I spend most of my professional life recruiting and onboarding teachers. I have spent my independent research time during this program researching teacher recruitment and teacher effectiveness. I travel and network across the nation trying to find new sources of teacher talent. Anecdotally, I have seen major shifts in the teaching profession in my 11 years as an educator. Colleges of education are shrinking. As colleges of education shrink, states relax teacher certification requirements to fill the void; alternative routes to teaching are increasing. Now, even the alternative routes to teaching are becoming more relaxed. In the past in Georgia teachers had to have basic skills and subject area test passed before being eligible to teach for a 3-year period. However, with most Georgia districts moving to waiver and charter systems, the only requirements those entering the teaching profession need are a clean background check, the ability to prove lawful presence in the U.S., a bachelor's degree (except some vocational and military fields), and an online ethics activity. Districts can set their own requirements after these minimums are met.
As a Teach for America alumna, I was told I must disavow the organization by some local education advocates within Atlanta during my recent run for school board. One of the reasons I was told I must disavow was because teachers were ill-prepared. Given the shortage of teachers in the Atlanta metro area in some schools, the pre-summer institute, institute, and bi-weekly support during the year I received as a Teach for America teacher exceeded the preparation that teachers hired under the new flexibility granted through waiver and charter districts. There is a scale of good, better, and best scale I believe describes the level of preparedness teachers enter the classroom.
The Best
Experienced teachers with 4-10 years of experience. There is research that suggests that teachers are most impactful during this time frame.
Better
Graduates from colleges of education. I have been very impressed with college of education graduates I encounter. Given attrition within the field, districts cannot afford to only hire experienced teachers. It can lead to a mass exodus at once from a district as teachers leave the field or retire a la the U.S. air traffic controller shortage.
Good
Candidates already accepted in TAPP programs or enrolled in graduate education programs. I find some paraprofessionals with bachelor degrees who are looking to better their career opportunities are proactive and enroll in programs while still working with students on a daily basis.
???
Candidates without even provisional certification. The jury is still out. If the teachers without provisional certification do not have substantive experience with students, the transition without intensive support can create a revolving door of teachers from what I have seen thus far.
Jatisha,
ReplyDeleteI do believe graduates from a college of education have the greatest and riskiest return. While teachers do tend to hit their stride within the 4 -10 year mark. It all depends on how well they were mentored, trained, and groomed in the field. That time span is also usually when you see teachers grow more negative either with education or teaching in general.
Moreover, new teachers bring new energy and ideas. While you do have to make sure they are well supported and developed. We also have to make sure they are appreciated and not overwhelmed to keep them in education. This is because many new teachers are likely to leave within the first 3 years if they aren't supported.
However, if I were a principal and I were conducting interviews I would look for teachers fresh out of college first! I believe the new energy is great for schools. Secondly, I would try to make sure my school has an even balance between teachers looking to move into administration and teachers who are good leaders but want to teach. I think the balance is critical for moral and helps keep everyone focused on the task at hand.
Gerard,
ReplyDeleteI interviewed an experienced teacher who came to the district from Ohio in July. The teacher accepted a job in the district's alternative school last year. She worked theere a year and came to the interview sharing she would like to advance to leadership because she had been a teacher 13 years. Friday, December 1, 2017 will be her last day. She was overwhelmed with the fast pace in middle school, teaching two contents, and having co-teaching responsibilities. I was confident during the interview that our team made the right choice when we offered her the job. Back to the drawing board.