Whenever a state changes its teacher licensure requirements, critics are quick to ask the same question: Are we lowering standards? In Tennessee’s case, the answer is no.
The Tennessee State Board of Education has approved new rules for teaching licenses. These changes aim to modernize the process of becoming a teacher while ensuring that every educator shows they can teach effectively. The goal is not to make it easier to enter the profession, but to make the pathway smarter and more efficient. It also focuses on better preparing individuals for teaching. This distinction is important.
Tennessee has worked hard for years to build a strong education system. To keep improving, the state needs to maintain high expectations for teachers. However, there are significant challenges: a shortage of teachers in key subjects, more educators leaving their jobs, and fewer people enrolling in teacher training programs. When we remove unnecessary obstacles without lowering quality, we are not lowering standards—this is smart public policy.
One of the most practical changes allows teacher candidates who pass parts of a licensure assessment to retake only the sections they did not pass, rather than retaking the entire examination. That is not a shortcut. Candidates must still demonstrate mastery of every required competency before earning a license.
This competency-based approach is common across many professions. It recognizes demonstrated knowledge while requiring candidates to improve in areas where they fall short. It rewards mastery, not rote repetition.
Perhaps the most significant reform is the decision to phase out the edTPA requirement for candidates in approved Tennessee educator preparation programs that include supervised clinical practice. Beginning July 1, 2026, these graduates will no longer need to complete the additional pedagogical assessment. That decision did not come lightly.
After years of experience, the State Board concluded that the edTPA did not provide sufficient value to candidates or school districts to justify the considerable time, expense, and administrative burden it entailed. Many educator preparation programs reached similar conclusions. Rather than relying on a lengthy portfolio assessment, Tennessee will place greater emphasis on supervised clinical practice—the setting where teaching is observed, coached, and evaluated in real classrooms with real students.
That shift reflects an important principle. Teaching is ultimately a profession learned through practice, guided by experienced educators. Strong clinical experiences often reveal far more about classroom readiness than a standardized portfolio completed under artificial conditions.
Some will inevitably argue that eliminating the edTPA weakens accountability. That criticism overlooks an important fact: accountability has not disappeared. It has simply shifted toward measures that most educators believe better reflect effective teaching.
The real question is not whether candidates complete one additional assessment. The real question is whether Tennessee produces teachers prepared to help students succeed on their first day in the classroom.
Licensure reform alone will not solve Tennessee’s teacher shortage. Compensation, working conditions, student discipline, administrative support, and professional respect remain key factors in attracting and retaining educators. No single policy will solve the problem.
Unnecessary barriers should not stop capable people from choosing to teach. We should judge the success of education reforms by the results, not by headlines or political statements. Are more teacher candidates finishing their licensure? Are fewer classrooms being filled by substitutes or teachers with emergency permits? Are effective teachers staying in the profession longer? Most importantly, are students still achieving high levels of success? These are the outcomes that really matter.
Good policy balances rigor with common sense. Tennessee’s licensure reforms aim to preserve high expectations while eliminating requirements that no longer provide sufficient educational value. That is not lowering the bar. It is recognizing that accountability should focus on what truly prepares educators for success.
The goal has never been to make teaching easier. The goal is to make the pathway into teaching more effective, more efficient, and more reflective of the skills that matter most once the classroom door closes.
Ultimately, Tennessee’s responsibility is twofold: to maintain public confidence in the quality of its teachers and to ensure every student has access to one. These reforms aim to accomplish both. Time—and measurable outcomes—will determine their success.
JC Bowman is the executive director of Professional Educators of Tennessee and Contributing Editor to Professional Educators of Tennessee.
