Expanding the Pool of Teachers Policy
The state should help to make licenses fully portable among states, with appropriate safeguards.
Regrettably, Oregon grants a waiver of its licensing tests to any out-of-state teacher who "demonstrates special academic preparation" and has at least five years of experience.
Teachers with valid out-of-state certificates are eligible for Oregon's Initial Teaching License, and there is no longer a state-mandated recency requirement.
However, transcripts are required for all out-of-state teachers. It is not clear whether the state analyzes transcripts to determine whether a teacher was prepared through a traditional or alternate route or whether additional coursework will be required.
Oregon is also a participant in the NASDTEC Interstate Agreement, which outlines which other states' certificates will be accepted by the receiving state. This agreement is not a collection of two-way reciprocal acceptances, nor is it a guarantee that all certificates will be accepted by the receiving state, and is therefore not included in this analysis.
Oregon requires state-certified teachers at virtual public charter schools to teach at least 95 percent of the school's instructional hours. It is not clear, however, whether online teachers outside Oregon are required to meet the state's requirements for teacher certification.
Oregon Administrative Rules, 584-060-0012, -0014 ORS 338.120
To uphold standards, require that teachers coming from other states meet testing requirements.
Oregon takes considerable risk by granting a waiver for its licensing tests to any out-of-state teacher who has "academic preparation" and five years of experience. It should not provide any waivers of its teacher tests unless an applicant can provide evidence of a passing score under its own standards. The negative impact on student learning stemming from a teacher's inadequate subject-matter knowledge is not mitigated by the teacher's having coursework and experience.
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
Oregon should offer standard licenses to certified out-of-state teachers, rather than restricting them to initial ones once they meet Oregon's requirements.
Further, Oregon should consider discontinuing its requirement for the submission of transcripts. Transcript analysis is 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 Oregon. Regardless of whether a teacher was prepared through a traditional or alternate route, all certified out-of-state teachers should receive equal treatment.
Require evidence of effective teaching when determining eligibility for full certification.
Rather than rely on transcripts to assess credentials, Oregon should instead require that evidence of teacher effectiveness be considered for all out-of-state candidates. Such evidence is especially important for candidates who come from states that make student growth at least a significant factor of a teacher evaluation (see Goal 3-B).
Ensure that requirements for online teachers are as rigorous as those for in-state teachers.
Oregon should ensure that online teachers based in other states are at least equally as qualified as those who teach in the state. However, Oregon should balance the interests of its students in having qualified online instructors with making certain that these requirements do not create unnecessary obstacles for out-of-state teachers.
Oregon asserted that the waiver is only allowed for veteran teachers, and that all out-of-state teachers must submit evidence of having either passed their state-adopted test or earned a major in the area.
Oregon also contended that transcripts are required to verify a bachelor's degree—an ESEA requirement for highly qualified status and a state requirement since 1965. It is contradictory to eliminate regulation for alternate routes yet not deem veteran teaching experience in a subject as "adequate." Oregon added that it has one of the most liberal reciprocity policies of any state, and that it accepts full out-of-state licensure as evidence of meeting that state's requirements. It requires transcripts as evidence of having obtained a bachelor's degree and as evidence of meeting subject-matter competency for purposes of being HQT. Oregon also pointed out that it only imposes minimal additional requirements: proof of good character, review of criminal records, and passage of a civil rights and ethics test.
Oregon should uphold its standards for all teachers by insisting that certified teachers coming from other states meet the incoming state's testing requirements. Further, the submission of transcripts should be unnecessary for certified out-of-state teachers, unless the state has some reason to suspect that the certifying state routinely licenses teachers who do not have a degree.
Using transcripts to judge teacher competency provides little value.
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 experience or success level. The application of these often complex state rules results in unnecessary obstacles to hiring talented and experienced teachers. Little evidence indicates that reviewing a person's undergraduate coursework improves the quality of the teaching force or ensures that teachers have adequate knowledge.
New evaluation systems coming on line across the country which prioritize effectiveness and evidence of student learning (see Goal 3-B) 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 many states impose burdensome coursework requirements, they often fail to impose minimum standards on licensure tests. Instead, they offer 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. Too many states have 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 wide variety in quality can be found in traditional programs. If a teacher comes from another state with a standard license and can pass the state's licensure tests, whether the preparation was traditional or alternative should be irrelevant.
Licensure Reciprocity: Supporting Research
Many professions have gone further than teaching in encouraging interstate mobility. The requirements for attorneys, for example, are complicated, but often offer certain kinds of flexibility, such as allowing them to answer a small set of additional questions. See the Comprehensive Guide to Bar Admissions Requirements 2014, published by the National Conference of Bar Examiners and the American Bar Association, available at https://www.ncbex.org/assets/media_files/Comp-Guide/CompGuide.pdf.
On the similarity in effectiveness between graduates of traditional and alternative programs, see J. Constantine, D. Player, T. Silva, K. Hallgren, M. Grider, J. Deke, and E. Warner, An Evaluation of Teachers Trained Through Different Routes to Certification, Final Report. February 2009, U.S. Department of Education, NCEE 2009-4043. D. Boyd, P. Grossman, H. Lankford, S. Loeb, and J. Wyckoff, "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement." NBER Working Paper No. 11844, December 2005. T. Kane, J. Rockoff, and D. Staiger. "What Does Certification Tell Us About Teacher Effectiveness? Evidence from New York City." NBER Working Paper No.12155, April 2006. G. Henry, C. Thompson, K. Bastian, C. Fortner, D. Kershaw, K. Purtell, R. Zulli, A. Mabe, and A. Chapman, "Impacts of Teacher Preparation on Student Test Scores in North Carolina: Teacher Portals". The University of North Carolina at Chapel Hill, Carolina Institute for Public Policy, 2010, 34p. Z. Xu, J. Hannaway, and C. Taylor, "Making a Difference? The Effects of Teach for America in High School." The Urban Institute/Calder, Working Paper 17, April 2007. D. Boyd, P. Grossman, K. Hammerness. H. Lankford, S. Loeb, M. Ronfeldt, and J. Wyckoff, "Recruiting Effective Math Teachers: How Do Math Immersion Teachers Compare?: Evidence from New York City." NBER Working Paper No.16017, May 2010; as well as "How Changes in Entry Requirements Alter the Teacher Workforce and Affect Student Achievement," by D. Boyd, P. Grossman, H. Lankford, S. Loeb, and J. Wyckoff, NBER Working Paper No.11844, December 2005; and "The Effects of Teach For America on Students: Findings from a National Evaluation," by P. Decker, D. Mayer, and S. Glazerman, Mathematica Policy Research Inc., 2004.