State struggles with teacher license backlog

A backlog of state educator license applications means teachers are waiting up to five months for the credentials they need to legally hold a classroom job in Colorado.

Durango High School teacher Tammy Schreiner was temporarily relieved of classroom duty in January because of delays in receiving her educator license renewal
Durango teacher Tammy Schreiner was temporarily relieved of duty because of license renewal delays.

And the busy season for the Colorado Department of Education’s Licensing Unit is about to hit, as thousands of new teachers graduate from college this spring and seek their initial licenses to take their places in their first classrooms come fall.

It’s a situation that has been building for some time, but it has become acute in the past two years.

The reasons for the backlog, according to state officials – a surge in the number of people applying for teacher licenses combined with an antiquated application approval system, and legislation that made the CDE responsible for additional screening duties but provided no extra funding to hire the people to do the work.

“This is most impactful for those requesting an initial license or those applying for the first time in Colorado,” said Jami Goetz, executive director of the Office of Professional Services and Educator Licensing for CDE. “They can’t start teaching – or shouldn’t – until they have their license in hand.

“If they’re renewing, then as long as they’ve submitted their renewal application before the old one expires, their license is considered good. They don’t have to be removed from the classroom. But the new teachers are our biggest concern.”

That’s small comfort to veteran Durango High School teacher Tammy Schreiner, who was suspended from her job for three days in January because her license lapsed and the paperwork she had submitted in November hadn’t yet worked its way through the system.

Learn more
  • Read a February 2011 analysis prepared for the State Board of Education on the backlog and the associated increase in licensing fees.

She did receive a renewal of her certification – teachers must be both licensed and certified in a specialty area – but she was flummoxed that the more critical license renewal didn’t happen.

After the online application system proved balky and her emails and faxes to the CDE went unreturned, Schreiner finally drove to Denver to deal with the snafu in person. With the help of a Colorado Education Association staffer familiar with the licensing backlog, she was able to negotiate the barriers and left Denver with her license in hand.

But she’s still steamed.

“I understand the necessity for certification,” she said. “I understand that it is my responsibility to get all the pertinent information to CDE.

“I do not understand why I was never allowed to communicate with CDE directly. I do not understand why CDE never contacted me concerning any of the questions I had, which would have avoided the situation. I do not know why I had to drive 400 miles to rectify the situation. I do not know why my government has not addressed CDE’s need for more staff and funding.”

Caught in licensing limbo

Schreiner’s not the only teacher at her school to be caught in licensing limbo.

“Nothing will solve the problem until we have sufficient people and get our new online application system completely up and running.”
— Jami Goetz, CDE

“One of the young teachers we want to retain must be kept on sub pay – probably for the rest of the year – because she is waiting for her certification,” she said.

“The sub who took over my position lost two potential jobs because he was waiting on certification. I have deduced that if young degreed teachers graduate in May, they will not be able to be employed for over a year because all the districts hire in the summer. Then, they can’t seek employment as a substitute until at least December or January.”

Goetz is sympathetic. She hears every day from teachers, student teachers and school districts are panicked about the situation. Her office has responded by throwing staff at the most urgent areas, and has finally gotten around to reviewing those applications that came in in January.

But by focusing concentration on one area – the office processes more than 22 different types of educator licenses – it means backups will develop elsewhere. In total, more than 38,000 licenses will be processed this year, up from 34,000 in 2007.

“Nothing will solve the problem until we have sufficient people and get our new online application system completely up and running,” she said.

Law changes led to backlog

Goetz traces the beginnings of the backlog to 2003, when the legislature passed a bill, HB03-1114, that required all school personnel to submit fingerprints to the Colorado Bureau of Investigation and undergo a comprehensive background check. CDE was given responsibility for reviewing this information and alerting school officials if any felons were found.

But anything turned up in the CBI investigation – from serious felonies to minor scrapes with the law – gets forwarded to Goetz’ office. And each one – about 2,000 a year – must be investigated. Yet CDE was given funding only for an additional part-time staffer working about 10 hours a week.

“There are over 50,000 licensed teachers in Colorado, and we process about 36,000 to 38,000 licenses every year,” she said. “Of those, only about 2,000 require any type of investigative background check.

“Most are to clear minor things people did when they were young and stupid. By and large, people who try to become teachers are really very good people. But because of the way the law is written, we need to check.”

In addition, a law passed in 2008, HB08-1344, required CDE to provide criminal history information on education employees within 10 business days of receiving an inquiry from a school district or charter school.

Goetz says there are about 253,000 names in the state’s educator licensing database. The office gets a daily report from law enforcement anytime one of those 253,000 people has an encounter with police.

“It could be as simple as a barking dog, but we get those on a daily basis,” she said. “And because we don’t know if those persons are working in this state or not, we’re obligated to send all that information out to every school district and charter school in the state.”

CDE initially asked for three more full-time staff members to keep track of the extra paperwork, but those extra positions weren’t funded in the legislation. The department did get supplemental funding from the legislature’s Joint Budget Committee in 2009, but the request for more money was denied in 2010.

New online system should help

As the backlog of applications began to grow in 2008, CDE moved to streamline things and switch to an online application process. But they couldn’t afford to build a new online application system from scratch so it’s being added on top of the existing system. As of the end of last year, CDE had spent nearly $300,000 to get the system up and running, but it’s going online in chunks, not all at once.

“We plan to have it running for all application types by the first of July,” Goetz said. “But to be really fully functional – all the bells and whistles to make it clean and easy to use – that will require some customization, which will take another six months after that.”

Beyond the long-anticipated online application system, there are other potential fixes to the problem in the works.

In February, CDE increased the fees for processing license applications from $60 to $80. The extra funds may eventually help the department hire more staff to whittle down the license backlog.

Also, a bill, HB 1201, was introduced this year to streamline the teacher licensure process. It would do three things:

  • It would relieve the department of the necessity of hand-checking to see if every applicant for license renewal actually completed the coursework they claimed to have completed. Instead, the CDE would accept affidavits from applicants saying they had.
  • It would eliminate checking to make sure teachers applying for license renewal are in the country legally.
  • It would give the CDE the continuous authority to spend whatever extra money is generated by the higher license fees. CDE currently can spend that money only with the express approval of the legislature.

“The notion of continuous spending authority is not something the legislature likes because it does take away some of their authority,” said Anne Barkis, CDE’s legislative liaison. “The original bill was amended to provide continuous spending authority for just three years, and the department must report on those funds to the General Assembly, and any new hires can’t be FTEs (full-time employees), but only contract employees.”

The amended bill passed the House of Representatives earlier this month, and now heads to the Senate.

The bill’s House sponsor, Rep. Millie Hamner, knows something about educator license backlogs. Before being appointed to the House last December, she was the superintendent of Summit County schools.

“Millie Hamner came to us and said this backlog was a problem and that she wanted to find a bill to address it,” Barkis said.

Coming weeks will bring fresh challenges

In the meantime, Goetz’ staff is girding for the expected onslaught of 5,000 to 7,000 new graduates’ license applications that will begin arriving in the next few weeks, along with the summertime surge in veteran teacher license renewal applications.

“They told me to expect to wait 20 weeks to get my license … but I can’t walk into a classroom in the fall without that …”
— Melissa Pomponio, teacher

Melissa Pomponio wrapped up her student teaching in Bill Reed Middle School in Loveland in February. While she would like to be able to work as a substitute teacher through the end of the school year, that’s not possible because she doesn’t yet have her license.

She’s had transcripts sent to CDE and she’s filled out all the paperwork needed for her license application, but she acknowledged that she’s worried.

“They told me to expect to wait 20 weeks to get my license, which is ridiculous,” she said.

When she called to check to make sure all the paperwork was in order, a recording told her the wait time to talk to someone would be in excess of an hour.

“I hung up and said ‘Fine, I’ll just pray that it’s OK.’ ”

Her plan is to hunt for a job over the summer and hope that school districts will be lenient about requiring that she possess an actual license, rather than a pending license, before interviewing her.

“But I can’t walk into a classroom in the fall without that license,” she said.

Growth in educator license applications processed annually by state officials

Rebecca Jones can be reached at

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”


Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”


Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”


Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”


Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”


Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”