Advance made in educator licensing

Dr. Tony Bennett, superintendent for public instruction, proposed a reform to the educator licensing process, and it advanced Sept. 3 when the Indiana Professional Standards Board voted 15-4 in favor of the proposal.

In his podcast on Aug. 5, Dr. Bennett said he expected more from Indiana teachers and that it’s time to change the way teaching is evaluated in Indiana.

“We are not doing enough to make sure that the best teachers make their way to the classroom,” Bennett said.

Bennett’s proposal includes shifting the focus away from how a subject is taught to what is being taught by the teacher.

This requirement ensures that teachers will have a deep understanding of the subject matter that is being taught, said Cam Savage, director of media for the Indiana Department of Education.

“The proposal requires teachers have more content-level courses in college than we currently require,” Savage said. “If you were to teach high school math, you’d have to have a degree in math.”

This only applies to those who teach middle school and high school, Savage said.
Another part of the proposal allows for more flexibility in hiring superintendents and principals.

Currently, in order to become a superintendent in Indiana, the applicant must have an educational doctorate degree and go through a specialized program intended specifically for superintendents, Savage said.

“U.S. Secretary in the Department of Education Arne Duncan couldn’t be a superintendent in the state of Indiana because he does not meet our requirements,” Savage said.

Bennett’s proposal would make it possible for a superintendent to be hired based on the needs of the district he or she would represent, Savage said.

“So if a school needed someone with extensive knowledge in law for some reason, a person would need to be able to provide evidence that he  can make up for that deficiency,” Savage said.

Despite the vote, board members and citizens have concerns with Bennett’s proposal, Savage said.

“Most criticism has come from schools of education,” Savage said. “They don’t believe that some teachers need more content knowledge and would prefer people take classes in the school of education as opposed to the math department.”