2017 Hiring Policy
The state should help to make licenses fully portable among states for effective teachers, with appropriate safeguards. The bar for this goal was raised in 2017.
Eligibility for Standard License: North Dakota allows out-of-state teachers, depending on their credentials, to apply for one of the following North Dakota licenses: Out-of-State Reciprocal, Out-of-State Highly Qualified, or Initial.
Evidence of Effectiveness: North Dakota does not require evidence of effective teaching during previous employment in its reciprocity policy.
Testing Requirement: North Dakota only requires out-of-state teachers to meet North Dakota's testing standards if they were not required to pass content tests in their originating states.
Additional Requirements: Other aspects of North Dakota's policy create obstacles for teachers from other states seeking licensure in North Dakota. North Dakota routinely reviews the college transcripts of licensed out-of-state teachers who are not highly qualified, an exercise that often leads the state to require additional coursework before it will offer its license. States that reach a determination about an applicant's licensure status on the basis of the course titles listed on the applicant's transcript may end up mistakenly equating the amount of required coursework with the teacher's qualifications.
In addition, the reciprocal license requires completion of a "professional education sequence from a state-approved teacher education program, including supervised student teaching." Depending on the state's working definition of the term "student teaching," this policy is unlikely to offer much flexibility for teachers prepared in district-based alternate route programs.
North Dakota also requires all out-of-state teachers to take coursework in Native American and multicultural studies and does not offer a test-out option.
North Dakota requires a criminal background check.
North Dakota Administrative Code 67.1-02-02-07; 67.1-02-06-01, -2 North Dakota Century Code 15.1-13-20 Routes to ND Licensure for Out-of-State Educators: https://www.nd.gov/espb/licensure/docs/Out-of-StateEducatorLicensureVisual.pdf
Require evidence of effective teaching when determining eligibility for full certification.
To facilitate the movement of effective teachers between states, North Dakota 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 a determinative factor of a teacher evaluation. (See 7-A: Measures of Student Growth analysis and recommendations.)
To uphold standards, require that teachers coming from other states meet testing requirements.
North Dakota should insist that out-of-state teachers meet its own testing requirements, and it should not waive its teacher testing requirements unless an applicant can provide evidence of a passing score that meets its own standards. By continuing to allow testing waivers, North Dakota cannot ensure that teachers who have passed assessments in other states have met comparable content-knowledge expectations.
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
North Dakota should reconsider its policy of transcript reviews. Such reviews are not a particularly meaningful or efficient exercise and are likely to result in additional coursework requirements, even for traditionally prepared teachers; alternate route teachers, on the other hand, may have to virtually begin anew, repeating some, most or all of a teacher preparation program in North Dakota.
Also, the state's Native American and multicultural studies coursework requirements are reasonable; however, it should offer out-of-state teachers a test-out option.
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 in North Dakota 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.
North Dakota 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.