Abstract
Authority for teacher licensure and certification by specialty areas rests ultimately with the 50 separate states. State education agencies, variously constituted and designated by legislative action, bear statutory responsibility for defining minimal requirements for entry into teaching. Directly or indirectly, virtually all state regulations go further in establishing basic criteria or standards to which teachers’ preparatory programs must conform.1 Requirements are apt to vary considerably from state to state, differing from one another both in terms of how they are organized and according to their specific provisions.2
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Notes
Refer to David L. Clark and Robert F. McNergney, “Governance of Teacher Education,” in Robert Houston et al., eds., Handbook of Research on Teacher Education (New York: Macmillan, 1990), pp. 101–118.
Descriptive data on state certification standards are drawn from John Tryneski, ed., Requirements for Certification of Teachers, Counselors, Librarians, Administrators, 60th ed., 1995–96 (Chicago: University of Chicago Press, 1995), as revised and updated by reference to documents supplied by each of the 50 states.
Compare the outlines supplied in Tryneski with the profiles given in Arthur E. Wise and Linda Darling-Hammond, Licensing Teachers: Design for a Teaching Profession (Santa Monica, Calif.: RAND Corporation, 1987). Relevant discussions of state rules and regulations appear in Lawrence M. Rudner and Thomas E. Eissenberg, State Testing of Teachers: The 1989 Report (Washington, D.C.: American Institutes for Research, 1989); in Leonard Kaplan, “Teacher Certification: Collaborative Reform,” Educational Forum 58 (Winter 1994): 168–172; in Robert A. Roth and Chris Pipho, “Teacher Education Standards,” in Houston et al., eds., pp. 119–135; and in Association of Teacher Educators Commission on Quality Standards and Enhancement of Teacher Education, Mission Statement (Reston, Va.: Association of Teacher Educators, 1993).
See Arthur E. Wise, “The Coming Revolution in Teacher Licensure: Redefining Teacher Preparation,” Action in Teacher Education 16 (Summer 1994): 1.
Note the commentary in Richard J. Murnane, “The Case for Performance-Based Licensing,” Phi Delta Kappan 73 (October 1991): 137.
Walter Haney, George Madaus, and Amelia Kreitzer, “Charms Talismanic: Testing Teachers for the Improvement of American Education,” Review of Research in Education 14 (1987): 199.
Murnane, p. 139. See also Murnane et al., Who Will Teach? Policies That Matter (Cambridge, Mass.: Harvard University Press, 1991).
Roth and Pipho, pp. 120–121. See Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik, “Making a Difference in Educational Quality Through Teacher Education,” Journal of Teacher Education 36 (May–June 1985): 2–12; Willis Hawley, Directions of Teacher Education in the United States (Paris: Organization for Economic and Community Development, 1989); and Hawley, Notes on the Redesign of Teacher Education (Denver, Col.: Education Commission of the States, 1986).
The specific context for his remarks involved issues having to do with relations between NCATE and the American Association of Colleges for Teacher Education (AACTE). See Gary D. Fenstermacher, “Controlling Quality and Creating Community: Separate Purposes for Separate Organizations,” Journal of Teacher Education 45 (November–December 1994): 329–336.
Ibid., p. 330.
Consult Timothy M. Stinnett, “The Accreditation of Institutions for Teacher Preparation.” Unpublished doctoral dissertation, University of Texas, Austin, 1951); George R. Overby, “A Critical Review of Selected Issues Involved in the Establishment and Functioning of the National Council for Accreditation of Teacher Education from Its Origin Through 1965.” Unpublished doctoral dissertation, Florida State University, 1966; John R. Mayor and Willis G. Swartz, Accreditation in Teacher Education: Its Influence on Higher Education (Washington, D.C.: National Commission on Accrediting, 1965); Chris W. Wheeler, NCATE: Does It Matter? (East Lansing, Mich.: Institute for Research on Teaching, Michigan State University, 1980); and Richard Roames, “Accreditation in Teacher Education: A History of the Development of Standards Utilized by the National Council for Accreditation of Teacher Education.” Unpublished doctoral dissertation, University of Akron, 1987.
See Benjamin W. Frazer et al., “Establishment and Growth of Normal Schools and Departments in Colleges and Universities from 1839 to 1865,” National Survey of the Education of Teachers, Vol. 5 (Washington, D.C.: U.S. Government Printing Office, Office of Education Bulletin 1933, No. 10, 1935), Chapter 2, pp. 10–23.
“Report of the Committee on Normal Schools,” National Education Association, Proceedings and Addresses of the Thirty-Eighth Annual Meeting (Washington, D.C.: National Education Association, 1899), pp. 836–837.
Benjamin W. Maxwell, “Report of Committee on American Teachers Colleges,” National Education Association, Addresses and Proceedings of the Sixty-First Annual Meeting (Washington, D.C.: National Education Association, 1923), pp. 483–484.
National Education Association, “Conference on Accrediting,” Minutes of the Conference on Accrediting (Washington, D.C.: National Education Association, April 27–29, 1951).
National Council for Accreditation of Teacher Education, Standards, Procedures, and Policies for the Accreditation of Professional Education Units (Washington, D.C.: NCATE, 1995), pp. 1, 3. See also National Council for Accreditation of Teacher Education, Teacher Preparation, A Guide to Colleges and Universities, 1994–95 (Washington, D.C.: NCATE, 1994–95).
Figures cited are taken from an NCATE fact sheet derived from statistics supplied in National Association of State Directors of Teacher Education and Certification, Manual on Certification, 1994–1995 (Washington, D.C.: NASDTEC, 1994).
Examples include National Science Teachers Association, NSTA Standards for Science Teacher Preparation (Arlington, Va.: National Science Teachers Association, 1992); National Academy of Early Childhood Programs, Accreditation Criteria and Procedures of the National Academy of Early Childhood Programs (Washington, D.C.: Washington, D.C.: NAEYC, n.d.); and Association for Childhood Education International, Elementary Education Curriculum Folio Guidelines for the NCATE Review Process, Basic Preparation (Wheaton, Md.: ACEI, n.d.).
National Board for Professional Teaching Standards, Toward High and Rigorous Standards for the Teaching Profession: Initial Policies and Perspectives of the National Board for Professional Teaching Standards (Detroit, Mich.: National Board for Professional Teaching Standards, 1989).
Ibid., pp. 2, 5, 6.
Ibid., pp. 13–14.
American Federation of Teachers, “Creating a Profession of Teaching: The Role of National Board Certification,” American Educator 14 (Summer 1990): 8–21, 40–45.
M. Jean Miller and Linda Darling-Hammond, Model Standards for Beginning Teacher Licensing and Development: A Resource for State Dialogue (Washington, D.C.: Interstate New Teacher Assessment and Support Consortium/Council of Chief State School Officers, n.d.), p. 3.
Ibid., p. 5.
Refer to Interstate New Teacher Assessment and Support Consortium, Next Steps: Moving Toward Performance-Based Licensing in Teaching (Washington, D.C.: Council of Chief State School Officers, 1994); and Interstate New Teacher Assessment and Support Consortium, Assessment Development for Teacher Licensing: The Portfolio Project (Washington, D.C.: Council of Chief State School Officers, 1994).
National Council for Accreditation of Teacher Education, An Introduction to the New Professional Teacher Project (Washington, D.C.: NCATE, n.d.), p. 1.
National Council for Accreditation of Teacher Education, A Vision of the Future: The New Professional Teacher Project (Washington, D.C.: NCATE, n.d.), p. 1.
Ibid., p. 1–2.
Ibid., pp. 1–2.
National Council for Accreditation of Teacher Education, Teacher Preparation: A Continuum, The New Professional Teacher Project (Washington, D.C.: NCATE, n.d.), pp. 1–2, See Arthur E. Wise, “Professionalization and Standards: A Unified System of Quality Assurance,” Education Week (June 1, 1994): 48; and Arthur E. Wise and Jane Leibbrand, “Accreditation and the Creation of a Profession of Teaching,” Phi Delta Kappan 75 (October 1993): 133–157.
See Gary D. Fenstermacher, “The Knower and the Known: The Nature of Knowledge in Research on Teaching,” in Linda Darling-Hammond, ed., Review of Research in Education 20 (1994): 3–56; D. Jean Clandinin et al., Learning to Teach, Teaching to Learn (New York: Teachers College Press, 1993); Freema L. Elbaz, “Research on Teacher’s Knowledge: The Evolution of a Discourse,” Journal of Curriculum Studies 23 (January–February 1991): 1–19; D. A. Schön, The Reflective Turn: Case Studies in and on Educational Practice (New York: Teachers College Press, 1991).
See John Goodlad et al., The Moral Dimensions of Teaching (San Francisco: Jossey-Bass, 1990); Hugh Sockett, The Moral Base for Teacher Professionalism (New York: Teachers College Press, 1993); and Kenneth A. Strike and P. Lance Ternasky, eds., Ethics for Professionals in Education (New York: Teachers College Press, 1993).
David A. Labaree, “Power, Knowledge, and the Rationalization of Teaching: A Genealogy of the Movement to Professionalize Teaching,” Harvard Educational Review 62 (1992): 148.
Ibid., p. 149; and see M. Bruce King, “Locking Ourselves In: National Standards for the Teaching Profession,” Teaching and Teacher Education 10 (1994): 95.
Office of Teacher Education and Certification, Guiding and Assessing Teacher Effectiveness: A Handbook for Kentucky Internship Program Participants (Lexington, Ky.: Office of Teacher Education and Certification, Education Professional Standards Board, June, 1995), p. 89.
Baird W. Whitlock, Educational Myths I Have Known and Loved (New York: Schocken Books, 1986), p. 113.
Eva C. Galambos, Teacher Preparation: The Anatomy of a College Degree (Atlanta, Ga.: Southern Regional Education Board, 1985), 13–14, 21.
Ibid., pp. 23, 29.
Frederic Mitchell and Michael Schwinden, Profiles of the Education of Teachers (Flagstaff, Ariz.: Northern Arizona State University, 1984), p. 4.
Cited in Thomas Toch, In the Name of Excellence, The Struggle to Reform the Nation’s Schools, Why It’s Failing, and What Should Be Done (New York: Oxford University Press, 1991), p. 294.
Oklahoma State Department of Education, Teacher Education and Certification, Guidelines and Procedures Handbook (Oklahoma City: Oklahoma State Department of Education, 1995), p. 22.
Kansas State Board of Education, Certification and Teacher Education Regulations (Topeka: Certification Section, Kansas State Board of Education, 1995), p. 33.
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© 1999 Christopher J. Lucas
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Lucas, C.J. (1999). Accreditation and Certification Standards. In: Teacher Education in America. Palgrave Macmillan, New York. https://doi.org/10.1007/978-1-137-07269-6_5
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