Expanding the Pool of Teachers Policy
The state should offer a license with minimal requirements that allows content experts to teach part time.
Montana offers a license with minimal requirements that
allows content experts to teach part time, although the use of such license is
Montana offers the Class 8 Dual Credit-only Postsecondary Faculty license. Applicants must be current faculty members at an approved college/university to qualify. The Class 8 license permits candidates to teach only dual credit courses in their identified field, essentially high school courses taken for college credits.
Class 8 candidates must provide a recommendation from an accredited professional educator preparation program stating the applicant's degree/major and verifying competency as it relates to instruction.
Montana Class 8 Dual Credit-only Postsecondary Faculty License http://opi.mt.gov/cert/index.html Montana Administrative Code 10.57.437
Offer a license that allows content experts to serve as part-time
Montana's Class 8 license only serves to allow college faculty to teach dual credit courses to high school students. The state should expand on this idea and offer a license that permits all individuals with deep subject-area knowledge to teach a limited number of courses without fulfilling a complete set of certification requirements. The state should verify content knowledge through a rigorous test and conduct background checks as appropriate, while waiving all other licensure requirements. Such a license would increase districts' flexibility to staff certain subjects, including many STEM areas, that are frequently hard to staff or may not have high enough enrollment to necessitate a full-time position.
Montana declined to respond to NCTQ's analyses.
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 requirements for part-time licenses to those that verify subject-matter knowledge and address public safety, such as background checks.
Part-Time Teaching Licenses: Supporting Research
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: Five steps your state can take to improve the quality and quantity of its K-12 math and science teachers", 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,Volume 28, Summer 1991, pp. 465-498.
For more on math and science content knowledge, see D. Monk, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review, Volume 13, No. 2, June 1994, pp. 125-145; R. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, Volume 84, No. 3, 1983, pp. 564-569.