Middle School Teacher Preparation: New Mexico
Delivering Well Prepared Teachers Policy
Analysis of New Mexico's policies
New Mexico offers a middle school license for middle school teachers; candidates must earn 24 semester hours in at least one content-related area. Teachers with secondary certificates are allowed to teach single subjects in middle school. Those candidates must complete 24-36 semester hours in at least one content-related area. Regrettably, the state allows middle school teachers to teach on a generalist K-8 license.
All new middle school teachers in New Mexico are also required to pass a subject-matter test to attain licensure. However, only secondary and middle school candidates are required to pass a single-subject content test. Those seeking the elementary license are only required to pass the general content test for elementary education; therefore, there is no assurance that these middle school teachers will have sufficient knowledge in each subject they teach.
The NMTA Middle Level Language
Arts assessment does not include the instructional shifts toward
building content knowledge and vocabulary through increasingly complex
informational texts and careful reading of informational and literary
texts associated with these standards.
Neither teacher standards nor middle school tests in other content areas address incorporating literacy skills.
New Mexico has no requirements for the preparation of middle school teachers who address struggling readers.
Recommendations for New Mexico
Require content testing in all core areas.
New Mexico should require subject-matter testing for all middle school teacher candidates in every core academic area they intend to teach as a condition of initial licensure. To ensure meaningful middle school content tests, the state should set its passing scores to reflect high levels of performance.
Eliminate the generalist license.
New Mexico should not allow middle school teachers to teach on a generalist license that does not differentiate between the preparation of middle school teachers and that of elementary teachers. These teachers are less likely to be adequately prepared to teach core academic areas at the middle school level because their preparation requirements are not specific to the middle or secondary levels, and they need not pass a subject-matter test in each subject they teach. Adopting middle school teacher preparation policies for all such teachers will help ensure that students in grades 7 and 8 have teachers who are appropriately prepared to teach grade-level content, which is different and more advanced than what elementary teachers teach.
Ensure that middle school 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.
Either
through testing frameworks or teacher standards, New Mexico should
specifically address the instructional shifts toward building content
knowledge and vocabulary through increasingly complex informational
texts and careful reading of informational and literary texts associated
with the state's college- and career-readiness standards for students.
Incorporate literacy skills as an integral part of every subject.
To
ensure that middle school students are capable of accessing varied
information about the world around them, New Mexico should also include
literacy skills and using text to build content knowledge in
history/social studies, science, technical subjects and the arts.
Support struggling readers.
New Mexico should
articulate requirements ensuring that middle school teachers are
prepared to intervene and support students who are struggling. While
college- and career-readiness standards will increase the need for all
middle school teachers to be able to help struggling readers to
comprehend grade-level material, training for English language arts
teachers in particular must emphasize identification and remediation of
reading deficiencies.
Strengthen middle school teachers' subject-matter preparation.
New Mexico should encourage middle school teachers who plan to teach multiple subjects to earn two minors in two core academic areas, rather than a single major. However, the state should retain its requirement for a subject-area major for middle school candidates who intend to teach a single subject.
Close the loophole that allows teachers to add middle-grade levels to an existing license without demonstrating content knowledge.
New Mexico allows teachers to add certain middle-level endorsements to an existing certificate with just coursework. The state is urged to require that all teachers who add the middle-grade levels to their certificates pass a rigorous subject-matter test to ensure content knowledge of all subject areas before they are allowed in the classroom.
State response to our analysis
New Mexico recognized the factual accuracy of this analysis.
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New Mexico
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Delivering Well Prepared Teachers
- Admission into Teacher Preparation
- Elementary Teacher Preparation
- Elementary Teacher Preparation in Reading Instruction
- Elementary Teacher Preparation in Mathematics
- Early Childhood
- Middle School Teacher Preparation
- Secondary Teacher Preparation
- Secondary Teacher Preparation in Science and Social Studies
- Special Education Teacher Preparation
- Special Education Preparation in Reading
- Assessing Professional Knowledge
- Student Teaching
- Teacher Preparation Program Accountability
Expanding the Pool of Teachers
Identifying Effective Teachers
- State Data Systems
- Evaluation of Effectiveness
- Frequency of Evaluations
- Tenure
- Licensure Advancement
- Equitable Distribution
Retaining Effective Teachers
Exiting Ineffective Teachers
Pensions
Research rationale
States must
differentiate middle school teacher preparation from that of elementary
teachers.
Middle school grades are critical years of schooling. It is
in these years that far too many students fall through the cracks. However,
requirements for the preparation and licensure of middle school teachers are
among the weakest state policies. Too many states fail to distinguish the
knowledge and skills needed by middle school teachers from those needed by an
elementary teacher. Whether teaching a single subject in a departmentalized
setting or teaching multiple subjects in a self-contained setting, middle
school teachers must be able to teach significantly more advanced content than
elementary teachers do. The notion that someone should be identically prepared
to teach first grade or eighth grade mathematics seems ridiculous, but states
that license teachers on a K-8 generalist certificate essentially endorse this
idea.
College- and career-readiness standards require significant shifts in literacy instruction.
College- and career-readiness standards for K-12 students adopted by nearly all states require from teachers a different focus on literacy integrated into all subject areas. The standards demand that teachers are prepared to bring complex text and academic language into regular use, emphasize the use of evidence from informational and literary texts and build knowledge and vocabulary through content-rich text. While most states have not ignored teachers' need for training and professional development related to these instructional shifts, few states have attended to the parallel need to align teacher competencies and requirements for teacher preparation so that new teachers will enter the classroom ready to help students meet the expectations of these standards. Because middle school teachers in most states can be licensed either to be multi-subject teachers or generalists, middle school teachers need specialized preparation. Particularly for single subject teachers of areas other than English language arts, these instructional shifts may be especially acute.
Middle School Teacher Preparation: Supporting Research
A
report published by the National Mathematics Advisory Panel (NMAP) concludes
that a teacher's knowledge of math makes a difference in student achievement. U.S.
Department of Education. Foundations for Success: The Final Report of the National Mathematics Advisory Panel.
Washington, D.C.: U.S. Department of Education (2008).
For
additional research on the importance of subject matter knowledge, see T. Dee and S. Cohodes, "Out-of-Field Teachers and Student Achievement: Evidence from Matched-Pairs Comparisons." Public
Finance Review, Volume 36, No. 1, January 2008, pp. 7-32; B.
Chaney, "Student outcomes and the professional preparation of eighth-grade teachers in science and mathematics," in NSF/NELS:88 Teacher transcript analysis, 1995, ERIC, ED389530, 112 p.; H. Wenglinsky, How Teaching Matters: Bringing the Classroom Back Into Discussions of Teacher Quality (Princeton, NJ:
Educational Testing Service, 2000).
For
information on the "ceiling effect," see D. Goldhaber and D. Brewer,
"When should we reward degrees for teachers?" in Phi Delta
Kappan, Volume 80, No. 2, October 1998, pp. 134, 136-138.
For an extensive summary of the research base supporting the instructional shifts associated with college- and career-readiness standards, see "Research Supporting the Common Core ELA Literacy Shifts and Standards" available from Student Achievement Partners.