Charles Ungerleider, Professor Emeritus, The University of British Columbia
[permission to reproduce granted if authorship is acknowledged]
The professional regulation of teachers is anomalous compared with most other professions because the entry-level examinations commonplace in other professions are not required for licensure as a teacher. Unlike their counterparts in medicine, law, or engineering, teachers face no gateway examination to secure their licensure. This departure from the norm is more than an administrative difference; it highlights a unique stance on assessing competence and readiness. Where other professions use these exams as a keystone for maintaining high standards and public confidence, teaching leans solely on educational attainment and practical experience.
The case for introducing a competency examination for teacher certification depends upon identifying the essential knowledge every teacher requires. There are, at a minimum, four groups of competencies: pedagogical knowledge; classroom and student management; subject-matter knowledge; and emotional intelligence.
Given the variability in teacher education programs, it is optimistic to assume they prepare beginning teachers uniformly in these areas. An independent examination would set a universal benchmark that every applicant for certification would need to meet to begin teaching.
The absence of an entry-level examination within the teaching profession calls for a deeper examination of our standards and expectations. The notion of introducing such a test, especially in times of teacher shortages, might initially seem counter-productive and counter-intuitive. But, wait, consider my argument for its potential as a strategic enhancement to the profession's integrity and public esteem.
The practice of lowering entry barriers as a quick fix to fill vacancies is a precarious long-term solution to teacher shortages. Lowering standards might temporarily put an adult in front of students, but there are long-term consequences for educational quality. A hastily expanded teaching force is ill-equipped to address the challenges of today’s classrooms and increases the risk of diminishing the quality of education and eroding public trust in the system.
Conversely, the proposal to integrate an entry-level examination, complemented by a system of conditional licensure, is a nuanced alternative. This model does not just impose an additional hurdle; rather, it aims to elevate the entire profession. Conditional licensure would be a bridge for those on the cusp of professional competence if the rigor of standardized testing was paired with supportive measures like systematic professional learning and mentorship. This approach would ensure that all new teachers meet a baseline of competency while requiring them to maintain currency through mandated and ongoing professional learning.
To create a more effective and personalized approach to conditional licensure in teaching, the integration of mandatory professional learning would be based on the specific competency gaps identified on the entry-level examination. Upon completion of the examination, applicants would receive a report detailing their performance across various competencies, identifying both strengths and areas where mastery had not been demonstrated.
The report would become the foundation for a personalized professional learning plan (PLP) developed in consultation among the teacher, the teacher’s mentor, and a professional learning coordinator. The plan would outline learning objectives tailored to address the competency gaps identified by the entry-level examination as well as professional learning activities designed to meet the objectives. These activities might range from workshops and online courses to specific teaching experiences that would be chosen for their relevance to areas in which the teacher needs to demonstrate improvement.
As the conditionally licensed teachers engage in these targeted learning activities, they would be expected to document their experiences. This documentation would be compiled into a professional learning portfolio. The portfolio would both document the teacher’s progress and provide the basis for regularly scheduled reviews with mentors and coordinators.
The probationary conditional licensure period would culminate in a final assessment. Conditionally licensed teachers who demonstrate mastery of the competencies initially identified as lacking would earn full licensure. The assessment would involve a comprehensive review of the professional learning portfolio and classroom observations documenting how the teacher addressed gaps in their competencies. Successful demonstration of competency supported by a record of personalized professional development and application in teaching would lead to the awarding of full licensure.
This approach would ensure that new teachers meet baseline competency standards and engage in continuous, reflective practice aimed at addressing their specific needs. It would enhance teacher effectiveness in the classroom and contribute to the overall quality of education.
This approach addresses not just the symptom of teacher shortages but also the underlying need for a highly competent, well-prepared educational workforce. By setting a high entry standard and providing avenues for all aspiring teachers to reach it, we reinforce the profession's prestige and ensure a consistent quality of education. In addition, this strategy draws attention to the importance of adaptability and lifelong learning.
Implementing an
entry-level exam with conditional licensure balances the immediate need to
address teacher shortages with the long-term vision of cultivating a robust,
respected teaching force. This carefully calibrated approach would meet today's
labour force challenges while safeguarding the integrity and effectiveness of
the teaching profession.