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Posts Tagged ‘shortage’

Let’s Get It Right Together: Tapping Educators’ Expertise for Successful State Policy

This article appeared in the “Regional Roundup” newsletter of the Council of State Governments West and is reprinted with permission. The views expressed in this article do not necessarily reflect the views of AACTE.

Utah is grappling with many of the same education challenges plaguing other states: high teacher turnover; persistent staffing shortages in key fields, demographic areas, and districts; inadequate access to performance data; and the list goes on. As legislators work to address these challenges, they stand the best chance of success if they develop solutions in collaboration with professional educators. Without the benefit of educator perspectives, well-meaning legislators risk developing and implementing policy that will not adequately address these challenges, and may even contribute to them.

Input Still Needed on AAEE Supply-Demand Survey

AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey. The views expressed in this post do not necessarily reflect the views of AACTE.

The annual American Association for Employment in Education (AAEE) Educator Supply and Demand Report needs your input! If you have not already done so, please complete this year’s survey by January 27.

Reminder: Complete Supply-Demand Survey by Jan. 16

AACTE is partnering with the American Association for Employment in Education (AAEE) to increase input from educator preparation providers in the organization’s annual teacher supply and demand survey.

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If you haven’t already done so, could you please take 10-15 minutes to complete the 2016-17 AAEE Supply and Demand Survey? You do not need to be a member of AAEE to participate in the survey, and all respondents will receive an executive summary of the results. The survey is open through January 16.

Listen to Mom: Keep Your Eyes on Your Own Plate

Many of us growing up with siblings remember being told to “keep your eyes on your own plate” when issues arose or squabbles began. Those words come to my mind when reflecting on the current distractions hounding teacher education. Even as we actively promote the need for educators to think and act as one profession and to engage with various external groups, we also must not forget to mind our own business.

In addition to the uncertainty around the outcome of today’s highly contentious national election, many other factors are competing for our attention and causing us anxiety. The teacher preparation program regulations are now official, and so is the Every Student Succeeds Act. The nation is rapidly moving toward a major teacher shortage, and despite our very best efforts, we have not been able to make a significant dent in diversifying the profession. Our many critics continue to share their views on the state of university-based teacher preparation programs, and our national-level accrediting agency is still working to rise to the level it should in order to assist programs in meeting standards and improving their work. To my mind, we all could benefit from Mom’s mantra: Keep your eyes on your own plate.

The Demand for Educators: Good News for Candidates, A Daunting Challenge for Hiring Administrators

The views expressed in this article do not necessarily reflect the views of AACTE.

For future teachers, the job outlook is bright. For school hiring personnel, the challenge of finding enough qualified educators for their vacancies is daunting.

The growing mismatch between teacher supply and demand was documented strongly in a comprehensive report published by the Learning Policy Institute last month. One of the key data sources cited in the study is the American Association for Employment in Education (AAEE) “Educator Supply and Demand Report 2014-15,” which now has a new edition available—and the shortage situation has not improved.

Rather Than Resisting Higher Expectations, Teachers Colleges Are Driving Them

The New York Times editorial “Help Teachers Before They Get to Class” (October 15) repeats outdated canards about teacher preparation that are as misguided as the new federal regulations celebrated in the editorial. Far from resisting higher expectations, teachers colleges are driving them.

Higher education institutions and states have raised program entry requirements in recent years, and the academic qualifications of admitted students have increased apace. By referencing an outdated and widely discredited report, the editorial misses this fact, reflected in publicly available federal datasets: today’s undergraduates preparing to be teachers have an average GPA of 3.2 on college work required for admission to the program.

National Forum Spotlights Teacher Shortages, Threats to Equity

Tampa, Florida, is short 1,000 teachers this year. Nine out of 10 low-income schools have staffing deficits in special education. Across the United States this year, classrooms are in need of 60,000 teachers, and the number could reach 100,000 by 2018. These are among the sobering statistics presented at a national policy forum I attended September 15, sponsored by the Learning Policy Institute (LPI).

The event, “Solving Teacher Shortages: Attracting and Retaining a Talented and Diverse Teaching Workforce,” presented the latest staffing and enrollment data and what they mean for education – ranging from fewer classes and larger class sizes to the hiring of underqualified teachers. Various high-profile speakers explained that shortages are driven largely by attrition of teachers for reasons such as lack of respect and autonomy, poor working conditions, and inadequate pay and administrative support.

Research: Teacher Shortages Are Real and Growing, But Evidence Recommends Solutions

Today, the Learning Policy Institute released a set of reports that present the latest data on U.S. teacher supply and demand and promote comprehensive recruitment and retention strategies to alleviate persistent shortages. AACTE commends the reports’ attention to the steep cost to students of understaffed schools, particularly in low–income communities, as well as the proposed solutions centered on high-quality clinical preparation of new teachers and reducing the attrition rate among practicing teachers.

School districts across the nation are struggling to staff classrooms with adequate numbers of skilled teachers, forcing them to make tough choices that shortchange students. Many educator preparation programs have stepped up recruitment and developed innovative partnerships with districts to meet local needs. Although these efforts are seeing some success, adjustments to the production end of the educator pipeline cannot compensate for the “leaky bucket” of practicing teachers who, according to the Learning Policy Institute, leave at a rate of nearly 8% per year.

Explore Roles for EPPs in Solving Teacher Shortages

Mark your calendar for a special webinar September 29 about key roles for educator preparation providers (EPPs) in solving the nation’s persistent teacher shortages.

Offered by AACTE in partnership with the Learning Policy Institute (LPI), the webinar will highlight the latest enrollment and staffing data and promising models for programs and policies to improve educator recruitment, preparation, and retention.

ACSR Issues State Policy Statements to Enhance Educator Preparation

The Advisory Council of State Representatives (ACSR) is pleased to announce a new consensus document, the State Policy Statements to Enhance Educator Preparation, developed by AACTE state chapter leaders and members to support the advocacy work of educator preparation providers (EPPs).

ACSR leaders representing more than 1,100 EPPs participated in a collaborative process to develop the document, agreeing on key statements under the following three priority areas:

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