Utah teacher licensure requirements could change with new bill

The bill's sponsors said the bill stands to strengthen the “weak” current licensing program and streamline an “overly bloated” program.

A new bill aimed at considering changes to the current licensure program could make it easier for educators to obtain a teaching license in Utah.

But opponents are hesitant, arguing it could lead to a decline in the quality of teachers in schools and could hurt teacher retention.

Under HB208, the Utah State Board of Education and Utah Higher Education Commission would be required to develop a strategy by 2028 that would change how teachers currently obtain licensure. The bill passed the Senate Education Committee on Wednesday.

Sponsor Rep. Norm Thurston, R-Provo, said the bill's purpose is to simplify the current traditional and alternative licensing procedures because “some of them are frankly a little weak. This is because he believes that the system is not necessarily capable of producing teachers with excellent abilities. ability. ”

“They just have a bunch of bureaucratic hoops that people have to jump through. Even if they're qualified, they can't get a license,” Thurston told colleagues at a Senate Education Committee meeting last week. told the parliamentarian. Barriers include the cost of background checks and paraeducators who want to recertify as teachers but feel they don't have the time, she said.

The proposal would also prohibit the USBE from requiring an “educational competency assessment” to obtain a teaching license.

Renee Pinckney, president of the Utah Education Association, the state's largest teachers' union, said the assessment tests licensure candidates on “fundamental teaching skills,” including theories and principles of classroom management skills. This involves educators documenting and analyzing their own teaching strategies and practices.

“These classroom management skills apply to every class you teach, regardless of educational level or subject,” Pinckney said. “What may work for one student may not work for another, but you have a tool bag that you can pull from.”

“We don't want unqualified teachers.”

Thurston noted that evaluations could still be conducted under this proposal. But removing this requirement raised concerns from Democratic state Sen. Kathleen Reeve about how a teacher's competency would be determined.

Liebe said she believes the state has ample paths to teacher licensure and that if the state continues to lower requirements it could have a negative impact on students.

There are currently three types of licenses in the state. 1) Professional License. All licensing requirements are met and competency is demonstrated. Usually through traditional higher education preparation programs. 2) Associate license with minimum requirements and/or competencies met. 3) Local Education Agency specific license. Standards are determined by the school district or charter.

According to a report from the Kem C. Gardner Policy Institute, teachers who go through traditional professional licensing programs tend to have higher retention rates than those who earn associate or LEA-specific licenses.

The report defines teachers without a professional license as “underqualified.”

“I don't understand the benefit of making it easier for kids in front of someone who isn't qualified,” Liebe said.

Thurston said instead of educational performance evaluation, Under this proposal, for example, principals would be able to write and vouch for teachers they have known for 10 years.

He added that studying the current licensing program would “strengthen weak programs” and simplify “bloated” programs.

“We don't want unqualified teachers,” he said of the bill.

“They're learning on the job.”

Mr Pinckney argued that even considering possible changes to the current licensure program could put additional pressure on existing and veteran teachers.

“Teachers are kind by nature, so often times you have educators who don't have the same level of experience… They're learning on the job, and veteran teachers become their mentors,” Pinckney said. Told. “It just increases our workload because we want to help them. We want them to be successful.”

If these teachers were to leave within five years, it would be a huge financial loss for the district, she added.

Still, Pinckney said he doesn't think the current program will change even if the study passes because “I think what we have in place is working well.”

“We know that traditional programs are more likely to bring in great educators who are prepared from day one,” she said.

And these are the people Liebe says he wants to see in his classroom. He is a talented person who can “go beyond the basics'' to meet the requirements of a teacher.

“I believe my child is more important than these arbitrary issues you're talking about,” Reeve told Thurston. “I don't think it's necessary to make it easier for people to get into the classroom because I believe that kids in school matter.”