Those who oppose specialized preparation and licensure of middle-grades teachers will present many common arguments that are important for advocates to recognize. Comments such as "We cannot find enough teachers now and you want to make it even more difficult" can bring efforts to a halt if advocates have not thought out clear strategies based on research that show what young adolescents and their teachers need. Though all advocates understand the seriousness of teacher shortages, these shortages are not a valid reason for continuing the malpractice of allowing unprepared teachers to teach young adolescents.

The good news is that people can change negative dispositions and become strong advocates of specialized middle level teacher preparation and licensure. Advocates' efforts have already reaped positive results in some states like North Carolina, Ohio, and Georgia. An additional encouraging trend is the development of a research base in middle-level teacher preparation. This research base is reflected in several publications and in the National Middle School Association's Middle-Level Teacher Preparation Standards that have just been approved by the National Council for Accreditation of Teacher Education.

Our efforts to promote the Forum's policy have the potential to change middle-level teacher preparation and teacher licensure in positive ways for many years to come. What better way to improve student learning and help make America’s middle schools become more academically excellent, developmentally responsive, and socially equitable?

-Ken McEwin