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Licensing: First Collegiate Courses For Teachers
The earliest record of collegiate-level courses designed for teachers is found in 1785 (Angus, 2001). -
Licensing: Teacher Education in College
Rev, Samuel Hall designs and implements the first program for teacher preparation and education. By the1830s, this has spread, leading to education departments in academies in several states (Angus, 2001). -
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Licensing: Public Schools Become More Common
In the 1830s and 40s, there was a shift from private or tuition based schools to free, common schools (Angus, 2001). -
Licensing: Normal Schools Train Teachers
The first state-funded normal school for teacher training opened in Lexington in 1839. Others soon followed (Angus, 2001). -
Licensing: New York Requires More Rigorous Test for Teachers
In 1841, the state of New York passed a law requiring teachers to pass basic reading, writing, math, geography, and history tests in order to obtain their certificate (Angus, 2001). -
Licensing: New York Initiates State-wide License
In 1843, the state of New York began to issue state-wide teaching certificates based on developed state exams (Angus, 2001). -
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Compensation: Room and Board
In the late 1800s, teachers were compensated not with money, but with room and board provided by the local community (CPRE, 2012). -
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Licensing: Based on Local Exams
In the last half of the 1800s, most teachers received their teaching certifications on a local level, based on a single exam (Angus, 2001). -
Licensing: Indiana Initiates State-Wide Licenses
In 1852, the state of Indiana began to issue state-wide teaching certificates based on developed state exams (Angus, 2001). -
Licensing: Pennsylvania Initiates State-wide License
In 1854, the state of Pennsylvania began to issue state-wide teaching certificates based on developed state exams (Angus, 2001). -
Licensing: UI Opens First University Ed Department
In 1855, the University of Iowa opened the first department of educatio at a university level (Angus, 2001). -
Licensing: Normal Schools in Abundance
By the end of the 19th Century, there were 127 state-funded normal schools for teachers, as well as even more that were privately-funded (Angus, 2001). -
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Compensation: Position-based Salary
In the early 1900s, teachers were paid in money, and their salary was determined by a number of factors, including race, gender, and subject and grade level taught. Secondary teachers were paid more than elementary teachers, and white males were paid higher than females and minorities (CPRE, 2012). -
Evaluation: Ellwood Cubberley
In 1916, Ellwood Cubberley published "Public School Administration," in which scientific evaluation of teachers was discussed and compared to factory workers (Frontier, Livingston, & Marzano, 2011). -
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Compensation: Single Salary
Large districts began implenting a single salary schedule for teachers in the 1920s. Teachers are paid equally, regardless of gender, race, or subject or grade level taught. Not all teachers, however, are paid the same. Each individual teacher's salary is based on a combination of their education and their years of teaching experience. Stipends are also available for extra-curricular duties like coaching. This method of compensation has remained mostly unchanged (CPRE, 2012). -
Licensing: Specializations
By 1921, most states required an additional, special certificate to teach more specialized subjects (Angus, 2001). -
Evaluation: William Wetzel
In 1929, William Wetzel proposed measuring student learning in order to measure the success of a teacher or school (Frontier, Marzano, & Livingston, 2011). -
Licensing: Schools of Education
By 1933, more than 100 colleges had complete schools of education, many of which offered graduate degrees (Angus, 2001). -
Licensing: State Control
By 1937, 41 states had adopted fully state-controlled certificates for teachers (Angus, 2001). -
Licensing: College Requirements for Certificate
By 1937, 24 states required at least two years of college to obtain a teaching certificate (Angus, 2001). -
Licensing: Abandoning Exams
By1937, 28 states had abandoned exams for teacher licensure, and relied only on professional training (Angus, 2001). -
Evaluation: John Dewey
John Dewey argued that public educaiton should teach citizenship, and focused his prosals for teacher effectiveness around this (Frontier, Livingston, & Marzano, 2011). -
Licensing: Four Years of College
By 1940, 25 states required at least four years of college to obatin a teaching license (Angus, 2001). -
Licensing: Creation of TEPS
In 1946, the National Commission on Teacher Education and Professional Standards (TEPS) was created by the NEA (Angus, 2001). -
Evaluation: Educational Leadership
The Junaury, 1946 issue of Educational Leadership publishes several articles that emphasize the teacher as an individual, and that evaluations should help the teacher better his/her skills (Frontier, Livingston, & Marzano, 2011). -
Licensing: NCATE Established
In 1952, the National Council for the Accrediation of Teacher Education was established (Angus, 2001). -
Evaluation: Robert Goldhammer
In 1969, Robert Goldhammer published a book called "Clinical Supervision: Special Methods for the Supervision of Teachers," in which he describes the five phases of clincal supervsion, designed to engage the teacher and administrator in a reflective dialogue( Frontier, Livingston, & Marzano, 2011). -
Evaluation: Clinical Model
By 1980, about 90% of school administrators used a clinical supervisory model to evaluate their teachers (Frontier, Livingston, & Marzano, 2011). -
Evaluation: Madeline Hunter
In 1980, Madeline Hunter's model of lesosn design began to spread. Her work also outlined key considerations for teacher evaluation and professional development (Frontier, Livingston, & Marzano, 2011). -
Evaluation: Thomas McGreal
In 1983, Thomas McGreal argues that supervisors should use differentiation when evaluating teachers. Different teachers have different needs, and some may need quality control, while others may need more specific training to help advance their careers (Frontier, Livingston, & Marzano, 2011). -
Evaluation: RAND Study
In 1984, the RAND group conducted a study to see what kinds of teacher evualations were occurring in the United States. This revealed a lack of consistent evaluation criteria, where teachers did not feel they were being evaluated accurately (Frontier, Livingston, & Marzano, 2011). -
Evaluation: Charlotte Danielson
In 1996, Charlotte Danielson published "Enhancing Professional Practice: A Framework for Teaching," wihch established the Danielson model of teacher evaluations. It was the most detailed and comprehensive system for evaluation up to that time (Frontier, Livingston, & Marzano, 2011). -
Compesnation: DPS Implements ProComp
In 2005, Devner Public Schools rolls out ProComp for their faculty, which is a performance-based salary scale (DPS, n.d.) -
Evaluation: Charlotte Danielson: Updated
In 2007, Charlotte Danielson updated her framework (Frontier, Livingston, & Marzano, 2011). -
Compensation: DCPS Implements ImpactPlus
Washington DC Public Schools implemented ImpactPlus, a performance-based compesantion system for teachers in the 2009-2010 school year (DCPS, n.d.).