TERRE HAUTE — Indiana State University President Dan Bradley is encouraging the state Department of Education to suspend proposed changes to teacher licensing rules. Instead, he is asking officials at the DOE to work with the educational community “to bring about serious and systemic change.”
Bradley submitted his comments to Tony Bennett, state Superintendent of Public Instruction, on Thursday. Bradley joins many other educators in Indiana who have raised concerns about the Rules for Educator Preparation and Accountability (REPA). The changes would affect ISU’s Bayh College of Education, which prepares future teachers.
Bennett wants to eliminate what he has described as burdensome regulations not proven to improve teacher quality.
According to information released by the DOE last week, “Current regulations waste teachers’ time and money, but are not effective in the goal of making them better teachers.”
Some of the proposed revisions drawing criticism include:
n Individuals with no classroom experience could be licensed to become school superintendents.
n For prospective teachers, the changes would place more emphasis on content or subject knowledge, and lessen the required coursework in teaching methods.
The rules set maximum credit hours of methods instruction for education majors (no more than 30 credit hours) and education minors (no more than 18 credit hours).
Some educators have doubts
In his letter, Bradley outlines his concerns:
n The credit hours “maximums” for professional education and pedagogy (methods instruction), which “greatly restrict” the institution’s ability to deliver quality educational programming. For example, teacher preparation must include field experiences in classrooms prior to student teaching. ISU suggests that credit hour “maximums” be replaced with “minimums.”
n Principals, directors and superintendents should be required to complete approved programs in educational administration for the appropriate level. Essential educational experiences, such as teaching, “should be required and not waived if school and district leaders are to demonstrate a systemic understanding of education.”
Under the proposed state revisions, a school board could hire a superintendent outside the traditional education system, although it would have to apply for a waiver with the Department of Education. The candidate would need a master’s degree (in any area) and would need to pass the School Leaders Licensure Assessment.
n According to Bradley, DOE should continue its ongoing accreditation relationship with the National Council for Accreditation of Teacher Education (NCATE) or another accrediting agency.
REPA would make NCATE accreditation optional for colleges of education. National accreditation ensures that those colleges meet high standards for teacher preparation, educators say.
Brad Balch, dean of ISU’s College of Education, believes REPA “has the effect of deregulating and de-professionalizing our business.”
Quality assurance would fall to local school districts, which means that “where you live will dictate the quality of your education,” he said last week.
A different point of view
The DOE will conduct the last of three public hearings on the proposed changes at 10 a.m. Monday in Indianapolis. The location is the Indiana State Library, 315 W. Ohio St.
Last Tuesday, about 200 people attended a public hearing in Rochester, and the state Department of Education had received 800 comments online. Another hearing took place Thursday in Scottsburg.
Some teachers say the timing of the hearings at 10 a.m. makes it difficult for them to attend because school is in session.
Bennett has responded to criticisms in a letter being published in the Perspectives section of today’s Tribune-Star.
He wrote, in part, “While egregious misconceptions about the proposed revisions are rampant in the education establishment, in truth the REPA proposal will have no negative or burdensome effects on current teachers.”
The changes will not cause any teachers to lose their licenses or their jobs, Bennett wrote.
REPA will not eliminate pedagogy requirements (methods instruction) for teaching candidates, as some have suggested, he wrote. The changes aim to strike a better balance between content and pedagogy as well as to focus on that pedagogical training that is most essential, he stated.
“Under the REPA proposal, all teaching candidates will be required to complete nine weeks of student teaching — without exception,” Bennett stated.
The DOE also says that revising Indiana teacher licensing rules “will help put Indiana in a top position to receive federal Race to the Top grant money (stimulus funds),” according to information on its Web site.
Teaching is more
than subject expertise
Among those with a lot of questions is Karen Long, a media specialist at West Vigo Elementary School. She believes the proposed changes are vague and open to interpretation, and she doesn’t fully understand how they would affect her when her license is up for renewal.
“Probably a lot of teachers and people who should be concerned aren’t really aware of the changes out there,” she said. The state “is slipping things through without letting people really know. We’re not informing the people this really impacts.”
One aspect of REPA she finds especially troubling is the limits on methods courses.
Being an expert in a certain area doesn’t necessarily make that person a good teacher, she said. That expertise must be accompanied by a knowledge of teaching methods and what works with different children, who have different learning styles. Those who want to be teachers also need to learn classroom management.
“You can’t go in and yell at everyone,” Long said. “You need lots of different tools in your tool kit.”
John Orr, Vigo County School Corp. director of human resources, suggests the proposed changes “are devaluing the teaching profession.”
There’s nothing wrong with change, Orr said, but “don’t throw the baby out with the bath water … Let’s take what’s good and work with that, and modify what needs to be modified.”
He is concerned that the proposed changes in licensure would make it easier for non-teachers to become educators — but that doesn’t necessarily mean quality education for students.
Those who want to enter the profession need to learn about such things as teaching methods, child development and classroom management — courses taught at colleges of education, Orr said.
According to the state DOE, the proposed changes would simplify the licensing process for those who want to change careers. If the prospective teacher already had a bachelor’s degree, he could become licensed by obtaining an education minor (no more than 18 hours of methods instruction); passing a content-knowledge test; and performing nine weeks of student teaching.
Molly Hare, chairwoman of ISU’s physical education department, helps train future physical education teachers. She also is president of the Indiana Association for Health, Physical Education, Recreation and Dance (IAHPERD).
She submitted comments to the state outlining the association’s concerns.
While content knowledge is important, understanding instructional methods and knowing how to present the content in meaningful ways for learners is equally important, the IAHPERD letter says.
“Placing limits on the number of credits in professional education is troubling,” the letter states. “Licensing teachers based heavily on content-knowledge seems to focus on information rather than on our students … Preparation in both content and instructional methods contributes to teacher effectiveness at all grade levels.”
One specific concern is that licensed teachers might add additional content areas to their license by merely passing a content exam, the written comment states.
Someone who adds physical education to an existing license without proper training “may not understand how to properly manage student safety during physical activity,” the statement says. “This increases the risk for injury and, in turn, may increase the risk for the school corporation.”
In his letter, Bradley suggests that DOE work with the Indiana Legislature to address appropriate public policy, such as Public Law 217, “to ensure a systemic approach to reform.” Public 217 is the collective bargaining statute for teachers.
According to Balch, if the goal is greater flexibility for administrators, then Public Law 217 needs to be addressed, rather than tackling the issue through teacher/administrative licensure.
After the three public hearings are concluded, the Professional Standards Advisory Board will meet Nov. 18 to further discuss the revisions and public comment.
Cam Savage, DOE spokesman, said the group is expected to meet at least twice before it acts on REPA. New rules, if adopted, would go into effect July 31.
For more information about REPA, visit the Department of Education Web site at www.doe.in.gov.
Sue Loughlin can be reached at (812) 231-4235 or sue.loughlin@tribstar.com.
Some of the proposed Rule Revisions for Educator Preparation and Accountability (REPA)
n Proposed changes would revise the licensing requirements to emphasize teachers’ content knowledge:
Elementary teachers (Pre-K to 6) must earn a bachelor’s degree consisting of an education major with a content-area minor or a content-area major with an education minor.
Education major must include no more than 30 credit hours in pedagogy (methods instruction). Education minor must include no more than 18 credit hours in pedagogy.
Secondary teachers (grades 5 to 12) must receive a bachelor’s degree consisting of any applicable content-area major — as well as a minor in education.
n Opens door to non-traditional administrators:
Proposed changes would allow school boards to hire administrators outside the traditional education system.
n Requires testing of every new teacher before entering the classroom:
Proposed changes would require all teaching candidates to pass certain tests to demonstrate competence in content-area knowledge and pedagogy (including the PRAXIS II exams).
PRAXIS I tests no longer would be required for licensure. Instead, teaching applicants would be required to demonstrate basic skills before being admitted to schools of education.
n Allows current teachers to use in-service credits for license renewal:
Proposed changes would make tuition-based course requirements for teachers to renew their licenses optional as approved by the building-level administrator. Educators would have the option to use in-service credits and professional development programs approved by a building-level administrator for renewal.
Only activities and courses directly related to student achievement will count toward renewal.
n Simplifies licensing process for out-of-state teachers and those seeking a career change.
For those changing professions, a teaching candidate with a bachelor’s degree may obtain an education minor and pass a content-knowledge test for licensure.
n Gives local administrators greater role in professional development decisions:
To target teacher development to the school level, proposed changes would allow a building-level administrator (such as a principal) to determine what type of training teachers need most to improve student achievement and renew teacher licenses.
n Reduces teacher licensing categories: Proposed changes would reduce the five school settings to three settings for licensure: Pre-K to 6; 5 to 12; and Pre-K to 12.
n New rules would go into effect July 31, 2010.
Source: Indiana Department of Education Web site, www.doe.in.gov.
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