The Federal Role in Ending Teacher Shortages

Autor/inn/en	Darling-Hammond, Linda; DiNapoli, Michael, Jr.; Kini, Tara
Institution	Learning Policy Institute
Titel	The Federal Role in Ending Teacher Shortages
Quelle	(2023), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Teacher Shortage; Government Role; Educational Change; Teaching (Occupation); Teacher Effectiveness; Change Strategies; Federal Government; Teacher Improvement + Suchen Sie Ihr Suchwort? Lehrermangel; Bildungsreform; Teaching; Lehrberuf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lösungsstrategie; Bundesregierung
Abstract	Teacher shortages have reentered the national consciousness in a major way, as quarantines and the intense stresses created by the COVID-19 pandemic drained teaching staffs, causing some schools to close temporarily for lack of staff. According to the U.S. Department of Education, all 50 states reported shortages in more than one area for the 2022-23 school year. To handle the shortages, schools have increased class sizes, canceled course offerings, added duties to the responsibilities of existing teachers, and hired underqualified individuals to fill the positions--all of which undermine students' learning. At a time when the nation is necessarily focused on learning recovery for students impacted by the pandemic, resolving shortages should be a national education priority. The moment may be ripe for the set of transformations needed to develop a much stronger education profession in this country. The United States needs a nationwide Marshall Plan for teaching, similar to that enacted after World War II to rebuild Europe, but for rebuilding the teaching profession. A Marshall Plan for teaching should focus the powers of the federal government on supporting recruitment, preparation, support, and retention in teaching in seven key areas: (1) Increase educators' net compensation through tax credits, housing subsidies, and salary; (2) Strengthen recruitment by making teacher preparation debt-free; (3) Support improved preparation by expanding high-retention pathways into teaching; (4) Provide high-quality mentoring for all beginning teachers; (5) Increase investments that enable educators to expand and share expertise; (6) Incentivize the redesign of schools to support teaching and learning; and (7) Rethink school accountability. [This research was supported by Skyline Foundation.] (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01