State educational policy changes supported by the state Board of Regents in concept—but approved so far only in principle—are designed to reach good goals: teachers with more clinical experience, students involved at earlier ages in science, math, engineering and technology, and people with great non-teaching experience given a better chance to become teachers.

Getting there will take work. And it will take commitment, from all levels in the education system.

The plan, which sidesteps the sticky issue of teacher tenure, does seek improvements that will ensure a high-quality education at the earliest stages for students. State Education Commissioner David M. Steiner and the Regents still need to have discussions with experts in the field to determine the best method and time-line for reforms, but the new commissioner is taking a promising approach.

His reforms would make it easier for mid-career professionals to become teachers, and for institutions and research centers to award teaching degrees. The reforms seek ways to get highly experienced professionals—medical researchers, for example—trained and certified as teachers more quickly than otherwise would be possible.

Also being considered, depending on the state’s troubled financial climate, are ways to provide incentives of up to $30,000 over five years to those willing to teach in both high-demand concentrations such as science, math and special education, and in high-need struggling schools.

Currently, most high-performing school districts put a great emphasis on classroom experience with weekly formative assessments, peer group and principal evaluations and state tests. The state now seems willing to shift away from tests—criticized by many as having come to dominate what and how students are taught—to performance as a standard. That’s a worthy evolution, and one that opens the door to teachers with greater clinical and other practical experience outside the classroom.

Steiner’s suggestion of videotaping teaching, especially for newer teachers, also should be applied to veteran teachers who might not be keeping current despite an existing 175-hour training requirement over five years. It’s also important to stress mentoring for teachers during their first three years, and school districts should report on how that is being done.

The bottom line is that improving teaching is a sound way to improve learning, and that student achievement is the ultimate goal. These policy shifts seem a good step in that direction.