Amy Foley has taught math and physics classes that count toward both high school and college credit at Mishawaka High School for 18 years. But a revision to a rule by the organization that governs dual credit courses in Indiana will render her and the majority of her colleagues unable to teach those classes without first getting more graduate-level credits herself.
This summer, the Higher Learning Commission, an organization that accredits colleges and universities in Indiana and other states, revised what an official said has been a long-standing expectation: Teachers of general education courses must have a master’s degree with at least 18 graduate credit courses in the subjects they teach.
Though Foley doesn’t have a master’s degree, she has 36 graduate credit hours in math, physics and education, but not in a combination that puts her close to a graduate degree in either math or physics.
“More education is always better,” Foley said, “it always gives you a broader background. But it’s just difficult because most master’s programs and classes are designed for full-time students. I’m also a mother of three young children. It would be difficult to find the time, energy and money” to pursue another degree.
But, as the issue stands now, Foley and dozens of her colleagues will have to spend the money and effort to get the necessary graduate credits to keep teaching dual credit courses two years from now. And, if they don’t, students may miss out on a no- or low-cost head start on a college diploma.
State schools Superintendent Glenda Ritz acknowledged by phone last week the issue is likely troubling for teachers.
“They’ve been teaching in these areas,” Ritz said, “have master’s degrees (in teaching), have the credentialing our universities say they need to have and all of a sudden, they’re not qualified…’I’m teaching the same curriculum, why would this make me a better teacher?’ There’s no data that says that’s true.”
Ritz co-chairs, along with Teresa Lubbers, Indiana Commissioner for Higher Education, the Indiana Dual Credit Advisory Council, a group that includes several legislators and has been reconstituted to deal with the dual credit teacher credentialing requirements, which were originally set to go into effect a year earlier, but have been pushed up to Sept. 1, 2017.
“We want flexibility,” Ritz said, “…perhaps a grandfathering type of action where those who are teaching now and have been grandfathered in could continue to teach, but perhaps as we bring new staff on board,” we’ll consider, “how will we make sure they have the credentialing needed.”