|
It’s estimated that more than 300,000 teaching positions in the United States were either unfilled or held by people who were not fully qualified but, as pressing as it is to get qualified teachers in classrooms immediately to address shortages, effective policy must also focus on recruiting a well-prepared and diverse pool of candidates, along with retaining effective educators.
|
The Office of the California Surgeon General has launched a free, self-paced training resource designed to help educators, school personnel, and child care providers understand and respond to trauma and stress in youth.
Susan Kemper PatrickLinda Darling-HammondTara Kini
|
While high-quality preparation is critical for an effective and stable teacher workforce, only 58% of newly credentialed California teachers in 2020–21 were fully prepared in teacher preparation programs. Surveys of 60,000 California teachers who completed programs reveal who receives preliminary teaching credentials, how prepared they feel, and what factors contribute to their perceptions.
Susan Kemper PatrickLinda Darling-HammondTara Kini
|
California’s teacher residency program marks the largest investment in teacher residencies in the nation. Data on early implementation suggest residencies are helping diversify the profession, create a well-prepared workforce, and provide more intensive clinical training experiences.
|
When approximations occur out-of-context by design, how can teacher educators position teaching practice as work that is both contextually-dependent and co-constructed with students? This presentation will explore this challenge using videos of novice teacher practice and through rich discussion with participants about teacher educator pedagogy.
Susan Kemper PatrickLinda Darling-HammondTara Kini
|
Survey results from almost 60,000 people who completed California‘s new teacher accreditation program show an increasingly diverse pool of teacher graduates and those who experience student teaching or residencies feel more prepared; however, Black, and Native American candidates report less access to these supports.
|
The increased stress, mental health challenges, and inequities observed during the pandemic have reaffirmed the need to create safe, welcoming learning environments for students and educators. Well-designed teacher preparation for a whole-child approach is an important step toward meeting students’ needs and can overcome major hurdles such as teacher shortages.
|
In 2021, California committed to making transitional kindergarten (TK)—a school-based preschool program—available for all 4-year-olds by 2025–26. As TK becomes universal, California will need to expand the early learning workforce by recruiting educators and candidates and supporting them through various pathways into the profession. State policymakers can take six recommended actions to help stabilize, support, and expand the entire early childhood workforce.
|
An additional 12,000 to 15,000 credentialed teachers are needed to support California’s expanded transitional kindergarten (TK). High-quality early childhood–focused residencies, such as Fresno’s Teacher Residency Program and UCLA’s IMPACT Program, can help districts strategically build TK teacher capacity. These programs encompass coursework, university–district partnerships, clinical experiences, and resident and mentor supports and can lead to a more fully prepared and diverse teacher workforce.
|
Policies that affect teachers play a vital role in creating equitable student access to deep and comprehensive learning experiences. In Wisconsin, several key policy strategies have been identified to improve and advance the preparation of a stable, diverse, well-qualified, and equitably distributed teacher workforce across the state to support all students’ learning and development.
