[ The Sixth Annual State of American Education Speech ]
[ Steps to Address Accountability and Teacher Quality ]
[ Webcast of the Secretary's speech ]

Policymakers are engaged in a fierce debate over teacher licensure and compensation. Some people argue that current licensure and compensation systems keep talented individuals out of the profession, do not ensure quality, and provide few incentives for teachers to improve their practice. On the other hand, some contend that teacher licensing and certification systems are in place because effective teachers need not only content knowledge, but also teaching skills and knowledge about how children learn. Secretary Riley is calling for an end to this divisive "either-or" mentality. In his speech today, he will outline one possible approach for teacher licensure that includes an initial license, a professional license, and a voluntary advanced license through the National Board for Professional Teaching Standards. Using this approach, states and districts could determine teacher salaries based on the type of license earned, years of teaching experience, and demonstrated knowledge and skills valued by a school district.

The Initial License would be granted after a prospective teacher passed a written exam of content and teaching knowledge and an assessment of teaching performance. The assessment of teaching performance could take place through a traditional teacher education program or, for those who enter the classroom through a rigorous alternative route, during the first year of mentored teaching. The initial license would reflect a minimum level of knowledge and skills that individuals must possess in order to be given the responsibility for teaching children. This license would represent a "trial period" during which schools would offer new teachers annual contracts and have the flexibility to terminate those who were not making the grade. The initial period would also allow new teachers to develop their teaching skills before applying for a full professional license. The initial license would not be renewable; new teachers should be able to meet the standards of a professional license within three years.

The Professional License would be based on clear standards, developed by states, for what teachers should know and be able to do. Under the current system in most states and school districts, new teachers become fully licensed based on the assessment of one administrator, often with no clear standards and without any rigorous evaluation of classroom performance. Earning a professional license should require teachers to be assessed on their performance through classroom observation by a panel of their peers and a supervisor. Peer reviewers should be trained to assess their colleagues' classroom performance. Teachers should keep their knowledge and skills up to date and the professional license should be renewed periodically.

The voluntary Advanced License could use the certification from the National Board for Professional Teaching Standards (NBPTS). Experienced teachers can choose to pursue this advanced certification, which allows them to measure their practice against the high and rigorous standards for accomplished teaching established by the National Board. A NBPTS certificate attests that a teacher has been assessed by peers to be accomplished, make sound professional judgments about student learning, and act effectively on those judgments. Candidates participate in a two-part assessment that includes a portfolio completed in the classroom and assessment exercises around challenging teaching issues.

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[ The Sixth Annual State of American Education Speech ]
[ Steps to Address Accountability and Teacher Quality ]
[ Webcast of the Secretary's speech ]