By Sandra Stotsky
Teachers can't train what they don't know. This kingdom has tolerated a susceptible licensing method for potential academics for many years. This vulnerable procedure has been followed by way of an more and more emptier curriculum for many scholars, depriving them of the data and abilities wanted for self-government.
An Empty Curriculum: How instructor Licensure assessments bring about Empty scholar Minds makes the case that the whole revision of the licensing method for potential and veteran lecturers in Massachusetts in 2000 and the development of latest or extra hard instructor licensing checks contributed considerably to the Massachusetts “education miracle.” That “miracle” consisted of putting up with earnings in fulfillment for college students in all demographic teams and in all neighborhood vocational/technical excessive faculties on the grounds that 2005—gains proven by way of assessments self sustaining of Massachusetts coverage makers.
The instant function of this publication is to give an explanation for what Massachusetts did in 2000 to bolster its instructor licensing and re-licensing method to make sure that all academics might train to particularly powerful K-12 criteria. Its better goal is to indicate that improvement of sturdy educational criteria in all significant matters will be through whole revision of a state’s instructor licensing process, now not, as has been the case for numerous many years, the advance of K-12 pupil tests—if this nation desires to improve public schooling.
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Additional resources for An Empty Curriculum: The Need to Reform Teacher Licensing Regulations and Tests
Spelled out in more detail in an essay published in 2004 by the Brookings Institution, my main objectives for upgrading the K–12 standards in each subject were, briefly: 1. To restore disciplinary learning to the central place in each subject area, 2. To make the organization of the content of high school standards compatible with the normal disciplinary training of current and prospective teachers of that subject, 3. To make explicit and coherent the content to be taught by teachers in each subject area, 4.
To lay the academic groundwork in middle and early high school for advanced coursework in grades 11 and 12, 5. To provide school districts with options for curricular sequences wherever possible. 1 It quickly became apparent that, in order to address MERA’s goal of attracting to a teaching career a larger number of academically able arts 43 44 CHA P TER 6 and sciences majors, we would have to create new licenses as well as revise old ones, especially for the upper elementary and middle school. To do so, we would have to specify the topics that would be assessed on the licensure tests for these new licenses.
If students are taught to use context or a word’s visual pattern to guess at the identification of a word already in their listening vocabulary, and to use context to guess at the meaning of a word that needs to enter their reading vocabulary, that habit slows down the speed at which they can read more advanced texts throughout the grades, reducing the amount they can read altogether. And if they are not taught to “sound out” more difficult multi-syllabic words by syllables (words often within their listening vocabulary), they will be less accurate readers with academic materials as they progress through school.