Teacher Licensure Task Force

Option 2: Keep Test, But…

Provide alternative non-test path
Principal evaluation
Other nationally-normed tests
Licensure from other state
Get credit for teaching in other states/countries
Change the cut score
Create different score for different teachers and licensure areas
Set cut score through correlation with nationally-normed tests

d. Re-examine where benchmarks are set

e. Differentiate benchmark scores

Review or reexamine test items
Scope of item rigor
Define basic
Cultural bias
Re-determine where the basic skills are
Only college-level math is required, but must decide what level that is
Only require same level of math as the teaching level
Align better with the basic skills test
Review cost structure
Special immersion license, which is taught only in the program
Extend provisional license for immersion teachers
Move to the college level and provide remediation before program completion
Use it as a diagnostic tool at the IHE

Option 3: Keep Test but……Implementation Changes

Review cost structure

b. Minimize re-take cost

c. Sign-up fee should be a one-time fee

2. Customer Service

a. Better access

b. More materials

c. Faster, immediate, useful feedback; strand data

d. Better reflect basic skills

3. Time and timing

Extend time (more) for those that speak different languages other than English

b. Unlimited time at no added cost

Extended time (Address time between testing and receiving feedback)
Remove time limits

e. Shorten retake window from 60 days (i.e., 30 days)?

f. All testing should be done at college-level (before entering program)

4. Remediation

a. Remediation at college level (possibly to replace test)

b. More feedback on test (Provide enough info, so candidate know the area for remediation)

c. Detailed individual feedback for each test

d. After “x” number of retakes, automatically indicates targeted resources, such as tutor, mentor, test prep materials, courses, etc.

Option 3: Keep Test but……Implementation Changes (continued)

5. Appeals Process/Exemptions

a. After “x” number of retakes, trigger an appeals process

Appeals Board (possibly through BOT) to opt out (possibly individual tests, after taking a certain number of times, etc.)

c. An appeals process is in place

Portfolio allowed
Pass the appeals board at BOT

f. Include world language teachers in non-immersion schools in waivers for non-native speakers

The following teachers are exempt:

o Immersion (Experimental, Community leaders)

o All non-native English-speaking teachers of foreign language

o Licensed in another state

Come up with list of acceptable/equivalent skills tests for out-of-state candidates who have taken them in other states

6. Accommodations

a. Language barriers:

i. Test in another language

ii. Prompts in native language, particularly in writing and math

b. Clear communication regarding the accommodations that are allowed

Language accommodations (possibly offer test in another language)
Accommodations for non-native speakers

e. Align accommodations with the accommodations made for MN students in our K-12 and higher education

Other Topics to Consider

Licensed in Other States

• Pre-licensed

• Special cases to the license (i.e., Texas has a license for life)

• Odd cases (i.e., not great teachers)

• Other professions do not grant reciprocity across states

• Course requirements for licensure

• BOT has already looked at streamlining procedures around out-of-state licenses

Special Education

• Especially an issue for border cities and towns

• Is the MTLE appropriate for special education teachers who are dealing with specialized groups of students who may not be required to need college-level math?

• There is a shortage of special education teachers, but is it because of the test?

• Are there other things we can do overall?