Licensure Advancement : Florida

Identifying Effective Teachers Policy

Goal

The state should base licensure advancement on evidence of teacher effectiveness.

Does not meet
Suggested Citation:
National Council on Teacher Quality. (2011). Licensure Advancement : Florida results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/FL-Licensure-Advancement--8

Analysis of Florida's policies

Florida's requirements for licensure advancement and renewal are not based on evidence of teacher effectiveness.
 
To advance from a Temporary Certificate to a Professional Certificate, the state requires teachers to demonstrate "mastery of general knowledge (e.g., passing scores on basic skills exam)," "mastery of subject-area knowledge (e.g., passing scores on subject-area exam)" and "mastery of professional preparation and education competence (e.g., passing scores on competency exam)."

Florida also does not include evidence of effectiveness as a factor in the renewal of a professional license. Florida teachers must renew their licenses every five years by completing six semester hours of college credit at an accredited college or university.

Citation

Recommendations for Florida

Require evidence of effectiveness as a part of teacher licensing policy.
Florida should require evidence of teacher effectiveness to be a factor in determining whether teachers can renew their licenses or advance to a higher level license. The state should use evidence of effectiveness from its strong teacher evaluations as a factor in determining whether teachers advance to the next licensure level (see Goal 3-B). However, states must consider carefully how to use this evidence, as the standard for denying licensure—the right to practice in the state—should not necessarily be the same standard that might result in termination from a particular position. 

Discontinue license renewal requirements with no direct connection to classroom effectiveness.
While targeted requirements may potentially expand teacher knowledge and improve teacher practice, Florida's general, nonspecific coursework requirements for license renewal merely call for teachers to complete a certain amount of seat time. These requirements do not correlate with teacher effectiveness.

State response to our analysis

Florida recognized the factual accuracy of this analysis.

Research rationale

For a meta-analysis of the research on the relationship between advanced degrees and teacher effectiveness, see Metin and Stevenson, "The Impact of Teachers' Advanced Degrees on Student Learning" which has been published as an appendix in Arizona's Race to the Top: What Will It Take to Compete? (NCTQ, 2009). 

Studies in the analysis include: Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2004) Teacher sorting, teacher shopping, and the assessment of teacher effectiveness. Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006) Teacher-student matching and the assessment of teacher effectiveness. Retrieved May 20, 2009 from the National Bureau of Economic Research web site: http://www.nber.org/papers/w11936; Clotfelter, C. T. Ladd, H. F., & Vigdor, J. L. (2007) How and why do teacher credentials matter for student achievement? Ehrenberg, R. G., & Brewer, D. J. (1994) Do school and teacher characteristics matter? Evidence from high school and beyond. Economics of Education Review, 13, 1-17; Goldhaber, D., & Anthony, E. (2007) Can teacher quality be effectively assessed? National board certification as a signal of effective teaching. Review of Economics and Statistics, 89(1), 134-150; Goldhaber, D. D., & Brewer, D. J. (1997) Why don't schools and teachers seem to matter? Assessing the impact of unobservables on educational productivity. The Journal of Human Resources, 3, 505-523; Goldhaber, D. & Brewer, D. J. (2000) Does teacher certification matter? High school teacher certification status and student achievement. Educational and Evaluation and Policy Analysis, 22(2), 129-145; Hanushek, E. A., Kain, J. F., O'Brien, D. M., & Rivkin, S. G. (2005) The market for teacher quality. Retrieved May 20, 2009 from the National Bureau of Economic Research web site: http://www.nber.org/papers/w11154.pdf; Hanushek, E. A., Kain, J. F., & Rivkin, S. G. (1998) Teachers, schools, and academic achievement. Retrieved May 20, 2009 from the National Bureau of Economic Research web site:http://www.nber.org/papers/w6691.pdf; Harris, D. N., & Sass, T. R. (2006) Value-added models and the measurement of teacher quality. Harris, D. N., & Sass, T. R. (2007a) What makes for a good teacher and who can tell? Harris, D. N., & Sass, T. R. (2007b) Teacher training, teacher quality, and student achievement. Retrieved May 20, 2009 from the National Center for Analysis of Longitudinal Data in Education Research web site: http://www.caldercenter.org/PDF/1001059_Teacher_Training.pdf; Harris, D. N., & Sass, T. R. (2008) The effects of NBPTS-certified teachers on student achievement. National Center for Analysis of Longitudinal Data in Education Research; Jeptson, C. (2005) Teacher characteristics and student achievement: Evidence from teacher surveys. Journal of Urban Economics, 57,302-319; Monk, D. H. (1994) Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Educational Review, 13, 125-145; Riordan, J. (2006, April) Is there a relationship between No Child Left Behind indicators of teacher quality and the cognitive and social development of early elementary students? Paper presented at the annual meeting of the American Education Research Association, San Francisco, CA; Schneider, B. L. (1985) Further evidence of school effects. Journal of Educational Research, 78, 351-356.

For evidence on the lack of correlation between education coursework and teacher effectiveness, see M.B. Allen, "Eight Questions on Teacher Preparation: What Does the Research Say?" Education Commission of the States, (2003) at: http://www.ecs.org/html/educationIssues/teachingquality/tpreport/home/summary.pdf.