The teaching shortage in the U.S. is a
multifaceted issue. Herein we will
initially discuss commonly held key factors contributing to the teacher
shortage. These key factors include low salaries, high workload and stress,
lack of support and professional development, increased accountability derived from
annual standardized testing, and public criticism of the teaching profession.
Teachers in many parts of the U.S. are
paid relatively
low wages. This is especially true when
compared to other professions requiring similar levels of education and
expertise. This disparity makes teaching a less attractive career option,
leading to fewer people entering the profession and more leaving it.
Teachers often face heavy workloads. This load includes long hours spent on lesson
planning, grading, and administrative tasks. Combined with large class sizes,
behavioral issues, and pressures to meet standardized testing benchmarks, this
creates a high-stress environment that contributes to rapid burnout.
Teachers can feel unsupported in their
roles. This can be realized from inadequate resources, insufficient
professional development opportunities, or lack
of induction mentorship. These areas indicative of a lack of support can
discourage both new and experienced teachers, thereby leading to higher
turnover rates.
Teachers experience an emphasis on annual
standardized testing. Research
has shown this expectation places significant pressure on teachers to meet
certain class wide academic benchmarks. Sensing
a need to “teach to the test” can often exclude the desired creativity and
autonomy within the classroom. This pressure can be demoralizing and lead to
job dissatisfaction.
Teachers often experience negative
perceptions and criticism of the educational field from the public,
politicians, and media. This contributes to a lack of respect for the
profession. Undoubtedly, it diminishes
its appeal to potential educators, thereby exacerbating the shortage.
The
factors noted above, combined with regional disparities and other systemic
issues, contribute to the ongoing teaching shortage in the U.S. Addressing the teacher shortage in the U.S.
requires a multifaceted approach. A comparison of
alternate and traditional teacher preparation programs, specifically related
to the effectiveness of encouraging STEM teacher candidates to teach in high
need school is perhaps the most effective starting point. Effective preparation and induction initiatives
will lead
to mitigation of the systemic factors adversely impacting 3-year retention rates.
Below we note the holistic concerns that must be addressed to tackle the
teacher shortage issue and improve retention.
Increasing
teacher salaries and benefits will attract teacher candidates seeking a vocation
rather than a job. Many states and districts are working to raise teacher pay
and improve benefits to make the profession more financially competitive. This must
not only include salary increases but also offer better retirement plans,
healthcare, and other incentives to attract and retain teachers.
Improving
teacher training and support during induction must be budgeted and planned.
Expanding and enhancing teacher preparation programs, particularly in high-need
areas like special education, STEM, and rural education, is a key initiative.
Additionally, mentoring and induction programs for new teachers and ongoing
professional development opportunities must be emphasized to ensure that
teachers feel supported throughout their careers.
Offering
accelerated loan forgiveness and financial incentives. In partnership with teacher
preparation programs the federal and state governments need to expand and
accelerate loan forgiveness for teachers who work in underserved or high-need
areas. Some states and districts are also offering signing bonuses, housing
assistance, and other financial incentives to attract teachers to hard-to-staff
schools. These initiatives should be treated as pilot programs and the most
successful can be replicated.
Identifying
streamlined alternative certification pathways. To address immediate shortages,
alternative certification programs are being expanded to allow professionals
from other fields to transition into teaching more easily. These programs often
provide fast-tracked certification and on-the-job training, making it easier
for non-traditional candidates to enter the profession. Again, data should
identify what works and successful initiatives can be replicated.
Reducing
bureaucracy while improving working conditions. Efforts to improve the
day-to-day working conditions of teachers, such as reducing class sizes,
increasing classroom resources, and minimizing administrative burdens must be
monitored and data analyzed. PBIS
surveys are readily available for monitoring school climate and student
time on task and thereby identifying what works. Additionally, some initiatives
focus on giving teachers more autonomy and reducing the emphasis on
standardized testing, which can help make the profession more appealing by empowering
teachers to optimize their potential (Purkey & Novak, 2015).
The
initiatives and suggestions noted above can make teaching a more attractive,
sustainable, and rewarding profession.
These will address many of the underlying causes that lead to or
perpetuate the teacher shortage. Alternative teacher preparation programs have
become increasingly important in addressing the teacher shortage in the U.S. The
following programs and initiatives were all designed to bring more qualified individuals
into the teaching profession. Particularly
in high-need areas, these programs, if effectively implemented through
preparation and induction, can provide teacher candidates with the training and
support necessary to succeed in the classroom.
Teach For America
(TFA) is one of the most well-known alternative certification programs.
It recruits recent college graduates and professionals to teach in high-need
schools across the country. Participants receive an intensive summer training
program and ongoing support while they work towards full certification. TFA
aims to address shortages in underserved communities by placing motivated and
talented individuals in classrooms. Past data indicated that about 44
percent of TFA graduates remain in their initial placements for a third
year. Approximately 60 percent of overall program completers were teaching for
a third year. However, within five years, all but 15 percent have left their
original placements, thereby leaving students in high need areas- both academically
and geographically at risk. To address
this, more
than a decade ago TFA planned to target concerns related to retention of
its program completers.
Alternative
Certification Programs (ACPs) include The New Teacher Project (TNTP) and Relay
Graduate School of Education. An ACP offers pathways for individuals to
earn their teaching certification without going through a traditional
university-based teacher education program. These programs often target career
changers or individuals with content expertise in high-need areas like STEM.
ACPs typically include a combination of coursework and supervised teaching
experiences.
Troops to Teachers is a federal
program that helps military veterans transition into teaching careers. It
offers guidance, financial assistance, and support in obtaining teaching
credentials. Veterans bring unique skills and experiences to the classroom, and
this program helps address shortages, particularly in subjects like math,
science, and special education.
Registered
Apprenticeship and Grow Your Own programs focus upon recruiting and
training local community members, such as paraprofessionals, substitute
teachers, or recent high school graduates, to become certified teachers. Through
the NYS Department of Labor, Registered
Apprenticeship Programs (RAPs) are created in partnership with Lead
Education Agencies (LEAs) such as districts, BOCES, privates, or charters with
both unions (if applicable) and IHEs to support high quality workforce
development. In Illinois, the Grow
Your Own Teachers initiative seeks to create a pipeline of educators who
are already invested in and familiar with their communities, increasing
retention and cultural competence.
In
California, a Teacher
Residency Grant Program or the Boston Teacher Residency
and Urban
Teacher Residency United (UTRU), provides a model similar to medical
residencies. Candidates work alongside experienced mentor teachers while
completing their certification and earning a master’s degree. The New
York State Teacher Residency Grant (NYSTRG) seeks to play a significant
role in mitigating the teacher shortage by fostering the development of
well-prepared, committed educators through immersive, hands-on training
programs. These programs focus on hands-on, practical experience, which helps
to better prepare teachers for the challenges of the classroom.
The
New
York State Teacher Residency Grant (NYSTRG) funds the creation and
expansion of teacher residency programs across New York State. These programs
provide aspiring teachers (residents) with a year-long, paid residency where
they work alongside experienced mentor teachers in real classrooms. This model
allows residents to gain practical, in-depth teaching experience while they
complete their certification, leading to better-prepared and more confident
educators who are more likely to stay in the profession.
The
NYSTRG specifically targets the recruitment of teacher residents for high-need
subject areas such as STEM, special education, and bilingual education. The focus is also upon geographic regions such
as rural or underserved urban districts. By focusing on these areas, the NYSTRG
seeks to ensure that the
The
NYSTRG includes financial assistance for teacher residents, such as stipends
and tuition support. This reduces the financial barriers that might otherwise
prevent individuals from entering the teaching profession, especially those
from underrepresented backgrounds. By making teacher preparation more
accessible, the grant attracts a more diverse pool of candidates, helping to
create a teaching workforce that better reflects the student population.
The
NYSTRG fosters collaborations
between school districts and higher education institutions. These
partnerships are essential for designing residency programs that are aligned
with both academic standards and the practical needs of schools. This alignment
will help ensure that new teachers are equipped with the skills and knowledge
needed to be effective in the classroom from day one.
An
innovative Registered Apprenticeship model, approved through the NYS Department
of Labor State Apprenticeship Agency, the NYS Educator Workforce Development HUB increases
the potential for bringing highly-developed new educators to school communities
across NYS. Through the New York State (NYS)
Apprenticeship Grant, this initiative addresses the teacher shortage
by supporting innovative teacher preparation programs, particularly through the
development and expansion of teacher residency programs. These programs are
designed to provide aspiring teachers with hands-on experience, mentorship, and
a pathway to certification by addressing meeting the demand for qualified
teachers in high-need areas.
A
NYS Apprenticeship Grant (NYSAG) potentially provides financial support to
establish or expand teacher residency programs across New York State. These
residencies allow aspiring teachers to work in classrooms under the guidance of
experienced mentor teachers while completing their certification. This model
gives residents practical, on-the-job training, which is crucial for their
development and helps ensure they are well-prepared to meet the challenges of
teaching.
A
NYSAG often includes stipends or other financial support for teacher residents. Ideally, this makes the pathway for becoming
a teacher more accessible. This financial assistance helps cover living
expenses and tuition costs, thereby reducing the financial barriers that might
prevent individuals from entering the teaching profession.
The
NYSAG program focuses on recruiting and preparing teachers for high-need
subject areas. It also recognizes geographic
regions, such as rural schools or urban districts, that are facing severe
teacher shortages. By prioritizing these areas, a NYSAG helps to ensure that
the schools and students most in need of qualified teachers receive the support
they require.
A
NYSAG encourages partnerships between school districts and higher education
institutions. These collaborations are key to creating robust residency
programs that integrate academic coursework with practical classroom
experience. Such partnerships ensure that teacher preparation programs are
aligned with the needs of the schools and communities they serve.
The
aspiration is that by providing comprehensive support during the early stages
of a teacher’s career, the NYS Apprenticeship Grant program will help improve
teacher retention rates. For various reasons, teachers participating in
residency programs are more likely to stay in the profession longer, primarily because
they enter the field with a stronger foundation of pedagogical skills,
professional support, and work experience. Additionally, these programs often
include pathways for career advancement, such as leadership roles or advanced
certifications.
As
alluded to above, research indicates teachers who go through residency programs
typically have higher retention rates compared to those who enter the
profession through traditional routes. It should be noted that those using a
nontraditional route for teacher certification are often older, career
changers, or experienced through work as teacher assistants or
paraprofessionals. However, undoubtedly,
the combination of mentorship, practical experience, and a gradual introduction
to the teaching profession helps reduce burnout and increases job satisfaction.
By retaining more teachers, particularly in high-need areas, a NYSAG can help
stabilize and strengthen the teaching workforce over time.
The
NYS Teacher Residency Grant seeks to mitigate the teacher shortage by funding
and supporting residency
programs that produce well-prepared, dedicated teachers who are more likely
to stay in the profession, especially in areas and subjects with the greatest
need. The NYS Apprenticeship Grant
supports teacher preparation by funding residency programs, providing financial
assistance to aspiring teachers, focusing on high-need areas, fostering
partnerships, and enhancing teacher retention, all of which are crucial in
addressing the ongoing teacher shortage in New York State. You are invited to
learn more about teacher residency programs in your state. In this regard, the National Center for
Teacher Residencies is an excellent resource. The historic SUNY Potsdam
School Education and Professional Studies will be adding residency
opportunities to its current exceptional online
graduate programs.
To Cite:
Anderson, C.J.
(July 31, 2024) Mitigating the teacher shortage with effective educator
preparation residency and apprenticeship programs. [Web log post] Retrieved
from http://www.ucan-cja.blogspot.com/
References:
Darling-Hammond,
L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional
Development. Palo Alto, CA: Learning Policy Institute. Retrieved from: https://learningpolicyinstitute.org/product/teacher-prof-dev
Grossman, P. & Fraefel, U (2024). Core
practices in teacher education. Harvard
Education Press. ISBN: 9781682538692
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International Alliance
for Invitational Education. Retrieved from: Fundamental of Invitational Education |
IAIE
