Teacher Licensing Is In Disarray, Study Contends
An expert based in Washington D.C. has criticized the teacher-certification procedures in the United States, calling them "chaotic" and suggesting that they should be replaced with national certification standards. C. Emily Feistritzer, the director of the National Center for Education Information, conducted a survey of teacher education and certification in all 50 states, and her findings were published in a report called "The Making of a Teacher."
Feistritzer argues that the vast number of different types of certificates and the requirements to obtain them within each state, let alone nationwide, are overwhelming. She points out that in one state, a person could fulfill all the requirements to teach every elementary grade, while in another state they may only be certified to teach certain grades. Some states offer broad certificates that allow teachers to instruct multiple grades and subjects, while others have very specific certificates that restrict the grade levels and subjects they can teach.
The survey also revealed several other interesting findings. Forty-eight states and the District of Columbia include graduation from an approved program among the eligibility requirements for certification. Although all states require a bachelor’s degree, the number of credit hours required for general studies, professional-education courses, and clinical experience varies significantly across states. Certification duration also varies widely, ranging from one year to a lifelong certification. All states, except Vermont and Virginia, issue substandard, limited, or emergency credentials to individuals who do not meet all the criteria for certification. In fact, some states even grant substandard credentials to those without a bachelor’s degree.
The report indicates that all but 18 states are currently exploring alternatives to the traditional teacher-training program route to certification. Additionally, Florida and New Jersey are considering proposals that would bypass teacher-education training altogether when certifying teachers.
Based on these findings, Feistritzer suggests simplifying the entire certification process by establishing national standards, which would include a national proficiency examination similar to those administered in other professions such as medicine, law, and accounting. She argues that in order for teaching to truly be considered a profession, it must adopt standards of excellence and establish uniform criteria for selecting, training, and placing qualified individuals in teaching positions.
Despite Feistritzer’s recommendations, there seems to be significant disagreement among those who would be most affected by her proposal. Albert Shanker, president of the American Federation of Teachers, believes that some level of standardization would be beneficial but still allows for differences among states. On the other hand, the National Education Association disagrees with the idea of national standards and instead supports the establishment of state-level professional-standards boards with teachers as the majority members.
Robert A. Roth, past president of the National Association of State Directors of Teacher Education and Certification, suggests that rather than implementing national standards, it may be more effective to improve each state’s certification programs. He emphasizes that state offices for teacher education and certification have often been neglected within state agencies and proposes providing greater assistance to states in improving their procedures, particularly in the program-approval process.
