The state should base licensure advancement on evidence of teacher effectiveness. This goal was consistent between 2015 and 2017.
Evidence of effectiveness: Washington's policy regarding licensure advancement may consider some evidence of effectiveness; however, it does not ensure that objective measures of student growth are included. The state's renewal policy is not based on evidence of effectiveness.
Advancing to a professional license: Washington requires teachers to successfully obtain a passing score on the ProTeach portfolio and have completed at least two full years of service. Those holding National Board for Professional Teaching Standards (NBPTS) Certificates meet this requirement. To earn a passing score on the ProTeach Portfolio, "teachers must demonstrate the required knowledge and skills that demonstrate a positive impact on student learning." However, advancement to the professional license is not mandatory; teachers may renew their residency licenses indefinitely.
Renewing a professional license: Washington teachers must renew their licenses every five years by completing one of the following: 100 hours of college credit, four annual professional growth plans, a combination of professional growth plans and college credits for a total of 100 hours, or National Board Certification.
WAC 181-79A-206 and WAC 181-79A-251 Certification Requirements http://www.k12.wa.us/certification/teacher/ProCert.aspx ProTeach Portfolio http://www.waproteach.org/overview/index.html Renewal Requirements http://www.k12.wa.us/certification/teacher/Professional.aspx#Renewal
Require evidence of effectiveness as a part of teacher licensing policy.
Washington should require evidence of teacher effectiveness to be a factor in determining whether teachers may renew or advance to a higher-level license. Although the state's requirement of evidence that teaching has had a positive impact on student growth as a part of teacher licensing decisions may be a step in the right direction, there is no indication that this must include objective evidence of student learning.
Discontinue license renewal requirements with no direct connection to classroom effectiveness.
Although targeted requirements may potentially expand teacher knowledge and improve teacher practice, Washington's general, nonspecific professional development clock hour requirements for license renewal merely call for teachers to complete a certain amount of seat time. These requirements do not correlate with teacher effectiveness.
Washington was helpful in providing NCTQ with facts that enhanced this analysis.
9A: Licensure Advancement
The reason for probationary licensure should be to determine teacher effectiveness. Most states grant new teachers a probationary license that must later be converted to an advanced or professional license. A probationary period is sound policy as it provides an opportunity to determine whether individuals merit professional licensure. However, very few states require any determination of teacher performance or effectiveness in deciding whether a teacher will advance from the probationary license. Instead, states generally require probationary teachers to fulfill a set of requirements to receive advanced certification. Therefore, ending the probationary period is based on whether a checklist has been completed rather than on teacher performance and effectiveness.
Most state requirements for achieving professional certification have not been shown to affect teacher effectiveness. Unfortunately, not only do most states fail to connect advanced certification to actual evidence of teacher effectiveness, but also the requirements teachers must most often meet are not even related to teacher effectiveness. The most common requirement for professional licensure is completion of additional coursework, often resulting in a master's degree. Requiring teachers to obtain additional training in their teaching area would be meaningful; however, the requirements are usually vague, allowing the teacher to fulfill coursework requirements from long menus that include areas having no connection or use to the teacher in the classroom. The research evidence on requiring a master's degree is quite conclusive: with rare exceptions, these degrees have not been shown to make teachers more effective. This is likely due in no small part to the fact that teachers may not attain master's degrees in their subject areas.
In addition to their dubious value, these requirements may also serve as a disincentive to teacher retention. Talented probationary teachers may be unwilling to invest time and resources in more education coursework. Further, they may well pursue advanced degrees that facilitate leaving teaching.