Education Week - September 14, 2016 - 24

COMMENTARY

Why Can't Teachers Cross State Lines?
By Arthur E. Wise

M

ost licensed professionals can move across
state lines with little
more than their licenses
in hand. This is not the
case for teachers, who
discover that a license
is often not worth the
paper it's written on. For them, a move across
state lines frequently entails red tape to be negotiated, new tests to be passed, new courses to
be taken, and a new license to be obtained. Why
the difference? The answer is in plain sight,
though apparently invisible to those who have
caused the problem and have the power to fix it.
In most professions, national standards and
the state recognition of licenses based on them
result in relatively easy interstate reciprocity.
There may be a few hoops to jump through,
but nothing overly challenging. In teaching, the
absence of national licensing standards and,
therefore, the impossibility of state recognition
of licenses based on them, leads, at best, to cumbersome interstate reciprocity. At worst, and all
too often, it leads to frustration, resignation, and
teacher shortages.
State legislatures, which ultimately have authority over professions that require a license,
have, in effect, sanctioned state reciprocity but
have never applied this policy to teaching. Legislatures have authorized such professionals as
physical therapists, psychologists, architects, engineers, accountants, and doctors to cross state
lines with minimal difficulty. Teachers, on the
other hand, must effectively acquire a new license as if they have never taught before and no
matter how long they may have held a license
in another state.
Were legislatures to treat teaching like other
professions, the problem of teacher-licensing
reciprocity, along with many other barriers
to teacher quality and supply, would likely be
eliminated.
The solution begins when the legislature establishes a professional state-licensing board.
This board has the authority to set and enforce
standards for entry to and practice of the profession. States have established such authoritative
boards for many professions, with the notable
exception of teaching. Typically, legislatures do
not override the standards and processes employed by their licensing boards. In general, interstate-licensing reciprocity is relatively easy
since state boards tend to trust the licenses
granted by their counterparts in other states,
given that most rely on the same national standards, tests, and assessments.
To be sure, some states have created teacherlicensing boards, which they often label "advisory." However, nearly all lack the authority of
other professional boards. It is true that these
licensing boards can establish standards, but
they cannot enforce them. They can say what
teachers must know and be able to do, but they

cannot insist that teachers new to the profession
or new to the state meet their expectations. Legislatures and other state bodies routinely compromise teacher-licensing standards to ensure
an adequate supply of teachers. It is no wonder
that states do not trust the teaching licenses of
other states.
A professional license signifies that the professional is ready to practice. Generally, candidates
for a license must be graduates of accredited
preparation programs and pass external examinations to demonstrate they have acquired or
developed the knowledge, skills, dispositions,
and ability to perform according to standards
set by the profession. The standards are never
compromised, thus assuring one and all that licensed professionals are ready to practice and
interstate reciprocity is possible.
Rigorous teaching standards, the equal of
standards in other professions, exist. Standards-based tests of candidates' academic-content knowledge and teaching knowledge exist.
EdTPA, an assessment of teaching performance,
measures teaching readiness. The National
Board for Professional Teaching Standards measures accomplished teaching for advanced certification. (Twenty-seven states have recognized
NBPTS certification as the basis for reciprocity,
but this option is available only to the relatively
small number of teachers who are nationalboard-certified.)
Many states use the quality-assurance measures associated with accreditation, teacher
tests, and teacher assessments, but others do
not. Many states apply these measures with
rigor; others do not. Many states, even those
with rigorous expectations, relax them in times
of shortage and for other reasons.
Other professions, including medicine and
architecture, have powerful national organizations that represent state-licensing boards or the
profession. They play key roles in facilitating interstate reciprocity. The medical profession has
the Federation of State Medical Boards and the
National Board of Medical Examiners, which set
rigorous standards for medical education, licensing, certification and administer assessments, and
other processes that measure whether standards
are met. Architecture has the National Council of
Architectural Registration Boards, the association of state boards, which develops
and administers licensing and certification examinations.
State-licensing boards
choose to rely on the examinations and processes
used by their respective
national bodies. The result is that the license
issued by the state
is based on national
professional standards and therefore
similar to the licenses
granted by all other
states. States can

and do exercise their prerogative to expect a bit
more or a bit less, sometimes for substantive
reasons and sometimes for political ones. Thus,
licenses do vary from state to state but within
narrow enough parameters that interstate reciprocity allows professionals to cross states lines
with minimal red tape.
We must therefore establish a National Board
for Teacher Licensing, modeled on such bodies in
other professions, to develop beginning-teacher licensing standards and to work with state teacherlicensing boards. Alternatively, the NBPTS could
expand its mission beyond advanced certification
to include initial teacher licensing. It has the advantage of substantial experience in the assessment of teaching performance.
Teachers' unions, which have long supported
state boards, must educate legislatures on their
importance. In turn, legislatures should trust
teacher licensing as they trust other professional licensing, no more and no less. Clearly,
this is a step that legislatures have balked at
because of their antipathy toward teachers'
unions. The unions may need to mobilize the
larger education stakeholder community of
education schools, parents, the business community, and others who see the advantage in
interstate reciprocity for teachers.
Until the void is filled, teachers will continue to
have difficulty crossing state lines. As it stands,
interstate reciprocity is a cruel hoax for teachers
and a self-defeating policy for states that fail to
trust teachers at least as much as they trust other
professionals. ■

| INSIDE |

18

18

19

20

BUILDING CAPACITY FOR
BLUE RIBBON SCHOOLS

THE ZEROTOLERANCE-POLICY
OVERCORRECTION

THE CASE FOR UNIVERSAL
NATIONAL SERVICE

LETTERS TO
THE EDITOR

ARTHUR E. WISE is an education policy consultant based in
Potomac, Md. Among his publications is
Rich Schools, Poor Schools: The Promise
of Equal Educational Opportunity, the
1968 book that first proposed
school-finance-equalization
lawsuits.

"

Were legislatures to treat teaching like other
professions, the problem of teacher-licensing
reciprocity ... would likely be eliminated."

Steve Braden for Education Week

24 | EDUCATION WEEK | September 14, 2016 | www.edweek.org/go/commentary


http://www.edweek.org/go/commentary

Education Week - September 14, 2016

Table of Contents for the Digital Edition of Education Week - September 14, 2016

Education Week - September 14, 2016
Federal Officials Urge Clear, Limited Roles for Police in Schools
Post-Labor Day Starting Date Sparks Pitched Debate in Md.
ESSA Raises K-12 Stakes In State-Level Races
Educators Grapple With Election 2016
Contents
News in Brief
Report Roundup
Chronic Absenteeism’s Impact Is Most Severe in Impoverished Districts
Do Charter School Graduates Have Higher Future Earnings?
Program Enlists Peers To Reduce Bullying
DIGITAL DIRECTIONS: Study Raises Questions About Impact of Tech on Achievement
New Head Start Rules Aim to Balance Flexibility, Oversight
The State of Play on ESSA Rules
Donald Trump Backs Merit Pay, Funds for Choice
TED KESLER: Building Capacity for Blue Ribbon Schools
RICHARD ULLMAN: The Zero-Tolerance-Policy Overcorrection
JAMES M. STONE: The Case for Universal National Service
Letters
TopSchoolJobs Recruitment Marketplace
ARTHUR E. WISE: Why Can’t Teachers Cross State Lines?
Education Week - September 14, 2016 - Educators Grapple With Election 2016
Education Week - September 14, 2016 - 2
Education Week - September 14, 2016 - Contents
Education Week - September 14, 2016 - News in Brief
Education Week - September 14, 2016 - Report Roundup
Education Week - September 14, 2016 - Chronic Absenteeism’s Impact Is Most Severe in Impoverished Districts
Education Week - September 14, 2016 - Do Charter School Graduates Have Higher Future Earnings?
Education Week - September 14, 2016 - Program Enlists Peers To Reduce Bullying
Education Week - September 14, 2016 - 9
Education Week - September 14, 2016 - 10
Education Week - September 14, 2016 - DIGITAL DIRECTIONS: Study Raises Questions About Impact of Tech on Achievement
Education Week - September 14, 2016 - 12
Education Week - September 14, 2016 - 13
Education Week - September 14, 2016 - New Head Start Rules Aim to Balance Flexibility, Oversight
Education Week - September 14, 2016 - The State of Play on ESSA Rules
Education Week - September 14, 2016 - Donald Trump Backs Merit Pay, Funds for Choice
Education Week - September 14, 2016 - 17
Education Week - September 14, 2016 - RICHARD ULLMAN: The Zero-Tolerance-Policy Overcorrection
Education Week - September 14, 2016 - JAMES M. STONE: The Case for Universal National Service
Education Week - September 14, 2016 - Letters
Education Week - September 14, 2016 - 21
Education Week - September 14, 2016 - TopSchoolJobs Recruitment Marketplace
Education Week - September 14, 2016 - 23
Education Week - September 14, 2016 - ARTHUR E. WISE: Why Can’t Teachers Cross State Lines?
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