Expanding the Pool of Teachers Policy
The state should help to make licenses fully portable among states, with appropriate safeguards.
New York does not support licensure reciprocity for certified teachers from other states.
Commendably, New York provides testing waivers only to teachers who have attained National Board Certification. All other out-of-state teachers, no matter how many years of experience they have, must meet New York's passing scores on licensing tests. The state also allows out-of-state teachers to teach on its Conditional Initial Certificate for two years to satisfy the examination requirements.
However, other aspects of the state's policy create obstacles for teachers from other states seeking licensure in New York. Teachers with comparable out-of-state certificates are eligible for New York's standard license. Applicants are required to complete an approved teacher education program; alternate route teachers must have three years of experience within the last seven years. Those who lack three years of experience must submit transcripts for review.
New York is also a participant in the NASDTEC Interstate Agreement; however, the latest iteration of this agreement no longer purports to be a reciprocity agreement among states and thus is no longer included in this analysis.
Interstate Reciprocity www.highered.nysed.gov/tcert/certificate/teachrecother.html
Require out-of-state teachers to pass licensing tests within one year.
Two years in the classroom without meeting the state's testing requirements is too long. New York should ensure that all out-of-state teachers meet its testing standards in their first year of teaching in the state.
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
New York's policy regarding submission of transcripts would appear to imply that, lacking a clear match with New York's own professional requirements, the teacher would have to begin anew, repeating some, most or all of a preparation program in New York. 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.
Accord the same license to out-of-state alternate route teachers as would be accorded to traditionally prepared teachers.
New York should reconsider its recency requirement regarding experience for alternate route teachers, as it may deter talented teachers from applying for certification. New York should also ensure that its experience requirement does not preclude fully certified alternate route teachers who have completed their preparation from obtaining reciprocal licensure. For example, certified Teach For America teachers who have fulfilled their two-year commitment in other states should be eligible for licensure in New York.
New York recognized the factual accuracy of this analysis.