#STEM. #TeacherShortage. It’s Real. And we need to fix it.

Scientists. Technology gurus. Engineers. Mathematicians. We need these highly skilled professionals to solve problems, to make new discoveries, and to advance the quality of life around the globe. The trouble is, we are quickly running out of teachers to prepare future workers in these areas.

A couple of months ago I published a blog post entitled Tackling the STEM Teacher Shortage and am pleased it got noticed. This is a huge issue that isn’t going away any time soon, and it will take a concerted effort to turn the ship around and get it headed in the right direction.

I was interviewed by a freelance writer working on a piece for a national publication on this topic; it was recently published and while I’m pleased to see she used some of the information I provided, it sure would have been nice to have received at least a mention in the article. Since that didn’t happen, I’m not too inclined to promote her work. But, I wanted to add my own follow-up and offer some additional thoughts for consideration about the national shortage in STEM classrooms:

Why Don’t We Have Enough Teachers?

There’s no single cause of the teacher shortage, which makes it that much more challenging to address. Some of these factors, however, include:

(1) Low teacher pay. When you figure all the time you put in outside of student contact hours during the school day—all those nights, weekends, holidays, and even summers when schools aren’t even in session—it’s easy to see that teachers actually make very little. The reality is that they have bills to pay and children to raise just like everyone else, and in many cases, there are other jobs that simply make it easier to provide for their families, particularly in the STEM sector.

(2) Many teachers feel undervalued and disrespected. They don’t always get the support they need from the school principal or parents. Regardless of how dedicated or committed we may be, no teacher is an island unto him or her self—and they need to be able to trust that they will have support from others if and when the need arises. This can be particularly true in high demand areas.

(3) Poor preparation. I call this the, “What did I get myself into?” syndrome. Now, while I think by and large we as an education community have gotten better over the years with how we prepare our teachers, we still have a lot of room for improvement. You would never expect a pilot to fire up the engines of a 747 and take off with 200 passengers on board without a LOT of extensive training and practice, and I sure wouldn’t entrust my financial planner with my life’s savings if all she had to do was pass an exam or complete a program that was designed 30 years ago. But that’s what we often see in teacher prep programs—we have such a wide range of preparation programs in our country, many of which quite frankly do not prepare teachers for today’s classrooms. For example, some schools of education require a full-year of clinical practice before a teacher candidate completes their program while others may only have an eight-week student teaching program. Some may have full-length courses or modules covering topics that are essential to classroom success such as current teaching methods, using assessment to steer instruction, and of course, effective classroom management—while others may take their candidates through their entire prep curriculum over a two-week workshop, and then place their seal of approval on them and recommend them for state licensure. My heart goes out to these candidates, because they often feel ill-prepared for the reality of being in a classroom, meeting the needs of students with a variety of needs. As a result, many of these individuals leave the classroom after a year, with about half leaving the profession within 5 years of receiving their teaching license.

 Piecemeal Approaches – Piecemeal Results    

Multiple states, and even individual school districts have taken it upon themselves to find ways to recruit teachers in those areas of highest demand. But the results of their efforts have been mixed, at best, for a couple of main reasons:

(1) Few state departments of education collect data regarding supply/demand. They are not reaching out to school districts in their state, engaging them in real conversations about what their needs are. That leads to a lot of (2) piecemeal approaches that are often kneejerk reactions to anecdotal information, and those efforts are rarely strategic and coordinated.  So, in a lot of instances, we don’t really know the extent of the problem in a given state, nor can we project how many science or math teachers will likely be needed over the next decade—and (3) we have multiple groups (state departments of education, school districts, and universities) all wanting to address the problem. But they are mostly working in silos, not as a unit moving synchronously. Very little data are being tracked, and the result is a train barreling down the track that continues to pick up speed.

Now, one of the strategies that several state departments of education that tried is that they have permitted alternative routes to licensure through non-traditional educator preparation programs (Nevada, Arizona, California, Texas, New Jersey, Florida, New York, and many others). These models vary widely from state to state; some only excuse student teaching experience with 2 years of documented employment as a substitute teacher, or as a paraprofessional while still requiring all other coursework and exams, while others simply require a bachelor’s degree in ANYTHING, and proof of passing the state’s required licensure exam.

The virtual school movement is also gaining traction in a lot of states for many reasons, but in part because of the inability for school districts to find qualified teachers in high demand areas such as math and science. Multiple school districts could pool their resources, form some type of co-op and essentially hire one Calculus teacher who could potentially provide instruction for hundreds of high schoolers, depending on how many sections were offered. But while it sounds good and has a lot of potential, this approach isn’t without its drawbacks, given that quality assurance measures for virtual instruction, particularly at the P-12 level, still remain largely undefined. That means we often find huge gaps in quality, which could be an entire conversation on its own.

There have also been some privately-funded initiatives, such as:

  • National Center for Teacher Residencies (NCTR): This organization doesn’t necessarily focus on the teacher shortage per se, but its mission is to support a network of residency programs dedicated to preparing highly effective urban public-school teachers. It is built on the “grow your own” premise, with the thinking that (1) individuals who already have strong ties in a local community either by living there or working in the school district will likely stay in that community, thus reducing turnover, and (2) may understand and meet the needs of students in that district where they already live, or where their own children attend school.
  • 100Kin10 Project: 100Kin10 was birthed a few years ago as a result of President Obama’s Race to the Top initiative and was given its wings by the Carnegie Corporation. Its mission is to connect universities, nonprofits, foundations, companies, and government agencies to address the nation’s STEM teacher shortage, with the goal being to produce 100,000 STEM teachers by 2021.

 

In it for the Long Haul: Eliminating the Band-Aid Fixes  

I really believe that solving the teacher shortage over the long haul will require a comprehensive, cohesive approach that brings together our state partners, our federal agency partners, and equally as important—our school districts and our community partners. I’m talking here about school principals and teachers, as well parents and workforce stakeholders. All these groups need to have a seat at the table; they need to do a lot of listening and then they need to truly work together on a planned, purposeful strategy for ensuring teachers of excellence for every classroom in the United States. I think the piece that’s missing is centralized leadership in bringing this all together—it seems to me that it would be terrific for Secretary of Education DeVos to take on that role. It would be the perfect opportunity to demonstrate her commitment to public education in our nation.

 

Some Final Thoughts

Those of you who subscribe to this blog and follow me on social media know I’m all about academic excellence—meaning that I believe every initiative attempted at addressing the teacher shortage should be done with that benchmark in mind: not only to fill classrooms with teachers but fill them with teachers of excellence—individuals who demonstrate a propensity for success in the classroom, and who have received exceptional preparation. Not to sound dramatic, but I truly believe that the quality of education we provide to our students directly impacts the quality of life we enjoy in our nation. We must commit to working together to meet this challenge.

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education, P-12 schools, and non-profit agencies in areas such as competency-based education, new program design, gap analysis, quality assurance, leadership, outcomes-based assessment, and accreditation through her company, Global Educational Consulting, LLC. She also writes about academic excellence and can be contacted for consultations through her blog site (www.robertarossfisher.com) 

 

 

 

 

 

 

Tackling the STEM Teacher Shortage

Today in school districts across the US, there’s a high school chemistry lab with test tubes, Bunsen burners, the periodic chart, and tables of students. The only problem is that the class is being taught by a substitute teacher who may only have completed 60 college hours—in anything. And those students may see a different face in that classroom multiple times a week for months, or even an entire school year. Welcome to the reality of the teacher shortage. It’s here. It’s real. And we need to fix it. 

We’ve known for several years now that we have a supply/demand challenge in some key areas: special education, English language learning, mathematics, and the sciences. The shortage is real, and it’s not just isolated to a few states. The fact is, we are approaching crisis levels in nearly every state and despite well-intentioned efforts by some state departments of education the problem doesn’t appear to be going away anytime soon.

The Association of Mathematics Teacher Educators provides some excellent information about teacher supply, demand, and shortages in that subject area. The AMTE cites factors such as declining enrollments in educator preparation programs; large classroom sizes and increasing student enrollments; and high turnover rates—as high as 8% annually–as major reasons why there is such a high need for math teachers. The AMTE takes it a step further, stating that math and science teachers who were prepared through alternative pathways actually average a 17% attrition rate, which suggests that we should be taking a very careful look at the quality of those alternative educator preparation programs. Preparing teachers for success in the classroom doesn’t necessarily have to be accomplished through traditional programs, but programs that focus on helping candidates pass their state licensure exam and then spending only a few weeks on effective teaching, learning, and classroom management methods need to be carefully scrutinized.

The New Jersey Center for Teaching and Learning is experimenting with an alternative preparation program of its own: taking experienced classroom teachers (with a focus on African American and Latino teachers) in other areas and preparing them to become science teachers. As a result of the program, that state licensed 50 more chemistry teachers and 217 more physics teachers since 2010. Based on its own description, the program provides a crash course in the new subject area of mathematics or science and helps prepare the teacher to pass the state’s required subject area exam. While this may sound good, the program’s long-term success still remains to be seen. Questions that must be answered include: (1) Out of those 267 teachers added to the roster, how many are still actively teaching math or science today? (2) How successful are those teachers as compared to those not prepared using this alternative method? (3) What is the impact on student learning and achievement?

The teacher shortage is real, and it’s not going away anytime soon. It’s time we had a national conversation to tackle it in a sensible, responsible way. Who will stand up for our students and lead this charge?

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in education transformation, teacher preparation, and academic quality assurance. An accomplished presenter and writer, she currently supports educational institutions and non-profit agencies in areas such as educational systems design, online learning experiences, competency-based education, and accreditation. Roberta also blogs about academic excellence and can be contacted for consultations, webinars, and on-site workshops through her site (www.robertarossfisher.com). 

Educator Prep: There’s a Better Way.

Numerous sources can point to a teacher shortage across the United States, with some areas having a much greater need than others. With some exceptions, Elementary and Social Studies teachers tend to be in greatest supply but in least demand, while the converse is true for Special Education, English Language Learning, Mathematics, and Science teachers. School districts typically have a much harder time filling teaching positions in urban districts, in Title I schools, and in remote rural areas. In many instances, a lack of experienced, qualified teachers in those areas forces districts to fill those classrooms with individuals who may be well-intentioned but lack sufficient training and cultural competence to be successful. Moreover, those districts often fail to provide adequate mentoring and support in the first two years of employment which results in new teachers feeling isolated and without tools to succeed. Consequently, we typically see a high turnover rate in those areas which has a negative impact on students and the local community at-large over time.

Various state departments of education have taken steps to address this problem. California has recently committed $25 million for scholarship money to help alleviate the teacher shortage by using a “grow your own” model. They are distributing this money to 25 school districts and county offices of education to help 5,000 support staff members earn their teaching credentials while continuing to work at their schools. While the idea has some merit, I see big gaps in the approach. Specifically, they are granting funds only to individuals who complete their teaching license requirements at one of the California State University campuses; this severely restricts the type of training these individuals will receive and it only supports the enrollment of those campuses. Moreover, EdSource reports 1,000 eligible employees can get stipends of $4,000 per year over the course of the five-year grant, which could cover all or most of the cost to enroll in those select institutions, depending on how many courses these employees take per semester. Acknowledging it could take up to five years doesn’t make a convincing case that these programs are innovative or cutting edge—in fact they are likely just serving as a feeder into their current programs. So, for continuing business as usual, these institutions are reaping the reward of 1,000 new enrollments and $25 million. The latest initiative proposed in California is to offer teachers who have taught at least 5 years in the state freedom from state income tax. While an interesting idea, I don’t see it encouraging sufficient numbers of individuals to enter or to remain in the teaching profession. Plus, it could have a negative impact on a state already short on cash.

The state of Nevada has attempted to alleviate the teacher shortage, most severe in the Clark County School District located in Las Vegas. School officials in that district, reportedly the third largest in the nation, face the daunting task each year of hiring approximately 2500 teachers. At the time of this writing, there are currently 672 openings for licensed teachers. The Nevada Department of Education approved an Alternative Route to Licensure (ARL) program designed to alleviate shortages across the state but it seems to be only a partial solution in its present form. What’s of equal concern is that once hired, districts struggle to retain teachers for a variety of reasons.

In addition to approaches that focus on state funding and providing paths to licensure through nontraditional means, the Missouri Department of Elementary and Secondary Education has recently begun looking at teacher preparation itself; staff have initiated statewide conversations amongst educators regarding how new teachers should be prepared. And of course, the National Council on Teacher Quality (NCTQ) has established itself as a national leader on educator quality and preparation through research and rankings of educator preparation programs.

 So what’s the answer?

The solution to having an adequate supply of qualified, well-prepared teachers who will positively impact the lives, learning, and development of their students is not simplistic—it is complicated, and that’s why no one has solved it yet. However, I believe one answer lies in how teachers are prepared. While many educator prep programs do a fine job, many do not and new teachers are simply not ready to enter the classroom, hitting the ground running. They have absolutely no idea how to effectively manage a classroom, deal with an angry parent, meet the needs of EVERY learner in their class, and so on. There is an apparent disconnect between what is being taught in colleges of education and the reality of teaching in today’s classrooms. Is one reason because those responsible for preparing those future teachers have little to no current teaching experience themselves? Have they stepped foot in a P-12 classroom in the past five years? Have they cleaned up vomit all over desks and the floor? Have they done before and after school bus duty? Have they had a student arrested in their class? Have they had to bring comfort to a child who is homeless? I think that while credentialed education faculty are well-intentioned, knowledgeable, and experienced, their skills may not be what’s needed in today’s classrooms.

I have been developing some specific ideas regarding how to train new educators some of which challenge the current preparation model. I’m working on creating an educator preparation program that could work for new teachers as well as new educational leaders that has features unique to any other program I’ve reviewed. Some would call it an alternative program, but I really don’t like that word and would love to see it disassociated with education preparation. Want to know more? Interested in partnering with me on a project of immense importance that is built from the ground level up on academic excellence? Let me hear from you…

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education and P-12 schools in areas such as competency-based education, teacher preparation, distance learning, and accreditation through her company, Global Educational Consulting, LLC. She can be reached at: globaleducationalconsulting@gmail.com

 

 

Tired of subs? Grow your own teachers. But do it with excellence.

There has been a nationwide shortage of math, science, English language learning, and special education teachers for several years, and it will only get worse unless creative, out-of-the-box ideas are piloted. Gone are the days when individuals go into teaching just to “have something to fall back on” and to work the same hours as their children—teaching is a demanding profession and the classroom can be a tough place to be.

California education officials recognize this critical teacher shortage, and they are committed to finding a solution.  In my recent blog post entitled Accelerating the Pathway to Initial Teacher Certification, I wrote about the new initiative approved by the California Commission on Teacher Credentialing that focuses on growing the number of qualified mathematics teachers. At the district level, the Los Angeles Unified School District (LAUSD) is trying to shore up its supply of special education and other hard-to-find teachers through its STEP UP and Teach program. This program provides mentoring as well as financial support to qualified candidates, often those who are already employed in the district as paraprofessional and who have strong ties to the local community.

This “grow your own” approach is similar in many ways to other nationwide efforts such as the Kansas City Teacher Residency project. Based on the premise that teachers are best trained on-site and under the careful mentoring of experienced teachers in real-life situation, such training is certainly workforce-driven. It’s also competency-based in many respects, because teacher candidates must demonstrate what they know and able to do on a daily basis. Admission requirements into programs such as the KCTR are strict, admitting only those candidates who demonstrate a strong propensity for long-term success as a caring, effective educator. This is as it should be—we want only the very best teaching our children and our grandchildren.

All these pilots share some things in common but there is still something they are missing—and that is a curriculum that is built by the best of the best—those educators and school leaders who have been recognized as high performing. A feature I would love to see embedded in other programs is evidence that teacher candidates are being trained by those who have been highly successful in today’s classrooms and who understand how to meet the needs of students in 2018 and beyond. Curriculum written by faculty who can talk theory but who have little teaching experience will fall flat on its face. Likewise, a program built by those who haven’t seen the inside of a P-12 school in 20 years simply cannot prepare teachers for 21st Century schools. It’s just not realistic, and yet we see those programs training new teachers by the thousands in every state across our nation. As a result, we are licensing new teachers who discover they have come down with a case of, “What have I gotten myself into?” syndrome. Those teachers leave the classroom in droves, headed for less stressful jobs often with more pay. That’s why about half of all new teachers leave the profession within five years of obtaining their license.

What’s more is that accrediting bodies, whose role is to ensure programmatic quality, don’t even look for evidence that programs have been created by high-performing university faculty with proven, recent success in the P-12 sector. How can something of such importance fail to be on their radar? And what’s it going to take to start building educator preparation programs by those who actually know what skills new teachers need to know in order to be successful in today’s classrooms?

 

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education, P-12 schools, and educational agencies in areas such as competency-based education, teacher preparation, distance learning, leadership, outcomes-based performance, making data-driven decisions, and accreditation through her company, Global Educational Consulting, LLC. She also writes about various issues related to academic excellence through her blog site (www.robertarossfisher.com). Roberta can be reached through Twitter (@RRossFisher), LinkedIn (Roberta Ross-Fisher) and email at: globaleducationalconsulting@gmail.com

 

The Drive-Thru Approach to Teacher Preparation

The Drive-Thru Approach to Teacher Preparation

I read yet another article about national teacher shortages; this one was entitled Teacher Shortages Spur a Nationwide Hiring Scramble (Credentials Optional). As a result of their desperation to staff classrooms, school district officials are putting pressure on states to relax teacher licensure requirements. In some cases, this has led to the watering down of standards and expectations. Some are taking advantage of the current climate, smelling the sweet aroma of serious revenue by offering what is essentially a drive-thru teacher preparation program: The “customer” arrives at the window, attracted by the bright lights and yummy-looking food pics. Enrollment counselors take their order and send them on. Worker bees behind the scenes serve up a program that may be of questionable or untested quality and the customer is on their way in record time. They don’t know that their fries were cold or there was no straw until they are miles down the road. Programs know such a model is cheap to build and cheap to operate; it’s easy money and there are so many students rolling through the drive-thru lane that they can afford to have some unhappy customers and still turn a profit.

In the short term, school districts are happy because they have a less difficult time hiring teachers, and program completers are happy because they’ve gotten through their program at break-neck speed and haven’t had to “waste” their time on courses they perceive as useless. However, in the long term, a host of new cyclical problems are revealed, including:

  • Individuals are admitted to the programs who really shouldn’t be—they sometimes lack the academic preparation or the professional dispositions necessary for success in the classroom.
  • Program completers are often ill-prepared to enter the classroom; they require a great deal of on-site training by the school district.
  • Many new teachers quickly become disillusioned and leave the profession because they didn’t know how challenging teaching really can be. Some leave in the middle of a school year.
  • Students often suffer due to constant turnover and lack of consistency.
  • Test scores lag and fall behind state averages; impact outcomes tend to be dismal.

 

Not all for-profit alternative certification programs are of poor quality, but many are. While accrediting bodies have recently come under greater scrutiny for their standards and expectations, many of these programs fly under the radar and are not regionally accredited*, which is the foundational accreditation any legitimate institution of higher education should attain. Some are taking the easy path to accreditation through bodies that focus mostly on career schools** such as beauty schools, truck driving schools, at-home hypnosis training, etc. just to state on their program’s website that they are accredited. These programs use “sleight of hand” language with the lay public, saying they are “accreditation eligible” which in reality means nothing but it sounds very convincing to those who are not well versed in the lingo.  Make no mistake: The drive-thru teacher preparation model is very real, and it is having a very real impact on our P-12 schools. The question is: Are we going to accept it as the new normal, or are we finally going to draw a line in the sand and insist on academic excellence for our children?

 

–rrf

 

*The regional accreditation bodies in the United States include: (1) Higher Learning Commission (HLC); (2) Middle States Commission on Higher Education (MSCHE); (3) New England Association of Schools and Colleges (NEASC-CIHE) Commission on Institutions of Higher Education; (4) Southern Association of Colleges and Schools Commission on Colleges (SACSCOC); and (5) WASC Senior College and University Commission (WSCUC).

**The Distance Education Accrediting Commission (DEAC) awards accreditation to degree-granting, high school, military, and post-secondary schools. A search of accredited post-secondary schools, which would apply to alternative teacher certification programs, includes the Hypnosis Motivation Institute, At-Home Professions, and the Modern Gun School, to name a few.

Rural Schools: Let’s Talk Teacher Shortages and What to Do About Them.

Recruitment. Salaries. Culture Shock. Retention. These are all factors that contribute to nationwide shortages of teachers—particularly challenging in areas of high demand, such as mathematics, science, special education, English language learning, and the like. While we commonly read about and focus on solutions to meet demand in urban settings, educational reformers and policy makers need to also consider how best to meet demand in rural areas. While there are some commonalities, the solutions are not one and the same.

Recruitment. As with urban districts, rural schools often have difficulty in recruiting qualified applicants for teaching positions. In some areas, school officials won’t receive a single applicant for a given position. Part of the problem is getting the word out—many rural school districts still rely on word-of-mouth, or publication in the local newspaper, or posting on the school’s website–but there are other factors that contribute to recruitment issues such as low salaries, few cultural opportunities, and feelings of isolation for individuals who may not have family ties to a given area. Plus, it’s likely that every other district in that area is also trying to recruit for the same positions, so there’s a competition factor at play as well.

Salaries. In some areas, a district’s salary scale is so low that teachers’ own children qualify for free or reduced lunch, due in part because of the declining number of local businesses and industries that contribute to the tax base. Less industry means less revenue generated in taxes, both from business owners and from their employees—who support local schools through real estate taxes. Moreover, principals and superintendents can’t always hire the “best” candidate or the most highly qualified candidate—because their salary budget is so limited, they often have to hire someone fresh out of college with no experience, primarily because they can pay that person less money than someone with 10 years of experience and a master’s degree. Plus, teachers already employed in a district have little incentive to go back to school and earn an advanced degree—in some rural districts teachers have received a total increase of $250 for earning a master’s degree—which is spread out over 12 months and subject to tax withholdings.

Culture Shock. When I was in school, it was easy to spot teachers who weren’t from my area—they dressed differently; they spoke differently; and they weren’t related to anyone I knew. And, more often than not, they didn’t drive a pickup truck—a dead giveaway that they were not local. With very few exceptions, those teachers never stayed long—after a year or two at the most they moved on—usually back to where they went to college or where they had family. I recall one high school teacher who packed up and left after one quarter—she had a bachelor’s degree and her state teacher certification but she was not prepared for such a cultural shock. I still think about her to this day, wondering if she ever recovered and returned to another classroom.

Retention. Retaining teachers after they’ve been hired is an ongoing challenge in every school district. Some teachers just job hop—for various reasons they like moving around. Others feel as though they have been treated unfairly for one reason or another. In many instances, a spouse’s job takes them to another location. School officials can’t always retain their high-quality teachers, but more could be done to keep them and support their ongoing professional growth—including finding ways to promote those who demonstrate a propensity for leadership roles.

                             

                               A Few Recommendations

I’m a firm believer that if you’re not part of the solution you’re part of the problem. So, here are a few ideas I have for addressing each of the challenges outlined above. Keep in mind this is just a start—a springboard for further conversation if you will:

Recruitment:

  • Start Building that Pipeline—School officials could work with local churches, parent and civic groups, and high schools to promote the benefits of local school involvement and employment. Build a cohesive, year-long campaign and improve upon it each year by making it a community-wide effort.
  • Use the Grow Your Own Approach—Principals and superintendents should look closely at those paraprofessionals, substitute teachers, and volunteers who have a bachelor’s degree—if they show promise they should be mentored and encouraged to get that teaching certificate. Form a committee for this purpose and make it a priority to identify, recruit, and mentor individuals who demonstrate a propensity for success and who have strong ties to the local community.

Salaries & Retention:

Endowed Positions—School districts could partner with local businesses and industries to attract and retain high-quality teachers, particularly those in shortage areas. For example, an endowment could be established in a company’s name to supplement the income of a highly-qualified math teacher—the district would provide the regular salary and benefits, with the business adding an extra layer of salary as an incentive. Such an endowment would be good public relations for the business and may even provide some tax benefits. This may help not only to recruit but also retain high-quality teachers filling key positions, and it would further encourage school-business partnerships to create a workforce-influenced curriculum.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation, online learning, and academic quality assurance. An accomplished presenter, writer, and educator, she currently supports higher education, P-12 schools, and educational agencies in areas such as competency-based education, teacher preparation, distance learning, leadership, outcomes-based performance, making data-driven decisions, and accreditation through her company, Global Educational Consulting, LLC. She also writes about various issues related to academic excellence through her blog site (www.robertarossfisher.com). Roberta can be reached through Twitter (@RRossFisher), LinkedIn (Roberta Ross-Fisher) and email at: globaleducationalconsulting@gmail.com

 

Source: America Must Get Serious About Addressing Teacher Shortages in Rural Areas | Knowledge Bank | US News

True Workforce-Driven Teacher Preparation

The State University of New York (SUNY) board of trustees has recently indicated its willingness to explore innovative, alternative methods of training and certifying its teachers–at least in its charter schools. According to an article in the New York Times, the primary intent of the move is to help alleviate some of the supply and demand challenges facing charter schools in that state–many schools are finding it increasingly difficult to attract, hire, and retain high-quality teachers, particularly in areas that have been identified as shortage areas for several years: math, science, special education, and English language learning. In some states, charter school teachers are paid less than those in traditional public schools because the state funding formulas are different–thereby making it even more challenging to create and maintain a stable workforce.

While there has already been some push back from traditional preparation programs, from teachers’ unions, and the like, at least this approval demonstrates an acknowledgement that (1) there is a problem with teacher supply and demand, and (2) that it will only continue to worsen if something isn’t done.

However,  the details of the proposed plan should be very carefully thought out before rolling it out–it appears as though there are some who want to craft a prep program that could actually reduce the quality of preparation–which could prove to be disastrous not only for students enrolled in those schools but for all charters nationwide that want to take the same approach in their own states. If this initiative isn’t successful, it will likely shut down any possibility of charters in other locations certifying their own teachers.

As an experienced teacher educator I have no problem with trying this approach–if done well it could be a truly workforce-driven model to be emulated across the nation. Let’s just make very sure though that it is carefully thought out ahead of time, and that we track its impact in order to make solid data-driven decisions.

–rrf

 

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

Preparing, Recruiting, & Retaining High-Quality Teachers

I agree with the Ms. Harper when she stated, “In the past, teaching was considered a respected calling. Before the teaching shortage can be truly addressed, it needs to become that once again.” Truer words were never spoken–until we can somehow elevate the position of teacher/educator to one of respect and value in this country, we will continue in this downward spiral of teacher shortages, low test scores, higher dropout rates, and high school graduates who are not prepared for the workforce.

While the article focused primarily on the challenges of rural school districts, those in urban settings also experience a very difficult time in recruiting, hiring, and retaining high-quality educators over time. In many instances, educators feel undervalued, underpaid, underappreciated, and disrespected. They went to college with great intentions–to make a real difference in the life of a child–only to discover today’s reality of the teaching profession. This certainly may explain why nearly 50% of all teachers leave the profession within 5 years of starting their career.

There is no single answer to solving this problem–if there was, someone would have figured out a way to address it by now. No, solving a challenge like this requires a comprehensive, cohesive approach. It starts by having a conversation with all stakeholders, and it moves forward by putting preconceived notions aside. Our society is changing, and we must look at ways in which the teaching profession can change as well, starting with how teachers are prepared.

Training teachers and school leaders under the same, tired models just isn’t working–in many instances preparation programs are designed by faculty members who either (1) haven’t been in a classroom for 20 years, or (2) perhaps have never set foot inside a classroom. It’s no wonder why graduates feel a sense of shell shock when they enter the classroom wide-eyed and full of wonder only to find out the classroom management techniques they learned in college worked great in 1985 but just aren’t appropriate for today’s classrooms.

We need leadership so we can turn things around and right the ship with regard to teacher preparation, teacher supply and demand, and the respect of educators as highly-regarded contributors to the health of our society. I call on Secretary of Education DeVos to take on this important challenge.

–rrf

Dr. Roberta Ross-Fisher is a national leader in educator preparation, accreditation and academic quality assurance. She currently supports higher education and P-12 schools in areas such as competency-based education, teacher licensure, distance learning, and accreditation through her company, Global Educational Consulting, LLC.  

 

Source: Rural school districts face special challenges in recruiting teachers | Education Dive

New Report Rings Alarm Bell on Teacher Shortages

The Learning Policy Institute (LPI) is out with a new analysis of teacher turnover and its impact on teacher shortages, showing that the nationwide shortfall of 100,000 teachers predicted in last year’s study A Coming Crisis in Teaching? has largely been realized and issuing recommendations to stem the problem before it grows worse.

The recommendations for teacher preparation include:

  • Establish high-retention pathways into teaching that serve high-need communities, such as teacher residency programs.
  • Develop “grow your own” teacher preparation programs for hard-to-staff schools recruiting from high school students, paraprofessionals, after-school program staff, and other community members.
  • Provide high-quality mentoring and induction to beginning teachers.

I find this quite interesting–it actually validates my thinking about how teachers and for that matter, school leaders–should be prepared, not only to fill critical shortages but to ensure academic excellence.

In fact, the framework I am developing includes all three of these recommendations. In addition, it is built on some features that I believe are unique to anything currently available in the United States. Interested in learning more? Are you a higher education institution looking for a new, innovative approach to educator prep, and you don’t have the staff to build it? Please reach out to me.

–rrf

 

Source: Ed Prep Matters | AACTE Blog » New Report Rings Alarm Bell on Teacher Shortages