Nashville, TN — The Tennessee Education Association (TEA) has released a comprehensive proposal, Reimagining Tennessee’s Public Schools for the Future, presenting educator-driven policy recommendations to modernize and strengthen Tennessee’s K–12 education system to ensure every child gets the best education possible regardless of their background or zip code.
Grounded in research and findings from the statewide Freedom to Teach Educator Feedback Survey, the report reflects the voices of hundreds of educators across the state and outlines needed policy changes across multiple areas, including teacher licensure, educator evaluation, assessment, school calendars, as well as student graduation requirements.
“TEA has long maintained that strong public schools are built on a foundation of adequate resources, respect for professional expertise, and policies that center student learning,” said TEA President Tanya T. Coats, a 28-year veteran Knox County educator. “As the Advisory Committee on Innovations in K–12 Education concludes its work, TEA submits this policy brief to offer recommendations rooted in research, survey data, and policy positions adopted by our members.”
Survey results reveal deep concern among educators about compliance-driven policies that hinder professional growth and student learning, highlighting a growing frustration with excessive testing and paperwork.
Key findings include:
• 81% of educators say too much classroom time is spent on mandatory assessments
• 83% believe assessment results are not used appropriately in accountability systems
• Nearly half of respondents oppose annual evaluations for all teachers, citing a need for
differentiated approaches
o “My evaluation says more about my students’ poverty level than my teaching,”
wrote one Tennessee teacher in a survey response.
o “We want to keep learning and improving, but the system should help us, not
punish us,” wrote another survey respondent.
To build stronger public schools in Tennessee, TEA recommends a shift toward residency-first licensure model, multi-measure evaluations, and curriculum-embedded assessments that prioritize instructional relevance. The report also calls for an hours-based school calendar model that preserves the five-day week while allowing flexibility for professional development and family engagement.
“These survey results are echoed in countless conversations with practitioners in every part of Tennessee,” Coats said. “Year after year, Tennessee educators consistently point out the urgency of needed changes in public schools across the state. Our students need more time to learn, and teachers need more time to teach. The General Assembly should be looking for ways to reduce high stakes standardized testing, allowing for more meaningful assessments that focus on student learning rather than test preparation.”
TEA also proposes expanding high-value Career and Technical Education (CTE) and work-based learning opportunities, especially in rural areas, through initiatives like Jobs for America’s Graduates Tennessee (JAGTN).
“These recommendations ensure that CTE pathways strengthen rather than supplant Tennessee’s commitment to excellent teaching and learning,” Coats said.
TEA urges Governor Bill Lee, the Advisory Committee on Innovations in K–12 Education, and state policymakers to adopt the recommendations by the highly trained, experienced and dedicated professionals working in Tennessee’s public schools.
“By centering teacher professionalism and student needs, Tennessee can build an innovative and engaging public education system for every child that will serve as an example for other states and our great nation, for generations to come,” Coats said.
