Social-Emotional Learning, Awareness, and Strategies for Teachers

2022 ◽  
pp. 136-155
Author(s):  
Schuyler Beecher ◽  
Kristina A. Peterson ◽  
Maria B. Peterson-Ahmad ◽  
Vicki L. Luther
Keyword(s):  
Teacher Retention ◽  
Teacher Shortage ◽  
The United States ◽  
Retention Rates ◽  
Teacher Preparation Programs ◽  
Teacher Mobility ◽  
Turnover Rates ◽  
Social Emotional ◽  
Preparation Programs ◽  
Emotional Resilience

It is no secret that education systems across the country are experiencing a dramatic teacher shortage and that burnout and turnover rates for educational professionals is at an all-time high. In addition to every state suffering from a teacher shortage, teacher preparation programs have also seen critical decline in enrollment. Currently in the United States, teacher retention rates are extremely low nationally, with only 50% of new teachers remaining in classrooms after five years. While there are many external factors such as low starting salaries, lack of adequate resources, and negative working conditions that contribute to teacher mobility or people leaving the profession altogether. This chapter explores how fostering emotional resilience in novice educators can help to increase skilled coping strategies when faced with challenging situations, enhance career satisfaction, and translate into greater teacher retention.

Alternative Teacher Preparation Programs: Examination Through a Marketing Lens

2019 ◽  
Vol 38 (3) ◽  
pp. 137-150
Author(s):  
Janet Chamberlin-Kim ◽  
Jennifer Tarnay ◽  
Jenny C. Wells
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Rural Areas ◽  
Teacher Shortage ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Product Price ◽  
Preparation Programs ◽  
Alternative Teacher Preparation ◽  
Place Promotion

This investigation used the 7 P’s Service Marketing Mix (i.e., product, price, place, promotion, people, physical evidence, and processes) to review development and recruitment strategies of special education alternative teacher preparation programs. Articles published between 1997 and 2018 were reviewed to identify alternative teacher preparation programs developed to tackle the chronic teacher shortage in special education across the United States. A total of 17 articles met the inclusion criteria, 10 of which specifically targeted rural areas. Results indicated people (94%), place (94%), and product (88%) were most consistently addressed in program design. However, price (59%) and promotion (41%) were addressed least. Overall, 1,419 teacher candidates were recruited into the 17 special education alternative teacher preparation programs, with 460 recruited from rural areas.

The Teacher Shortage in the United States

2021 ◽  
Vol 39 (1) ◽  
pp. 69-80
Author(s):  
Lindsay Bryner
Keyword(s):  
United States ◽  
Teacher Retention ◽  
Retention Rate ◽  
Teacher Shortage ◽  
The United States ◽  
Personal Safety ◽  
Academic Journals ◽  
The Right ◽  
Education Stakeholders ◽  
Use Of Research

A major teacher shortage exists in the United States. As teachers leave the classroom in droves, administrators are forced to hire unlicensed educators in order to fill vacant positions. Teachers have decided to change professions due to a lack of competitive salaries, fear of personal safety, and a lack of support from education stakeholders. Through the use of research in academic journals and articles as well as personal anecdotes, I attempt to prove that teachers are not being treated fairly, and if the right changes are made then the teacher retention rate can be improved.

scholarly journals Expanding EAL expertise: Taking a multilingual stance

2019 ◽  
Vol 28 (1) ◽  
pp. 5-20
Author(s):  
Ester J. De Jong
Keyword(s):  
United States ◽  
Teacher Preparation ◽  
Preservice Teacher ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Mainstream Teachers ◽  
Preservice Teacher Preparation

English as an Additional Language (EAL) students are increasingly taught by non-specialist, mainstream teachers. This trend calls for a reconceptualization of teacher education to explicitly and purposefully include linguistically and culturally responsive pedagogy in their curriculum. In the United States, several frameworks have been proposed to address this need, although much still needs to be learned about actual practice in preservice teacher preparation programs. In this article, I caution against the monolingual bias in preservice teacher preparation and argue for the mandate for developing a multilingual stance for all teachers of EAL students.

Traditional Teacher Evaluation Models

2014 ◽  
pp. 342-361
Author(s):  
Katina M. Leland ◽  
Amy L. Sedivy-Benton
Keyword(s):  
Teacher Preparation ◽  
The United States ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Focal Points ◽  
Preparation Programs ◽  
Current Trends ◽  
Evaluation Models ◽  
Method Of Evaluation

Student achievement has become one of the main focal points regarding education across the United States. With this intense focus on students, teachers are thrust unwillingly into the spotlight. Teacher practices and student outcomes have become the new norm for evaluation in PK-12 education. That method of evaluation is crossing over into teacher preparation programs as attempts are being made to connect the quality of a teacher preparation program to the performance of those graduates in the classroom. This chapter focuses on the current trends that exist for both pre-service teachers as well as teachers of record. A brief history is examined as well as issues that currently exist within these structures. The chapter concludes with the implications of these practices and suggestions for future trends and recommendations for evaluating teachers at both the pre-service experience level and when they are employed in the classroom.

Instructor-Learner Partnership in Preparing Teacher Candidates to Teach Secondary School Students

2021 ◽  
pp. 127-158
Author(s):  
Alpana Bhattacharya
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
The United States ◽  
Project Based Learning ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
School Students ◽  
Preparation Programs ◽  
Fieldwork Experience ◽  
Psychology Course

Teacher preparation programs in the United States are expected to educate preservice teacher candidates through instructor-learner partnerships. Collaborative learning, project-based learning, and authentic assessment therefore are vital for preparing teacher candidates to teach in 7-12 grades. This chapter shares instances of instructor-learner partnership from an undergraduate educational psychology course via course-based and field-based assignments. First, an overview of constructivism is presented as foundational theory anchoring instructor-learner partnership in the teacher preparation course. Next, instructor-learner partnership is illustrated within a simulation task, technology-enhanced project, and fieldwork experience. Finally, instructor-learner partnership in formative assessment of course-based and field-based activities are illustrated. The chapter concludes with recommendations for inculcating instructor-learner partnership in teacher education courses, and directions for future research pertinent to instructor-learner partnership in teacher preparation programs.

Teacher Competencies for Transition Programs as Reported by State Directors of Special Education.

1994 ◽  
Vol 13 (4) ◽  
pp. 10-16 ◽  
Author(s):  
Kay S. Bull ◽  
Diane Montgomery ◽  
John Beard
Keyword(s):  
Special Education ◽  
Training Programs ◽  
Transition Programs ◽  
The United States ◽  
Teacher Preparation Programs ◽  
Educational Training ◽  
Preparation Programs ◽  
Directors Of Special Education ◽  
Essential Components ◽  
State Directors

The Transition Special Interest Group (SIG) of the American Council on Rural Special Education (ACRES) established as one of its goals to identify the essential components of effective transition programs in the United States and, thereby to influence teacher preparation programs. The purpose of this study was to investigate the skills that the State Directors of Special Education (SDSE) list as necessary competencies required in their states for personnel in special education transition programs. Recognizing that some states may not have fully developed, articulated, and mandated the competencies they believe are necessary, the SDSE were additionally asked to report what knowledge and skills they felt should be required for transition program personnel. Responses indicate a consistency of several predictable required skills, but over half of the SDSE support a core of twelve common competencies that should be built into personnel training programs. This core represents a knowledge base that is defined more broadly than the current traditional special educational training programs. Implications for training are discussed.

At the Crossroads: Wellbeing and Principalship Preparation

2020 ◽  
pp. 194277512093391
Author(s):  
Julia Mahfouz ◽  
Jayson W. Richardson
Keyword(s):  
United States ◽  
Exploratory Study ◽  
Principal Preparation ◽  
The United States ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Preparation Programs ◽  
Principal Preparation Programs ◽  
Building Leaders ◽  
K 12

This study was designed to gain a baseline understanding of how future K-12 building leaders in pre-service principal preparation programs address their own wellbeing. In this exploratory study, pre-service school leaders across the United States self-assessed their levels of stress and social–emotional competencies. Students from 30 pre-service principal preparation programs across the United States completed a survey that included four social–emotional learning scales. The findings indicate that this population may not be well equipped to deal with the stressors of the principalship. The findings can be used as a baseline to understand how changes in curriculum might impact these constructs.

scholarly journals The Decline of K-12 Candidates: A Qualitative Study from Teacher Candidate Perspectives

2020 ◽  
Author(s):  
Dr. Darcey Gray ◽  
Dr. Michelle Davis ◽  
Dr. Raymond Holmes ◽  
Barbara Vaiana
Keyword(s):  
Teacher Attrition ◽  
Teacher Candidates ◽  
The United States ◽  
Teaching Profession ◽  
Teacher Preparation Programs ◽  
Initial Training ◽  
Preparation Programs ◽  
Phenomenological Research Design ◽  
Qualitative Phenomenological ◽  
K 12

<p>The growing concern within the K-12 teaching profession is a decline of individuals pursuing a teaching certification or exiting the profession within the first five years of teaching (Dupriez, Delvaux, & Lothaire, 2016). The teacher loss affects not only the instructional aspects, students, and educational communities, but also the financial aspects such as initial training, recruitment, hiring and professional development. This research investigates through a qualitative phenomenological research design, themes which contribute to teacher attrition across the United States. The conceptual framework reviews the narratives from the survey, which provides a theme on the rationale why teacher candidates are not staying in the profession. Data sample were 13 anonymous new teachers and graduates of teacher preparation programs in the last 2-5 years who responded to open-ended survey questions in which their responses contributed to the investigation and results. Results revealed three themes including support, administration, and management were used interchangeably. </p>

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