Licensure Deficiencies: Kansas
Elementary Teacher Preparation Policy
Analysis of Kansas's policies
Content Test Requirements: Kansas only requires its early childhood education teacher candidates, who are licensed to teach elementary grades through grade 3, to pass the Education of
Young Children (5024) test, which may assess pedagogy but is not an adequate measure of subject-matter knowledge.
Scientifically Based Reading Instruction: As a condition of initial licensure, Kansas does not require its early childhood candidates to pass a
reading test addressing the five instructional components of scientifically
based reading instruction: phonemic awareness, phonics, fluency, vocabulary and
comprehension.
Informational Texts: The Education of Young Children test incorporates some of the instructional shifts in the use of text
associated with the state's college- and career-readiness standards for
students. The test requires that a teacher knows "how to develop children's
ability to comprehend literature, informational texts, and other types of texts."
Teachers must also know "scaffolding strategies to support children's
progress toward independent reading toward the high end of their text
complexity band (e.g., providing access to grade-level texts, purposeful
grouping)."
Literacy Skills: Kansas Professional Education standards require all teachers to know and use "the academic language of the discipline and...how to make it accessible, relevant, and rigorous." All teachers must be able to demonstrate the skills to "creates opportunities for students to learn, practice, and master academic language in their content." However, these standards do not go far enough to ensure that teachers are fully prepared to include literacy skills across the core content areas.
Struggling Readers: Kansas has no requirements for the preparation of early childhood education teachers that address the needs of struggling readers.
Recommendations for Kansas
Require early childhood teacher candidates to pass a subject-matter test designed to ensure sufficient content
knowledge of all subjects.
Kansas should require all early childhood education teacher candidates, who are licensed to teach elementary grades, to pass an elementary content test appropriately aligned with its college- and career-readiness standards. Kansas should require a subject-matter test that includes separate, meaningful passing scores for each core subject, including reading/language arts, math, science and social studies.
Require all teacher candidates who teach
elementary grades to pass a rigorous assessment in the science of reading
instruction.
Kansas should require a rigorous reading assessment tool to ensure that all early childhood education teacher candidates, who are licensed to teach elementary grades, are adequately prepared in the science of reading
instruction before entering the classroom. The assessment should clearly test
knowledge and skills related to the science of reading and address all five
instructional components of scientifically based reading instruction: phonemic
awareness, phonics, fluency, vocabulary and comprehension. If the test is
combined with an assessment that also tests general pedagogy or elementary
content, it should report a subscore for the science of reading specifically.
Early childhood teachers who do not possess the minimum knowledge in this area
should not be eligible for licensure.
Ensure that elementary teachers are prepared to meet the instructional requirements of college- and career-readiness standards for students.
Incorporate informational text of increasing complexity into classroom instruction.
Although Kansas's early childhood assessment addresses some knowledge of informational texts, the framework does not appear to capture the
major instructional shifts of college- and career-readiness standards. Kansas is therefore encouraged to strengthen its teacher preparation requirements and ensure that all candidates who teach the elementary grades have the ability to address the use of informational texts as well as to incorporate complex informational texts into classroom instruction.
Incorporate literacy skills as an integral part of every subject.
To
ensure that elementary students are capable of accessing varied
information about the world around them, Kansas should also—either
through testing frameworks or teacher standards—more
specifically include literacy skills and using text to build content
knowledge in history/social studies, science, technical subjects and the
arts.
Support struggling readers.
Kansas should articulate more
specific requirements ensuring that early childhood education teachers are prepared to
intervene and support students who are struggling. The early elementary
grades are an especially important time to address reading deficiencies
before students fall behind.
State response to our analysis
Kansas was helpful in providing NCTQ with facts that enhanced this analysis.
Updated: December 2017
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Kansas
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Early Childhood Preparation
How we graded
2D: Elementary Licensure Deficiencies
- Adequate Content Knowledge: The state should ensure that all new elementary teacher candidates teaching under an early childhood license possess sufficient elementary content knowledge in all core subjects, including mathematics.
- Scientifically Based Reading Instruction: The state should ensure that all new elementary teacher candidates teaching under an early childhood license are required to pass a rigorous test of scientifically based reading instruction. The design of the test should ensure that prospective teachers cannot pass without knowing the five scientifically based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
- College- and Career-Readiness Standards: The state should ensure that all new elementary teachers teaching under an early childhood license are sufficiently prepared for the ways that college- and career-readiness standards affect instruction in all subject areas. Specifically,
- The state should ensure that these early childhood education teachers are prepared to incorporate informational texts of increasing complexity into instruction.
- The state should ensure that these early childhood education teachers are prepared to incorporate literacy skills as an integral part of every subject.
- The state should ensure that these early childhood education teachers are prepared to identify and support struggling readers.
One-half of the total goal score is earned based on the following:
- One-half credit: The state will earn one-half of a point if it requires early childhood teachers to pass the same individually scored content tests as elementary teachers.
- One-quarter credit: The state will earn one-quarter of a point if it requires early childhood teachers to pass the same content tests as elementary teachers, but the content tests are not individually scored.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if it requires all new early childhood teachers to pass a rigorous test of scientifically based reading instruction. The design of the test must ensure that all prospective teachers are competent in the five research-based components of early reading instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
One-quarter of the total goal score is earned based on the following:
- One-quarter credit: The state will earn one-quarter of a point if its elementary teacher preparation tests or standards address the three components of college- and career-readiness standards. To earn credit, states must have at least one component "fully addressed" and two "partially addressed."
Research rationale
Early childhood teachers who teach elementary grades must be ready for the demands of the elementary classroom. Many states have early childhood licenses that include some elementary classroom grades, usually up to grade three.[1] Because teachers with this early childhood license can still teach many elementary grades, they should not be held to a lower bar for subject-matter knowledge than if they held more standard elementary licenses. Given the focus on building students' content knowledge and vocabulary in college- and career-readiness standards,[2] states would put students at risk by not holding all elementary teachers to equivalent standards.[3] That is not to say the license requirements must be identical; there are certainly different focuses in terms of child development and pedagogy. But the idea that content knowledge is only needed by upper-grade elementary teachers is clearly false.
Focus on reading instruction is especially critical for early childhood teachers. Although some states do not ensure that any elementary teachers know the science of how to teach young children to read, in the states where this is a priority, it is inexcusable to hold elementary teachers on an early childhood license to a lower standard. Research is clear that the best defense against reading failure is effective early reading instruction.[4] Therefore, if such licenses are neglecting to meet the needs of the early elementary classroom, of which learning to read is paramount, they are failing to meet one of their most fundamental purposes.
[1] National Council on Teacher Quality. (2016, June). Some assembly required: Piecing together the preparation preschool teachers need. Retrieved from http://www.nctq.org/dmsView/Preschool
[2] Student Achievement Partners. (2015). Research supporting the Common Core ELA/literacy shifts and standards. Retrieved from https://achievethecore.org/content/upload/Research%20Supporting%20the%20ELA%20Standards%20and%20Shifts%20Final.pdf
[3] Numerous research studies have established the strong relationship between teachers' vocabulary (a proxy for being broadly educated) and student achievement. For example: Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73(1), 89-122.; See also: Whitehurst, G. J. (2002, March). Scientifically based research on teacher quality: Research on teacher preparation and professional development. In White House Conference on Preparing Tomorrow's Teacher.; Ehrenberg, R. G., & Brewer, D. J. (1995). Did teachers' verbal ability and race matter in the 1960s? Coleman revisited. Economics of Education Review, 14(1), 1-21.; Research also connects individual content knowledge with increased reading comprehension, making the capacity of the teacher to infuse all instruction with content of particular importance for student achievement.; Willingham, D. T. (2006). How knowledge helps: It speeds and strengthens reading comprehension, learning, and thinking. American Educator, 30(1), 30. Retrieved from https://www.aft.org/periodical/american-educator/spring-2006/how-knowledge-helps
[4] Torgesen, J.K. (November 2005). Preventing reading disabilities in young children: Requirements at the classroom and school level. Presented at the Western North Carolina LD/ADD Symposium.; Walsh, K., Glaser, D., & Wilcox, D. D. (2006). What education schools aren't teaching about reading and what elementary teachers aren't learning. National Council on Teacher Quality. Retrieved from http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf