Saturday, November 17, 2018

The Teacher Shortage in the United States: Conclusion

{This concludes the report on the teacher shortage in the United States. References have been added below.}

CONCLUSIONS AND RECOMMENDATIONS

Conclusions

The critical issue with Jason Richwine and Andrew Biggs solution is that their solution only briefly touches on what has caused teachers to leave the profession. Their solution disregards the struggle teachers have with school handbooks, job stability, and rights. Act 10 also reduced collective bargaining rights and has affected teacher health insurance, something that isn’t mentioned in Jason Richwine and Andrew Biggs solution. Basing a teacher’s income on their value may cause additional problems for teachers as the question of who would be making the decision on the teacher’s value.

Christian D’Andrea’s solution goes into how Act 10 needs to be revised to fit the needs of teachers in the United States. D’Andrea’s solution is vague and only a suggestion that isn’t currently in process. Act 10 is a specific problem in Wisconsin, something that other states adopted and revised to meet the needs of the state. Changing Act 10 will not solve the entire shortage of teachers in the United States because every state has its own set of rules and regulations in place. Each state’s situation needs to be researched and addressed separately.

The Robert Noyce Scholars program is a tool that benefits potential teachers and teachers who have signed up with the program. The incentives of the program are some reasons teachers are staying in the profession. Teachers who commit to teach STEM and work in under-resourced schools can have their college loans forgiven. The Robert Noyce Scholars program may be the start to solving some of the issues the United States has with the teaching profession.

Several states (North Carolina, California, and Oklahoma) have proposed solutions to the current teacher shortage. The states have a similar idea that increases teacher compensation. North Carolina and California have done the same thing in the 1990s, to keep and recruit new teachers in the public schools. In the 1990s, the programs also had loan forgiveness programs and scholarships to anyone interested in the profession but were later taken away because of political pressure. Oklahoma has a current proposal that will increase teacher compensation every year until the 2019-20 school year. So far, the Oklahoma proposal has been working.

These solutions demonstrate that there are organizations, states, and people who are trying to help solve the teacher shortage in the United States. Though some of the solutions are only suggestions and others are in the works or have been taken away, people are noticing that there is a crisis happening in the education system.

Recommendations

The formation of comprehensive, on-going support from organizations and the public to help solve the teacher shortage offers numerous benefits to teachers in the school systems. For these reasons, the following recommendations should be considered:

  • ·         Provide financial support to teachers who are willing to work in areas in the United States hardest hit by high attrition rates.
  • ·         Take advantage of programs that are assisting teachers and keep the programs running.
  • ·         Include opportunities for current teachers to earn more after so many years of service.
  • ·         Include loan forgiveness programs and scholarships to help encourage potential teachers to continue with training and to teach in the public school system.



These recommendations should be achieved by preparing states for the budgetary expenses each year and school administration working with teachers to help create a work environment that is inviting and willing to change when needed. 

REFERENCES

Berry, B., & Shields, P. M. (2017). Solving the teacher shortage: revisiting the lessons we’ve learned. Phi Delta Kappan, 98(8), 8-18.

D’Andrea, C. (2013). Limits of collective bargaining. Education Next, 13(4), 36-42.

Ganchorre, A. R., & Tomanek, D. (2012). Commitment to teach in under-resourced schools: prospective science and mathematics teachers’ dispositions. Journal of Science Teacher Education, 23(1), 87-110.

Gonzalez, L., Brown, M., & Slate, J. (2008). Teachers who left the teaching profession: a qualitative understanding. The Qualitative Report, 13(1), 1-11.

Oklahoma State Department of Education. (2015, January 25). Supt. Hofmeiser proposes 5-year plan raising state average teacher pay to regional average. Retrieved from http://sde.ok.gov/sde/newsblog/2015-01-26/supt-hofmeister-proposes-5-year-plan-raising-state-average-teacher-pay-regional

Richwine, J., & Biggs, A. G. (2012, January 10). Critical issues in assessing teacher compensation. Backgrounder, 1-9. Retrieved from http://files.eric.ed.gov/fulltext/ED528492.pdf

Rizga, K. (2017, June 23). America’s obsession with standardized tests is harming our kids. There’s a better way. Mother Jones. Retrieved from
http://www.motherjones.com/politics/2015/08/opt-out-standardized-testing-overload/

Rose, M. (2015). School reform fails the test. American Scholar, 84(1), 18-30.

Sawchuck, S. (2012). Many teachers not ready for the common core. Education Digest, 78(2), 16.


Swalwell, K., Schweber, S., Sinclair, K., Gallagher, J., Schirmer, E. (2017). In the aftermath of Act 10: The changed state of teaching in a changed state. Peabody Journal of Education, 92(4), 486-504, doi: 10.1080/0161956X.2017.134985

Walker, T. (2016, February 18). Survey: 70 percent of educators say state assessments not developmentally appropriate. neaToday. Retrieved from http://neatoday.org/2016/02/18/standardized-tests-not-developmentally-appropriate/ 


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