Expanding access to accomplished teaching for both educators and their students is essential when it comes to incorporating diversity, equity, expectations, representation, support, and inclusion in teaching. This matters– because access to high-quality education across rural, urban, and suburban geographies and across diverse communities is the key to teacher retention, leadership, equity in the classroom, and shifting the paradigm of the education system. Peggy Brookins, NBCT, President and CEO of the National Board for Professional Teaching Standards, will explore the data behind the benefit of accomplished teaching - and show participants how equitable access for both teachers and students matters.
The choice to enter the teaching profession has been a conundrum for many students. This conundrum can be driven by societal perspectives on education, daily challenges of managing classrooms, student behavior, meeting instructional demands, testing standards, or communicating with stakeholders. Many of these variables often find a way to hinder a person's decision to enter this profession. How can students see teaching as a valuable profession, pursue it as a career, and take these obstacles head on? In this keynote, Dr. Richard Warren will break down 3 anecdotal stories that participants can focus on to shift their recruitment practices and perspective of the teaching profession.
In this talk, Dr. Lindsay will outline the latest research on principals and their effectiveness, with a specific emphasis on how those leaders might develop and employ an equity lens in their work. She will discuss three areas of inquiry. First, who are public school principals, and how have their characteristics changed over the past two decades? Second, how much do principals contribute to student achievement and other school outcomes? Finally, what drives principals’ contributions? That is, what are effective principals’ characteristics, skills, and behaviors? Finally, she will discuss the need to diversify the principalship and develop equity-focused leaders.
We are currently sourcing future educators from Towson University and Loyola University Maryland.
Research tells us that school leaders are second only to teachers on the impact to student outcomes. Why? Because great teachers love to work for great leaders. Join this session to learn more about how to develop the mindset and skill set for continued recruitment and retention success at the school and district level. The session will focus on school-based onboarding teams, stay interviews, empowering teacher leadership, and more. The lessons learned from the district and school perspective will help attendees avoid potential pitfalls and roadblocks.
In this workshop, participants will dig into some rather surprising data about the teaching profession. We will also share strategies and resources for sharing the facts about the profession so that students will have accurate information about their career prospects. Get the Facts Out is excited to work with colleges and school districts (including St. Vrain Valley Schools) on their teacher recruitment efforts and is providing customized resources including student presentations, posters, brochures, program flyer templates, and presentations for recruiters. In addition, strategies and experiences (from St. Vrain) will be shared that include how to talk to students about the profession, a listing of venues for reaching students, and recommendations for sharing the facts in your institution or district. All materials are professional quality, research-based, and have been extensively user-tested. Get the Facts Out is a partnership between the American Physical Society, American Chemical Society, the American Mathematics Teacher Educators, and the American Association of Physics Teachers led by the Colorado School of Mines. NSF #1821710 & 1821462.
Learn about the credentialing initiative that we are doing in KCPS by providing a multitude of avenues and partnerships (including city & non-profit organizations). We're helping current employees that are not in classroom positions and are finding road blocks in the process of becoming credentialed. The objective is to meet recruitment needs and increase the number of qualified teachers.
With the NEA stating through their recent survey in January 2022 that 55% of educators are planning to leave education sooner than planned, and 90% of educators sharing they are experiencing burnout, teacher wellness seems to be more important than ever. This session will share some highlights about how to help pre-service teachers build skills to advocate for what they need and gain the time and space needed for wellness.
This session will provide insight into how you can implement a "Grow Your Own" model for your community. We know the teacher shortage problem impacts so many districts and we aim to help you with this issue. Educators Rising is a community-based model, in which student chapters at local schools feed teacher preparation programs at institutes of higher education with the support of State Departments of Education, local funders, and foundations. These entities come together to provide a clear pathway to increase teacher diversity and teacher quality. You will learn about resources that are available to you in order to propel a "Grow Your Own" model in your community. After all, it costs an average of $10,000 to recruit and onboard a teacher and almost 60% of teachers come back and teach within 20 miles of where they went to school. With 51% of Educators Rising members being students of color AND being 400% more likely to stay with their aspirations from high school to enter the teaching field than to enter other fields, shouldn’t your community have an Educators Rising Program to ensure that you can grow your own teachers?
This presentation will highlight strategies for in-person and virtual recruiting of a diverse candidate pool into high need subjects for post-baccalaureate teacher residency programs. The California Center on Teaching Careers will share best practices from over 20 years in leading teacher recruitment, preparation, and retention at the local, regional, and state level. The audience will learn about intentional marketing and advertising, networking through social media platforms, and selection procedures.
How do you create an infinite pipeline of educators for your district? Colonial School District and Relay Graduate School of Education have partnered to create a sustainable pipeline of educators through a non-traditional path to the classroom. It all started with a budding relationship almost a decade ago and has since blossomed into a deep, meaningful partnership that is uncommon among public school districts and institutes of higher education. The two organizations continue to collaborate and iterate their approach which has helped to support an increasing number of educators into the district through a ‘Grow Your Own’ approach.
Join this panel discussion as they share the journey that has resulted in a consistent stream of diversified educators into their schools.
School districts across the country are faced with staffing challenges due to the national teacher shortage epidemic. Since the pandemic, more teachers have expressed their intention to leave the profession earlier than expected or suddenly resign. There are fewer people enrolled in undergraduate education programs resulting in fewer numbers of applicants through this primary source to fill the anticipated vacancies. As a result, many districts struggle with hiring under qualified individuals, eliminating positions, or having positions filled by substitutes.This session will highlight how an alternative certification program has been embraced as a strategy to hire hard-to-fill positions and attract career changers to the profession. Participants in the alternative certification program receive meaningful classroom experiences and year-long feedback and support which, among other things, increase teacher effectiveness and confidence.
Anne Arundel County Schools offers two alternative certification programs for special education and general education candidates. This session will provide a brief overview of each RTC/MAAPP program including recruitment, the application process, pathways to certification and the amazing benefits of participating in these two unique, fabulous programs!
The AACPS/NDMU Special Education RTC partnership program with Notre Dame of Maryland University will be shared, including the intensive pre-service training, supervised internship, 1-2 year residency, graduate-level coursework, exit capstone activities and mentoring over a two-year period. Completion of the program results in dual certification in special education and elementary education or a secondary content area.
The AACPS/AACC RTC partnership program with Anne Arundel Community College will also be shared, including a review of the program components, pre-service professional development, the eight-week internship, 1 to 2 year residency, exit capstone activities including a professional portfolio which result in a Maryland Standard Professional Teaching Certificate. This program has been approved by MSDE for 14 middle and high school certification areas and is anticipating approval by Fall 2022 for two additional certification areas (elementary and early childhood certification).
The Teacher Licensure Collaborative (TLC) is a growing group of states and national partners focused on responding to pressing challenges staffing classrooms with well-prepared educators while building strong and aligned systems of educator preparation, development, and support. Research from the field points to important transformations in teaching practice that are needed to ensure that all children experience the secure relationships, skillful teaching, and personalized supports that enable healthy development and successful lives.
To implement practices that meet the developmental needs of all children, schools must have educators who are prepared with deep knowledge of how children grow and learn and the skills to transform that knowledge into supportive schoolwide practices. Strong educator preparation, grounded in the principles of whole child learning and development, is needed now more than ever to help teachers build these skills and meet this moment.
This session will explore how different TLC states are working to advance a vision for a stable and well-prepared teaching profession and building systems that support the development of whole child practices in every classroom. Participating state leaders will highlight the role collaboration (both within their state and across the TLC) has played in supporting their work, while speaking to current policy efforts across recruitment, preparation, and retention.
Are you hearing that virtual career fairs are the way of the future and are here to stay, while also hearing from recruiters and students that they hate virtual career fairs? Would you like a definitive answer as to whether it's best for you to continuing offering virtual opportunities, or to return to fully in-person, or offer some sort of hybrid? This session won't give you that answer, but it will look at 3 years worth of specific data from 3 in-person fairs and 2 virtual fairs. What trends can be seen in attendance, interview participation, employer engagement and qualitative feedback? You may be hearing mixed feedback about virtual vs in-person events but this session will give you the hard data on what actually takes place.
Directed for those on the college career services side of the hiring process. Round table problem, solution, what's working questions and sharing.
Discuss how building collaborative partnerships with colleges, and universities can help with educator shortages and fill vacancies for hard to staff Title One Schools in your district.
This session, presented by David Donaldson of the National Center for Grow Your Own, will provide the benefits of registered apprenticeships in teaching. Previously, Donaldson served as the Chief of Human Capital for the Tennessee Department of Education where he led the launch of their Grow Your Own programs for 65 districts and 14 educator preparation providers to create opportunities for just over 670 aspiring educators to become a teacher for free and get paid to do so. He also was the lead author on the approved application to the U.S. Department of Labor to establish the occupation of a K-12 teacher as eligible for apprenticeship. His center now supports states, districts and EPPs to launch or expand a Grow Your Own program and registered apprenticeships in teaching.
This session will show NYC Men Teach as a leader in education diversity by highlighting three key areas: program model, recruitment, and commitment to funding. Tasked with the goal of diversifying NYC public schools with more underrepresented males of color, NYC Men Teach has established an effective model by (1) identifying the issue: Male students of color in NYC are not proportionally represented in the classroom; (2) providing a solution: Creating and implementing the NYC Men Teach program, and (3) showing effective outcomes: All NYC students benefit from a diverse teaching force and culturally responsive learning environment.
Some of the most compelling research in recent years provides findings that indicate the significant impact that teachers of color have on all students but particularly on students of color. Having a teacher who looks like them impacts not only students’ achievement, but also their expectations for going to college and having a successful post-secondary life. However, as research also shows, a lower percentage of teachers of color than their white counterparts are entering the teaching profession. And they are more likely to leave their schools within a couple years if they do enter the profession.
Hear from leaders in districts nationwide who are directly addressing this challenge through deep reflection on their personal biases and their institution's history with race. In addition, learn how these reflections have allowed them to provide new levels of opportunity, support, and belonging for their students and teachers of color.
Join the Pathways Alliance for a discussion on how educator prep programs can best plan, implement and improve the quality of their programs, to best meet the needs of educators in the current climate.
An outsized number of elementary teacher candidates struggle to pass their state licensing tests, especially in the content knowledge (English language arts, mathematics, science, and social studies), defined by states as minimally necessary for the job. In many states, less than half of all test takers pass on their first try, with even lower pass rates reported for candidates of color. But it doesn’t have to be this way: many institutions defy these trends. With the 2021 release of data never before published, NCTQ shed light on a uniquely challenging point to strengthen the teacher pipeline: licensure tests.
This presentation will share some of the important lessons learned from this release, including:
- Identifying institutions that are less selective or have greater socioeconomic diversity but earn above-average pass rates,
- Identifying institutions that house large numbers of aspiring teachers of color to help guide efforts to diversify the teacher workforce,
- Better understanding challenges aspiring teachers face, including institutions with high numbers of attempts and high walk-away rates, and
- Learning how to use comparative data to identify and learn from institutions with strong performance.
This presentation will guide the audience through the opportunities housed within customized dashboards (available for 44 states), so that stakeholders can explore pass rates on their state’s licensure test.
Using this data to strengthen preparation for aspiring teachers can help more teachers, and especially more teachers of color, reach the classroom ready to succeed from Day One.
Investing in your current teaching assistant (TA) staff can help with hard to fill special education vacancies. Learn how one district has worked with a local university to provide the prerequisite course as a scholarship to TAs that makes them eligible for a provisional license. These efforts help with recruitment, retention, and diversity of staff in this critical needs area.
As many districts are challenged with teacher and staff shortages, the focus on employee retention is more important than ever. Attendees will learn how one school district collects and utilizes research-based data from teachers to prioritize engagement and retention. This district will share how they have utilized improvement science research to team up with an Upbeat leadership coach to help principals develop individualized action plans geared toward improving teacher retention at their respective campuses.
Hear directly from the district representative regarding how they have utilized their teacher retention data and made large strides in increasing professional autonomy and leadership opportunities, demonstrating greater appreciation for teachers, and strengthening the trust between principals and administrators.
One third of substitute teachers self-identify as aspiring teachers.* This statistic means that over 100,000 aspiring teachers are already working in America’s classrooms. Substitute teaching is a major teacher pipeline with potential to expand. There is an urgent need to identify and support these aspiring teachers.
This workshop will explore the essential characteristics needed to develop a successful substitute-to-teacher pipeline, from partnering with credential programs to supporting subs to continue doing essential work while preparing for a career in teaching. We will review the most common roadblocks for subs who are looking for careers in education as well as explore how districts can bridge this gap by creating pathways that build their teacher workforce and support subs who are aspiring teachers. Participants will have the opportunity to work through strategies to build the sub-to-teacher pipeline in their districts.
Being new in a job can be one of the loneliest times in a new teacher’s life. Providing a personalized support lever, Onboarding Teams are teacher-led, school-based teams of three to five teachers who provide personalized connections for new hires—from the moment they are hired through their entire first year. Whether new hires are experienced teachers or coming into the profession for their first year, the teams provide a level of support that traditional induction or orientation programs may miss, including invitations to join others for meals, support on a variety of school resources, recommendations on housing, restaurants, and community activities, as well as just a listening ear. Based on the science of the impact of belonging and connection in the workplace, learn how members of the Empowering Educators to Excel Networked Improvement Community have structured school teams, what the work throughout the year looks like for teams, and what successes the teams and new hires have experienced.
Today’s teaching candidates have more choice than ever on where they can teach—which in turn has made it increasingly more challenging for many districts to recruit (and retain) great educators. In this hands-on session, attendees will hear from districts within the E3+ Teacher School Leader Grant on how they are attracting new pools of teachers through 21st century recruitment campaigns, partnerships, and initiatives. Attendees will also take and discuss a self-assessment to inform next steps for improving and measuring impact of their own systems.
AACPS truly believes in the power of the National Board Certification program to impact student learning as well as grow teacher capacity, AACPS supports teachers pursuing NBC by providing support meetings, certificate area-based cohorts, school-based cohorts, and NBC Facilitators to help mentor a candidate through the portfolio.
AACPS has a robust support program. Teachers meet several times a month with either their certificate-area Professional Learning Facilitator (PLF) and/or their school-based PLF in small groups to receive and give feedback on their writing, student work samples, and videos. Candidates are members of an NBC Brightspace community and have access to discussions and support through the internet.
This presentation will present the AACPS NBC Support Program as a model for other school systems, and will also give suggestions on how to form a support program in a school or district.