The state should base licensure advancement on evidence of teacher effectiveness. This goal was consistent between 2015 and 2017.
Evidence of effectiveness: West Virginia's requirements for licensure advancement and renewal are not based on evidence of teacher effectiveness.
Advancing to a professional license: West Virginia allows teachers, after they have received the three-year Initial Professional Teaching certificate, to convert it to a five-year license by completing six semester hours of college coursework. Teachers may advance to a Permanent Teaching Certificate by completing two five-year renewal processes, or one five-year renewal process and obtain a master's degree.
Renewing a professional license: West Virginia requires teachers to renew their licenses every five years by one of the following means: six semester hours of coursework, or verification of a salary classification of a master's degree plus 30 additional hours (MA+30), or documentation that the teacher has reached age 60, along with a superintendent's recommendation. In addition to coursework requirements, teachers must meet the minimum five years of teaching experience in the areas listed on their certificates.
West Virginia State Board Policy 5202 Section 126-136-10
Require evidence of effectiveness as a part
of teacher licensing policy.
West Virginia should require evidence of teacher effectiveness to be a factor in determining whether teachers may renew or advance to a higher-level license.
Discontinue license requirements with no direct connection to classroom effectiveness.
Although targeted requirements may potentially expand teacher knowledge and improve teacher practice, West Virginia's general, nonspecific coursework requirements for license advancement and renewal merely call for teachers to complete a certain amount of seat time. These requirements do not correlate with teacher effectiveness.
End requirement tying teacher advancement to obtaining master's degrees.
West Virginia should remove its mandate that teachers obtain a master's or doctorate degree for any level of license advancement. Research is clear that master's degrees generally do not have any significant correlation with classroom performance. Rather, advancement should be based on evidence of teacher effectiveness.
West Virginia 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.