The editor’s note: A better start for teachers

2021 ◽  
Vol 103 (3) ◽  
pp. 4-4
Author(s):  
Rafael Heller
Keyword(s):  
New Teachers ◽  
School Systems ◽  
Teacher Shortages ◽  
Grow Your Own ◽  
Teacher Workforce

Long-standing teacher shortages have only gotten worse during the COVID-19 pandemic, says Rafael Heller. As more teachers leave the profession, the teacher workforce is getting younger and greener. To stop the churn, school systems need to address the specific needs of their new teachers. Some are also beginning to pursue grow-your-own strategies that encourage current students, paraeducators, and other staff who are already invested in the community to become teachers.

Student Teaching and the Geography of Teacher Shortages

2020 ◽  
pp. 0013189X2096209
Author(s):  
Dan Goldhaber ◽  
John Krieg ◽  
Natsumi Naito ◽  
Roddy Theobald
Keyword(s):  
Student Teachers ◽  
Empirical Evidence ◽  
Student Teaching ◽  
New Teachers ◽  
Fixed Effects ◽  
New Teacher ◽  
The State ◽  
Teacher Shortages ◽  
Unique Dataset

We use a unique dataset of student teaching placements in the State of Washington and a proxy for teacher shortages, the proportion of new teacher hires in a school or district with emergency teaching credentials, to provide the first empirical evidence of a relationship between student teaching placements and teacher shortages. We find that schools and districts that host fewer student teachers or are nearby to districts that host fewer student teachers tend to hire significantly more new teachers with emergency credentials the following year. These relationships are robust to district fixed-effects specifications that make comparisons across schools within the same district. This descriptive evidence suggests exploring efforts to place student teachers in schools and districts that struggle to staff their classrooms.

The grow-your-own approach to teacher preparation: A conversation with Amaya Garcia

2021 ◽  
Vol 103 (3) ◽  
pp. 28-33
Author(s):  
Rafael Heller
Keyword(s):  
Teacher Preparation ◽  
School Districts ◽  
Teacher Preparation Programs ◽  
School Staff ◽  
Community Members ◽  
Preparation Programs ◽  
Teacher Shortages ◽  
Local Schools ◽  
Grow Your Own

Amaya Garcia of New America talks with Kappan about grow-your-own programs, in which school districts partner with teacher preparation programs to recruit and prepare community members, often current students or school staff, to teach in local schools. A recent 50-state scan shows that there is a great deal of variety in how these programs are designed and implemented, and data on the effectiveness of these programs to address teacher shortages is still emerging. Garcia discusses some specific programs that appear especially promising.

Debunking the myth of the teacher performance plateau

2019 ◽  
Vol 100 (7) ◽  
pp. 56-61
Author(s):  
Bryan Goodwin ◽  
William J. Slotnik
Keyword(s):  
School Districts ◽  
New Teachers ◽  
Teacher Performance ◽  
Talent Development ◽  
Conventional Wisdom ◽  
Professional Practices ◽  
School Systems

There is a long-held but inaccurate belief that new teachers’ expertise and talent is mostly innate and that it peaks and plateaus within their first few years of teaching. William Slotnik and Bryan Goodwin explain that school systems need to abandon this conventional wisdom and instead build true talent development systems that support the careerlong development of teachers’ professional practices. The path forward requires school districts to understand how people develop expertise and create ways for teachers to develop their talent at all stages in the process.

scholarly journals Understanding teacher shortages: An analysis of teacher supply and demand in the United States

2019 ◽  
Vol 27 ◽  
pp. 35 ◽  
Author(s):  
Leib Sutcher ◽  
Linda Darling-Hammond ◽  
Desiree Carver-Thomas
Keyword(s):  
United States ◽  
English Learners ◽  
Supply And Demand ◽  
Teacher Shortage ◽  
The United States ◽  
Teacher Shortages ◽  
Teacher Supply ◽  
Teacher Supply And Demand ◽  
Teacher Workforce ◽  
National Databases

This paper reviews the sources of and potential solutions to teacher shortages in the United States. It describes the sources of current and projected increases in teacher demand relative to enrollments, shifts in pupil-teacher ratios, and attrition. It places these in relation to recent declines in teacher supply and evaluates evidence of shortages in fields like mathematics, science, special education, and educators for English learners, as well as in particular parts of the country. Our analysis using national databases through 2016 predicted an estimated annual teacher shortage of approximately 112,000 teachers in 2017-18. Our recent review of state teacher workforce reports estimated 109,000 individuals were uncertified for their teaching positions in the US in 2017, roughly approximating our projections. We discuss the factors driving shortages and, based on previous research, identify responses that might ameliorate these trends.

The Challenge Of Recruiting And Retaining Teachers In The United States: Is This A Compensation Or Demand Issue?

2011 ◽  
Vol 1 (3) ◽  
pp. 1
Author(s):  
Tammy C. Morse ◽  
Bahaudin G. Mujtaba
Keyword(s):  
United States ◽  
School Districts ◽  
New Teachers ◽  
Supply And Demand ◽  
Educational Leaders ◽  
The United States ◽  
Teacher Shortages ◽  
Ample Supply ◽  
Retaining Teachers ◽  
Two Sides

School districts and educational leaders as well as administrators across the nation believe they are facing teacher shortages.  There is a widely-held belief that they are facing a critical shortage of teachers, primarily due to recent increases in teacher retirements and student enrollments. However, others believe that this is a superficial conclusion drawn from growing student enrollments, smaller class sizes, and retirements.  The assumption incorrectly surmised is that there is not enough supply, in this case, of new teachers entering the profession, to meet demand.  Studies looking at both supply and demand for new teachers entering the profession have found that the demand for teachers has indeed grown over the last decade.  However, many researchers contend that there is an ample supply of teachers to not only meet, but exceed the demand.  This paper explores the two sides of this topic and provides recommendations for administrators and educational leaders.

Waking Rip Van Winkle: A proposal to redesign the education workforce

2021 ◽  
Vol 103 (3) ◽  
pp. 22-27
Author(s):  
D. Ray Reutzel ◽  
Parker C. Fawson
Keyword(s):  
Prospective Teachers ◽  
Classroom Teachers ◽  
Master Teacher ◽  
Teacher Shortages ◽  
Teachers And Students ◽  
Education Model ◽  
Teacher Workforce ◽  
Rip Van Winkle ◽  
Education Coursework ◽  
Teacher Classroom

The education model in which a single teacher instructs a single classroom of students has been remarkably persistent, but teacher shortages, low morale, and poor teacher retention are signs that it’s not working well for teachers. Ray Reutzel and Parker Fawson describe how Utah’s Center for the School of the Future is seeking to redesign the teacher workforce to improve outcomes for both teachers and students without increasing costs. Their integrated workforce model brings students together in a pod led by a master teacher, classroom teachers, teacher interns, aides, and tutors. Students receive more individualized support, and prospective teachers have more opportunities to practice their skills before receiving a license and becoming a lead teacher. The model also includes pathways for paraprofessionals to complete education coursework while they continue to earn an income.

Positive Behavioral Interventions and Supports in Schools: A Tutorial

2019 ◽  
Vol 50 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Yolanda Keller-Bell ◽  
Maureen Short
Keyword(s):  
Behavioral Interventions ◽  
School Systems ◽  
Language Therapy ◽  
Speech Language Pathologists ◽  
School Settings ◽  
Positive Behavioral Interventions ◽  
Behavioral Expectations ◽  
Outcomes For Children

Purpose Positive behavioral interventions and supports (PBIS) provide a framework for behavioral expectations in school systems for children with and without disabilities. Speech-language pathologists who work in school settings should be familiar with this framework as part of their role in improving the outcomes for children. The purpose of this tutorial is to discuss PBIS and its use in school settings. Method The authors provide an overview of the PBIS framework and focus on its applicability in classroom-based settings. The process of implementing PBIS in classrooms and other settings such as speech-language therapy is discussed. Conclusions This tutorial provides speech-language pathologists with an overview of PBIS and may facilitate their understanding of how to implement PBIS in nonclassroom settings.

Two Approaches for New Teachers

1973 ◽  
Vol 18 (9) ◽  
pp. 426-427
Author(s):  
STEPHEN R. DEANE
Keyword(s):  
New Teachers
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