testing testing

New York’s most controversial teacher certification exam is now a little easier to pass

PHOTO: Monica Disare
State Education Commissioner MaryEllen Elia and Board of Regents Chancellor Betty Rosa

Just years after New York began requiring prospective teachers to pass a tough new exam, the state’s top education policy makers are lowering the score needed to enter the classroom.

The move could open the door to more teachers of color, who have failed the exam in disproportionate numbers since the state began requiring it in 2014.

The Board of Regents voted Tuesday to drop the passing score on the edTPA a test that requires prospective teachers to submit a portfolio of work including a video of themselves teaching from 41 to 38 starting in January 2018. The state will then slowly raise that mark until it reaches 40 in 2022.

Prospective teachers would also be able to clear this certification hurdle if they score two points below the passing score and meet other requirements, including earning a GPA above 3.0 and passing all other certification exams.

“Today’s action strikes the right balance by providing fairness to those seeking to become teachers, while maintaining some of the most rigorous certification requirements in the country,” said the state education commissioner, MaryEllen Elia, in a statement.

Tuesday’s decision is part of an effort to again overhaul teacher certification in New York state. In January, the Regents unveiled a package of recommendations from a task force charged with making teacher certification less difficult and costly in New York. Those recommendations included rethinking the edTPA’s passing score and eliminating one required test, the Academic Literacy Skills Test, which the Regents did in March.

Those measures are a course correction following a state campaign, starting in 2009, to make it more difficult to become a teacher. The goal was to raise standards for those entering the profession.

The new rules, however, weeded out qualified candidates, particularly prospective black teachers. In a Chalkbeat analysis of teacher diversity, New York state officials said black test takers are nearly twice as likely to fail the edTPA as white or Hispanic candidates.

At the same time, state officials are trying to increase the diversity of the teaching workforce and warn there is a looming teacher shortage. State education department officials argued that Tuesday’s move maintains high standards while lifting a roadblock to more teachers entering the classroom.

When New York made the edTPA mandatory, the state picked one of the highest possible passing scores. (The edTPA’s website recommends states pick a passing score between 37 and 42.) Even with the newly lowered score, the passing mark in New York will still be among the highest in the country, said Board of Regents Chancellor Betty Rosa.

States typically set a cut score between 35 and 40, so even with New York’s phase-in period, the standards are still considered high, wrote Ray Pecheone, executive director of the Stanford Center for Assessment, Learning and Equity (SCALE), which developed the edTPA, in an email.

This score change is only fair, since the edTPA administrators are still working out kinks with the way the test is scored, argued Jamie Dangler, co-chairwoman of the state’s edTPA task force and vice president for academics at United University Professions, which represents SUNY employees. That’s largely because the test requires a fair amount of subjectivity when judging prospective teacher candidates, she said.

“It’s not ready for prime time,” Dangler said. “So to establish such high passing scores when there are real problems with the assessment itself was a disservice to our teacher candidates.”

In addition to the edTPA, prospective teachers have to pass two other certification exams, a content test and an exam designed to judge whether teachers have to skills to assist particular student populations, such as students with disabilities or English Language Learners.

With the high passing score in New York, the edTPA has proved particularly difficult to pass. Only about 80 percent of New York students passed the exam since it was introduced. The low passing rate prompted a “safety net” option, which allows prospective teachers to pass an easier, paper-based exam. Tuesday’s measure also extends the safety net option until next June 30.

The state on Tuesday also spelled out in more detail another option for students who failed the exam. Prospective teachers who score 36 starting in January 2018 and fulfill other requirements will be able to take their case before a panel to prove they have demonstrated the skills necessary to become good teachers.

Similar to lowering the passing scores, the Regents board argued the move does not affect the quality of teachers, but is a matter of fairness.

“The multiple measures is not a walk in the park,” Cashin said. “But it’s more reasonable than the cut score of 41.”

The chart below shows the new schedule of passing scores for the edTPA. (MMRP stands for Multiple Measures Review Process.)

teacher prep

Tennessee’s mediocre teacher training programs prompt ‘interventions’ with university presidents

PHOTO: Austin Peay
Austin Peay State University in Clarksville is among four Tennessee schools that have undergone "interventions" with state officials over the quality of their teacher training programs.

Armed with sobering data about the performance of teacher training programs in Tennessee, state officials are holding meetings with top brass at universities where they say programs have grown out of touch with the needs of K-12 classrooms.

About 40 programs in Tennessee feed the state’s teacher pipeline with about 4,000 new teachers annually. The largest are based at colleges and universities.

But those same traditional programs generally aren’t attracting enough high-quality candidates or producing enough effective or diverse teachers. Not a single public university in Tennessee scored in the top fifth of teacher training programs under a state report card issued in 2016. And the outlook isn’t expected to improve much under the 2017 report card being released early next month, officials say.

“This data is sobering. It tells us that higher education must do better,” said Mike Krause, executive director of the Tennessee Higher Education Commission. “I worry our higher education faculty in colleges of education get disconnected from what a K-12 classroom looks like.”

Krause outlined the challenges to state lawmakers during a presentation on Tuesday with Sara Heyburn Morrison, executive director of the Tennessee State Board of Education.

Their first “intervention meetings” were with the presidents and education deans at four universities: Austin Peay, Tennessee-Chattanooga, Tennessee-Martin, and Tennessee Tech. Similar meetings are scheduled this spring with leadership of private colleges and universities across the state.

Krause described the first meetings as “very productive” — and illuminating. “In many cases, the presidents just didn’t know” about their programs’ shortcomings, he said.

Teacher quality is considered a driving factor in students’ success, making the quality of teacher preparation programs a front-burner issue in Tennessee.  A 2016 report said only a handful of the state’s programs are consistently preparing teachers to improve student achievement based on Tennessee’s TVAAS measure. The State Board’s new grading system also highlighted weaknesses based on racial diversity, candidates’ ACT scores, and whether they are producing teachers for high-need areas such as special education.

Reading instruction is another big challenge. In a state where only a third of students are considered proficient in reading, new teachers are arriving in classrooms ill-prepared to instruct students on Tennessee’s new reading standards. The state is working with higher education institutions so their faculty can take the same professional development on literacy that working teachers are taking.

But for the most part, the State Board has limited levers for improving the quality of teacher prep. The biggest hammer comes every seven years when each program undergoes a comprehensive review for licensure. (In 2014, the state raised its standards and revised its measures for effectiveness to include data such as placement, retention and employer satisfaction.)

Chancellor Keith Carver

Tennessee-Martin Chancellor Keith Carver said his school took its last state report card to heart. As a result of its overall score of 2 out of a possible 4, the university hired an assessment coordinator to help guide decisions based on data. “It’s a really good baseline for improving,” he said of the report card. “We’ve got some work to do in our diversity profile.”

Tennessee’s teacher candidates are overwhelmingly white and female. Of those who completed Tennessee’s programs in 2016, only 14 percent identified themselves as non-white, compared with 36 percent of the state’s student population.

“Colleges of education will not stumble into diversity. There has to be a very intentional effort,” Krause said.

View the full presentation from Tuesday’s legislative hearing below.

Gold standard teachers

Tennessee adds nationally certified teachers but continues to trail in the South

PHOTO: Ruma Kumar/Chalkbeat

Twenty Tennessee educators have earned a national certification that’s considered the profession’s highest mark of achievement, although the state continues to lag in the South in growing that community.

The state Department of Education on Tuesday released the list of new educators designated as National Board Certified Teachers.

Their addition brings Tennessee’s number of NBCT educators to more than 700, with another 63 pursuing certification. By comparison, Kentucky has 3,600, Virginia 3,400, and Georgia 2,600.

“We know that teachers are the biggest factor in the success of our students, and it is an honor to celebrate educators who are helping their students grow, while serving as an example of what it means to be a lifelong learner,” Commissioner Candice McQueen said in a statement.

Nationally, 5,470 teachers earned the designation in 2016-17, raising the total to more than 118,000 through the National Board for Professional Teaching Standards. The certification takes from one to three years to complete and includes a performance-based peer-review process. Successful candidates must demonstrate a proven impact on student learning and achievement.

In Tennessee, at least 36 school districts offer at least one type of incentive for achieving the certification. The most common is a salary bonus.

North Carolina continues to lead the nation in certification, with 616 more teachers gaining the endorsement last month from the Arlington, Va.-based organization.

Earning their certification in Tennessee were:

  • John Bourn, Franklin Special School District
  • Christy Brawner, Shelby County Schools
  • James Campbell, Metro Nashville Public Schools
  • Kimberly Coyle, Sumner County Schools
  • Suzanne Edwards, Williamson County Schools
  • Anastasia Fredericksen, Metro Nashville Public Schools
  • Theresa Fuller, Kingsport City Schools
  • Amber Hartzler, Clarksville-Montgomery County School System
  • Jennifer Helm, Williamson County Schools
  • Deborah Higdon, Franklin Special School District
  • Karen Hummer, Franklin Special School District
  • Heather Meston, Metro Nashville Public Schools
  • Melissa Miller, Franklin Special School District
  • Kelsey Peace, Sumner County Schools
  • Lindsey Pellegrin, Franklin Special School District
  • Andrea Reeder, Williamson County Schools
  • Jordan Sims, Metro Nashville Public Schools
  • Susanna Singleton, Williamson County Schools
  • Melissa Stugart, Metro Nashville Public Schools
  • Drew Wilkerson, Franklin Special School District

To learn more, visit the website of the National Board for Professional Teaching Standards.