Jason Richwine & Lindsey Burke:

He has 10 years of experience working in the engineering division of Lockheed Martin, and he’d like to share some of his extensive knowledge with high school students in Northern Virginia, where he lives. He’d prefer to take a couple of hours each day to teach a class on physics or calculus, which would enable him to stay in his current job. Bill imagines that this part-time teaching job will give him the opportunity not just to teach, but to mentor local students aspiring to science careers.
So Bill goes to the principal of the local public high school with his proposal. Before we detail the vast array of statutes and regulations governing who is allowed to teach in public schools, let’s pretend–for a moment–that those regulations don’t exist. Just consider how, in an ideal world, the principal would react to Bill’s offer.
First, the principal needs to verify that Bill can be an effective teacher. How might the principal do that? Perhaps require him to give practice presentations of difficult material. Then maybe Bill should shadow seasoned teachers for a period of time to get a feel for classroom management and lesson planning. When Bill does get his own classroom, the principal will want to check each year that his students are learning what they’re supposed to learn.

Related: MTEL teacher content knowledge requirements arrive in Wisconsin (in a very small way).