Districts respond to shortages with teacher preparation and pathway strategies, especially partnerships coordinating student teaching and residency placements¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Almost all shortage districts (93%) report adopting one or more preparation/pathway strategies: 72% work with teacher preparation programs to coordinate student teacher or residency placements, 62% to communicate hiring needs, 56% develop teacher leadership roles, and smaller shares build paraprofessional, high school career, and volunteer pathways ("sometimes referred to as Grow Your Own teacher preparation models").

Design Implications¶

Context¶

Requirements¶

• Requires partnership with higher education preparation programs to coordinate placements and communicate hiring needs

Constraints¶

• The report notes these policies have generally not been targeted to shortage fields

Target Learners¶

• California K-12 students in districts with teacher shortages

Target Learning Goals¶

• Access to fully credentialed teachers in all subjects and grades

Claims¶

• Student teachers hired by their field-placement school had higher first-year evaluation ratings than those hired elsewhere in CPS [+W]

Related Strategies¶

• Districts use financial, personnel management, and working-conditions strategies to recruit and retain teachers, including leadership compensation, mentoring, and collaboration time
• Develop high-retention pathways — Grow Your Own programs and teacher residencies — to build and diversify local teacher supply

Examples¶

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Key Sources¶

• Anne Podolsky and Leib Sutcher. (2016). California Teacher Shortages: A Persistent Problem. Learning Policy Institute. https://eric.ed.gov/?id=ED606761