Taking Note
Superintendent Selection in Tennessee: A Brief History
NOVEMBER 2012
Future Opportunities
Tennessee is taking steps towards improving the teacher training and
licensure processes and needs to continue raising the standards. In
consideration of the current teacher preparation landscape, there are
seve ral areas in which the state can focus on making significant changes.
For teacher training programs specifically, the focus should be on
strengthening the admissions recruitment processes, as well as aligning
pre-service curriculum to in-service expectations for evaluation, data,
and standards. Additionally, the state should consider different options
for using performance assessments to evaluate teacher candidates.
The state needs to closely examine the parameters and requirements of
endorsement areas to ensure that they align with what teachers need to
know for a specific grade level and subject. In terms of license renewal,
the state may wish to consider adopting a process that is based on
teacher performance and evaluation results. Tennessee’s policies and
procedures on teacher preparation should continue to evolve based upon
what data and research show to be effective strategies.
I. Strengthen admissions standards and recruitment processes
Although current research has not demonstrated a strong consensus
regarding the impact of admission standards on teacher quality, “the
evidence points to the potential importance of program selectivity
as one of several important factors in the preparation of high-quality
teachers.”5 Research also suggests that a teacher’s verbal aptitude
– which can be measured on standardized tests such as the ACT or
SAT – is closely linked with effectiveness in the classroom. Given the
sparse research, the state should cautiously approach any changes
made to teacher admissions tests or screening, particularly because
of the effects it may have on supply. However, innovative practices
for recruitment and rethinking the current admissions standards may
help to attract bright, talented individuals to the profession.
In Practice: Finland, recognized as one of the leading countries in
education, has a highly competitive process for prospective teachers.
First round selection is based on high school records including outof-school accomplishments and results on a rigorous matriculation
exam. Candidates are then asked to complete a written exam on
pedagogy, be observed in clinical activity that replicates school
situations, and participate in an interview in part to explain why they
want to become teachers.6
II. Align pre-service training with current in-service expectations for
evaluation, data, and standards
As reforms are implemented in schools and districts across the
state, it is critical that prospective teachers receive the appropriate
training before they enter the
classroom. In Tennessee’s
current landscape, this means
… programs need to ensure
that teacher candidates need
that future educators know
in-depth knowledge of the new
how to accurately use data
teacher evaluation system, how to
to improve their instructional
use the Tennessee Value-Added
practice and focus on
Assessment System (TVAAS)
individual student needs.
data to improve instruction, and
how to teach the Common Core
State Standards.
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Teacher candidates need exposure to and training on the evaluation
system that will be used to assess their performance in the classroom.
This will enable them to work on improving areas of weakness while still
in the preparation program and will provide a realistic evaluation of their
preparedness to teach.
Now that TVAAS data, which measure student academic growth,
are a significant part of teacher evaluations, it is equally as important
that new teachers enter the classroom with an understanding of
how to use these data to improve instructional practice and student
learning. The Tennessee Higher Education Commission and SAS
have worked together to develop online modules specifically to train
pre-service teachers on the use of TVAAS data. The effectiveness of
these specific training modules is still being evaluated, but programs
need to ensure that future educators know how to accurately use
data to improve their instructional practice and focus on individual
student needs. The state should look for ways to ensure that
preparation programs incorporate training on the new evaluation
system as well as require candidates to demonstrate proficiency in
using data to improve instruction.
The transition to Common Core requires teachers to approach
instruction and student learning in a new way that emphasizes critical
thinking and problem solving skills. In order to ensure that incoming
teachers can implement the more rigorous curriculum aligned with
the standards, it is important that preparation programs teach the
necessary skills and knowledge. Teacher candidates should be
required to participate in training and coursework that provide them
with the necessary learning experiences and tools to teach Common
Core standards. The state has a responsibility to work with preparation
programs to ensure faculty receive the assistance and training that they
need to prepare candidates to meet these expectations.
III. Require a performance assessment
Because research does not show a link between Praxis scores
and teacher effectiveness, it is important to look beyond the current
assessment system used in teacher preparation. The current
performance assessment pilot, edTPA, and related research efforts
will help provide further insight into the benefits of using performance
based assessments and their predictive power. Initial research on
the California performance assessment model, which the edTPA
is based on, has shown evidence that it is a measure of beginning
teacher competency.7 It is also important that any pre-service teaching
performance assessment adopted by the state is aligned with inservice expectations of teachers. The state should continue to support
the current endeavors while exploring ways in which a performance
assessment could be integrated into certification requirements.
In Practice: In 2008, California passed a state statute requiring
teachers pass a performance assessment as part of the
credentialing process. Candidates can choose from three different
state-approved models that all assess teaching performance in a
K-12 public school classroom. Trained assessors score candid ates
using rubrics on their performance in areas such as planning and
implementing a subject-specific lesson and assessing students.