Professional Orientations: An Essential Domain for Teacher Testing

Abstract

In the history of educational improvement and reform, teachers and teaching have all too often been taken for granted. The current reform differs from those of the past; teachers and teaching now are seen both as parts of the problem and, more important, as parts of any solution. What is needed seems clear-more competent and effective teachers. Knowing exactly what that means and how to accomplish it is less clear. The task is enormous; there are approximately 2.4 million teachers in the United States, with close to one million new teachers needed over the next five years. 1 Teacher-testing programs required by various states are central to the policies aimed at improving the quality of the teacher corps. As of 1984, over thirty states had introduced or were considering introducing a state test for teacher certification.2 Well over half of these states also had test-score requirements for entry into teachereducation programs.3 There is even talk of a national examination for teachers. To date, testing programs in teacher education have focused on