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Standard 1.A
Content Knowledge for Teacher Candidates
(Initial and Continuing Preparation of Teachers).

   Target:  Teacher candidates have in-depth knowledge of the subject matter that they plan to teach as described in professional, state, and institutional standards.  They demonstrate their knowledge through inquiry, critical analysis, and synthesis of the subject.

   Initial Programs for Teachers.  At Eastern Michigan University (EMU), initial teachers are prepared in several broad categories: (a) elementary (including early childhood education), (b) secondary, (c) K-12 (covering all grade levels), and (d) special education (covering all grade levels).   The State of Michigan "certifies" a teacher as either "elementary" or "secondary" and then "endorses" the teacher in various teaching fields.  In general, an "elementary certificate" covers all subjects in K-5 and subject areas in grades 6-8 in which the candidate has completed a major or minor.  A "secondary certificate" covers subject fields in grades 7-12 in which the candidate has completed a major or minor.

   A particular strength, especially in context of various calls for "reform," is that, in general, each prospective teacher at EMU must complete a major of at least 30 semester hours in a content area that is a "teachable field" and a minor of at least 20 semester hours in a content area that is a "teachable field." The exceptions are these: (a) prospective elementary teachers may take "three minors" instead of a major and a minor; (b) some secondary/K-12 fields call for an extended major with no minor; and (c) "broad fields" majors require at least 36 hours of content, appropriately distributed, and "broad fields" minors require at least 24 hours of content, appropriately distributed. 

   For the state-approved majors and minors offered by EMU for initial teachers, click here.  In Michigan, successful completion of an approved minor qualifies the individual for full licensure to teach in that field.   As a result, most completers of EMU's initial teacher preparation programs exit with the credentials to teach in two or more fields.  All have at least 50 semester hours of "content" in one or more teaching fields, not including approximately that much more "content" in general education.

   The quality of the academic content of each of our teaching majors and teaching minors in the initial preparation program is influenced heavily by three factors:

(a) SPA Standards.  All eligible programs have submitted materials to the NCATE-affiliated Specialized Professional Associations (SPA's), either directly or through the State periodic review process.  In addition, the initial teacher preparation program in music education is accredited by the National Association of Schools of Music.  For the status of these SPA reviews, see the "Programs Offered" section of the Overview of the Institution section of this report.  In addition, other programs (e.g., art education) attend closely to the recommendations of relevant national associations, even though the organizations are not SPA-recognized.  Obviously, in order to address/meet the requirements of the SPA's, the eligible programs have attended to the subject-matter content expectations of these national organizations. 

(b) MDE Program Standards.  The Michigan Department of Education (MDE) has a set of content standards for each teaching field, aligned with the state's Curriculum Frameworks for K-12 teaching/learning. Click here to see the standards. These standards must be met before any new teacher preparation program is approved and must be met as part of the state's periodic review process.  For the status of the MDE reviews of the content of the various initial teacher preparation programs, see the "Programs Offered" section of the Overview of the Institution section of this report.  

In addition, the MDE objectives for each teaching field are used as the basis for the  subject-field test in that field of the Michigan Tests for Teacher Certification program.  In order for students to be successful on any Michigan Test for Teacher Certification, they must have mastered a body of knowledge related to the test objectives and to the content standards for the teaching field.  In addition, the Entry Level Standards for Michigan Teachers (click here) includes sections both on general education (Section 1) and on subject-matter content knowledge (Section 3).

(c) Institutional.  In addition, the curriculum for each teaching field must meet institutional requirements.  These include such matters as the quantity of upper-division course work required in the major and minor  and, more importantly, the content requirements of the EMU "Teacher Preparation Outcomes and Benchmarks" (See Exhibit 1.1.A, item II-D.)

   The demonstration of knowledge of the content to be taught is shown in several different ways.  Satisfactory quality (as measured by grade point average) is a requirement for admission to and retention in the initial teacher preparation program for all candidates.  (See Standard 2.)  Various programs have additional "mid-point" checks.  (See Standard 2.) Some programs (e.g., physical education) have a capstone seminar or the equivalent.  In all instances, candidates must demonstrate proficiency in the content being taught during the student teaching experience.  (See  Standard 3.)  In all instances, students must take and pass all applicable tests of the Michigan Tests for Teacher Certification before being recommended for licensure.  (For test score results, click here.)  The results of follow up studies of recent program completers and of their immediate supervisors indicate that EMU teachers are well prepared in content areas.  (See Standard 2.) 

   Advanced Programs for Teachers.  At EMU, the advanced programs for teachers include master's degree programs in early childhood education, elementary education, middle level education, business education, technology education, secondary education, educational media and technology, art education, physical education, music education, common learnings in curriculum (K-12), reading, and special education (cognitively impaired, emotionally impaired, hearing impaired, learning disabilities, physically or otherwise health impaired, and visually impaired). 

   Each of these master's degree programs is at least 30 semester hours long.  Some of these (e.g., the pedagogy track in physical education, music education, art education)  have explicit requirements for additional subject-matter content.  Others (e.g., secondary education) have additional subject matter as an option.  Many (e.g., early childhood education, elementary education) infuse additional content with pedagogy in the required courses in the program.  For the various program requirements, click here.

   In a number of instances, the quality of the content for the advanced programs for teachers is influenced by national professional standards.  This is particularly the case for music education (NASM) and for the programs that are eligible for SPA review and approval (i.e., early childhood education, middle level education,  educational media and technology, physical education, special education, and reading).   For the status of these SPA reviews, see the "Programs Offered" section of the Overview of the Institution section of this report. 

   The MDE does not have standards that apply to most of our advanced programs for teachers, the exceptions being in such fields as learning disabilities, middle level education, educational technology, and reading specialist.   For these standards, click here  then click on Listing of Standards to Use for the Approval of Each Specialty Program.

   At the institutional level, Graduate Studies and Research policies are essentially silent on the content of graduate degree programs, leaving such matters largely to the faculty of the program, subject to the usual course and program review/approval process.  Advanced programs for teachers are, of course, expected to include content to address the goals of advanced programs as outlined in the Conceptual Frameworks. 

   Demonstration of knowledge of content.  A detailed discussion of assessment procedures to assure in-depth knowledge of content by candidates in advanced teacher preparation programs will be found in Standard 2.  These include teacher-made tests and other local assessments, grade point averages, capstone experiences and seminars, papers and projects, theses, field and clinical experiences, standardized tests, and others.  Students who do not perform at expected levels are expected, in general, to repeat the assessment, often with intervening remedial work, until the expected level is reached.

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