- Teacher candidates are not required to pass a test of academic proficiency as a criterion for admission to teacher preparation programs.
- Elementary teachers are not adequately prepared to teach the rigorous content associated with the Common Core Standards.
- Although teacher preparation programs are required to address the science of reading, candidates are not required to pass a test to ensure knowledge.
- Neither teacher preparation program nor licensure test requirements ensure that new elementary teachers are adequately prepared to teach mathematics.
- Middle school teachers are allowed to teach on a K-8 generalist license.
- Although most secondary teachers must pass a content test to teach a core subject area, some secondary science and social studies teachers are not required to pass content tests for each discipline they intend to teach.
- The state offers a K-12 special education certification.
- A pedagogy test is not required as a condition of licensure.
- There are no requirements to ensure that student teachers are placed with cooperating teachers who were selected based on evidence of effectiveness.
- The teacher preparation program approval process could do more to hold programs accountable for the quality of the teachers they produce.
- Admission criteria for the alternate route to certification are selective and provide flexibility for nontraditional candidates.
- There are no restrictions on alternate route usage or providers.
- Alternate route preparation is not streamlined or geared toward the immediate needs of new teachers.
- The state does not offer a license with minimal requirements that would allow content experts to teach part time.
- Out-of-state teachers are not required to meet the state's testing requirements, and there are additional obstacles that do not support licensure reciprocity.
- Objective evidence of student learning is the preponderant criterion of teacher evaluations.
- All teachers must be evaluated annually.
- Tenure decisions are connected to evidence of teacher effectiveness.
- The state data system does not have the capacity to provide evidence of teacher effectiveness.
- Licensure advancement and renewal are not based on teacher effectiveness.
- No school-level data are reported that can help support the equitable distribution of teacher talent.
- All new teachers receive mentoring.
- Teachers receive feedback from their evaluations, and professional development is aligned with findings from teachers' evaluations.
are given full authority for how teachers are paid, although they are
not discouraged from basing salary schedules solely on years of
experience and advanced degrees.
- Teachers can receive performance pay.
- The state does not support additional compensation for relevant prior work experience, working in high-need schools or teaching in shortage subject areas.
- Even though teachers are offered a hybrid pension plan, it is not portable or flexible, and it requires excessive contributions.
- Teachers are allowed to retire with unreduced benefits well before Social Security retirement age.
- Teachers who receive unsatisfactory evaluations are required to go on improvement plans and, if they do not improve, are eligible for dismissal.
- Ineffective classroom performance is grounds for dismissal.
- Performance is the top criterion for districts to consider when determining which teachers to lay off during reductions in force.
- Teachers can teach for up to three years before having to pass required subject-matter tests.
- Tenured teachers who are dismissed have multiple opportunities to appeal.