Posts Tagged ‘shortage’
This article originally appeared online at news.vcu.edu and is reposted with permission.
The U.S. Department of Education has awarded a $4.97 million grant to expand Richmond Teacher Residency, help provisionally licensed science, technology, engineering and math teachers move toward full licensure, and provide math and science training to hundreds of local elementary and special education teachers.
Richmond Teacher Residency, a program in the Virginia Commonwealth University School of Education, is an intensive, school-based teacher preparation program that integrates a research-supported approach for effective teaching with real-world classroom experience. Residents teach in local schools under the mentorship of a veteran teacher, while also earning a graduate degree in either education or teaching from VCU.
Teacher shortages are a critical concern across the United States, and the University of South Carolina is tackling the crisis head-on with an innovative response to teacher retention. While recruiting new teachers into the profession is vitally important, reducing the alarming rate at which novice teachers leave the profession must be a central focus in addressing the teacher shortage, as shared in a recent op-ed by University of South Carolina College of Education Dean Jon Pedersen.
“If you add the belief that teacher preparation and support should not end at graduation, a desire to gather data to inform programmatic improvement, and a teacher retention issue to new accreditation standards and a college leadership team determined to make a positive impact on the profession, beyond the walls of the university, you arrive at the impetus for the Carolina Teacher Induction Program (CarolinaTIP),” said Cindy Van Buren, assistant dean and one of the developers of the college’s induction program.
Four final videos are now available in the AACTE Research-to-Practice Spotlight Series focused on the district and community partnerships of the College of Education at California State University, Long Beach. (View these and others in the series on AACTE’s Video Wall.)
Teachers of color continue to be in high demand and short supply, says a new report from the Learning Policy Institute, and policy makers should put more weight behind promising practices to improve both recruitment and retention of teachers of color.
The report, authored by Desiree Carver-Thomas, finds the overall population of teachers of color is growing–but not keeping up with changes in student demographics. Latino/a teachers in particular are underrepresented in schools compared to students, Carver-Thomas reports.
AACTE Media Relations Intern Shardae Proctor, a communications major at Maryland’s Towson University, attended the AACTE Annual Meeting earlier this month. Ed Prep Matters asked her to report on what she learned at one of the Deeper Dive sessions.
Across the country, many schools continue to struggle to staff their classrooms with qualified teachers and to diversify their workforce to more closely match student demographics. To explore the contributing factors and potential solutions to this challenge, the editors of AACTE’s Journal of Teacher Education organized a “Deeper Dive” session at the AACTE Annual Meeting March 1 titled “Filling the High-Quality Teacher Pipeline: Promising Research and Strategies.”
The March 1 Opening Keynote Session at the AACTE 70th Annual Meeting featured an interactive panel discussion on recruiting and retaining profession-ready candidates in teacher preparation programs as well as increasing the number of teacher candidates of color. AACTE President/CEO Lynn M. Gangone, who facilitated the discussion, was joined by special guests Marquita Grenot-Scheyer, assistant vice chancellor of Teacher Education and Public School Programs for the Chancellor’s Office of the California State University (CSU) System, and Kimberly Tobey, executive director of the National Association of Community College Teacher Education Programs (NACCTEP).
The conversation began with identifying ways for how teacher preparation programs are effectively implementing programs and practices that reaffirm strengthening and diversifying the teacher candidate pool. The panelists highlighted successful strategies such as developing community college partnerships, creating capacity for students to have ease of transfer, and providing support to assist first-generation college students and others to pass through required pathways to completion.
To keep members informed, AACTE regularly monitors and reports on the activity of the National Council on Teacher Quality that could affect educator preparation programs. Visit our NCTQ resource page for additional information.
The National Council on Teacher Quality (NCTQ) has released an analysis and set of recommendations for states to track teacher shortages and surpluses.
As AACTE heads into the final weeks of planning for the 70th Annual Meeting, we can’t wait to welcome you to Baltimore! Be sure to visit the Online Event Planner to create a personal schedule that makes the most of your time. In addition to adding the opening and closing keynote sessions, you’ll want to select the Learning Labs and “Deeper Dive” sessions that are of greatest interest to you.
The Deeper Dives take the place of AACTE’s former “Major Forums,” providing a large-format, expert-facilitated exploration of a key topic during one dedicated time slot each day. Refreshed for 2018 with new expectations for audience interaction and other adult-learning principles, five such sessions will be offered this year:
Join dynamic education leaders in an interactive discussion on ways to strengthen educator recruitment and retention during the Opening Keynote at the AACTE 70th Annual Meeting in Baltimore, Maryland. This general session, to be held March 1, 2018, at 12:15 p.m., will feature the following speakers:
As the nation’s classrooms become more diverse, research has demonstrated that developing a more diverse teaching workforce is imperative to meeting the needs of all students. Efforts are under way across the nation to identify successful strategies for increasing the recruitment and retention of teachers of color, especially men of color, into the education workforce. Organizations including AACTE and the State Higher Education Executive Officers (SHEEO) are among those leading such efforts.
At AACTE, this work includes the Black, Hispanic, and Latino Male Teacher Initiative Networked Improvement Community (NIC), the AACTE Holmes Program, and the Diversified Teaching Workforce: Recruitment and Retention Topical Action Group. Each of these initiatives is focused on increasing educator diversity by identifying and implementing practice that supports degree attainment and teacher certification. The NIC is currently developing a conceptual framework paper to highlight some of these strategies and plans to release the paper at the 2018 AACTE Annual Meeting.