Licensure Advancement : Minnesota

2011 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 : Minnesota results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/MN-Licensure-Advancement--8

Analysis of Minnesota's policies

Minnesota's requirements for licensure advancement and renewal are not based on evidence of teacher effectiveness.
 
Minnesota's initial license issued to teachers in the state is the First Professional license. The Professional license is then renewed by successfully completing at least 125 clock hours of professional development, which now must be in the following areas: positive behavioral intervention strategies; accommodations and modifications to meet student needs; warning signs for mental illness in children; technology and in-service preparation in scientifically based reading instruction.
 
Minnesota does not include evidence of effectiveness as a factor in the renewal of a professional license. Beginning July 1, 2012, all individuals who were employed as teachers during any part of the five-year period immediately preceding the license renewal must include evidence of work that demonstrates professional reflection and growth in best teaching practices. The applicant must include a reflective statement of professional accomplishment and the applicant's own assessment of professional growth in their license renewal materials.    

Citation

Recommendations for Minnesota

Require evidence of effectiveness as a part of teacher licensing policy.
Minnesota 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. Minnesota's requirement for renewal requirement for professional reflection on evidence of effectiveness does not constitute an objective measure of teacher effectiveness.  

Discontinue license requirements with no direct connection to classroom effectiveness.
While Minnesota's targeted coursework requirements in accommodations and scientifically based reading instruction may potentially expand teacher knowledge and improve teacher practice, Minnesota's other general, nonspecific coursework requirements for license advancement and 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

Minnesota asserted that it has recently passed new legislation that has ordered a "Tiered Licensure Advisory Task Force." This task force is charged with developing recommendations premised on the following: research-based professional competencies; teacher professional growth to enable teachers to develop multiple professional competencies; an assessment system for evaluating performance aligned with student expectations and value-added measures of student outcomes; the expectation that teachers progress through various stages of teaching practice and receive opportunities for leadership roles commensurate with practice and competency; and periodic evaluation of the licensing structure to determine effectiveness in meeting students' needs.

How we graded

The reason for probationary licensure should be to determine teacher effectiveness.

Most states grant new teachers a probationary license that must later be converted to an advanced or professional license. A probationary period is sound policy as it provides an opportunity to determine whether individuals merit professional licensure. However, very few states require any determination of teacher performance or effectiveness in deciding whether a teacher will advance from the probationary license. Instead, states generally require probationary teachers to fulfill a set of requirements to receive advanced certification. Thus, ending the probationary period is based on whether a checklist has been completed rather than on teacher performance and effectiveness.

Most state requirements for achieving professional certification have not been shown to affect teacher effectiveness.

Unfortunately, not only do most states fail to connect advanced certification to actual evidence of teacher effectiveness, but also the requirements teachers must most often meet are not even related to teacher effectiveness. The most common requirement for professional licensure is completion of additional coursework, often resulting in a master's degree. Requiring teachers to obtain additional training in their teaching area would be meaningful; however, the requirements are usually vague, allowing the teacher to fulfill coursework requirements from long menus that include areas having no connection or use to the teacher in the classroom. The research evidence on requiring a master's degree is quite conclusive: These degrees have not been shown to make teachers more effective. This is likely due in no small part to the fact that teachers generally do not attain master's degrees in their subject areas. According to the National Center for Educational Statistics, less than one-fourth of secondary teachers' master's degrees are in their subject area, and only seven percent of elementary teachers' master's degrees are in an academic subject.

In addition to their dubious value, these requirements may also serve as a disincentive to teacher retention. Talented probationary teachers may be unwilling to invest time and resources in more education coursework. Further, they may well pursue advanced degrees that facilitate leaving teaching.

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.