The Complexities of Middle Level Teacher Credentialing: Status Report and Future Directions

Penny B. Howell, Chris M. Cook, Nicole C. Miller, Nicole L. Thompson, Shawn A. Faulkner, Margaret F. Rintamaa

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Specialized preparation and credentialing for teachers of young adolescents continue to be the focus of advocacy efforts within the field of middle level education. To better understand the status of middle level teacher credentialing throughout the United States, this descriptive, pragmatic, qualitative study explored how specialized middle level teacher credentials are addressed in the United States and what options are available. Researchers reviewed publicly available documents from each state and the District of Columbia. The findings revealed wide variations in the (a) credentialing authority, (b) credential name, (c) credential grade bands, (d) extent of overlapping credentials, (e) testing requirements, and (f) field experience requirements. Findings draw attention to the complexity of educator credentialing in the United States and document the extreme variations of middle level teacher credentialing across the country. Implications for policymakers and institutions of higher education are discussed.

Original languageEnglish
Pages (from-to)1-12
Number of pages12
JournalRMLE Online
Volume41
Issue number4
DOIs
StatePublished - Apr 21 2018

Bibliographical note

Publisher Copyright:
© 2018, © 2018 the Author(s) Published with license by Taylor & Francis. © 2018, © 2018 Penny B. Howell, Chris M. Cook, Nicole C. Miller, Nicole L. Thompson, Shawn A. Faulkner and Margaret F. Rintamaa.

Keywords

  • credentialing
  • licensure
  • middle grades
  • middle level teacher certification
  • middle level teacher preparation

ASJC Scopus subject areas

  • Education

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