Teacher Licensure Task Force

Listening Session Notes – Group 2

Initial Teacher Licensure Task Force

October 17, 2013

C. Smith, Task Force Member


Seat 1: From St Paul, representing interests in the Hmong Community

Seat 2: MSU Mankato

Seat 3: MSU Mankato

Seat 4: Former Immersion School teacher

Seat 5: an educator

Seat 6: Spanish Immersion Coordinator

Seat 7: Spanish Immersion Math Teacher

Seat 8: Metro State

Seat 9: Metro State

Seat 10: Task Force Member and teacher

Question 1: Elements of being an effective Teacher

1: Racial equity – needs to reflect the diversity of the student body and show diversity of perspective.

3: Cultural competency – who is the adolescent?

4: Training programs & professional development.

5: Reflective and introspective practice.

6: Know your students – make a difficult subject accessible.

8: Pedagogical content knowledge – diverse methodology knowledge.

Question 2: Concerns of teacher licensure

1: Language used and language barriers.

2: Time (as in skill diminishment).

3: Our students live in a different world. Some teachers get this, others do not.

4: “I know that I will fail the test”

There is not enough time for the tests.

There are not enough preparation materials.

5: The process for asking for additional time is more complex than necessary for non-native speakers – is it worth the time and effort?

Does this disproportionally affect Spanish speakers?

Inequitable process – “are unqualified Anglos replacing qualified Latinos?”

6: What is the impact on Immersion Schools? Especially on native speakers of the Immersion school language?

Are we losing good non-native speakers – and what is the impact on students?

Limited licensure, restricted to language.

Insufficient feedback from testing facilities.

7: Time to take the test is not enough.

The type of test is not optimal.

Is the pass score too high?

8: Impact on Urban Education?

9: The cut scores are too high.

No correlation between scores and teacher effectiveness and student outcomes.

Time limits.

Testing sites/resources/meaningful test results.

Institutional racism by policy – how does this widen the race gap? (growing student diversity v stable teacher diversity).

10: What are “Basic Skills” anyway?

Question 3: How are you impacted by the current process?

1: Access/language/timing – cannot reach his culture

4: Lost her teaching job due to this policy.

6: Equity – 90% white teachers = what is the impact on students?

Richness is measured by the teachers employed.

Is this working to close the achievement gap?

7: If I am doing my job in mathematics, why am I losing my job?

9: Are dreams of students being denied?

Achievement gap persists.

Highly qualified teachers are being denied a place in education.

10: Issue for native and non-native speakers of English.

What is the financial impact on students.

Question 4: What suggestions do you have to make the process work better?

1: Hmong are maybe the most behind of all groups – Develop a language and culturally competency piece to licensure.

2: Large scale analysis of MTLE & TPA data.

3: No correlation between MTLE and being an effective teacher.

4: No time on the test.

Understand how we take these tests.

What meets the needs of Immersion Schools?

What other ways to show effectiveness could we use? – Classroom Demonstration?

5: Repeal MTLE tests.

Alternative pathways to licensure.

Could we translate the exams into other languages?

6: Repeal the tests, or at least create some other pathway.

MN needs to show its diversity.

7: How many tests do I need to take? It is not always clear.

9: Alternative pathways.

Language translations.

Working with field placements – more practical merit towards licensure.

Weigh practica more heavily.

10: No time limit.

Repeal – short of that, remove the MTLE. At least the Praxis was translatable.

Remove Pedagogy test in light of TPA.

Alternative pathways (Coursework, etc.).

Improve feedback on test.

Vouchers for financial need – these can be improved.

Level test to license being sought.

More testing centers.

Probationary license – into full license via demonstration in the classroom.

Trust programs that prepared teachers.

Question 5: Advice for the task force

1: Diversity in the Hmong Community – there is not one expert or voice.

It is hard to put everything into writing (multiple dialects).

2: Consistent reporting of scores to IHEs from Pearson.

3: If something comes out of this [incomplete note].

4: Consider Immersion Schools and minority group impacts.

See more diverse teacher workforce.

5: Consider how does this increase diversity of teacher workforce?

6: Look at data from Immersion Schools (cognitive ability).

Visit an Immersion School.

8: Are we doing enough to close the Achievement Gap?

9: Are we asking tough questions, like what is Basic?

Do we want to keep qualified teachers out?

Think politically – what is the pushback from the other side?

Ask legislators to take the Basic Skills test.