Teacher Licensure Task Force

Option 2: Keep Test, But…

1. Provide alternative non-test path
a. Portfolio
b. Principal evaluation
c. Other nationally-normed tests
d. Coursework
e. Licensure from other state
f. Get credit for teaching in other states/countries
2. Scoring
a. Change the cut score
b. Create different score for different teachers and licensure areas
c. Set cut score through correlation with nationally-normed tests

d. Re-examine where benchmarks are set

e. Differentiate benchmark scores

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

Option 3: Keep Test but……Implementation Changes

1. Costs
a. 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

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

b. Unlimited time at no added cost

c. Extended time (Address time between testing and receiving feedback)
d. 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

b. 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

d. Portfolio allowed
e. Pass the appeals board at BOT

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

g. 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

h. 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

c. Language accommodations (possibly offer test in another language)
d. 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?