ERIC ED410224: Teacher Education Policy in the States; A 50-State Survey of Legislative and Administrative Actions.

97 Pages·1997·1.8 MB·English

by  ERIC

DOCUMENT RESUME
SP 037 499
ED 410 224
Teacher Education Policy in the States; A 50-State Survey of
TITLE
Legislative and Administrative Actions.
American Association of Colleges for Teacher Education,
INSTITUTION
Washington, DC.
Ford Foundation, New York, N.Y.
SPONS AGENCY
ISBN-0-89333-156-2
REPORT NO
PUB DATE
97
96p.; A product of the State Issues Clearinghouse, 1995-96
NOTE
Dataset; for previous survey, see ED 384 590.
AACTE Publications, One Dupont Circle, N.W., Suite 610,
AVAILABLE FROM
Washington, DC 20036-1186 ($20 for AACTE representatives,
$25 for nonmembers, plus $5 for shipping and handling).
Descriptive (141)
PUB TYPE Reports
MF01/PC04 Plus Postage.
EDRS PRICE
Admission (School); *Alternative Teacher Certification;
DESCRIPTORS
Elementary Secondary Education; Field Experience Programs;
Higher Education; Minority Group Teachers; National Surveys;
Preschool Education; Preservice Teacher Education; Schools
of Education; State Legislation; State Licensing Boards;
State Programs; *State Standards; Student Teaching; *Teacher
Recruitment; Violence
American Association of Colleges for Teacher Educ; *United
IDENTIFIERS
States
ABSTRACT
This, the 15th and final survey, updates information from
(1) entrance requirements for teacher education programs;
prior surveys on:
(2) requirements for regular licensure, including standards for an initial or
(3) professional development, covering
advanced teaching credential;
state-sponsored or mandated programs and plans for those persons already
(4) requirements for emergency credentials when
holding initial licensure;
(5) requirements for licensure
there is a shortage of qualified personnel;
with alternative preparation, focusing on licensure of nontraditional
(6) standards boards, covering any official entity that may
students;
recommend or establish standards for program approval and the issuance of
(7) state-sponsored programs designed to recruit minority students
licenses;
(8) teacher education review and study,
into teacher education programs;
delineating government actions to prepare and implement policies to change
the teacher preparation system; and (9) state-sponsored programs and
legislation concerning violence in classrooms and on school grounds.
(ND)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
********************************************************************************
Teacher Education
F`Ar
Ok-
OW'
0-1=
yip
in the States
State Issues Clearinghouse
1995-96 DATASET
PERMISSION TO REPRODUCE AND
U.S DEPARTMENT OF EDUCATSON
DISSEMINATE THIS MATERIAL
Orrice of Educational Research and Improvement
HAS BEEN GRANTED BY
EDUCATIONAL RESOURCES INFORMATION
CENTER IERICI
/7.
0 This document has been reproduced no
IHI
received from the person or organization
originating 1.
0 Minor changes have been mods to improve
reproduction quality.
AACTE
TO THE EDUCATIONAL RESOURCES
e Points of new or opiniOntistatod in this dam
mont do not necessarily ropronont official
INFORMATION CENTER (ERIC)
OE RI position or policy.
AME RI CAN
ASSOCIATION
OF COLLEGES
kt,
FOR TEACHER
EDUCATION
4
2
0 EST COPY AVAIABLE
Teacher Education
Ok-
in the States
=
State Issues Clearinghouse
1995-96 DATASET
IIH
AACTE
AME RI CAN
ASSOCIATION
OF COLLEGES
FOR TEACHER
EDUCATION
3
The American Association of Colleges for Teacher Education is a national, voluntary association of colleges and universities with
undergraduate or graduate programs to prepare professional educators. The Association supports programs in data gathering, equity, leadership
development, networking, policy analysis, professional issues, and scholarship.
AACTE operates the State Issues Clearinghouse to monitor and analyze state reform via the biannual survey, Teacher Education Policy in
the States. The clearinghouse is supported by AACTE and a grant from the Ford Foundation.
The opinions, conclusions, and recominendations expressed in this monograph do not necessarily reflect the views or opinions of the
American Association of Colleges for Teacher Education. The AACTE does not endorse or warrant this information. The AACTE is
publishing this document to stimulate discussion, study, and experimentation among educators. The reader must evaluate this information
in light of the unique circumstances of any particular situation and must determine independently the applicability of this information thereto.
David G. Imig, Chief Executive Officer
Penelope M. Earley, Senior Director
Elizabeth Foxwell, Editor
Copies of Teacher Education Policy in the States may be ordered from:
AACTE Publications
One Dupont Circle, Suite 610
Washington, DC 20036-1186
WWW: www.aacte.org
Single copy for AACTE representatives: $20
For nonmembers: $25
Please add $5 for shipping and handling
Copyright © 1997 American Association of Colleges for Teacher Education
All rights reserved
Printed in the United States of America
International Standard Book Number 0-89333.156-2
CONTENTS
Introduction, Acronyms
Minnesota
v
42
Mississippi
44
AACTE's Combined Committee on
Missouri
46
Governmental Relations 1997
viii
Montana
48
A
Alabama
1
Nebraska
49
Alaska
3
Nevada
51
Arizona
5
New Hampshire
52
Arkansas
New Jersey
54
New Mexico
56
New York
58
California
North Carolina
9
60
Colorado
11
North Dakota
62
Connecticut
13
0
D
63
Delaware
O
15
Oklahoma
oma
liah
65
District of Columbia
16
Oregon
66
F
P
Florida
17
Pennsylvania
68
G
R
Georgia
19
Rhode Island
69
Hawaii
South Carolina
21
71
South Dakota
73
I
T
Idaho
22
Illinois
23
Tennessee
74
Indiana
25
Texas
76
Iowa
27
U
K
Utah
78
Kansas
29
v
Kentucky
31
Vermont
79
L
Virginia
80
Louisiana
34
W
M
Washington
81
Maine
35
West Virginia
83
Maryland
Wisconsin
37
85
Massachusetts
39
Wyoming
87
Michigan
40
5
INTRODUCTION
The 1997 edition of Teacher Education Policy in the
trance and exit requirements have been constant in each of
the surveys. Certain topics were included only once or
States: A 50-State Survey of Legislative and Administrative
twice and new issues were added, as appropriate. For the
Actions marks the 15th, and final, such survey published by
AACTE's State Issues Clearinghouse. After nearly a de-
1995-96 survey data were gathered in the following areas:
cade of data gathering through telephone interviews,
Entrance requirements focuses on what a student needs to
AACTE will launch a new state policy initiative that will master before entering a teacher education program.
focus on issue sensing and analysis of emerging state
Requirements for regular licensure includes standards for
an initial or advanced teaching credential. Standards in
actions. This new state tracking system will be in place by
January 1998.
this category generally refer to requirements that must be
met by individuals who complete an approved teacher
This publication, which includes data gathered in the
education program and fulfill requirements for state or
winter of 1995-96, will serve as a benchmark for what states
were doing in teacher licensure, standards boards, emer-
district continuing professional development.
gency or shortage-driven licensure, alternative prepara-
Professional development refers to state-sponsored or
mandated programs and plans involving workshops,
tion, minority teacher recruitment, state responses to vio-
coursework, inservice, individual study, and mentoring
lence in classrooms, and linkages between efforts towards
K-12 education reform and refinements in teacher educa- designed to further educate individuals who already hold
an initial licensure.
tion programs during that time frame.
In the years since the 50-State Survey first began, we
Requirements for emergency or shortage-driven credentials
refers to the process by which an individual who does not
observed a spike in state interest in establishing alternative
ways for individuals to earn teaching licenses. Over time,
meet requirements for a regular license may be hired to fill
a teaching vacancy when there is a shortage of qualified
some of these alternative paths were abandoned and others
became institutionalized, with the licensure requirements
personnel.
and delivery system closely parallelling that for traditional
Requirements for licensure with alternative preparation de-
scribes routes to licensure designed for nontraditional stu-
candidates. Review of actions in New Jersey and Connecti-
cut illustrate this institutionalization.
dents that provide accelerated preparation for teaching,
In recent years, state governments have focused atten- independent of teacher shortages.
tion on standards for teacher education programs and
Standards boards describes any official entity that may
recommend or establish standards for program approval
assessment both of programs and their graduates. Compre-
hensive initiatives in Colorado, Kentucky, and Maryland
and the issuance of licenses. Some may also set, monitor,
and enforce standards of conduct for professional educa-
are examples of this trend. Complementing this attention
to standards and assessments has been the emergence of
tors. This type of agency may have final regulatory author-
more professional standards and practices boards with
ity or may simply advise other state policymakers. Recent
authority over teacher education program approval and
or proposed changes in this area are also documented.
licensure.
Minority teacher recruitment describes state-sponsored
The late 1980s saw increased state interest in develop-
programs designed to recruit minority students into teacher
education programs and to maintain enrollment.
ing and supporting programs to recruit and assist minority
students to become teachers. The past several surveys have Teacher education review and study delineates govern-
ment actions to prepare and implement policies to change
revealed that many of these programs either were discon-
the teacher preparation system.
tinued or remain on the books but are not funded.
Each 50-State Survey has been structured around six to
Response to violence includes reports on state-sponsored
programs and legislation concerning violence in class-
ten state policy categories. Core issues, such as licensure
rooms and on school grounds.
requirements, minority teacher recruitment, program en-
ACRONYMS
AACTE
NA SDTEC
American Association of Colleges for
National Association of State Directors
Teacher Education
of Teacher Education and Certification
ACT
NCATE
National Council for Accreditation of
American College Test
CAT
California Achievement Test
Teacher Education
CBEST
NTE
National Teachers Examination
California Basic Skills Test
CEIJ
OPI
Continuing Education Unit
Office of Public Instruction
DPI
P-PST
Department of Public Instruction
Pre-professional Skills Test
SAT
ELS
Scholastic Achievement Test
English as a Second Language
ETS
Educational Testing Service
Senate Bill
SB
GPA
State Board of Education
Grade Point Average
SBE
HB
SCDE
Schools, Colleges, and Departments of
House Bill
IHE
Institution of Higher Education
Education
LEA
Local Education Agency SDE
State Department of Education
COMBINED COMMITTEE
ON GOVERNMENTAL RELATIONS
1997
Nicholas Michel li, Chair
Patty Horn
Dean, College of Education and Human Services
Dean, College of Education
Montclair State University
Grand Canyon University
Upper Montclair, NJ 07043
Phoenix, AZ 85017
G. Thomas Bellamy
Carl Martray
Dean, School of Education
Dean, College of Education and Behavioral Sciences
University of Colorado at Denver
Western Kentucky University
Denver, CO 80217-3364
Bowling Green, KY 42101
Karen Gallagher
James W. Pellegrino
Dean, School of Education
Dean, School of Education
University of Kansas
Peabody College, Vanderbilt University
Lawrence, KS 66045
Nashville, TN 37203
Allen Glenn
Katharine Rasch
Dean, College of Education
Director, Graduate and Preservice Programs
University of Washington
Maryville University
Seattle, WA 98195-3600
St. Louis, MO 63141
Randy Hitz
Julie Underwood
Dean, College of Education, Health and Human
Dean, School of Education and Allied Professions
Development
Miami University
Montana State University-Bozeman
Oxford, OH 45056
Bozeman, MT 59717
ALABAMA
Entrance Requirements
Professional Development
To be admitted to an undergraduate teacher education
The Office of Professional Development at the Alabama
program, individuals must have:
SDE provides professional development programs and activi-
ties for teachers, administrators, and leadership teams across
a total of 60 semester or 90 quarter hours of undergraduate
the state. Quality standards for these activities are outlined in
courses, of which 48 or 72 hours, respectively, must be in
the Alabama Administrative Code. These standards are the
general studies;
foundation for establishing all professional development pro-
a GPA of 1.5 on a 3.0 scale or 2.5 on a 4.0 scale;
grams and activities that are approved for requirements of the
SBE.
a score of at least 300 on the Alabama Basic Skills Test; and
Professional development also is provided by local school
interview successfully according to IHE-developed and SBE-
systems and colleges and universities. Individual professionals
approved criteria.
are required to have a professional development plan as are all
Exit requirements include a GPA of 1.5 on a 3.0 scale or a
schools and school systems. The identified needs at all levels
2.5 on a 4.0 scale overall and in the teaching field(s), and the
determine the various programs and activities needed.
professional studies component with no grade below a C in
professional studies. IHEs develop their own exit tests to
Requirements for Licensure
assess knowledge in the candidate's teaching field and profes-
Emergency or Shortage-Driven
sional knowledge, and must certify that individuals have
A superintendent may request that a candidate who holds
passed the exams as part of their approved program require-
ments.
at least a bachelor's degree be issued a one-year nonrenewable
Emergency Certificate if no qualified applicants are available
Requirements for LicensureRegular
fora specific teaching position. Such individuals may become
eligible fora permanent license by meeting the state-approved
Alabama issues a Class B Certificate to candidates who
program requirements as indicated above. Persons enrolled in
successfully complete a bachelor's degree and a state-approved
the Alternative Fifth-Year Program described below may
teacher education program. To renew this eight-year creden-
receive up to three one-year special certificates at the request
tial, a teacher must:
of an employing superintendent while they are completing
teach four of the eight years and participate each year in a
approved-program requirements.
professional development program planned by the local school
district and approved by the state; or
Requirements for Licensure
Alternative Preparation
complete 12 semester or 18 quarter hours of college courses.
Class A Certificates, issued to those who complete a
Since 1986, 19 of the 30 IHEs with teacher education
master's degree and a state-approved teacher education pro-
programs have offered the Alternative Fifth-Year Program.
gram, are valid for 10 years. To renew this credential, the
To be admitted to this master's program, candidates must
teacher must either:
have:
teach five of the 10 years and participate each year in a
a bachelor's degree with a non-teacher education major from
professional development program; planned by the local school
a regionally accredited institution;
district and approved by the state; or
completed 60 semester or 90 quarter hours in general studies,
complete 12 semester or 18 quarter hours of college courses.
including humanities, social science, science, and mathematics;
Class AA certificates, valid for 12 years, are issued to those
the same number of hours in the teaching field as that required
for the baccalaureate-level license; and
who complete a state-approved teacher education program of
33 semester hours or 48 quarter hours beyond the master's
a score of at least 300 on the Alabama Basic Skills Test.
degree. To renew this credential, the teacher must either:
To graduate, students in programs for elementary educa-
teach six of the 12 years and participate each year in a
tion, secondary education, and nursery school through 12th
professional development program planned by the local school
grade must complete 39 semester or 60 quarter hours of
district and approved by the state; or
graduate courses, of which 12 or 20 hours, respectively, must
complete 12 semester or 18 quarter hours of college courses.
be in subject-area studies. Students must also have 10 weeks
of full-time student teaching totaling a minimum of 300 clock
hours.
1
9
Alabama
In 1991, the legislature created an alternative route to
was suspended due to lack of funding for the test redevelop-
baccalaureate-level certification for individuals who hold a
ment which was required to comply with a consent degree
bachelor's degree from a regionally accredited institution and
resulting from an adverse impact lawsuit filed in December
have two years of study or two years of work experience in the
1981. As part of the motion to suspend the AITCTP, the SBE
subject to be taught. Up to three one-year certificates may be
directed the State Superintendent of Education to strengthen
issued to an employing superintendent. The individual may
the admission-to-teacher-education process and subsequently
obtain regular class B certification after the individual is
adopted the Alabama English Language Proficiency Test and
employed three years in the same school system, and com-
the ACT/Enhanced ACT or the SAT. An emerging trend in
pletes no more than 12 semester or 18 quarter hours of
Louisiana appears to be a statewide test for prospective teach-
professional courses. This option was implemented in the
ers.
1992-93 academic year.
In December 1994 the SBE adopted rules to create a
certificate of eligibility that is valid for seven years, to indi-
Standards Boards
viduals who have met licensure requirements through the
approved program approach. Once the individual has been
The Alabama State Advisory Committee on Teacher
employed in Alabama he or she receives a preliminary license
Education and Certification (SACTEC) advises and makes
valid for five years. A professional educator license valid for
recommendations to the SBE, via the state superintendent of
five more years is then issued to a person who documents 27
education, regarding standards and certification of teachers.
months of successful teaching experience or earns tenure. All
There are approximately 30 members of SACTEC, represent-
persons who do not meet the successful teaching experience
ing teachers, administrators, teacher educators, school boards,
requirement or gain tenure may recycle through the process.
businesses, specialty organizations, and the public. Regula-
Renewal of the five-year professional educator license allows
tions do not stipulate specific numbers of representatives that
for a combination of components: coursework, equivalent
must serve from each group. Constituent groups nominate
professional development activities, and educational experi-
candidates for the committee, and the state superintendent
ence. Although intended to be operational on January 1,
appoints members for three years.
1997, implementation of the new process was delayed due to
concerns about the determination of successful teaching ex-
Minority Teacher Recruitment
perience. In recent action, the SBE initiated plans to design
a system that can assess teacher education programs by evalu-
An SDE employee recruits minority individuals for teacher
ating graduating teachers in their first year of employment.
education through involvement with high school programs.
Teacher Education Review and Study
Response to Violence
Legislation enacted in 1994 concerning safe schools re-
Alabama is conducting teacher education review and study
in two categories.
quires teachers to acquire knowledge of juvenile law, nonvio-
lent conflict resolutions, and school emergency response.
The Alabama Initial Teacher Certification Testing Pro-
Teacher education program approval rules implemented the
gram (AITCP) operated from) une 1981 until July 1988, when
the SBE took action to suspend the program. The AITCTP
new legislation in January 1995.
-2-
I0