The new PRAXIS tests required for teacher licensure require very different test-taking skills/strategies than did the former tests, and are validated at a much higher level. Effective July 1, 1995, the PRAXIS Series is the standard test requirement for licensing in North Carolina. PRAXIS Principles of Learning and Teaching has been approved by the State Board of Education to replace the Professional Knowledge test as a requirement for initial licensure beginning July 1, 1998.

The Deans' Council on Teacher Education has gone on record as commending the State Board of Education for setting standards for the new tests that are among the highest in the nation. At the same time, the deans and faculties in teacher education programs are pursuing strategies and activities that will have a positive impact on students' performance on both PRAXIS I and II tests in the future. These strategies and activities include:

1. improving curriculum alignment and changing the kinds of tests given in courses,
2. engaging in conversations with faculty in Arts and Sciences who teach most of the content courses,
3. placing more controls on when students take the tests, and
4. initiating a whole variety of activities to help students prepare for the tests.

PRAXIS I

• Prospective test takers meet with School of Education staff to receive registration materials and discuss the format of the exam, test-taking strategies, and the content of the exam. Students are advised of preparation materials available to them.
• Sample questions from a booklet, TAAG (Tests At A Glance), are provided to students. Other materials are available that contain sample questions and tests. Students are also encouraged to purchase commercial study guides, if needed.
• Learning Plus is available to students. Some institutions strongly encourage students who had low SAT scores to use these materials. At some institutions, these materials may be checked out. A group of students are being assessed to determine the usefulness of the materials.
• Those students who do not pass the paper-and-pencil exams are encouraged to take the computerized version of the exam.
• Students who have repeatedly attempted to take the exam without success after using special materials meet individually with staff to determine needs. Students are encouraged to discuss concerns about the test.
• Staff works with DPI to remain current with test changes and to distribute appropriate information to faculty. They try to obtain data from DPI to track student performance.
• Faculty and staff cooperate with institutional support services to see that students have access to workshops on test-taking skills. These services also provide tutoring services through resources on campus and through individual faculty. Some institutions have held conferences with area educational entities to prepare students for the test. Participants at the conferences have reported large attendance.
• Faculty members have created PRAXIS I workshops that are structured around reading, writing, and mathematics. The workshops have included writing strategies, test-taking techniques, and study skills.
• Old copies of the NTE tests and review materials are available because some of the concepts covered by PRAXIS content areas are similar to the subject area tests. ETS Study Guides in specialty areas (biology, and general science, elementary, English language and literature, mathematics, audiology, and speech-language pathology) are used in regular class and coaching sessions.
• Faculty and staff have made modifications to course work at some institutions after seeing the testing instruments. They have incorporated PRAXIS caliber examples in their lessons.
• A formal course is offered to prepare students for the PRAXIS I, acquaint them with the test format, determine strengths and weaknesses, and provide extra tutorial help if indicated.

PRAXIS II

• School of Education staff meet with students to discuss the format and testing skills needed for the Professional Knowledge (now PRAXIS Principles of Learning and Teaching).
• Schools of Education provide seminars to inform faculty and staff about the test. Some adjunct professors attend work sessions to become acquainted with test requirements and their responsibilities to attain high student performance.
• The TAAG booklets are reviewed, and specialty area faculty provides students appropriate review sessions during the student teaching 'block" and when in professional seminars.
• Training, which is directly related to the test, is made available to students.
• Student scores are monitored very carefully on the Professional Knowledge (now PRAXIS Principles of Learning and Teaching) by the Teacher Education faculty and staff. The results enable Schools of Education to review program performance for discussion and strategic planning.
• Some institutions devote retreat time to review student data and plan strategies to address common areas of concern.
• Individual faculty members work with students, and they converse with colleagues at other colleges and universities to determine if they can do other things to help students pass.
• Education faculty and staff utilize intensive counseling and student analysis to determine student needs to pass the exam. If specific disabilities are determined for students, arrangements are made for them to take the nonstandard administration of the exam.
• A formal course is offered to prepare students for PRAXIS II, review similar items, familiarize them with the test format, and assist them in other ways such as dealing with test anxiety and preparation.
• Faculty members are encouraged to take the tests and share insights with other members in their specialty area.
• Prospective test takers are invited to converse with students who have completed the tests. This information can assist faculty and staff in structuring coaching sessions with students.
• Specialty area coordinators analyze course content to ensure alignment of the test competencies and courses.
• Faculty and staff meet with directors of programs from appropriate colleges/departments and other outside agencies who have used successful strategies to achieve higher student performance. Test score improvement strategies discussed include test construction, strategies, and interventions.
• Multiple choice test questions are developed for use in improving student performance on required standard testing for licensing in North Carolina.

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