The state should maintain requirements that make teaching licenses held by effective teachers fully portable across state lines, with appropriate safeguards. This goal has been revised since 2017.
Eligibility for Standard License: Kansas allows teachers with valid out-of-state certificates to be eligible for the state's professional certificate.
Evidence of Effectiveness: Kansas does not require evidence of effective teaching during previous employment in its reciprocity policy.
Testing Requirement: Kansas grants a waiver for its licensing tests to out-of-state teachers with a standard license who either have already passed a test, or have three years of recent experience or five years of experience. Kansas also allows out-of-state teachers certified at the secondary level who have an offer for hire to waive verification that they have "completed a state-approved teacher education program."
Additional Requirements: Kansas requires all candidates to meet the state's requirement of one year of recent accredited experience or eight semester hours of recent credit. Kansas also requires out-of-state teachers who completed an alternate route to submit their case to the state's Licensure Review Committee, reinforcing an outdated view that the alternate route to licensure is substandard.
Background Checks: Kansas requires a full criminal-history background check.
Kansas Administrative Rules 91-1-204, -211 Fingerprint Requirement for Licensure https://www.ksde.org/Agency/Division-of-Learning-Services/Teacher-Licensure-and-Accreditation/Licensure/Fingerprint-Card-Order-Form
Require evidence of effective teaching when determining eligibility for full certification.
To facilitate the movement of effective teachers between states, Kansas 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.
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
Kansas's recency requirement may deter talented teachers from applying for certification. Therefore, NCTQ encourages the state to shift its focus to effectiveness in the classroom and away from its generic requirement of recent teaching experience and/or coursework, regardless of whether that experience positively affected student achievement.
To uphold standards, require that teachers transferring from other states meet testing requirements.
Kansas should insist that out-of-state teachers meet its own testing requirements or provide evidence of a passing score on an applicable content test from the originating state. This ensures that out-of-state teachers have demonstrated the content knowledge necessary for the license they seek, instead of relying on a generic requirement like recent teaching experience.
Accord the same license to out-of-state alternate route teachers that would be accorded to traditionally prepared teachers.
Regardless of whether a teacher was prepared through a traditional or alternate route, all certified out-of-state teachers should receive equal treatment. State policies that discriminate against teachers who were prepared in an alternate route are not supported by evidence. In fact, a substantial body of research has failed to discern differences in effectiveness between alternate and traditional route teachers.
Kansas recognized the factual accuracy of this analysis.
6A: Requirements for Out-of-State Teachers
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 their prior success. The application of these often complex state rules results in unnecessary obstacles to hiring talented and experienced teachers. Evaluation systems 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 some states have historically imposed burdensome coursework requirements, many have simultaneously failed to impose minimum standards for licensure testing. Instead, some states have offered 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. It is all too common for states to develop 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 variance in quality can be found in traditional programs. If a teacher comes from another state with a standard license and a clean criminal record, has demonstrated evidence of effectiveness, and can pass the state's licensure tests, whether the preparation was traditional or alternative should be irrelevant.