Topic: Teacher Workforce Policy

Blog post Megan Boren, Program Specialist, SREB

COVID-19 Effects on the Teacher Workforce

In April, my mom called me with the news that my high school chemistry teacher, Mr. Metcalfe, who was rounding out his 42nd year of teaching, had died from COVID-19. I knew him from class, of course, but I also went to school with his son for 13 years and his family attended my grandparent’s church.

He was respected, loved and honored for his excellent teaching. His funeral was an all-day parade of cars through the high school parking lot, where community members waved and shouted condolences to his family. My mom said the cars stretched down the street for miles.

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State Education Human Capital Roundtables

Education human capital roundtables in several states are having challenging conversations on how to improve the quality of their teaching workforce through targeted recruitment, preparation, retention and professional growth strategies. To support them, SREB: 

  • tracks policies, actions and research across the continuum to help policymakers with decisions 
  • convenes leaders to examine promising policies and decide together what will work in their own states
  • provides assistance with planning as states put policies into action
Blog post Jessica Snellings, Research Analyst

How States Can Reduce College Debt for Future Teachers 

A major issue for my generation, the millennials, and for Gen Z as well is deep, suffocating student debt. For those who want to enter teaching, a career that is not compensated handsomely, this debt can be even more daunting.

Many teacher candidates work full- or part-time jobs in addition to attending classes. When they enter their student teaching period, whether for a semester or a year, these candidates are expected to give over their time fully to student teaching, which makes working nearly impossible.

Blog post Jessica Snellings, Research Analyst

How Some Oklahomans Want to Retain Beginning Teachers
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Many states have a critical issue with retaining early-career teachers, no matter their preparation pathway. Oklahoma has one of the more severe teacher shortages, with 57% of new teachers leaving the profession by their fifth year, compared to 44% nationwide.

One of the top reasons early career teachers leave is lack of support. Better early career support would help solve the costly problem of having to prepare and hire a new teacher each time another leaves the profession.