Part-Time Teaching Licenses: Washington

2013 Expanding the Pool of Teachers Policy

Goal

The state should offer a license with minimal requirements that allows content experts to teach part time.

Meets a small part
Suggested Citation:
National Council on Teacher Quality. (2013). Part-Time Teaching Licenses: Washington results. State Teacher Policy Database. [Data set].
Retrieved from: https://www.nctq.org/yearbook/state/WA-Part--Time-Teaching-Licenses-21

Analysis of Washington's policies


Washington offers a Conditional Certificate license with minimal requirements, although it is unclear whether the license was designed to be used for part-time teaching.

A candidate for a Conditional Certificate must be "highly qualified and experienced in the subject matter to be taught and has unusual distinction or exceptional talent demonstrated through public records of accomplishments and/or awards."

The state does not provide additional guidelines for obtaining a Conditional Certificate.


Citation

Recommendations for Washington

Offer a license that allows content experts to serve as part-time instructors.
It is unclear whether the Conditional Certificate serves as a vehicle for individuals with deep subject-area knowledge to teach a limited number of courses without fulfilling a complete set of certification requirements. It appears that this may be the intent of the license; however, state policy does not describe the conditions of employment, whether it is for part-time or full-time teaching or requirements that candidates must fulfill.

Require applicants to pass a subject-matter test.
Although this license is designed to enable distinguished individuals to teach, Washington should still require a subject-matter test. While documentation provided by the applicant may show evidence of expertise in a particular field, only a subject-matter test ensures that Conditional Certificate teachers know the specific content they will need to teach.


State response to our analysis

Washington was helpful in providing NCTQ with facts that enhanced this analysis. The state also noted that the Conditional Certificate is allowed if warranted by circumstances, and this is the provision upon which districts draw when hiring Teach For America (TFA) corps members or individuals with expertise even though a traditional certified teacher is available. 

How we graded

Research rationale

Part-time licenses can help alleviate severe shortages, especially in STEM subjects. 

Some of the subject areas in which states face the greatest teacher shortages are also areas that require the deepest subject-matter expertise.  Staffing shortages are further exacerbated because schools or districts may not have high enough enrollments to necessitate full-time positions.  Part-time licenses can be a creative mechanism to get content experts to teach a limited number of courses.  Of course, a fully licensed teacher is best, but when that isn't an option, a part-time license allows students to benefit from content experts—individuals who are not interested in a full-time teaching position and are thus unlikely to pursue traditional or alternative certification.  States should limit licensure requirements to those that verify subject-matter knowledge and address public safety, such as background checks.

Part-Time Teaching Licenses: Supporting Research

The origin of this goal is the effort to find creative solutions to the STEM crisis. While teaching waivers are not typically used this way, teaching waivers could be used to allow competent professionals from outside of education to be hired as part-time instructors to teach courses such as Advanced Placement chemistry or calculus as long as the instructor demonstrates content knowledge on a rigorous test.  See NCTQ, "Tackling the STEM Crisis: Five steps your state can take to improve the quality and quantity of its K-12 math and science teachers", at: http://www.nctq.org/p/docs/nctq_nmsi_stem_initiative.pdf.

For the importance of teachers' general academic ability, see R. Ferguson, "Paying for Public Education: New Evidence on How and Why Money Matters," Harvard Journal on Legislation,Volume 28, Summer 1991, pp. 465-498.

For more on math and science content knowledge, see D. Monk, "Subject Area Preparation of Secondary Mathematics and Science Teachers and Student Achievement," Economics of Education Review, Volume 13, No. 2, June 1994, pp. 125-145; R. Murnane, "Understanding the Sources of Teaching Competence: Choices, Skills, and the Limits of Training," Teachers College Record, Volume 84, No. 3, 1983, pp. 564-569.