This roundtable synthesis explores five ways to end the teacher shortage and a wealth of links to research, including other compelling posts in this series. To participate in the #Teachershortage conversation, which includes issues from recruitment to retention, join our Twitter chat on Wednesday, July 12th at 4 p.m. EST. We’re co-hosting with our friends and colleagues at LPI (Learning Policy Institute).
We are not chasing unicorns.
- Strengthen preparation. We can probably do better than 5-week crash courses and university programs that are disconnected from reality. Maybe residency models can help (e.g., here and here).
- Improve hiring. Some schools actually observe teachers teaching before hiring. Good thought.
- Increase compensation. Yes, money matters (e.g., here and here). Teachers need to stop saying, “I did not go into teaching for the money,” when we know many leave because of a lack of it. Some districts creatively address this.
- Provide support for new teachers. As the 2013 Illinois Teacher of the year wrote, teachers are more likely to stay when they have mentoring support.
- Improve working conditions. We know leadership, culture, politics, work structures, and resources matter (e.g., here, here, and avoid burnout factories).
Schools like Jones Elementary and Justin Minkel have figured this out.
We have districts who are actively problem solving – and not just ones that pay their teachers a lot. Linda Darling Hammond and her colleagues at the Learning Policy Institute refer to “sticky schools” that teachers don’t want to leave. When I talk to superintendents, I hear them talking about being “destination districts” – places where teachers really want to work. Administrators don’t want to leave these districts either. As Renee Moore pointed out, we need more places that become destination districts for teachers of color.
Despite the rich ideas explored in this roundtable, the question that remains for me is: how do we make education—both teaching and administration—a destination profession? Obviously, more money would help. What would happen to the status of teaching, the ability to recruit and retain great teachers, if suddenly teachers were making $200,000 a year?
A tougher question is: how do we do this with the resources we already have available? Let’s be honest, increasing taxes is very unpopular in most states. I live in a state that hasn’t passed a budget for the last two years. So, let me suggest four areas that might not require additional funding.
I prepare pre-service teachers at a small liberal arts college outside of Chicago. We have been tracking what our graduates have done since 2010. We know we can improve our program, and we know much of this from what our graduates tell us. A group of undergraduate researchers and I follow up with them regularly (which is why we get a remarkable 90% response rate on our first-year survey).
Based on graduate feedback, this year we instituted an advisory panel of teachers and administrators who could better inform their transition to practice. Preparation programs of all kinds need to collect these data and look at this unblinkingly in order to better serve students.
Hiring and support
Hiring earlier allows for a multi-step hiring process. Spend more time hiring, and you spend less time dealing with the consequences of a bad hire. The edTPA has moved teacher preparation from fill-in-the-bubble tests toward performance. We need to make similar moves from stand-alone interviews to thoughtful performance tasks where teams of educators observe teachers working with real kids.
Once teachers are hired, they need support. This is one place where we can blur the lines between administrators and teachers (see Teacherpreneurs). Administrators need to continue to teach or at least co-teach. Teachers need the opportunity to lead beyond their classrooms. By reallocating teacher and administrator time, both can better support one another.
Recently, I was talking to Karis Parker, an educator in Kansas City, who is leaving her school because of a leadership vacuum. She said, “I am so tired of everything coming down on teachers. I want to have an influence on things that seem to be beyond teachers’ control.”
She went on to describe curriculum, resources, and a lack of autonomy that prompted her to take an Assistant Principal position. Dan Pink eloquently describes this need for autonomy in all fields. Richard Ingersoll, a prominent sociologist of education, found that teachers with reduced autonomy were less likely to stay in teaching.
Good administrators are essential. Many of them are already doing powerful work. Hopefully, Karis will become one of these administrators. We all know that administrators can catalyze or constrain healthy working conditions. In fact, this November, Corwin will release my book, Leading Together: Teachers and Administrators Improving Student Outcomes. This is a compilation of evidence from across the country that demonstrates what teachers and administrators can do with students when the working conditions are right.
These working conditions include resources, culture, and work design. Schools getting this right everywhere:
- In rural contexts – see the superintendent who works in a trailer in the parking lot of the high school in order to maximize resources for teachers and students;
- In suburban contexts – see the principal who organized a pep rally for teachers coming to August in-service with students lining the halls and cheering for their teachers;
- And in urban contexts – see the students, parents, and teachers leading meetings to improve school climate with the principal as a participant in the meeting.
The profession that makes all others possible
John Holland began this roundtable during teacher appreciation week with a powerful call to prospective teachers. As Barnett Berry likes to say, we need to value the profession that makes all others possible. We need to move past what Karis (and Krista Galleberg) describe. Karis said, “It is a crazy contrast in how people respond when I tell them I am becoming an Assistant Principal. They are like, ‘Congratulations, that is really impressive.’ That is not the response I got when I told them I was a teacher. What does that say about teaching?”
As educators, all we can do is be amazing teachers and administrators who serve our students every day as they discover their own gifts and talents. They will tell our story; they already do. We can also tell those stories. Let’s keep elevating the conversation and highlight the work that our colleagues and students are doing.
We are not chasing unicorns.
We can make teaching a destination profession.
Jon’s post is the final installment of CTQ’s May/June blogging roundtable on teacher shortages. To join the conversation, comment on this blog and read the other blogs in this series. You can find a complete list of all posts on this page. Follow CTQ on Facebook and Twitter and use #CTQCollab to join the conversation on social media. Also, join our Twitter chat, co-hosted with the Learning Policy Institute, on Wednesday, July 12th, at 4 p.m. EST, #Teachershortage.