Part Time Teaching Licenses

2011 Expanding the Pool of Teachers Policy

2011 Goals for Part Time Teaching Licenses

The state should offer a license with minimal requirements that allows content experts to teach part time.

Best practices

Arkansas offers a license with minimal requirements that allows content experts to teach part time. Individuals seeking this license must pass a subject-matter test and are also required to complete specially-designed pedagogy training that is not overly burdensome. 

Best practice 1

State

Meets goal 2

States

Nearly meets goal 5

States

Meets goal in part 4

States

Meets a small part of goal 6

States

Does not meet goal 33

States

How we graded

Part-time licenses can help alleviate severe shortages, especially in STEM subjects.  

Some of the subject areas in which states face the greatest teacher shortages are also areas that require the deepest subject-matter expertise.  Staffing shortages are further exacerbated because schools or districts may not have high enough enrollments to necessitate full-time positions.  Part-time licenses can be a creative mechanism to get content experts to teach a limited number of courses.  Of course, a fully licensed teacher is best, but when that isn't an option, a part-time license allows students to benefit from content experts—individuals who are not interested in a full-time teaching position and are thus unlikely to pursue traditional or alternative certification.  States should limit licensure requirements to those that verify subject-matter knowledge and address public safety, such as background checks.

Research rationale

The origin of this goal is the effort to find creative solutions to the STEM crisis. While teaching waivers are not typically used this way, teaching waivers could be used to allow competent professionals from outside of education to be hired as part-time instructors to teach courses such as Advanced Placement chemistry or calculus as long as the instructor demonstrates content knowledge on a rigorous test. See NCTQ, "Tackling the STEM Crisis" at: http://www.nctq.org/p/docs/nctq_nmsi_stem_initiative.pdf

For the importance of teachers' general academic ability, see R. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation 28 (1991), 465-498.

For more on math and science content knowledge, see D. Monk and J.R. King, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review 12, no. 2 (1994), 125-145; R. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record 84, no. 3 (1983)

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