Monday, April 29, 1996 | 11:59 a.m.
Ken Evans dreams of teaching math in public schools.
The 32-year-old civil engineer says his motivation is simple: He wants to lend a hand to others.
At the U.S. Department of Energy, Evans works with mathematical concepts and cutting-edge technology on a daily basis. As a reserve officer in the Air Force, he commands a squadron of 30 Air Force personnel. As a concerned citizen, he conducts SAT and ACT (college entrance exams) workshops for community groups.
But despite Evans' 11-year career and military activities, he can't be licensed to teach in Nevada's public schools. That's because he never "officially" learned to be a teacher. He lacks the two years of college course work needed to teach here.
Like many other professionals in his position, he has no reservations about going back to the classroom as a student before returning as a teacher. But he can't afford to take two years off.
Nevada is one of a handful of states that does not have a special licensing procedure for working professionals with college degrees interested in teaching.
At least not yet.
Will Richardson of the state Professional Standards Committee, which sets standards for teacher licensure, is trying to change that.
"We are devising a system to attract qualified professionals to the school districts," Richardson said.
He stressed that the system -- which could be in place by July -- is not meant to water down the teaching requirement. To the contrary, it would allow districts "to hire people qualified by degree and training to supplement a scarce supply of teachers in a particular area."
Most needed are teachers in advanced math courses and bilingual education. Under the policy being drafted by Richardson and a subcommittee, which he chairs, a Nevada school district would have to prove that it has made a significant effort to fill a position with a certified teacher.
Professionals interested in the program would have three years to complete all education courses and testing in order to be licensed as a teacher. They would be qualified to teach immediately after passing a competency test. During the period before they are licensed, professionals would be under the supervision of a teacher.
As a volunteer math tutor, Evans said he sometimes encounters middle-school students who don't know their multiplication tables.
"I want to work with those students who are on the fence and maybe some who are on the wrong side of the fence, but close enough to pull over," Evans said. "You have to hook them when they are young."
George Ann Rice, the Clark County School District's assistant superintendent of human resources, said her office is eager for the policy that would make it easier for professionals like Evans to become teachers.
The Professional Standards Committee is set to meet May 10 to review the proposal. If it is approved in theory, it will return to the committee in July for final approval.
She said the district, which hires about 1,000 teachers a year, would benefit from the program. As it stands, the district is filling 34 positions with teachers who are teaching outside their field and many other positions are filled with long-term substitutes.
"When we can't fill a position, we find the best qualified subs or delay implementation of a program, so this option (to hire a professional) is really exciting," Rice said.
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