Strengthening and Diversifying the Educator Workforce
Strengthening and diversifying the educator workforce is a priority area in U.S. education policy and is based on a substantive body of research that consistently shows that teachers are the single most important school-based factor in a student's academic growth. The effects of teachers on student achievement are both additive and cumulative and are shown to have the most significant benefit for lower-achieving students. As leaders strive to address achievement gaps for students of color, diversifying the educator workforce has become a prominent initiative.
The National Center and the Diversifying the Educator Workforce Work Group has just released Cultivating Teacher Talent Through Grow Your Own Programs interactive mulitimedia package. It was developed from a series of three webinar sessions conveniently broken down into key insights, real-world examples, and expert-given advice that can help state and local education agencies design, implement, and evaluate their own GYO programs.
Bright Ideas Across the Network
Tools to Hone Your Teacher Retention Strategies: Program Profiles and Data Inventories
Chicago Public Schools and R9CC collaborated while analyzing eight major teacher retention programs to discern which evidence-based practices are most helpful in recruiting and retaining educator talent. Here is a collection of insights, strategies, and resources to help other districts do the same and leverage the best results.
Managing Teacher Leadership
Learn how to design, implement, and evaluate a formal teacher leadership program in a school or district using this easy-to-navigate multimedia resource from R5CC. The nine modules provide an inclusive look at related research, links to planning tools, templates, and other materials that might assist in the development of a rewarding teacher leadership program.
Diversifying the Educator Workforce: A Guide to Minnesota districts and Schools
When only about 5.6 percent of Minnesota’s teachers identified as Black, Indigenous, or a person of color (BIPOC) compared to 36 percent of its student population, the state set out to change the ratio. With the help of R10CC, educators in Minnesota created a guide with useful tools to recruit and retain a diverse population of teachers that can benefit all SEAs.
Getting Oriented to Strengthening and Diversifying the Educator Workforce
With persistent educator shortages, declines in educator preparation programs, and troubling rates of attrition, education agencies are searching for proven and innovative strategies to ensure their students have access to the teachers and leaders they need. In addition, factors associated with the COVID-19 pandemic have left schools across the country facing their toughest staffing challenges in recent memory—at a moment when students need diverse, effective teachers more than ever.
Use the navigation on the left to take a deeper dive into this topic.
Alarming headlines like “Teachers are resigning across the US,” “Teachers are quitting,” “Staff resignations are deepening the crisis,” have been prevalent in stories about the effect of COVID-19 on public schooling. These headlines do not tell the full story. In a presentation to the CCNetwork, Stacey Pelika, Director of Research for the National Education Association, and Chad Aldeman with Edunomics Lab, a National Center Partner, presented a picture of teacher shortages that is much more nuanced and less dramatic than the headlines.
Grow Your Own (GYO) Programs
Grow Your Own (GYO), a term used by the education community, refers to programs that recruit, prepare, and support people from within communities to become certified teachers. By offering academic, financial, and social supports, GYO programs can typically engage a wider pool of candidates from under-represented groups, thereby diversifying the educator workforce.
This multimedia package was developed from a series of three webinar sessions conveniently broken down into key insights, real-world examples, and expert-given advice that can help state and local education agencies design, implement, and evaluate their own GYO programs.
Grow Your Own (GYO) refers to programs that recruit, prepare, and support people from within communities to become certified teachers. These programs harness partnerships from school districts and community organizations to offer supports like mentorship, financial assistance, and flexible schedules that can engage a wider pool of candidates from under-represented groups, thereby diversifying the educator workforce. In fact, these opportunities developing nationwide are changing lives and improving education for the next generation.
State and local education leaders, along with other leaders of Grow Your Own programs, are invited to join the second of a three-part Learning Series on what is known about effective Grow Your Own programs, including strategies for scaling and sustaining effective programs. Jason Greenberg Motamedi, senior researcher at Education Northwest, opened the session with an overview of the different types of Grow Your Own programs. The session also highlighted several effective Grow Your Own programs in Texas and Illinois.
Registered Teacher Apprenticeship Programs (R-TAP)
What are Registered Teacher Apprenticeship Programs (R-TAPs)?
Some basic and important facts about R-TAPs are that they are:
- Industry-driven, high-quality career earn and learn pathways to the teaching profession
- A proven strategy for addressing teacher shortages and diversifying the teacher workforce
- Developed and implemented through partnerships – district(s), teacher preparation program(s), workforce agency, and others
- Approved by Department of Labor
- Endorsed by White House, Departments of Labor and Education, and national education associations
To learn more about R-TAPs, check out our Getting Started package (COMING SOON) and these resources which will go into more detail.
Why Teacher Apprenticeships?
Increasingly, states are turning to R-TAPs as they offer an integrated approach for tackling the critical needs of ensuring equitable access to effective teachers because when designed and implemented well, they:
To learn more about why R-TAPs are endorsed by the federal departments of Labor and Education, read the Department of Education’s Policy Brief on Eliminating Educator Shortages.
What is included in an R-TAP?
Important to know, is that R-TAPs are comprised of:
To learn more about the features of R-TAPs, go to our Designing R-TAPs package (COMING SOON) and check out these resources.
What are the steps needed?
The process of determining the right R-TAP approach and effectively designing and implementing a program that has the best changes of success takes time. To do that you would:
To learn more about what it takes, check out our Designing R-TAPs and Funding R-TAPs packages and check out these great resources.
Learn about the Department of Education’s Memorandum affirming that funds available under the Carl D. Perkins Career and Technical Education Act of 2006, may be used to develop, improve, and support Registered Apprenticeship (RA) programs that are part of the national apprenticeship system as well as their prerequisite pre-apprenticeship programs.
The Pathways Alliance is an uncommon coalition of leading organizations dedicated to supporting and implementing diverse and inclusive educator preparation pipelines, including teacher residency programs. Now more than ever, effective and affordable education preparation programs and pathways are essential for teachers, schools, and students.
Eliminating Educator Shortages through Increased Compensation, High-Quality and Affordable Educator Preparation and Teacher Leadership
Pathways Alliance has developed comprehensive guidelines for high-quality educator apprenticeship programs based on field data.
Attracting and Recruiting Educator Talent
Although states maintain a focus on recruiting and retaining qualified and competent teachers, it is particularly difficult for schools considered hard to staff—those with high concentrations of low-performing, low-income students; high teacher turnover; and relatively high percentages of teachers who are less than fully certified. Therefore, efforts to hire and retain teachers in high-need schools, teachers of color, and teachers certified in STEM subjects are top priorities in teacher recruitment and retention.
The Region 8 Comprehensive Center developed this brief as part of its support for the Indiana Department of Education’s educator recruitment and retention efforts. The document details the different types of recruitment and retention data and how to use such data to answer key questions. In addition, the brief outlines how to use data throughout the process of teacher and leader recruitment.
Illinois Teacher Recruitment, Retention, and Recognition Project: Summary of Findings From Illinois Student Focus Groups and Teacher Interviews
Region 9 Comprehensive Center (R9CC) and Illinois State Board of Education (ISBE) collaboratively collected and analyzed teacher workforce data to identify barriers for recruiting and retaining an effective and diverse teacher workforce. R9CC and ISBE used the Teacher Shortage Tool from the Center on Great Teachers and Leaders to identify equity and diversity gaps within the teacher pipeline and created problem statements that characterize the teacher shortage in Illinois.
Regional Educational Laboratory (REL) Mid-Atlantic - Five Findings on Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia
This blog shares five findings that stood out from REL Mid-'Atlantic's research.
Report author Sandi Jacobs, a principal at EducationCounsel, analyzes supply and demand for teachers before the Covid pandemic, identifies new staffing questions that have arisen during the current crisis, and offers policy recommendations that help states and districts take a nuanced approach to ensuring that all students are taught by effective educators.
By prioritizing recruitment and retention in a new, systemic way, districts and schools are experiencing increased success in finding and retaining those teachers their students desperately need. This report offers several supports to help schools or districts build teacher recruitment and retention systems.
The Kentucky Council on Postsecondary Education and the Commonwealth Education Continuum developed a list of recommendations to strengthen 'Kentucky's education-to-workforce pipeline, including building a minority educator workforce.
Preparing and Certifying Teachers
States are rethinking their policy and program systems for preparing educators for several reasons, including shortages, attrition, and the need to attract a more diverse workforce. As a result, educator preparation is rapidly evolving, with more "grow your own" programs and the increasing popularity of high school pathways, residencies, and other alternate routes to certification. Paired with more flexible licensing policies, states can take meaningful action to develop and hire high-quality teachers.
Diversifying the Educator Workforce
Most students of color are not taught by teachers of the same race and ethnicity. A diverse teaching force may help states and districts close large, persistent gaps in academic performance and improve the educational outcomes of students of color. Matching student and teacher race may result in more culturally relevant instruction and more positive perceptions of teachers.
Center for Education Equity (MAEC) - Exploring Equity Issues: Racial Parity: The Need for a Diverse Teacher Workforce
This paper examines the need to achieve parity between the teaching workforce and the student population in the United States.
This infographic illustrates how increasing teacher diversity may improve educational outcomes for students of color.
Regional Educational Laboratory (REL) Midwest - Confronting Bias and Building Trust: Strategies to Create Inclusive Environments for Black Teachers
This webinar discusses how retaining Black teachers is a strategy for improving student outcomes.
Developing Culturally Responsive Practices
Data consistently reveals troubling trends in academic success for Black and Brown students in this country. The experiences of many students whose identities and family backgrounds do not reflect the dominant culture in American schools makes the case for schools to shift toward culturally relevant pedagogy and practice. This shift means that culturally relevant pedagogy and practices must provide a way for students to maintain their cultural integrity while succeeding academically.
Dive into this multi-media resource on Culturally Responsive Practices as a Strategy for Diversifying the Educator Workforce to hear from prominent educator, researcher, and author Gloria Ladson-Billings about why it is essential for our nation’s educators and policy makers to understand and respond to the needs of today’s youth through a new lens and renewed purpose.
Supporting Professional Growth and Evaluation Systems
It is widely established that engaging in-service teachers, particularly those in the first few years of their career, in high-quality professional learning activities leads to improvements in practice and improved rates of retention. A review of studies demonstrating a positive link between teacher professional development, teaching practices, and student outcomes point to these features of effective professional development:
- Content focused
- Incorporates active learning utilizing adult learning theory
- Supports collaboration, typically in job-embedded contexts
- Uses models and modeling of effective practice
- Provides coaching and expert support
- Offers opportunities for feedback and reflection
- Sustained duration
TI Brief #4: Prioritizing Teachers: Importance of Self-Care and Adult Social and Emotional Competencies
This Toolkit is a ready-to-use resource for states working closely with districts to build strong mentoring and induction programs.
Center on Great Teachers and Leaders - Using Teacher Evaluation Data to Inform Professional Learning
This module delves into practical approaches for using evidence and ratings gathered through performance evaluation to inform professional learning for teachers.
Cultivating Educational Leadership
Educational leadership capacities are needed throughout education systems and are enacted by district and school administrators as well as by teachers. Providing teachers with opportunities to develop their leadership skills recognizes their stature as instructional experts and their potential to influence learning beyond the classroom. Leadership development can occur at an individual, team, or organizational level and may include leadership pathway programs and opportunities to improve policy and practice, among other approaches, to improve student achievement and educator decisionmaking.
Principal Leadership at a Challenging Time: An Evaluation of the Missouri Leadership Development System
Center on Great Teachers and Leaders - Teacher Leadership Toolkit 2.0: Strategies to Build, Support, and Sustain Teacher Leadership Opportunities
This toolkit can help with the design and implementation of teacher leadership programs.
This Guide provides 10 key decisions for designing teacher leader roles.
Kuimarisha na kupanua wafanyakazi wa walimu ni eneo la kipaumbele katika sera ya elimu ya Marekani na inategemea mwili wa utafiti wa msingi ambao unaonyesha mara kwa mara kwamba walimu ni sababu moja muhimu zaidi ya shule katika ukuaji wa kitaaluma wa mwanafunzi. Matokeo ya walimu juu ya mafanikio ya wanafunzi ni wote kuongeza na kuongeza na ni kuonyeshwa kuwa na faida kubwa kwa wanafunzi chini ya mafanikio. Kama viongozi wanajitahidi kushughulikia mapungufu ya mafanikio kwa wanafunzi wa rangi, kugawanya wafanyikazi wa walimu imekuwa mpango maarufu. "Kampuni ya ""Diversifying the Educator Workforce"" imetoa programu ya ""Kukuza Talanta ya Mwalimu kupitia Programu Zako za Kukua"" kwa ajili ya wanafunzi wa shule ya msingi." Mkutano huu wa webinar umejumuisha maoni muhimu, mifano ya ulimwengu halisi, na ushauri wa wataalam ambao unaweza kusaidia mashirika ya elimu ya serikali na ya mitaa kubuni, kutekeleza, na kutathmini programu zao za GYO. "Mifano ya ""Bright"" katika Mitandao ya Vifaa vya Kuimarisha Mikakati Yako ya Kuhifadhi Mwalimu: Profili za Programu na Hifadhidata za Hifadhidata Shule za Umma za Chicago na R9CC zilishirikiana wakati wa kuchambua programu nane kuu za kuhifadhi walimu ili kutambua ni mazoea gani ya msingi yanasaidia zaidi katika kuajiri na kuhifadhi talanta ya mwalimu." Hapa kuna mkusanyiko wa ufahamu, mikakati, na rasilimali kusaidia wilaya nyingine kufanya vivyo hivyo na kutumia matokeo bora. Kujifunza jinsi ya kuunda, kutekeleza, na kutathmini mpango rasmi wa uongozi wa mwalimu katika shule au wilaya kwa kutumia rasilimali hii rahisi ya multimedia kutoka kwa R5C. Moduli tisa hutoa mtazamo wa pamoja wa utafiti unaohusiana, viungo kwa zana za kupanga, templates, na vifaa vingine ambavyo vinaweza kusaidia katika maendeleo ya programu ya uongozi wa mwalimu. "Kama ""Mwanzo wa Mazoezi ya Wanafunzi"" katika Minnesota, asilimia 5.6 tu ya walimu wa Minnesota walijitambulisha kama weusi, wenyeji, au mtu wa rangi (BIPOC) ikilinganishwa na asilimia 36 ya idadi ya wanafunzi, jimbo hilo liliamua kubadilisha uwiano." Kwa msaada wa R10CC, walimu wa Minnesota waliunda mwongozo na zana muhimu za kuajiri na kudumisha idadi tofauti ya walimu ambao wanaweza kufaidika na SEAS zote. Kwa sababu ya upungufu wa waalimu, kupungua kwa mipango ya maandalizi ya waalimu, na viwango vya kusumbua vya kutoweka, mashirika ya elimu yanatafuta mikakati ya kuthibitishwa na ya ubunifu ili kuhakikisha wanafunzi wao wanapata walimu na viongozi wanaohitaji. Kwa kuongezea, sababu zinazohusiana na janga la COVID-19 zimewacha shule kote nchini zikikabili changamoto ngumu zaidi za wafanyikazi katika kumbukumbu ya hivi karibuni - wakati ambapo wanafunzi wanahitaji walimu tofauti, wenye ufanisi zaidi kuliko hapo awali. Tumia urambazaji upande wa kushoto ili kuchunguza zaidi mada hii. "Mashabiki wa habari za habari kama vile ""Mwalimu anaacha kazi, Mwalimu anaacha kazi, Mwalimu anaacha kazi, Mwalimu anaacha kazi, Mwalimu anaacha kazi, Mwalimu anaacha kazi"" ni baadhi ya habari za kuvutia zaidi zinazohusu COVID-19." Vichwa vya habari hivyo havionyeshi mambo yote. Stacey Pelika, Mkurugenzi wa Utafiti wa Chama cha Elimu cha Kitaifa, na Chad Aldeman, Mshiriki wa Kituo cha Kitaifa cha Edumomics, walitoa picha ya upungufu wa walimu ambayo ni ya hali ya juu na ya chini ya vichwa vya habari. "Grow Your Own (GYO) ni neno linalotumika katika jamii ya elimu, linarejelea programu ambazo zinaajiri, kuandaa, na kusaidia watu kutoka ndani ya jamii kuwa walimu waliothibitishwa.""" Kwa kutoa msaada wa kitaaluma, kifedha, na kijamii, programu za GYO zinaweza kujumuisha kikundi kikubwa cha wagombea kutoka vikundi visivyo na uwakilishi, na hivyo kugawanya wafanyikazi wa walimu. Mfumo huu wa multimedia ulitengenezwa kutoka kwa safu ya vikao vitatu vya webinar vilivyopangwa kwa urahisi katika ufahamu muhimu, mifano ya ulimwengu halisi, na ushauri wa wataalam ambao unaweza kusaidia mashirika ya elimu ya serikali na ya mitaa kubuni, kutekeleza, na kutathmini programu zao za GYB. Grow Your Own (GYO) ni mpango wa kuajiri, kuandaa na kusaidia watu kutoka ndani ya jamii kuwa walimu waliothibitishwa. Programu hizi zinatumia ushirikiano kutoka kwa wilaya za shule na mashirika ya jamii kutoa msaada kama ushauri, msaada wa kifedha, na ratiba rahisi ambazo zinaweza kuhusisha kundi pana la wagombea kutoka vikundi vya chini, na hivyo kugawanya wafanyikazi wa walimu. Kwa kweli, fursa hizi zinazoendelea nchini kote zinabadilisha maisha na kuboresha elimu kwa kizazi kifuatacho. Viongozi wa elimu ya jimbo na ya mitaa, pamoja na viongozi wengine wa programu za Kukuza Wako, wamealikwa kujiunga na pili ya Mfululizo wa Kujifunza wa Sehemu Tatu juu ya kile kinachojulikana juu ya programu bora za Kukuza Wako, pamoja na mikakati ya kupanua na kudumisha programu bora. Jason Greenberg-Motamedi, mtafiti mwandamizi katika Shirika la Elimu la Kaskazini Magharibi, alianzisha kikao hicho kwa kutoa muhtasari wa aina tofauti za programu za Kukuza Wako Wenyewe. Mkutano huo pia ulikazia programu kadhaa zenye ufanisi za Kukuza Wako Wenyewe huko Texas na Illinois. Programu za Ufundi wa Mwalimu (RTAP) ni programu gani za ufundi wa mwalimu? RTAP ni njia ya kuongoza ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma ya kitaaluma. Kwa Nini Ujifunze Kufundisha? "Kwa kuongezeka kwa idadi ya wanafunzi wanaohitimu, RTAPs zinatumika kwa sababu zinatoa ""mtazamo wa pamoja wa kukabiliana na mahitaji muhimu ya kuhakikisha upatikanaji wa usawa kwa walimu wa ufanisi, kwa sababu wakati wa kubuni na kutekelezwa vizuri, wao ni: ""Kujifunza zaidi juu ya kwa nini RTAPs zinakubaliwa na idara za shirikisho za kazi na elimu, soma Taarifa ya Sera ya Idara ya Eliminating Educator Shortages.""" R-TAP inahusisha nini? Kwa maelezo zaidi kuhusu RTP, tafadhali angalia RTP Design Package (inakuja hivi karibuni). Hatua zipi zinahitajika? Utaratibu wa kuamua mbinu sahihi ya RTAP na kwa ufanisi kubuni na kutekeleza mpango ambao una mabadiliko bora ya mafanikio huchukua muda. Kwa hivyo, kwa kuwa unajua jinsi ya kuunda RTPs, angalia orodha yetu ya rasilimali za RTPs na rasilimali za RTPs. "Katika taarifa ya Wizara ya Elimu ya Marekani, ""Makubaliano ya Idara ya Elimu ya Marekani yanathibitisha kwamba fedha zinazopatikana chini ya Sheria ya Elimu ya Ufundi na Ufundi ya Carl D. Perkins ya 2006 zinaweza kutumika kuendeleza, kuboresha, na kuunga mkono programu za ufundi zilizosajiliwa (RA) ambazo ni sehemu ya mfumo wa kitaifa wa ufundi, pamoja na programu zao za ufundi wa awali." The Pathways Alliance ni muungano wa kawaida wa mashirika ya kuongoza kujitolea kuunga mkono na kutekeleza mbalimbali na kujumuisha waalimu maandalizi mirija, ikiwa ni pamoja na programu ya uhamiaji mwalimu. Sasa zaidi ya wakati mwingine wowote, programu na njia za maandalizi ya elimu yenye ufanisi na ya bei nafuu ni muhimu kwa walimu, shule, na wanafunzi. Kuondoa Upungufu wa Mwalimu kupitia Urejesho wa Ongezeko, Maandalizi ya Mwalimu wa Ubora wa Juu na ya bei nafuu na Njia za Uongozi wa Mwalimu: Muungano umebuni miongozo kamili ya programu za mafunzo ya mwalimu wa ubora wa juu kulingana na data ya uwanja. Ingawa majimbo huendelea kuzingatia kuajiri na kuhifadhi walimu wenye sifa na uwezo, ni vigumu hasa kwa shule zinazohesabiwa kuwa ngumu kuajiri - zile zilizo na mkusanyiko mkubwa wa wanafunzi wa chini wa utendaji, mapato ya chini; mzunguko wa juu wa walimu; na asilimia ya juu ya walimu ambao ni chini ya kuthibitishwa kikamilifu. Kwa hivyo, juhudi za kuajiri na kuhifadhi walimu katika shule zenye uhitaji mkubwa, walimu wa rangi, na walimu waliothibitishwa katika masomo ya STEM ni vipaumbele vya juu katika kuajiri na kuhifadhi walimu. Kituo cha Mkusanyiko cha Mkoa wa 8 kilitengeneza muhtasari huu kama sehemu ya msaada wake kwa Idara ya Elimu ya Indiana kwa juhudi za kuajiri na kuhifadhi walimu. Hati hiyo inaelezea aina tofauti za kuajiri na kuhifadhi data na jinsi ya kutumia data hizo kujibu maswali muhimu. Kwa kuongezea, muhtasari unaelezea jinsi ya kutumia data katika mchakato mzima wa kuajiri mwalimu na kiongozi. Illinois Mwalimu Kuajiri, Uhifadhi, na Uitambua Mradi: muhtasari wa matokeo kutoka Illinois Wanafunzi Focus Vikundi na Mwalimu Interviews Mkoa 9 Comprehensive Center (R9CC) na Illinois State Board of Education (ISEBE) kwa kushirikiana kukusanya na kuchambua data ya wafanyakazi wa walimu kutambua vizuizi vya kuajiri na kudumisha ufanisi na mbalimbali walimu wafanyakazi. R9C na ISBE walitumia chombo cha Upungufu wa Mwalimu kutoka Kituo cha Walimu na Viongozi Wakuu kutambua upungufu wa usawa na utofauti ndani ya bomba la walimu na kuunda taarifa za tatizo ambazo zinaelezea upungufu wa walimu huko Illinois. Majaribio ya Elimu ya Mkoa (REL) Mid-Atlantic - Matokeo Matano juu ya Mzunguko wa Mwalimu na Upatikanaji wa Walimu wa Ufanisi katika Wilaya ya Shule ya Philadelphia - Majaribio ya Elimu ya Mkoa (REL) Mid-Atlantic - Matokeo Matano juu ya Mzunguko wa Walimu na Upatikanaji wa Walimu wa Ufanisi katika Wilaya ya Shule ya Philadelphia Mwandishi wa ripoti, Sandi Jacobs, mkuu wa shule ya EducationCounsel, anachambua mahitaji na usambazaji wa walimu kabla ya janga la COVID-19, anaelezea maswali mapya ya wafanyikazi ambayo yametokea wakati wa mgogoro wa sasa, na hutoa mapendekezo ya sera ambayo husaidia majimbo na wilaya kuchukua mbinu ya kuhakikisha wanafunzi wote wanafundishwa na walimu wenye ufanisi. Kwa kuweka kipaumbele katika kuajiri na kuhifadhi kwa njia mpya, ya mfumo, wilaya na shule zina uzoefu wa mafanikio zaidi katika kupata na kuhifadhi walimu ambao wanafunzi wao wanahitaji sana. Ripoti hii inatoa msaada kadhaa kusaidia shule au wilaya kujenga mifumo ya kuajiri na kuhifadhi walimu. Baraza la Kentucky juu ya Elimu ya Baada ya Sekondari na Mfululizo wa Elimu ya Jumuiya ya Madola ilitengeneza orodha ya mapendekezo ya kuimarisha 'Kentucky ya elimu-kwa-jamii ya kazi, ikiwa ni pamoja na kujenga wafanyakazi wa walimu wa wachache. Serikali za Marekani na nchi za nje zinafanya marekebisho ya sera na programu za kuandaa walimu kwa sababu kadhaa, ikiwa ni pamoja na upungufu wa wafanyakazi, kutoweka kwa wafanyakazi, na haja ya kuvutia wafanyakazi mbalimbali. Kwa sababu hiyo, maandalizi ya walimu yanaendelea haraka, na programu zaidi za "kuzalisha yako mwenyewe" na kuongezeka kwa umaarufu wa njia za shule ya sekondari, makazi, na njia zingine mbadala za vyeti. Pamoja na sera za leseni zenye kubadilika zaidi, majimbo yanaweza kuchukua hatua muhimu ya kukuza na kuajiri walimu wa ubora wa juu. Kugawanya Wafanyakazi wa Mwalimu Wanafunzi wengi wa rangi hawafundishwi na walimu wa jamii na kabila moja. """Kufundisha kwa nguvu tofauti inaweza kusaidia majimbo na wilaya kufunga mapungufu makubwa na ya kudumu katika utendaji wa kitaaluma na kuboresha matokeo ya elimu ya wanafunzi wa rangi." Kuunganisha jamii ya wanafunzi na walimu kunaweza kusababisha mafundisho yanayohusiana zaidi na utamaduni na maoni mazuri zaidi ya walimu. Kituo cha Elimu Equity (MAEC) - Kuchunguza masuala ya usawa: Usawa wa Rasi: Uhitaji wa Wafanyakazi wa Walimu wa Tofauti Karibu na Mafunzo ya Mafunzo (RACE) - Mafunzo ya Mafunzo ya Mafunzo (MAEC) ni utafiti wa utafiti wa msingi wa elimu ya msingi. Infographic hii inaonyesha jinsi kuongezeka kwa utofauti wa walimu kunaweza kuboresha matokeo ya elimu kwa wanafunzi wa rangi. Maabara ya Elimu ya Mkoa (REL) Midwest - Kukabiliana na Upendeleo na Ujenzi wa Uaminifu: Mikakati ya Kuunda Mazingira ya Kujumuisha kwa Walimu weusi Webinar hii inajadili jinsi ya kuhifadhi walimu weusi ni mkakati wa kuboresha matokeo ya wanafunzi. "Kuchanganya na data ya ""Mazoezi ya Kujibu Utamaduni"" inaonyesha mwenendo wa kutisha katika mafanikio ya kitaaluma kwa wanafunzi weusi na kahawia nchini Marekani." Uzoefu wa wanafunzi wengi ambao utambulisho na asili ya familia haionyeshi utamaduni wa kawaida katika shule za Marekani hufanya kesi kwa shule kugeuka kuelekea pedagogy na mazoezi yanayohusiana na utamaduni. Mabadiliko haya yanamaanisha kwamba ufundishaji na mazoea yanayohusiana na utamaduni lazima atoe njia kwa wanafunzi kudumisha uadilifu wao wa kitamaduni wakati wa kufanikiwa kitaaluma. "Kujaribu kuunda ""Mazoea ya Kujibu Utamaduni kama Mkakati wa Kuongeza Ubora wa Wafanyakazi wa Elimu"" ni njia ya kujifunza kutoka kwa mwalimu maarufu, mtafiti, na mwandishi Gloria Ladson-Billings kuhusu kwa nini ni muhimu kwa walimu wa taifa letu na watunga sera kuelewa na kujibu mahitaji ya vijana wa leo kupitia lensi mpya na kusudi jipya." Msaada wa Mifumo ya Ukuaji wa Ufundi na Tathmini: Imepatikana sana kwamba kuhusisha walimu katika huduma, haswa wale katika miaka michache ya kwanza ya kazi yao, katika shughuli za elimu ya kitaaluma ya ubora wa juu husababisha maboresho katika mazoezi na viwango vya uhifadhi. "Utafiti wa masomo unaoonyesha uhusiano mzuri kati ya maendeleo ya kitaaluma ya mwalimu, mazoea ya ufundishaji, na matokeo ya wanafunzi unaonyesha sifa hizi za maendeleo ya kitaaluma: ""Mazingira ya kujifunza, kuunganisha mafunzo ya kazi, kuunga mkono ushirikiano, kwa kawaida katika mazingira ya kazi, kutumia mifano na kuunda mazoezi ya ufanisi, kutoa mafunzo na msaada wa wataalamu, kutoa fursa za maoni na tafakari, muda mrefu, na kuimarisha ujuzi wa kijamii na kihisia.""" Kituo cha Walimu na Viongozi Wazuri - Kutumia Takwimu za Tathmini ya Walimu Kuarifu Kujifunza Kwa Ufundi Moduli hii inashughulikia mbinu za vitendo za kutumia ushahidi na viwango vilivyokusanywa kupitia tathmini ya utendaji ili kuarifu kujifunza kwa ufundi kwa walimu. Uongozi wa elimu: Uongozi wa elimu unahitajika katika mifumo yote ya elimu na unafanywa na wasimamizi wa wilaya na shule na walimu. Kutoa walimu na fursa za kuendeleza ujuzi wao wa uongozi inatambua hadhi yao kama wataalamu wa mafundisho na uwezo wao wa kuathiri kujifunza zaidi ya darasa. Maendeleo ya uongozi yanaweza kutokea katika ngazi ya mtu binafsi, timu, au shirika na inaweza kujumuisha mipango ya njia ya uongozi na fursa za kuboresha sera na mazoezi, kati ya mbinu nyingine, kuboresha mafanikio ya wanafunzi na maamuzi ya mwalimu. Uongozi katika wakati wa changamoto: Tathmini ya Missouri Uongozi Maendeleo System Center juu ya Walimu Mkuu na Viongozi - Mwalimu Uongozi Toolkit 2.0: Mkakati wa kujenga, kusaidia, na kudumisha fursa za uongozi wa mwalimu Mwongozo huu unatoa maamuzi 10 muhimu kwa ajili ya kubuni majukumu ya kiongozi wa mwalimu.