Please visit the following link and tell me why so many people fail the Mathematics (004) Exam needed in the certification process to be certified as a New York State middle school and high school math teacher.
Preparation Materials
Please visit the following link and tell me why so many people fail the Mathematics (004) Exam needed in the certification process to be certified as a New York State middle school and high school math teacher.
Preparation Materials
Why would you say that "no middle school teacher should need high school capability". Shouldn't any teacher's knowledge range extend beyond the material to be taught?
MathDad, perhaps "many people fail the Mathematics (004) Exam needed in the certification process to be certified as a New York State middle school and high school math teacher" because New York State wants only the best teachers.
That's not what I said. Certainly an 8th grade math teacher should be capable of basic high school level math. But this exam goes into Advanced Placement topics - certainly appropriate for a high school teacher, but not necessary for a 6th grade teacher. I would think the exam would concentrate on topics that a 6th-8th grade teacher would be teaching to 6th-8th grade students.
(i)
This point is on the same lines of HallsOfIvy's comment. I will argue by analogy.
Suppose I want to hire a coach for a sports team. Would I want the coach to have only the average skill level of the division he's coaching? Ideally, no. The sports team's skill as a result would remain relatively stagnant, a detriment for sports players who have already mastered the skills of their division.
Similarly, I would want a teacher to have at least some knowledge above the level they're teaching in the case chances arise for students to engage in more advanced topics. (need not be in an AP class. AP-related point is ii)
(ii)
One could argue how much more a teacher should know to be certified as a middle/high school teacher, to teach non-AP classes.
However, I can see the case being made that it'd be ideal if every teacher was able to teach AP classes.
This is so that teachers are more apt to fill job requirements, including as a substitute for an AP class. (An advantage to the teacher, since, at least where I live, teaching opportunities can be quite few / competitive)
(iii)
The other potential blocker as to why people might fail this Exam is the Sample Constructed-Response Item.
In other words, a person's math expertise might be great, but they might not yet have the skills to effectively teach in a classroom setting, such as constructing an effective lesson plan conductive to learning.
Without knowing common points of failure within the exam, I would actually guess this to be the main point of failure. (Assuming the exam is weighted so that 1/2 the grade is from the Sample Constructed-Response Item.)