Since 1995, there have been recurring attempts to enact major reforms of teacher education in the U.S. and to chart a new vision for teachers’ professional trajectories (Hess and McShane 2014). Attempts to create nationally recognized “master teachers,” national board-certified teachers or to develop systematic professional development for teacher leadership have achieved little success (Poekert 2012). More recently, a movement to promote teacher leadership (including the creation of a new standard of diversity, equity and cultural competence for teacher leaders) does not appear to be readily diffusing. On the contrary, there is some evidence to suggest that teachers’ career trajectories are becoming more fragmented as individual U.S. states enact policies designed to expand the supply of potential teachers (Ingersoll, Merrill et al. 2014). Attempts to address this fragmentation (e.g. reciprocity agreements; a national board for teaching standards; coordination by state officials) have failed to come to consensus. Since the publication of A Nation at Risk public discourse in the US around teachers as education professionals has been significantly politicized, NGOs and Foundations have increasingly exerted pressure to shape state and national policies. In fact, overtime non-governmental organizations have increased their role in shaping national discussion on teacher standards and what good teaching means (e.g. The National Council on Teacher Quality). Using a database of teacher certification standards and state reciprocal agreements created by the Education Commission of the States, I will code state standards to identify the different models of teacher professional trajectories that states have adopted. (e.g. reducing requirements and enacting alternative certification or setting higher standards for specific subject certification). I will then use the U.S. Department of Education’s database on teacher shortages to identify which states have had the most persistent teacher shortage patterns, and whether or not these are associated with policies promoting alternative certification. Finally, I will examine which states have adopted standards for teacher leadership, and whether or not these same states have also adopted higher standards for specific subject certification. State control over educational standards and teacher certification creates a patchwork of requirements that prevent teachers from moving across state borders and hinder efforts to create uniform standards. The models of teacher professional trajectory that states adopt have significant ramifications for the kinds of teacher education and professional development programs offered by local universities. Universities and college attempts to promote a strong teacher professional trajectory may be stymied by state regulations.

Hess, F. and M. McShane (2014). Teacher Quality 2.0: Toward a New Era in Education Reform. Cambridge MA`. Ingersoll, R., et al. (2014). Seven Trends: The Transformation of the Teaching Force. CPRE Report. Philadelphia, Consortium for Policy Research in Education. Poekert, P. (2012). "Teacher leadership and professional development: examining links between two concepts central to school improvement." Professional Development in Education 38(2): 169-188.