the junior high students

And the 7th and 8th graders should go????

Eliminate public schools. Take the chunk of money from property taxes that funds this to be used for tuition and make schools private.

Okay, now I'm having trouble understanding you.

Would the students whose parents don't pay property taxes (or pay low amounts of property taxes) not be able to go to school, if their parents couldn't afford the tuition?

Maybe everyone wants to go back to the days when the teacher rode in on horseback, spent a day in the community teaching 10% of the kids who could afford to pay, assign homework and say see you nx week. Even as terrible as everyone claims education is in America; I believe denying basic education to all of America's kids would be much worse for our country in general. I don't see how education can be privatized without such a scenario down the road; too many parents would not fund their child's education without it being provided by the government.

I live in a rural state with many bush schools. The feds are currently working with my state to provide a general test for long time teachers rather than specialized certification. Future teachers will require certifications in specific areas. Doesn't surprise me though, making changes already; all the politics corrupting the system.

We just had a family bring all their kids back into the school system. They didn't pass the benchmarks. I see many homeschoolers abusing the system, unlike the dedicated people on FR. That is why I believe eventually there will be certifications required for everyone. I'm sure you know and have witnessed what I'm talking about.

In larger schools, the certification requirements will work just fine. How about small rural schools that only have say 2-3 teachers for 30 students. Will teachers all retain 5-6 certifications? >>>>>>>>

how small do you concider small? I ask because the school I graduated from had and still has graduating classes of around 40 students (+/- a few each year)

this school has two teacher per grade at the elem level (k-6)plus 1 phys. ed and 1 music and 1 art. the art and band instructors also teach in the high school. Then of course there are the various sped positions. ST is the only one shared with the hs, and things like OT and PT and other really speicalized things are actually contracted through and educational district.

at the high school level there are 2 math instructors, 2 science instructors, 2 history/social studies instructors, 2 english instructors, 1 home ecoconics instructor, 1 shop/industrial tech instructor, 1 phys ed/health instructor, 1 computer/busineness instructor and the various sped instructors...and so on. These teachers all teach in the subjects that they actually spent time taking classes to be qualified to teach. I don't see how small schools would be adversly affected by teachers having to show qualifications since they are teaching in their chosen area. It would of course show how well they themselves have been taught. :-)

I live in a community of 130 people; 200 miles from nx nearest town. Great place to call home. Nobody ever locks their doors, keys left in all vehicles 24-7, no crime, somewhat like it use to be way back when. 25 kids in public school, K-12; 2 teachers.

In my state we have many small similar communities.

In towns where there are 300-400 K-12, will not be a problem with certification. Math teachers don't teach history, science, everything.

Probably hard to imagine a community such as mine, but they exist and are quite great places to raise families.

On a more serious note, my daughter is a teacher and has taken a proficiency test and she says its a joke and if someone fails that test they have no business teaching.

Teachers SHOULD know the content of what they are teaching, but these tests are questionable. Will they be base on KNOWING 7th grade math, or though Calculus?

Texas did something like this about 20 years ago. Our 'life-time' certificates were no longer for life. Evaluation processes were put in place. The true level of knowledge has not been impacted.

The 'test' was and is a joke - it is too generic. The evaluations are a joke - too subjective.

I never lived in a place that small, but you could not pay me enough to teach in one of the urban schools, or suburban, for that matter. I taught in a small district - about 150 kids ADA K-12. I was the math and science department. I was certified in math, not in science.

The quality of life is much better in smaller towns, especially for raising your family. My children did go to a larger school, tho - about 1000 kids K-12.

***Pringle has bachelor's and master's degrees in education, but that's not enough under federal education law. Because she doesn't have a science degree, she'll have to take a test showing her mastery of the topic or pass a state evaluation that could include a test.

YES! YES! YES!

Just imagine this person standing in front of the room "teaching" your child.

***States are figuring out how teachers can show mastery of their subjects without taking tests that some consider demeaning. Among the proposals: strong job evaluations, service on curriculum committees, published articles and leadership. Under the law, states may consider how long a teacher has taught a subject but, significantly, may not base their standard on that. ***

They're all good at this bs. If they know the subject matter, why fight demonstrating their proficiency in it? The hell with their self esteem, THIS test is "for the children." This test is a very small measure of their fitness to be paid, to be tenured, to be called a teacher.

"persistently dangerous" - School-safety rankings - or just black marks?******But national statistics of school crime, say experts, seem to indicate that more schools should qualify for the classification. In 2000, 72 of every 1,000 students ages 12 through 18 reported being victims of crimes at school. The average far exceeds most states' requirements for a dangerous school.

At the heart of the discrepancy may well be a reluctance on the part of educators to report campus crime fully. A survey by the National Association of School Resource Officers found that 89 percent of school police believe crime is already underreported. "It's the scarlet letter in education today," says Mr. Trump. "Administrators have said to me privately that they would rather be academically failing than be a dangerous school." ***

MOVED: Veteran Edison High School teachers, from left, Ta Shina Nelloms, Rebecca Calvert, Shawn DeNight, Terry Lewis, Meghan Hauptli and Kathy Rosenthal Humphrey have been involuntarily transferred to other schools. JOSHUA PREZANT/FOR THE HERALD

3 F's, they're out: Edison sees teacher shake-up***While the district does not have access to the standardized test scores of individual teachers' students, it can review results by subject and grade, she said. Since reading scores fell at Edison -- only 3 percent of freshmen and 4 percent of seniors were classified at least proficient in 2003 -- they decided to shake up the English department.***

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