Assessment and licensure of beginning teachers, and the Ohio experience

HE RELEASE of the reform manifesto, A Nation at Risk (National Commission, 1983), caused states, local education agencies, and the federal government to redouble their efforts to improve public education in the United States. Key among those efforts have been attempts to strengthen the quality of the teaching force. Many states are now searching for new ways to enhance the quality of beginning teachers, and new attention is being given to the potential of individual teacher assessment as a powerful tool in licensure. This article discusses traditional approaches to assuring qualified teachers for all children, newer trends that have appeared in several states in recent years, and a licensure and residency approach being considered in Ohio

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