Tennessee education officials are weighing a plan that would give would-be teachers who do not pass the Praxis exam a second shot at proving they belong in the classroom. Instead of one all-or-nothing test, the proposal would let candidates retake only the sections they failed or submit lesson plans and classroom videos as proof of readiness. Backers say that could clear a stubborn hurdle in the middle of a teacher shortage, while critics warn the state might chip away at a crucial, uniform bar for licensure. The State Board of Education is set to keep debating the idea at upcoming meetings.
What The Board Would Change
As outlined by the Tennessee State Board of Education, a draft revision to Policy 5.105 would let candidates meet licensure requirements through vendor-developed alternate opportunities and would adjust timelines for when pedagogical assessments are required for candidates in Department-approved clinical programs. The Feb. 27, 2026 revision lists qualifying tests and spells out options educator-preparation programs could use to show that candidates have mastered key skills.
Supporters Say It Helps Address Shortages
Supporters argue the plan puts the focus where it belongs, on what happens in front of students instead of on a single Saturday-morning score report. J.C. Bowman of Professional Educators of Tennessee told NewsChannel 5 that the proposal "is not about lowering standards" and that testing is "another barrier that's kept people out." Kevin Maynard, a retired Putnam County teacher and principal, told the station that "to be an effective teacher in the classroom, it is so much more than a test score."
Critics Worry About Benchmarks
Opponents are not convinced that more flexibility equals better teaching. Rebecca McNabb, a Henry County mother and grandmother, told NewsChannel 5 that exams provide "a benchmark that everybody's assessed by." Critics warn that a patchwork of portfolios, videos and partial retakes could make hiring more complicated and leave districts comparing apples to oranges when it comes to licensure.
Policy Details And Vendor Options
The draft spells out specific alternatives, including allowing candidates to retake only the Praxis sections they did not pass or to submit portfolios of lesson plans and classroom video. At the same time, it preserves existing qualifying pathways for career-changers and residency candidates. The Tennessee State Board of Education document also lists which Praxis and National Evaluation Series (NES) assessments count for particular endorsements, underscoring a broader move to give programs more than one testing vendor to work with.
Where Tennessee Fits In A National Shift
Tennessee's rethink is not happening in a vacuum. Earlier in 2026, Pearson announced that the state had adopted its National Evaluation Series assessments for teacher licensure. In May, ETS rolled out a modular "Praxis Steps" format designed to allow more targeted retakes and to provide clearer, step-level data for programs and states. Vendors say these changes are meant to keep tests rigorous while lowering the barrier effect of a single high-stakes exam.
What It Would Mean For Candidates
If the policy wins approval, candidates who breeze through their clinical work but trip over a standardized test could have alternate routes to the same license. That could ease the path for residency-trained teachers and people switching careers into education. Education researchers note that workforce pressure has pushed many states to try similar pilots, and the Southern Regional Education Board's recent report highlights vacancy and retention trends that are reshaping licensure debates. How much this proposal changes day-to-day reality would still hinge on Department guidance and how tightly programs and districts choose to scrutinize portfolios and performance evidence.
Next Steps
The State Board plans to keep the proposal on its agenda for further discussion, and members could tweak the language before any final vote. If the board signs off on the changes, the Department of Education would issue guidance spelling out how alternate assessments should be evaluated and applied across educator-preparation programs and districts.
