The Local Perspective on Licensure
Photo Credit: East Guernsey Local Schools (Buckeye Trail High School)
We recently interviewed Zac Housley, Director of Curriculum, Instruction, & Assessment at East Guernsey Local Schools. Following the recent networking session where State Board of Education of Ohio staff highlighted new guidance and options about licensure, we wanted to also share the local take on the recent changes.
Read on to learn more about how Zac recommends leveraging these new opportunities to give current educators more options, and bring additional educators into the profession.
How does your organization manage professional licensure?
We are small and rural, so I wear many hats. I also handle HR for certified staff and sit on the Local Professional Development Committee.
My biggest lesson is this: Always verify!
I’ve seen a lot of things, including a fabricated paper copy of a license. Thank goodness it is now simple to check licenses online. My standard process now involves double-checking everything before new hires go onto the board agenda. We include the individual’s license number, license issue and expiration date, and start date. The details are important.
What are some scenarios you’ve faced where you have been able to craft innovative solutions that follow the State Board of Education of Ohio’s guidance?
Many will say, “I will only hire the best person that’s licensed.”
I say, “I’ll hire the best person we can get licensed.”
Let me give an example: We recently had a Family and Consumer Sciences (FCS) position with two applicants. One candidate taught at a college, and she had the content knowledge and experience. The other candidate had a social sciences degree, and a personality that would be a good fit with the school. We knew the students would feel comfortable with her, so we thought this would be the best long-term investment.
Originally, we decided to pursue the supplemental route, having her get her Social Studies license and then piggyback the FCS license. She took some time passing the test for the license, so she subbed for a school year, and then we got her licensed through an alternative licensure pathway.
This was a hire for fit and retention. Taking the quick way isn’t always the best!
How has your organization used supplemental licenses to address staffing needs and support student learning?
We see many situations where educators are proactively seeking opportunities. They want to be here and are motivated to work with us to make it happen.
And the good news is: There are many times when it can work!
I recently met with two people to talk about the middle school supplemental license. We had a STEM teacher get a supplemental career-tech license; they were a middle school social studies and science teacher. We also have an elementary education teacher working on the supplemental middle school license.
Right now, we have six full-time subs. Two or three of them will be teachers, and we don’t have enough positions open in the areas they have licenses. For this reason, they are asking about supplemental licenses. They want to be in the district and will teach to get a foot in the door.
“We will always hire the best person that makes an impact for kids.”
What tips or strategies do you have for other Ohio districts with similar needs?
In the past few years, there has been a teacher shortage with more retiring and fewer coming into the profession. A couple of years ago, I went through the State Board of Education website for a deep review, to give myself and my district more understanding of the pathways.
It’s important to know what you need to have in place to get the original supplemental license, and then to renew it. And most importantly, to take it to a professional license. Ultimately, it’s the educator’s job to follow through on what it takes to get it there. But the district can support that process.
Here’s what I do to help:
Sit down with them and walk through the steps.
Reinforce that it’s easy to get the supplemental license, but there is a process. First, you take the necessary Ohio Assessments for Educators (OAEs) and have the district hire you. From there, you have three years to complete the requirements for it to become a professional license. I remind people during this time, making sure they are working on it.
Make sure people know that getting the supplemental license isn’t the hard part; it’s getting the professional license from there.
One thing that is important to know upfront is whether your district gives any assistance for the test or the coursework. Does your negotiated agreement allow for tuition reimbursement? Some agreements have a set-aside that is first-come, first served. Outside of career-tech certifications, you’ll go by what’s in the negotiated agreement.
How have you been able to effectively partner with the State Board of Education to answer questions and create solutions for your organization?
Now that I’m familiar with the process, it flows well. I reach out to my contacts at the SBOE to verify what I believe to be the best course of action. Director of Educator Licensure and Effectiveness Yenetta Bell-Harper helped with the FCS situation when we went the alternative route.
I want to know when someone walks out of the room that I can get them licensed. Now, when they tell me what they currently have, I know the path we need to go down.
What areas are you keeping an eye on that show some promise to open up doors for more qualified educators to enter the workforce?
I like the preservice license for substitutes. Typically, we were only pre-approving people who were in school to be teachers. The preservice license takes it out of our hands. My first question was: Can someone substitute with the license?
As far as the local evaluations they are now allowing, most districts seem to be sticking with the Ohio Teacher Evaluation System (OTES). With the model already being out there and changes that have been made to refine the process, it has become a “let’s grow together” situation. It’s more about growth than evaluation.
What is showing promise as avenues for existing educators to change positions within the profession, based on what you are seeing on the ground?
For those who are currently licensed, the supplemental route can allow for different options, so long as you can pass the OAE in that content area. Compared to 10 years ago, you can more easily switch grade levels or subjects.
I see this happening maybe three or four years out when we have some who will retire. This opportunity could open up some thinking for elementary or high school teachers jumping into middle school, for example.
Tell us about how you are partnering with your educational service center on solutions.
East Central Ohio Educational Service Center is our ESC. They are sponsoring a pre-apprenticeship program for educators. It’s a Grow Your Own program that has a lot of potential.
There are always young people who want to become educators, and we have a few graduates this year who fit the bill. The Career Navigator at our high school is working on this because we would like to explore those options for them and for us. This benefits current and future students.
To learn more about the latest options and pathways for educators, take a look at our recent networking session video, featuring guests from the State Board of Education of Ohio.
