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Teachers play a vital role in providing all students with deeper learning experiences that prepare them for life and work in the 21st century. In West Virginia, several key policy strategies have been identified to improve and advance the preparation of a well-qualified and equitably distributed teacher workforce across the state.
Conra D. GistTravis J. BristolDesiree Carver-ThomasMaria E. HylerLinda Darling-Hammond
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Teachers of color and Indigenous teachers made up 16% of the teaching force in 2000 and 19% in 2019. This modest increase would have been more significant if not for high (and growing) attrition rates among these teachers. This article from a Kappan Special Report examines why teachers of color and Indigenous teachers leave the profession and what can be done to retain them.
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Federal COVID relief packages have allocated more than $176 billion for pandemic-related education needs—the federal government’s largest single investment in schools. In a series of fact sheets, policy experts discuss how states and districts can develop, implement, and refine plans for these funds. Investing in workforce development, recruitment and retention is a high-impact way to support quality student learning.
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The landscape of the 21st century and scientific advances have significant implications for how we organize schools and student learning experiences. This article elevates findings from the science of learning and development to articulate emerging knowledge about how young people develop and its concrete implications for schools can be effectively designed to optimize learning, success, and well-being.
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The Partnership for the Future of Learning offers a set of strategies to recruit, prepare, develop, and retain high-quality teachers and bring greater racial, ethnic, and linguistic diversity to the profession. This in-depth playbook includes examples of legislation and research-based policies, a guide to talking about teacher shortages and strengthening the profession, and publications for further reading.
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A year into COVID-19, critical teacher shortages may jeopardize the safe reopening of schools. Research from interviews with California urban and rural district leaders sheds light on sustainable strategies including high-retention pathways and financial supports.
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One year into the COVID-19 pandemic, policymakers’ attention is increasingly focused on efforts to safely reopen schools for in-person instruction and address lost instructional time for students. However, critical teaching shortages, a challenge that predates the pandemic but has worsened in many districts since its emergence, may jeopardize schools’ ability to safely reopen or stay open.
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Well before the pandemic, districts across the country grappled with ongoing teacher shortages, driven by both teacher turnover and significant declines in those choosing to enter the profession. COVID-19 has only worsened these pre-pandemic conditions, undermining access to well-prepared and experienced teachers, especially for students from historically underserved groups. A number of federal opportunities are key levers to strengthening the pipeline into the profession.
Barnett BerryKevin C. BastianLinda Darling-HammondTara Kini
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Teacher workplace conditions can influence the overall quality of teaching, teacher retention, and school improvement. In North Carolina, several policy strategies have been identified that create the conditions that enable teachers to work more effectively. These policies can help the state build a road map for excellence and equity for every student—and the teachers and administrators who serve them every day.
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With significant state investment, teacher residencies are spreading throughout California. Vignettes on Humboldt County and Fresno Unified School District highlight examples of California teacher residencies and how they are helping to address shortages and support both students and teachers.
