The Staffing of Schools with Quality Teachers

This study paper attempts to assess what it will take to adequately staff middle and high schools with qualified teachers. Quality schooling is a critical component of success in the United States. The education system is the foundational system for achieving the government’s policy goals in the economy, defense, growth, foreign policy, and so on. Quality teaching teachers in primary stages of schooling, such as middle and high schools, is one of the most valuable opportunities for achieving quality education. For decades, across our nation, public schools have struggled to maintain an adequate number of qualified and engaged teachers in our middle and high schools. Rowe (2003) explains “quality of teaching and learning provisions are by far the most salient influences on students’ cognitive, affective, and behavioral outcomes of schooling. Evidence-based research indicates that ‘what matters most’ is the quality teacher.” (pp.2) Studies and surveys, however, suggest that severe teacher shortages continue to plague schools in the US. Further studies show that at a school level, there is a massive shortage of teachers in specific subjects such as Irish, sciences, physics, home economics, and European languages. The study will focus on the problem of teacher shortage, causes and possible solution, i.e., it is a problem, cause, and solution based study.

Findings on Lack of Quality Teachers in Schools

Lack of quality teachers and teacher shortages has plagued the minds of policy makers in the education sector, such as the Teacher Labor Market. The president of the State Board of Education in Nevada described the shortage of teachers as “horrific” and gave the opinion that “we are all going to sink” in case all the stakeholders involved did not make improvements (Aragon, 2016).

The Problem shown through Data and Statistics

Records from data and surveys conducted by the American College Testing and the Departments of Education show that the interest in school teaching job dropped significantly between 2010 and 2016. In 2010, there was only 15 % of high school students interested in pursuing education majors and teaching careers. In 2011, the number dropped to 13 %, and by 2014, the figure was 12 % (Aragon, 2016).

The enrollment in teacher preparation programs previously developed a lot of interest until 2008. In fact, the enrollment of teachers rose from 719081 to 725518 between 2008 and 2010. The same statistics indicate that the enrollment dropped consistently between 2010 and 2014 and, by 2013-2014 fiscal year, there were only 465536 admissions into teaching preparation programs (Aragon, 2016).

According to the Bureau of Labor Statistics (BLS), it is essential for legislators to address quality staffing since projections show that Early Childhood Education is estimated to grow by 17 % due to factors such as the increase in population (Brooks, 2015).

On an international scale, shortage of quality teachers is a major problem especially in Sub- Saharan Africa and Asia. The recommended ratio of teacher to student ration is 1:30. According to a report released in April 2015 by the UNESCO Education Sector in Paris, less than 75% of teachers met the national standard of trained teachers. In Guinea-Bissau, primary school teachers trained according to national standards were only 39%, and the Pupil Teacher Ratio (P.T.R) increased from 44:1 to 52:1 between 2000 and 2010 (The challenge of teacher shortage and quality, 2015). Further figures show that Benin, Guinea-Bissau, and Senegal have less than 50% of the teachers trained according to the required standards. Further statistics show that the ratio of pupils to qualified teachers exceeded the Pupil/Teacher Ratio by ten students in 28 of these 91 countries, including 20 in sub-Saharan Africa and some districts of the United States. In the Central African Republic, the PTR was 80:1, and the pupil to trained teacher ratio was 138:1 in 2012 (The challenge of teacher shortage and quality, 2015).

Reasons for Shortage of Quality Teachers

The study paid attention to the causes of the shortages and reasons for below standard teaching staff in schools to determine the solution for the lack of poor quality teachers. Firstly, the demand for teachers has risen with an increase in population over the last decade. Data from Schools and Staffing Survey (SASS) shows that since 1984, student enrollment in middle and high school has increased twofold, but the growth rate of teachers is not as rapid as that of students, thus teacher shortage. For example in the 1999-2000 academic year, 58 % of schools in the middle and high school level reported having difficulty recruiting new teachers and filling positions due to increased student enrollment (Ingersoll, 2003).

Secondly, the quality of teachers available for hiring continues to dwindle despite the easy licensing process for school teachers. The measure of quality used in any professional is not a standard of quality and teaching is no different. The United States has generalized licensing for school teachers without paying attention to the fact that some subjects require particular licensing for one to qualify as a teacher (Peterson, 2006). At the same time, some subjects require dozens of credentials and in the process, the education system ends up manufacturing improperly credentialed teachers due to lengthy procedures (Peterson, 2006).

Thirdly, as seen earlier through data and statistics, there is a general apathy of joining the teaching profession by high school and college students. There is a relatively less number of college students who pursue majors in education and other teaching careers and thus there are fewer teachers to recruit for various subjects or fill the gap left by the ones who retire. Studies indicate that of the minimal number that begins teaching profession, most end up quitting or changing careers citing factors such as loss of autonomy, job dissatisfaction, lack of opportunities for growth, limitations in recognition, reward, and advancement. The lack of fulfillment is a leading cause of turnovers in schools (Aragon, 2016).

Fourthly, teacher turnover is arguably the primary cause of teacher shortage in schools. According to a recent study of a nationally representative cohort, teacher turnover was 46 percent after five years as measured annually by the combined percentages of those who move to other locations and those who leave the teaching profession altogether. In the study, 29 % of teachers moved to other schools or districts, and 17 % quit teaching (Aragon, 2016). There is difficulty filling the positions resulting from turnover and retirements and since student enrollment keep rising, learning institutions hire unqualified personnel which reduces the quality of education.

Finally, the production of quality teaching staff is responsive to the state of the economic. According to Aragon (2016) enrollment of students into teacher preparation programs has reduced due to the great recession and not so much due to other factors. For example, most college students apply for majors that earn a high income and have strong employment prospects. The weak economies in the teaching profession tend to drive college students into other careers.

What it would take to get Middle and High schools fully staffed with Quality Teachers

The study’s determination of the root problem through evidence data and the analysis of causes offer a platform for the recommendation on solutions to low-quality staffing. According to Rowe (2003), the concepts applicable to solving the menace of teacher shortage and poor quality staffing should be applied together for there to be lasting solutions.

Key Concepts

Salaries and Remuneration

Public school teacher’s average pay varies from state to state and the value of that pay depends on the cost of living. Policy makers should raise the salaries of all teachers which will upgrade the standard of service provision by teachers as well as attract more college students to teaching preparation programs (Scherer, 2003). Proper legislation should be done to reward teachers who take on specialized roles and responsibilities as well as raise the remuneration of expert teachers. For example, a high salary for teachers of foreign languages and just rewards for teachers of special needs children can build the interest in the profession considerably. According to Scherer (2003), such changes can also reduce turnovers.

Prestige

Public school teaching reputation has struggled for a long time. Building back that reputation nationwide is essential. Experts in their field need to be made to feel as accomplished being a middle or high school teacher like any other career path. Impacting the future of our children should rank considerably close to the top of the esteemed choice one can make when deciding a career in your field of study. Universities and tertiary levels of education should develop training programs that enable specialization of teachers into specific areas to succeed in areas with high turnover rates.

High-Quality Induction Programs

Curriculum setters should create high-quality induction programs for new and aspiring teachers. Every district should provide adequate funding for the support of the programs and, the implementation should be mandatory for every district in every state. For example, school districts in Toledo, Ohio, Cincinnati and Columbus have created platforms that connect new teachers with expert mentors and provided release time for both mentors and mentees. The result has been a gradual reduction of the turnovers by new teachers, thus promoting quality learning (Scherer, 2003).

Teacher Specialization

As seen earlier, job dissatisfaction is a major contributor to a lack of teacher motivation and the consequential turnovers. Most institutions burden teachers with multiple responsibilities such that teachers spend much time on out-of-class teaching. According to Scherer (2003), regulations should assign experienced teachers to the special needs children instead of the novice teachers so that the new teachers are not scared away by the task of specialized teaching. A further policy should be put in place to prohibit out-of-field teaching, for instance, an English teacher should not double as the basketball coach. Policy makers should couple all the regulatory measures with more release time for teachers.

Geography

An actual shortage of teachers is not necessarily the problem. Areas of the country tend to cluster some professions and industries which create a large issue because each state has their teaching education requirements and exams. Thus, it difficult for counties to scout outside of their small geographic pool. Every state should grow their teachers. Rural area governments should encourage graduates and professionals familiar with the challenges in their environment to apply for licenses to fill the left out teaching positions. Conversely, every district should put in place proper remuneration procedures depending on the specific needs of the region.

Work Environment

Supporting teachers and recognizing exceptional performance are a must. Boards of institutions must include teachers in decision-making processes to create a sense of self-government on the part of teachers. Faculty control measures to cater for the needs of teachers result to greater teacher autonomy in classrooms which lead to teacher commitments because of the feeling of appreciation (Podolsky, Kini, Darling-Hammond, & Bishop, 2016).

Preparations and Cost to Entry

Most teachers begin their careers before completing their studies due to the high cost of higher education, lack of financial aid and fear of student loans. The government should subsidize and give scholarships for students passionate about teaching. There should be adequate preparation before starting a career because a good foundation increases the efficacy and efficiency of teachers, thus improving student outcomes (Podolsky, Kini, Darling-Hammond, & Bishop, 2016).

Conclusion

Teachers have society’s greatest mission: to produce well-rounded, intelligent adults to which we can confidently pass the baton. Understanding the reasons behind understaffed schools will help create ideas for solutions. We have teachers leaving and less new teachers filling the gap. While dissecting the causes, various solutions are a practical step towards ensuring middle and high schools have with quality teachers. The suggested solutions include standardizing the credentials to teach nationwide and raising the average annual salary to compete with private school median salary.

References

Rowe, K. (2003). The Importance of Teacher Quality as a key Determinant of Students Experiences and Outcomes of Schooling. Research.acer.edu.au. Web. [research.acer.edu.au/research_conference_2003/3/]. Accessed 20 May 2017.

Aragon, S. (2016). Teacher Shortages: What We Know. Education Commission of the States. Web. [www.ecs.org/ec-content/uploads/Teacher-Shortages-What-We-Know.pdf]. Accessed 20 May 2017.

Proper documentation of data through charts, graphs and info graphics enable the reader to understand the root of the problem of teacher shortage. Stephanie Aragon’s report is the main source of data that show disparities in the teaching profession with the aim of providing understanding and hence know how to solve the problem.

Brooks, A. (2015). “Nursing vs. Teaching: Choosing a Career that Makes a Difference.” Rasmussen College. Web. [www.rasmussen.edu/degrees/nursing/blog/nursing-versus teaching/]. Accessed 20 May 2017.

The challenge of teacher shortage and quality. (2015). Education for All Global Monitoring Report. Web. [unesdoc.unesco.org/images/0023/002327/232721E.pdf]. Accessed 20 May 2017.

UNESCO is the go to agency in the world regarding the global education system. The report is important to allow comparison and show data on trends in rise or fall of teacher turnovers. The report is important to know the set requirements for a healthy and teaching environment with regard to teacher student ratios.

Ingersoll, R. (2003). “Is There Really a Teacher Shortage?” Consortium for Policy Research in Education. Web. [www.gse.upenn.edu/pdf/rmi/Shortage-RMI-09-2003.pdf]. Accessed 20 May 2017.

Richard Ingersoll addresses answers in details the question that removes the doubt of whether there is teacher shortage in schools. The article is well researched to highlight the cause of teacher shortages as well as the reasons for unskilled teachers. The information is supported by data and statistics that is well graphed to offer clarity.

Peterson, P. (2006). Of Teacher Shortages and Quality. Education Next. Web. [educationnext.org/of-teacher-shortages-and-quality/]. Accessed 20 May 2017.

Scherer, M. (2003). Keeping Good Teachers (1st ed., p. Chapter 1). Association for Supervision and Curriculum Development. Print.

Keeping Good Teachers has addressed the concerns surrounding the school system through questions such as, what attracts good teachers and keeps them in the profession?, and, what makes schools better places for students to learn and for teachers to work? Marge Scherer answers the questions expertly making the book ideal for this study.

Podolsky, A., Kini, T., Bishop, J., & Darling-Hammond, L. (2016). Solving the Teacher Shortage: How to Attract and Retain Excellent Educators (research brief). Palo Alto, CA: Learning Policy Institute. Web. [learningpolicyinstitute.org/product/solving-teacher shortage-brief] Accessed 20 May 2017.

Podolsky and company have well addressed the solutions to teacher shortages. The articles is properly documented with an abstract, a body and a conclusion that leaves room for more research. The amount of data and statistics indicated in the article make it ideal to stress the urgency of quality teachers in the US.