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IES Study of Okla. Reaffirms Challenges of Recruiting, Retaining Rural Educators

A new study from the Institute of Education Sciences (IES) Regional Educational Laboratory Southwest has reaffirmed many of the challenges related to recruiting and retaining educators in rural areas. The report, Indicators of Successful Teacher Recruitment and Retention in Oklahoma Rural School Districts (download PDF here), examines data spanning a decade in Oklahoma districts, more than 70% of which are rural.

The analysis finds that two key influences on teacher retention are compensation and teachers’ level of responsibility at their school. Numerous other factors affecting retention are catalogued in the appendices of the report, organized into categories of teacher, district, and community-based variables. Educator preparation programs that collaborate with rural districts may want to review the study’s findings for insights that might be applied to their own local challenges.

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.

In the updated report – Teacher Turnover: Why It Matters and What We Can Do About It – Desiree Carver-Thomas and Linda Darling-Hammond share recent data revealing that in just 31 states, 82,000 positions are filled by underqualified teachers and at least 5,000 are unfilled altogether; extrapolated to all states, the total number is likely around 110,000. If current trends persist, they say, we could face an even higher shortfall next year. The shortages are most acute in the fields of special education and science, technology, engineering, and math (STEM) and are disproportionately present in high-poverty and high-minority schools.

Podcast Interview Explores Implications of New Science Standards for Preparing Teachers

What does strong preservice preparation look like for teaching the Next Generation Science Standards (NGSS)? This question is explored in an article published in the May/June 2017 issue of the Journal of Teacher Education, an issue that also includes several other articles on the topic of the implications for teacher preparation of the Common Core and other new PK-12 learning standards.

A recent podcast interview for the JTE Insider blog provides insights from Mark Windschitl of the University of Washington and David Stroupe of Michigan State University, authors of the article “The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation.” JTE Graduate Assistant Bernadette Castillo conducted the interview.

Study: Secondary Math Teacher Candidates Need More Preparation in Statistics

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “New Standards Require Teaching More Statistics: Are Preservice Secondary Mathematics Teachers Ready?” written by Jennifer N. Lovett of Middle Tennessee State University and Hollylynne S. Lee of North Carolina State University. The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

Comment by Oct. 2 on IES Requirements for Efficacy, Replication Studies

By October 2, the Institute for Education Sciences (IES) is seeking input from the field on its requirements related to efficacy, replication, and effectiveness studies.

The impetus of the feedback request follows recommendations provided from a technical working group that was assembled in October 2016. IES seeks to understand whether the current Goals 3 and 4 (out of its full list of five) are meeting the needs of the field or whether modifications would be beneficial to replication and effectiveness studies. Goal 3 addresses efficacy and replication studies, and Goal 4 supports independent evaluation of prior efficacy studies.

How Teacher Education Can Elevate Teacher Quality: Highlights From Sept./Oct. JTE

Have you read the September/October 2017 issue of the Journal of Teacher Education (JTE) yet? It is now available online and hitting desks around the country. See what Volume 68 Number 4 has to offer!

  • In this month’s editorial, “How Teacher Education Can Elevate Teacher Quality: Evidence From Research,” members of the JTE editorial team at Michigan State University highlight the issue’s four articles. Robert E. Floden, Gail Richmond, Corey Drake, and Emery Petchauer note the papers’ findings and the significance of their topics to various stakeholders in teacher preparation.

Webinar Explores Effective Global Practices in Teacher Recruitment, Preparation

Last week, I was honored to participate in a webinar discussing Empowered Educators, an international comparative study of teacher and teaching quality in the world’s top-performing education systems. Hosted by the National Center on Education and the Economy (NCEE), whose Center on International Education Benchmarking sponsored the study, this event featured members of the research team discussing specific lessons for the recruitment and preparation of profession-ready teachers.

Lead researcher Linda Darling-Hammond (of the Learning Policy Institute and Stanford University) was joined by NCEE President and CEO Marc Tucker for an introduction of the study. Other researchers on this webinar were Finnish researcher Pasi Sahlberg, who helped lead the Empowered Educators case study on Finland, and A. Lin Goodwin of Teachers College, Columbia University (NY), who worked on the Singapore branch of the study. I served as a discussant, as did Mary Sandy, executive director of the California Commission on Teacher Credentialing.

JTE Interview: Promoting Visual Literacy in Elementary Social Studies

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the authors of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “Seeing Is Believing: Promoting Visual Literacy in Elementary Social Studies,” by Kristy A. Brugar of the University of Oklahoma and Kathryn L. Roberts of Wayne State University (MI). The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

JTE Author on Helping Candidates Address Academic Language

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with the author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “Collaborating to Address the Challenge of Academic Language,” by Trace Lahey of York College, City University of New York. The article, which appears in the May/June issue of JTE, is summarized in the following abstract:

Teacher candidates rely on mentors working in their college-based teacher education programs and mentors working in the college’s partner schools to support their development as future teachers as well as their Teacher Performance Assessment (edTPA) preparations.

JTE Author Interview: Boosting Vocabulary Instruction in the Inclusive Middle School Science Classroom

Have you seen the JTE Insider blog managed by the Journal of Teacher Education (JTE) editorial team? Check out the following interview with one author of a recent article. This blog is available to the public, and AACTE members have free access to the articles themselves in the full JTE archives online – just log in with your AACTE profile here.

This interview features insights from the article “Effects of a Multimedia Professional Development Package on Inclusive Science Teachers’ Vocabulary Instruction,” by Michael J. Kennedy, Wendy J. Rodgers, John Elwood Romig, John Wills Lloyd, and Mary T. Brownell. The article, which appears in the March/April issue of JTE, is summarized in the following abstract:

Vocabulary knowledge is vital for students’ success in school and beyond. However, students with disabilities and others who consistently score below their peers on various measures of vocabulary knowledge have difficulties in secondary-level content area courses. Because many students with disabilities are now educated primarily in general education classrooms, their teachers report needing more professional development on instructional strategies to support this population. Using a multiple-baseline design, we tested the efficacy of a multimedia, multicomponent professional development package in which middle school science teachers in inclusive classrooms promoted science vocabulary knowledge. The professional development package improved the quality of the teachers’ use of evidence-based vocabulary practices and increased the amount of time they spent explicitly teaching vocabulary in their classes.

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