Teacher License Reciprocity: 50 State Review

Source: http://www.coreeducationllc.com/blog2/teacher-license-reciprocity-50-state-review/

 

Since 2016, 11 states have passed regulations making it easier for out-of-state teachers to get their licenses.

This finding comes from a new report from the Education Commission of the States on teacher licensure reciprocity across all 50 states.

This policy report defines and provides a review of teacher license reciprocity, explores how state-specific licensing requirements impact the teacher labor market, and includes examples of national and state efforts to facilitate reciprocity.

Key takeaways include the following:

Six states offer full teacher license reciprocity for all eligible, fully licensed teachers. In these states, fully licensed out-of-state teachers, regardless of experience, are immediately eligible to receive a standard teaching license and are subject to few or no additional requirements.

Thirty-five states plus the District of Columbia (D.C.) established differing requirements for experienced and inexperienced teachers, limiting licensure barriers for candidates meeting established experience requirements. Fourteen states plus D.C. require candidates with classroom experience to provide evidence of effectiveness in past performance, oftentimes limiting barriers for candidates who can demonstrate success.

Thirty-one states require that some or all out-of-state teacher candidates take additional coursework or training prior to entering a classroom, or within a certain number of years of teaching. Forty-three states plus D.C. require that some or all out-of-state teacher candidates take additional assessments.

Additional materials include state profiles and an interactive visualization of the data set.

Download the report and materials here: https://www.ecs.org/50-state-comparison-teacher-license-reciprocity/  

Developing a Multicultural Education Curriculum

 

Developing a Multicultural Education Curriculum

Hilton Salt Lake City Center

Wednesday, November 1, 2017
11AM – 6 PM

 

NAME 27th Annual International Conference
National Association for Multicultural Education

Presenter: Bill Howe, Past-President of the National Association for Multicultural Education

About the Institute: Since 1995, almost 20,000 people have attended the nationally recognized training program – Developing a Multicultural Curriculum (DMC). Developed originally in 1994 under a federal grant, DMC was created to meet the needs of teachers wishing to learn more effective strategies to teach minority students but also schools that wanted a curriculum that would prepare all students for a diverse workforce and a global economy. The institute follows a model based on four key steps – awareness, knowledge, skills and action. These steps include awareness of how culture affects teaching and learning, the knowledge we need to be culturally responsive, how to create multicultural lesson plans; and how to develop an individual and organizational action plan.

Register at www.nameorg.org

 

Will Betsy DeVos Change Course on Racial Disparities in School Discipline?

Source: http://blogs.edweek.org/edweek/rulesforengagement/2017/10/will_devos_change_course_on_racial_disparities_in_school_discipline.html?cmp=eml-enl-eu-news2&M=58237642&U=998282

Will the U.S. Department of Education back pedal on another key education civil rights action of the Obama administration?

As the agency reversed Obama-era civil rights policies—those related to issues like sexual assault, systemic investigations, and transgender students—policy watchers have wondered if it will next withdraw or alter 2014 guidance on racial disparities in school discipline.

That guidance, which was long anticipated by civil rights groups before it was released, put schools on notice that discipline rates that are disproportionately high for students in one race could trigger a civil rights investigation, even if the school’s policies weren’t written with discriminatory intent. For example, if a school suspends black students at higher rates than their peers, federal officials might explore data to see if they are facing harsher punishments for the same rule violations compared to their peers.

Supporters of that move said it would help to slow the so-called “school-to-prison pipeline,” a term they use to describe overly punitive discipline policies that research links to negative outcomes for students.

But critics said the guidance amounted to putting “racial quotas” on school discipline and that it had a chilling effect, causing schools to avoid disciplining students for some behaviors.

U.S. Secretary of Education Betsy DeVos has regularly criticized the Obama administration’s aggressive approach to civil rights enforcement, referring to it as “the era of rule by letter.”

Now, DeVos plans to hire an outspoken critic of the discipline guidance to work in the the department’s office of general counsel, according to a Politico report. That reported hire, Hans Bader, previously served as a senior attorney for the Competitive Enterprise Insitute. He’s written numerous opinion pieces and letters to the editor at major newspapers on the Obama education department’s approach to discipline.

Higher suspension rates for black students “reflect higher rates of misbehavior among blacks, not zero-tolerance policies,” Bader wrote in a 2014 opinion piece in the Daily Caller.

That’s a claim that many school discipline researchers dispute.

Is Bader’s hiring a signal that the discipline guidance will be changed? Michael Petrilli, president of the Thomas B. Fordham Institute, seems to think so.