As Illinois faces a persistent teacher shortage, recent legislative efforts aim to ease the transition into the teaching profession. House Bill 5057, signed into law in August 2024, introduces reforms that will directly affect students and teacher preparation programs at Illinois State University.
House Bill 5057 brings a more focused approach to teacher licensure for aspiring teachers. The law calls for tests that align more closely with foundational teaching skills and allows education majors to begin student teaching prior to passing their content tests. This change reduces financial and time-related stressors for college students seeking a teaching degree. Dr. Meghan Kessler, an assistant professor of middle level education in the School of Teaching and Learning, is a vocal advocate for policy reforms that offer alternatives to the content test for student teachers. Reflecting on the challenges many student teachers face, Kessler explained the difficulties surrounding the current format of the test.
“Students often find the content test frustrating because they may be required to retake it multiple times until they pass, which can lead to significant financial burdens and time constraints,” Kessler stated.
Kessler is an active member of the Coalition for Educator Equity, a group formed earlier this year to address these issues. Dr. Elizabeth Skinner, an associate professor in the School of Teaching and Learning, is another key member of the coalition. The coalition’s main objectives are to educate local lawmakers about the financial strain student teachers face and to shed light on the challenges associated with the content test itself. The coalition hopes Illinois House Bill 5057 will also address racial disparities in educator certification, particularly highlighting the inequities in pass rates for content exams among different racial and ethnic groups. Skinner explained, “The house bill puts a pause on students needing to pass the test before student teaching.”
As an educator at ISU, Skinner looked into what was happening with ISU students, and she began to notice students were taking the test multiple times in an effort to pass before the deadline. “I was working with three students who were well into their program when they were stopped dead in their tracks and unable to finish their program because they didn’t pass their content test. There were no red flags to help them so they could make changes prior to taking the test. Therefore, they had to wait an entire semester to finish their program, if they passed the test,” said Skinner. “The coalition aims to limit these barriers and provide access to teaching for all demographics, especially for underrepresented students.”
The coalition hopes the bill will put emphasis on the need for data transparency regarding these disparities, showcasing how systemic barriers affect the pass rates of minority candidates to succeed on content tests. Additionally, the coalition focuses on proposing more equitable alternatives to content knowledge assessments, aiming to create a fairer pathway for future educators while maintaining high standards in the profession. Members of the coalition are advocating for policies that focus on improving access to resources for aspiring educators from diverse backgrounds, as well as driving reforms that support the retention of a diverse teaching workforce. Kessler and Skinner are committed to finding solutions that better reflect the realities of teaching and the needs of students entering the profession. “The content test has inherent flaws, and I am glad there are now discussions about potential changes,” said Kessler.
For student teachers at Illinois State University, this represents a significant shift. Previously, many teacher candidates faced obstacles related to the high costs and complexity of content area tests. Although students must still pass the content test to receive their professional educator license, HB5057 removes the deadline, allowing them to begin student teaching prior to completing this licensure requirement.
Dr. Monica Noraian, director in the Cecilia J. Lauby Teacher Education Center and an associate professor of history in the College of Education, shared her thoughts on the impact of the legislation. “By passing HB 5057, we are confident that our graduates will enter the workforce well-prepared to meet the challenges of teaching in Illinois,” said Noraian.
The effect of HB 5057 will also be felt in schools throughout Illinois, many of which continue to grapple with a shortage of qualified teachers. By removing some of the barriers posed by testing requirements, teacher candidates can turn their attention to preparing for the content test instead of racing to take it to meet an early deadline.
“With a simplified licensure process, we can place greater emphasis on developing practical teaching skills and ensuring that our students are well-equipped to meet the specific needs of early childhood, elementary, middle level, and secondary classrooms,” said Noraian. “This law allows us to focus more on the hands-on, performance-based aspects of teacher training, a shift that is expected to improve the overall quality of our graduates.”
As programs on campus adapt to these changes, Illinois State remains committed to providing student teachers with the skills, knowledge, and experience they need to thrive in today’s classrooms.
