The state should help to make licenses fully portable among states for effective teachers, with appropriate safeguards.
Certificated out-of-state teachers may be eligible for a comparable professional educator Connecticut license if they are nationally board certified, have taught for two years in the preceding 10 years and hold a master's degree in the subject area. The state now mandates that teachers with at least two years of experience must be exempt from completing the beginning educator program if they can show "effectiveness as a teacher...which may include, but need not be limited to, a demonstrated record of improving student achievement."
Connecticut allows out-of-state teachers to be exempt from the state's subject-area and basic skills tests if they either 1) have three years of "successful appropriate" experience in the past 10 years, or 2) have a master's degree in the subject area. Out-of-state applicants who meet all criteria except for Connecticut's assessment requirements may be issued a one-year, nonrenewable interim certificate.
Connecticut is a participant in the NASDTEC Interstate Agreement, which outlines which other states' certificates will be accepted by the receiving state. This agreement is not a collection of two-way reciprocal acceptances, nor is it a guarantee that all certificates will be accepted by the receiving state, and is therefore not included in this analysis.
Public Act No. 15-108 (2015) Educator Certification http://www.sde.ct.gov/sde/lib/sde/pdf/cert/obtaining1109aw.pdf
Require evidence of effective teaching when determining eligibility for full certification.
To facilitate the movement of effective teachers between states, Connecticut should require that evidence of teacher effectiveness, as determined by an evaluation that includes objective measures of student growth, be considered for all out-of-state candidates. Such evidence should indeed be a factor for candidates who come from states that make student growth an important factor of a teacher evaluation, especially in a state such as Connecticut, which requires evidence of student growth to be the preponderant criterion of its teacher evaluations (see "Evaluation of Effectiveness" analysis).
Regarding the testing exemption, Connecticut may be on the right track with its requirement of "successful" teaching experience, but the state does not articulate that this is meant to be effectiveness as measured by a strong teacher evaluation system. Further, the requirement of three successful years in the last 10, although likely intended as a recency requirement, would also appear to allow multiple years of unsuccessful or ineffective teaching as well.
To uphold standards, require that teachers coming from other states meet testing requirements.
Connecticut should insist that out-of-state teachers meet its own testing requirements, and it should not provide any waivers of its teacher tests unless an applicant can provide evidence of a passing score under its own standards. This is especially important when it comes to out-of-state teachers who have passed content tests that do not rise to the level of Connecticut's standard, such as an elementary content test that requires a passing score on each content core subject (see "Elementary Teacher Preparation" analysis and recommendations).
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
Connecticut's requirements for a comparable license appear burdensome to both traditional and alternate route out-of-state teachers. An advanced degree is particularly problematic as the earning of such is not an indicator of effectiveness in the classroom, and requiring one for a comparable professional license is likely to deter talented individuals from applying for licensure in the state.
Connecticut recognized the factual accuracy of this analysis.
Evidence of effectiveness is far more important than transcript review.
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.
New evaluation systems coming on line across the country which prioritize effectiveness and evidence of student learning offer an opportunity to bypass counterproductive efforts like transcript review and get to the heart of the matter: is the out of state teacher seeking licensure in a new state an effective teacher?
Testing requirements should be upheld, not waived.
While many states impose burdensome coursework requirements, they often fail to impose minimum standards on licensure tests. Instead, they offer waivers to veteran teachers transferring from other states, thereby failing to impose minimal standards of professional and subject-matter knowledge. In upholding licensure standards for out-of-state teachers, the state should be flexible in its processes but vigilant in its verification of adequate knowledge. Too many states have policies and practices that reverse these priorities, focusing diligently on comparison of transcripts to state documents while demonstrating little oversight of teachers' knowledge. If a state can verify that a teacher has taught successfully and has the required subject-matter and professional knowledge, its only concern should be ensuring that the teacher is familiar with the state's student learning standards.
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.
Licensure Reciprocity: Supporting Research
Many professions have gone further than teaching in encouraging interstate mobility. The requirements for attorneys, for example, are complicated, but often offer certain kinds of flexibility, such as allowing them to answer a small set of additional questions. See the Comprehensive Guide to Bar Admissions Requirements 2014, published by the National Conference of Bar Examiners and the American Bar Association, available at https://www.ncbex.org/assets/media_files/Comp-Guide/CompGuide.pdf.
On the similarity in effectiveness between graduates of traditional and alternative programs, see J. Constantine, D. Player, T. Silva, K. Hallgren, M. Grider, J. Deke, and E. Warner, An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report. February 2009, U.S. Department of Education, NCEE 2009-4043. D. Boyd, P. Grossman, H. Lankford, S. Loeb, and J. Wyckoff, "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." NBER Working Paper No. 11844, December 2005. T. Kane, J. Rockoff, and D. Staiger. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City." NBER Working Paper No.12155, April 2006. G. Henry, C. Thompson, K. Bastian, C. Fortner, D. Kershaw, K. Purtell, R. Zulli, A. Mabe, and A. Chapman, "Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals". The University of North Carolina at Chapel Hill, Carolina Institute for Public Policy, 2010, 34p. Z. Xu, J. Hannaway, and C. Taylor, "Making a Difference? The Effects of Teach for America in High School." The Urban Institute/Calder, Working Paper 17, April 2007.D. Boyd, P. Grossman, K. Hammerness. H. Lankford, S. Loeb, M. Ronfeldt, and J. Wyckoff, "Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City." NBER Working Paper No.16017, May 2010; as well as "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," by D. Boyd, P. Grossman, H. Lankford, S. Loeb, and J. Wyckoff, NBER Working Paper No.11844, December 2005; and "The Effects of Teach For America on Students: Findings from a National Evaluation," by P. Decker, D. Mayer, and S. Glazerman, Mathematica Policy Research Inc., 2004.