Utah’s current teacher licensing system is a mess, but the current revision under consideration by the Utah State Board of Education falls short by failing to encourage or recognize accomplished teaching in the profession. It’s imperative that we get this right.
Research on state licensing systems across the nation shows us we can fix our problems and build respect for the profession in a tiered system for apprentice teachers-in-training, inexperienced teachers, professional teachers and master teachers. The current draft Utah licensing rule goes a long way toward simplifying and clarifying the licensing process, and this is sorely needed. However, licensing must do more than acknowledge that minimum standards have been met if educators are to be respected as true professionals.
Consider the parallels: Engineers require four years of supervised experience before they can be certified as professional engineers. We expect doctors to become board certified after they complete intensive residencies, even though board certification is optional. Nurses can be licensed at the LPN, RN, BSN or Certified Nurse Practitioner levels. Even licensed pilots who fly for commercial airlines may progress from first officer (co-pilot) to captain after meeting FAA and employer requirements. There are additional requirements for check pilots and chief pilots.
These professions deal with matters of serious importance having long-term consequences on the public, as does education. We expect professionals in these fields to be both well-educated and highly effective. We make exceptions for lawyers and accountants who can simply pass rigorous competency tests after graduation to be fully credentialed, yet even those fields have additional visible measures tied directly to credibility and pay, whether it be the standard five years of experience at one of the major accounting firms or achieving the level of partner in a law firm.
An oversimplified minimum standard licensing system for teachers is not enough. It lacks clarity, smothers teacher credibility and demeans teacher professionalism.
The current proposed licensing rule contains three categories of quasi-teacher licenses: an LEA-specific license for limited use in certain specific circumstances, a teachers-in-training (associate) credential and a trained (professional) license. The first two credentials are for unprepared teachers getting on-the-job-training. The new requirements for the so-called professional license eliminate the complicated and burdensome requirements faced by teachers coming into Utah with licenses from other states. Simplification is a necessary change. At the same time, the minimal requirements for teachers-in-training create a simple catch-all for the current multiple alternate pathways to teaching available in the state. This is also positive, but calling this credential an associate license is misleading. It suggests teachers are trained and qualified. Worse, eliminating the equivalent of a master teacher credential found in the current Level 3 teacher license is a huge step backward.
Utah teacher licenses should have four categories: a limited or apprentice license for unprepared teachers-in-training and LEA-specific needs, a certified license for teachers who have completed required training, a professional license for those who have completed three years of teaching and received positive evaluations, with guaranteed quality mentoring support (credit being granted for out-of-state licensed teaching experience and Utah apprentice teaching time), and an optional master teacher license for those who choose to complete additional rigorous steps demonstrating accomplished teaching.
A pool of master teachers would automatically lend itself to supporting apprentice teachers in the classroom, mentoring credentialed teachers, coaching professional teachers and serving in other leadership positions within schools. These new designations achieve the goal of simplification while retaining an expectation of and an opportunity for growth.
Credentials speak to credibility in a way endorsements never can. And let’s be honest: Whatever licensing structure we incorporate into a board rule will inevitably be tied to pay scales. If we truly want highly effective teachers for all our students, we must ensure teachers have authentic opportunities to progress in the field as respected professionals with commensurate credentials in the state licensing system.
The Utah Board of Education will discuss this issue again at the Oct. 4 board meeting. Contact your board member (https://www.schools.utah.gov/board/utah/members) and let them know how you feel about the urgency of getting this new licensing system right. It’s not enough to simplify the process of becoming a licensed teacher. Licensing should include pathways demonstrating professional competency with different credential levels.
Deborah Gatrell
Deborah Gatrell is a board-certified social studies teacher and a Utah teacher fellow working to amplify teacher voice and elevate the teaching profession. Follow her at @DeborahGatrell1 on Twitter or contact her at deborah.gatrell@hsgfellow.org to continue the conversation.
