Elementary Teacher Preparation Policy

**Mathematics Content Test Requirements:** Indiana requires that all new, elementary teachers pass the Praxis Elementary Education Assessment (5006) test. This test requires passing scores on both
subtests that comprise the overall test, one subtest combines
mathematics and science, so it
may be possible that one can answer many mathematics questions
incorrectly and still pass the test.**Mathematics Preparation Standards:** Indiana relies on 2018 Council for the Accreditation of Educator Preparation (CAEP) K-6 Elementary Teacher Preparation Standards. These standards address content in mathematics foundations and pedagogy.**Provisional and Emergency Licensure:** Because provisional and emergency licensure requirements are scored in *Provisional and Emergency Licensure*, only the test requirements for the state's initial license are considered as part of this goal.

**Require teacher candidates to pass a rigorous mathematics assessment.**

Although Indiana is on the right track in requiring an elementary
assessment with subtests, the state's effort falls short because it
combines math with science and does not report a specific
subscore for math. Indiana should strengthen its policy by testing
mathematics content with a rigorous assessment tool, such as the
Massachusetts Tests for Educator Licensure (MTEL) mathematics test,
which evaluates mathematics knowledge beyond an elementary school level
and challenges candidates' understanding of underlying mathematics
concepts. Such a test could also be used to allow candidates to test out
of coursework requirements. To help ensure that all students are taught
by a teacher who has demonstrated adequate mathematics content
knowledge, teacher candidates who lack this knowledge should not be
eligible for licensure.

Indiana recognized the factual accuracy of this analysis, however this analysis was updated subsequent to the state's review.

- Program Entry
- Teacher Shortages and Surpluses
- Program Performance Measures
- Program Reporting Requirements
- Student Teaching/Clinical Practice

- Middle School Content Knowledge
- Middle School Licensure Requirements
- Secondary Content Knowledge
- Secondary Licensure Requirements

**2B: Teaching Elementary Mathematics **

**Content Knowledge:**The state should require:- All elementary teacher candidates to pass a rigorous elementary math content exam in order to attain licensure.
- Teacher preparation programs to deliver elementary math content coursework of the appropriate breadth and depth to all elementary teacher candidates. This coursework should build a strong conceptual foundation in elementary math topics and should align with recommendations of professional associations such as the Conference Board of the Mathematical Sciences and the National Council of Teachers of Mathematics.

**Full Credit:**The state will earn full credit if it requires new elementary teachers to pass a math content test or separately scored math subtest prior to obtaining licensure.**Three-quarters credit:**The state will earn three-quarters of a point if it requires elementary teachers to pass a math content test or separately scored math subtest prior to obtaining licensure. but also allows exceptions, or delays passage of tests for any reason.**One-half credit:**The state will earn one-half of a point if it requires elementary teachers to pass a math content test or separately scored math subtest prior to obtaining licensure, but also offers multiple elementary licenses with differing requirements.**One-quarter credit:**If the state does not require a math content test, but adequate math teacher preparation standards exist, it is eligible for one-quarter of a point.

Required math coursework should be tailored in both design and delivery to the unique needs of the elementary teacher. Aspiring elementary teachers must acquire a deep conceptual knowledge of the mathematics that they will teach, moving well beyond mere procedural understanding.^{[1]} Their training should focus on the critical areas of numbers and operations; algebra; geometry; and, to a lesser degree, data analysis and probability.

To ensure that elementary teachers are well trained to teach the essential subject of mathematics, states must require teacher preparation programs to cover these four areas in coursework that is specially designed for prospective elementary teachers.^{[2]} Leading mathematicians and math educators have found that elementary teachers are not well served by courses designed for a general audience and that methods courses also do not provide sufficient preparation.^{[3]} According to Dr. Roger Howe, a mathematician at Yale University: "Future teachers do not need so much to learn more mathematics, as to reshape what they already know."

States' policies should require preparation in mathematics of appropriate breadth and depth and specific to the needs of the elementary teacher. Reports by NCTQ on teacher preparation, beginning with *No Common Denominator: The Preparation of Elementary Teachers in Mathematics by America's Education Schools* (2008) and continuing through the *Teacher Prep Review,* have consistently found few elementary teacher preparation programs across the country providing high-quality preparation in mathematics.^{[4]} Whether through standards or coursework requirements, states must ensure that their preparation programs graduate only teacher candidates who are well prepared to teach mathematics.

Many state tests offer no assurance that teachers are prepared to teach mathematics. An increasing number of states require passage of a mathematics subtest as a condition of licensure, but many states still rely on subject-matter tests that include some items (or even a whole section) on mathematics instruction. However, since subject-specific passing scores are not required, one need not know much mathematics in order to pass. In fact, in some cases one could answer every mathematics question incorrectly and still pass.^{[5]} States need to ensure that it is not possible to pass a licensure test that purportedly covers mathematics without knowing the critical material.

The content of these tests poses another issue: these tests should properly test elementary content but not at an elementary level. Instead, problems should challenge the teacher candidate's understanding of underlying concepts and apply knowledge in nonroutine, multistep procedures.^{[6]} The MTEL test required by both Massachusetts and North Carolina remains the standard bearer for a high quality, rigorous assessment for elementary teachers entirely and solely focused on mathematics.