The state should maintain requirements that make teaching licenses held by effective teachers fully portable across state lines, with appropriate safeguards. This goal has been revised since 2017.
Eligibility for Standard License: Utah allows teachers with valid out-of-state certificates to be eligible for a professional license.
Evidence of Effectiveness: Utah does not require evidence of effective teaching during previous employment in its reciprocity policy.
Testing Requirement: Utah requires out-of-state teachers to meet its standard for passing scores on state certification tests, and accepts scores from "reasonably equivalent" content knowledge assessments. However, teachers with four or more years of experience are exempted from meeting this requirement.
Additional Requirements: Utah requires all candidates to submit transcripts. Alternate route teachers must include official documentation of alternate educator program completion and an official program description including class description.
Background Checks: Utah requires a full criminal-history background check.
Out-of-State Educator License Application https://www.schools.utah.gov/file/b12ac51a-ca1e-48f7-8855-0b4f6f9ab82d Utah Administrative Code R277-301-5; R277-502-7
Require evidence of effective teaching when determining eligibility for full certification.
To facilitate the movement of effective teachers between states, Utah 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.
To uphold standards, require that teachers transferring from other states meet testing requirements.
Utah should insist that out-of-state teachers meet its own testing requirements or provide evidence of a passing score on an applicable content test from the originating state.
Offer a standard license to certified out-of-state teachers, absent unnecessary requirements.
Utah should discontinue its requirement for the submission of transcripts because transcript reviews are not a particularly meaningful or efficient exercise. Such review 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 Utah.
Utah recognized the factual accuracy of this analysis. The state was also helpful in providing NCTQ with facts that enhanced 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.