Q & A
Dr. Kelly Bullock Daugherty @DrKDaugherty
The Teacher Certification Challenges and Changes and How It Impacts Public Schools

Dr. Mike Robinson: Is the best way to solve the teacher shortage crisis to lower the requirements for teacher certification?
Dr. Kelly Bullock Daugherty: I believe that the best way to retain teachers is to allow them the autonomy to use their skills and knowledge to teach our students rather than being micromanaged and being led to teach "the test." Our students are more than a score or a label; teaching is not for the faint of heart. A lot is required to help our students become critical thinkers and problem solvers. The teachers leaving are exactly the teachers we need in the classroom. Teachers feel devalued not only in practice but in compensation. They do not feel heard or supported and often lack the resources necessary to practice effectively. We are the profession that feeds all other professions, yet, we are compensated the least and are not even trusted enough to use our practical knowledge to teach the students we are in front of every day. That's a problem. I believe that lowering the requirements will not attract passionate teachers about impacting students' lives, but it will attract those simply looking for an easy way to get a job. This is not the answer, and our students deserve more than that. If our goal is to prepare them to be great, we need to place great teachers with higher standards and expectations in front of them.
Dr. Mike Robinson: To what extent would an increase in teacher pay and better work conditions address the teacher shortages facing many school districts?
Dr. Kelly Bullock Daugherty: This is precisely the point I want to make. If districts/educational systems found more value in their educators, there would not be a question of teacher pay and/or working conditions. In my opinion, this would already be in place. Increasing pay and ensuring better work conditions is a great place to start to help our educators feel valued and appreciated, but there seems to be a breakdown in the entire system that needs to be addressed. Our teachers are not made to feel they can teach effectively. Being micromanaged, told what to teach, how to teach it, and how often to teach it simply to make our practice look effective is a disservice to our students. Jumping on every bandwagon that passes through with all its bells and whistles is a disservice to our students. Teachers do not need more paperwork, responsibilities, or meetings for the sake of meetings. This only adds to teachers' level of stress (mental & emotional health) and burnout. Teachers need more support and adequate resources to provide students with the best, most equitable education they possibly can.
Dr. Mike Robinson: Should the State Department of Education determine the criteria for teacher certification, or should the local school districts?
Dr. Kelly Bullock Daugherty: I believe that the local school districts should determine the criteria for teacher certification. State Departments could set general criteria, but in terms of specific district needs, this needs to come from the districts. Every district is so different, with different barriers and educational needs. It only makes sense that local districts identify and set the criteria for their specific teacher needs.
Dr. Mike Robinson: Do you believe Praxis exams hinder educators of color?
Dr. Kelly Bullock Daugherty: Absolutely! Standardized testing was created for the sole purpose of segregating black and brown [students] from their white counterparts. They are rooted in racism, classism, and sexism. These tests have proven time and time again to be a poor measure of student progress and performance. They only determine who is good at testing and who is not. With this understanding, I absolutely believe that the Praxis exam hinders educators of color.
Dr. Mike Robinson: What do you say to those who see the high standards for teacher certification as a way to ensure the best educators are leading the classrooms?
Dr. Kelly Bullock Daugherty: Do we not hold our doctors, lawyers, accountants, architects, etc., to high standards? Why then would we not hold our educators to the same high standards? I don't want anyone offering me medical advice; I don't want just anyone teaching and leading our students. I not only expect highly qualified educators to be in the classroom, I believe that our students deserve nothing less than to have the best of the best leading in their classrooms. Unfortunately, this is not always the case. Due to the lack of support, trust, and resources afforded to our educators (just to name a few), we are losing great teachers. I agree with high standards. I'm just unsure how we use the teacher certification process to ensure the highest qualified people are in place.
Dr. Kelly Bullock Daugherty is the Founder and Chief Education Officer for Transitions Educational Coaching & Consulting Services. Transitions specializes in leadership and instructional coaching, educational training, and customized program/curriculum development for teachers who work to educate and inspire K12 students. With over 20 years of experience in teaching and leadership, Dr. Kelly is led by her vision to transform teachers' mindset, empower teachers with new knowledge, and increase teacher efficacy to provide meaningful expectations that increase effectiveness and promote excellence in education across the country.
Dr. Kelly Bullock Daugherty: I believe that the best way to retain teachers is to allow them the autonomy to use their skills and knowledge to teach our students rather than being micromanaged and being led to teach "the test." Our students are more than a score or a label; teaching is not for the faint of heart. A lot is required to help our students become critical thinkers and problem solvers. The teachers leaving are exactly the teachers we need in the classroom. Teachers feel devalued not only in practice but in compensation. They do not feel heard or supported and often lack the resources necessary to practice effectively. We are the profession that feeds all other professions, yet, we are compensated the least and are not even trusted enough to use our practical knowledge to teach the students we are in front of every day. That's a problem. I believe that lowering the requirements will not attract passionate teachers about impacting students' lives, but it will attract those simply looking for an easy way to get a job. This is not the answer, and our students deserve more than that. If our goal is to prepare them to be great, we need to place great teachers with higher standards and expectations in front of them.
Dr. Mike Robinson: To what extent would an increase in teacher pay and better work conditions address the teacher shortages facing many school districts?
Dr. Kelly Bullock Daugherty: This is precisely the point I want to make. If districts/educational systems found more value in their educators, there would not be a question of teacher pay and/or working conditions. In my opinion, this would already be in place. Increasing pay and ensuring better work conditions is a great place to start to help our educators feel valued and appreciated, but there seems to be a breakdown in the entire system that needs to be addressed. Our teachers are not made to feel they can teach effectively. Being micromanaged, told what to teach, how to teach it, and how often to teach it simply to make our practice look effective is a disservice to our students. Jumping on every bandwagon that passes through with all its bells and whistles is a disservice to our students. Teachers do not need more paperwork, responsibilities, or meetings for the sake of meetings. This only adds to teachers' level of stress (mental & emotional health) and burnout. Teachers need more support and adequate resources to provide students with the best, most equitable education they possibly can.
Dr. Mike Robinson: Should the State Department of Education determine the criteria for teacher certification, or should the local school districts?
Dr. Kelly Bullock Daugherty: I believe that the local school districts should determine the criteria for teacher certification. State Departments could set general criteria, but in terms of specific district needs, this needs to come from the districts. Every district is so different, with different barriers and educational needs. It only makes sense that local districts identify and set the criteria for their specific teacher needs.
Dr. Mike Robinson: Do you believe Praxis exams hinder educators of color?
Dr. Kelly Bullock Daugherty: Absolutely! Standardized testing was created for the sole purpose of segregating black and brown [students] from their white counterparts. They are rooted in racism, classism, and sexism. These tests have proven time and time again to be a poor measure of student progress and performance. They only determine who is good at testing and who is not. With this understanding, I absolutely believe that the Praxis exam hinders educators of color.
Dr. Mike Robinson: What do you say to those who see the high standards for teacher certification as a way to ensure the best educators are leading the classrooms?
Dr. Kelly Bullock Daugherty: Do we not hold our doctors, lawyers, accountants, architects, etc., to high standards? Why then would we not hold our educators to the same high standards? I don't want anyone offering me medical advice; I don't want just anyone teaching and leading our students. I not only expect highly qualified educators to be in the classroom, I believe that our students deserve nothing less than to have the best of the best leading in their classrooms. Unfortunately, this is not always the case. Due to the lack of support, trust, and resources afforded to our educators (just to name a few), we are losing great teachers. I agree with high standards. I'm just unsure how we use the teacher certification process to ensure the highest qualified people are in place.
Dr. Kelly Bullock Daugherty is the Founder and Chief Education Officer for Transitions Educational Coaching & Consulting Services. Transitions specializes in leadership and instructional coaching, educational training, and customized program/curriculum development for teachers who work to educate and inspire K12 students. With over 20 years of experience in teaching and leadership, Dr. Kelly is led by her vision to transform teachers' mindset, empower teachers with new knowledge, and increase teacher efficacy to provide meaningful expectations that increase effectiveness and promote excellence in education across the country.