MT: No subject-matter testing for any teacher certification.
NE: No subject-matter testing for any teacher certification.
NY: Exception for teachers with National Board Certification.
PA: Exception for teachers with National Board Certification.
WA: Exception for teachers with National Board Certification.
No. State maintains specific and distinct requirements for teachers prepared through alternate routes. : AK, AR, AZ, CO, CT, DC, FL, HI, IA, ID, IL, IN, KY, LA, MA, MD, ME, MI, MN, MO, MS, MT, ND, NE, NH, NJ, NM, NV, OH, OK, OR, PA, SC, SD, TN, UT, VA, VT, WI
RI: For traditionally trained teachers only.
WA: Transcript review required for those with less than 3 years experience.
WY: For traditionally trained teachers only.
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How we graded
In an attempt to ensure that teachers have the appropriate professional and subject-matter knowledge base when granting certification, states often review a teacher's college transcript, no matter how many years earlier a bachelor's degree was earned. A state certification specialist reviews the college transcript, looking for course titles that appear to match state requirements. If the right matches are not found, a teacher may be required to complete additional coursework before receiving standard licensure. This practice holds true even for experienced teachers who are trying to transfer from another state, regardless of experience or success level. The application of these often complex state rules results in unnecessary obstacles to hiring talented and experienced teachers. Little evidence indicates that reviewing a person's undergraduate coursework improves the quality of the teaching force or ensures that teachers have adequate knowledge.
Testing requirements should be upheld, not waived.
States licensing out-of-state teachers should not differentiate between experienced teachers prepared in alternate routes and those prepared in traditional programs.
It is understandable that states are wary of accepting alternate route teachers from other states, since programs vary widely in quality. However, the same wide variety in quality can be found in traditional programs. If a teacher comes from another state with a standard license and can pass the state's licensure tests, whether the preparation was traditional or alternative should be irrelevant.