The Minnesota Teaching Licensure Examination Tests Presents Barriers For Teachers of Color in 2022
As I indicated in the headline above, I will explain by sections what the Minnesota Teaching Licensure Examination (MTLE) tests are. In addition, why they are required to teaching, but go into detail how it impacts teachers who work in immersion programs to teach a foreign language.
The Minnesota Teaching Licensure Examination is a set of tests educators take in order to be a licenses professional in elementary, middle or high school. According to the Minnesota Department of Education, “Teachers in the Minnesota are required to demonstrate competency on a series of tests in reading, writing, math, pedagogy, and licensure field specific content …”
In the next sections, I will explain with a graphic the tiers licenses that currently exist and the barriers these exams present for teachers of color. Moreover, how these tests for teachers within different immersion programs face the possibility to leave the profession permanently without looking at other professional experiences.
Tier licensure requirements and existing system
As it is with any profession, there are professional requirements to be up to date on the latest pedagogical practices and standards. Below is a graphic:
It is a comprehensive structure and the requirements are not always black and white in determining quality and talent of teachers. You have probably started to ask what does this have to do with teachers of color and immersion? Well, that is where it is more complicated and beyond a false dilemma. A standardized test should not be the ultimate tool in determining whether a teacher can stay in the classroom and continue this career path.
Finding by the Department of Education have compiled the following statistics and percentage of teachers of color:
“In Minnesota, only 4 percent of our teacher workforce identify as teachers of color or American Indian teachers; whereas 34 percent of our students identify as students of color or American Indian students. These facts illustrate a systemic inequity in access to excellent and diverse teachers.”
As you read it you quickly realize there is an underrepresentation for teachers of color considering 34 percent of students in Minnesota identify as individuals of color. Are you still connecting dots? Is the picture getting clearer? Let’s continue with our findings.
The requirements are as follows for these exams:
“A candidate must take three types of MTLEs to achieve a special education standard, five-year Minnesota teaching license:
Basic Skills Tests — The three basic skills subtests are reading, writing and math. Visit the MDE licensing website to find out more about changes to the MTLE Basic Skills Tests.
Pedagogy Tests — Teachers take the pedagogy tests once for the lifetime of a teaching license in Minnesota. May take early childhood, elementary, or secondary pedagogy tests. Each test has two subtests.
Content Area Tests — Cover special education core skills as defined in Minnesota Rule 8710.5000: Core Skills for Teachers of Special Education. This test has two subtests.”
That makes sense in and of itself. However, let’s cover how does this exam impact teachers within immersion programs at the elementary school level.
The presentation above illustrates what a dual language immersion education program is. There are other types of immersion programs. In accordance to the Department of Elementary and Secondary Education (DESE) from Massachusetts, “Bilingual education is an umbrella term for many types of programs, including dual language programs (DLE), in which students receive instruction in two languages.”
All the students receive exposure to both languages and is typically enrolled in the program to maintain or learn the immersion or heritage language depending on the school, and district. The structure of this type of program helps foster these aspects:
provide sufficient and ongoing exposure to both languages of instruction for at least six years or more
ensure access to standards-aligned high-quality curriculum across the content areas; and
utilize pedagogical approaches aligned with current understandings of bilingual language and literacy development.
It is worth emphasizing when politicians, media analysts or experts outside of the realm talk about education they tend to minimize what the profession looks like and what it requires. They typically will use a lot of rhetorical phrases to make educators within schools look like they are not adhering to state standards and requirements.
Nevertheless, it is estimated there are 84 immersion programs in Minnesota. Furthermore, the Minnesota Advocates For Immersion Network blog confirmed Minnesota really does immersion.
All of this information leads me to the problems with the MTLE exams. Coupled with the COVID-19 pandemic and the teacher shortages immersion programs face an uncertain future because of the retention of teachers of color who are equipped, qualified and prepared to pedagogically execute comprehensive learning experiences for students at the elementary level.
MTLEs: Cultural and linguistic bias embedded within the exams
This is the section I wanted for you to wrap your head around on why this issue matters to me. Teachers of color who I know have been working for a long time in the classroom face the uncertainty of not passing these exams and forced to leave the profession and school they serve because a series of exams stand in the way.
The tests have been administered in English, but some of them are now available in Spanish. The issue with the exams are they are not measuring on whether or not we master our primary language because English is our second language when we move or immigrate to the United States. Instead they require the teacher candidate to know all of the subtleties of the English language when in reality they will not teach in English to begin with.
Do you know their background and professional preparation? Let me outline what they do typically have when they have been approved a Tiered license to teach the first years:
- Bachelors degree
- Masters degree in elementary education
- Teacher preparation program
- EdTPA
Districts are able to verify credentials and background before teachers can have their own classrooms. On top of that, districts conduct a total of 3 observations for teachers to prepare lesson plans, assessments and post-observation analysis of how the lesson was conducted.
It is a lot of information I am throwing at you, yet this information is current and does not represent the misinformation we constantly read on social media or news agencies. Teachers in immersion programs have the track record, but the MTLEs are not free. Teachers have to pay out of their own pocket and the price is $47.50. If they fail they have to pay it again and the waiting period can range from a couple of weeks to more than a month.
The exam has a time limit and you have to complete 50 questions in English in 90 minutes. You are able to submit paperwork to get additional time because for most test takers as teachers of immersion schools we benefit from having the extra time.
Recently, the Professional Educator Licensing and Standards Board (PELSB) has been hosting public forums for teachers to testify on the MTLEs. Testimonies point to problems with the way the exam is designed and it is more tailored to English speakers who had a traditional education in English.
There are revisions and modifications in the works to look at other requirements for teachers of colors (immersion in particular) to demonstrate competency and capacity to continue to teach. Hopefully these changes can be made and approved by the board along with legislative support for immersion teachers to have Tier 3 licenses. This is in the works and it is essential to continue move this effort in favor of sustaining teachers of color.
Finally, I invite you to share your thoughts on some of these findings. If there is any missing information I missed please leave in the comments.
