Education Week - January 24, 2018 - 5

So what should districts do to better recruit teachers
in the face of such complexity? The simplest answer, of
course, might be to pay teachers more. U.S. teachers make
less than 60 cents for every dollar paid to people with the
same level of education in other professions, according to a
2017 report by the Organization for Economic Cooperation
and Development. That ratio puts the United States at the
bottom of the more than two dozen industrialized nations
in the study.
Short of offering top-dollar salaries, a handful of districts are experimenting with perks designed to appeal to
teachers' wallets. The Niles Township district in Skokie,
Ill., for example, built day-care centers for its employees.
(See page 6.) And, in California's Santa Clara Unified District, teachers are on a waiting list to get into one of the
70 townhouse units at Casa del Maestro. The below-market-rate units are available to district employees for up to
seven years. (See page 18.)
Across the country, in Guilford County, N.C., the school
system has responded to a nagging shortage of teachers
for science, technology, engineering, and math, or STEM,
classes by creating its own licensure program-the first
district in the state to do so. The new certification pathway allows the district to recruit professionals or graduate
students steeped in those disciplines and train and mentor
them to work in Guilford County schools. (See page 9.)

And what keeps teachers around once they're hired? An
Education Week survey of a nationally representative group
of 500 teachers suggests that leadership may be even more
important than salary in keeping teachers on the job. Eighteen percent of respondents saw leadership as a key factor
in any decision about whether to go or stay on the job, while
17 percent cited salary considerations. School climate was
also named by 17 percent of teacher-respondents.
Leadership support may be especially important for
special educators, who arguably have the highest turnover
rate. Conventional wisdom often suggests that challenging
students, prickly parents, and crushing paperwork drive
that attrition. But special educators also complain about a
lack of support from principals, difficulty balancing competing priorities from various supervisors, and ignorance
(and sometimes disrespect) about what they do from peers,
among other factors. (See page 15.)
In the end, what special educators want to spend their
time doing is the same as what all teachers want to be doing:
teaching children. The cross-cutting theme in this report
may be that anything school leaders and districts can do to
enable teachers to focus on teaching-rather than finding
child care or getting principal support-is time well spent. n

HIRING

Number of states and territories
reporting specialty-specific statewide
teacher shortages from 2016-2018

What should districts do
differently to find and hire
high-quality K-12 teachers?

24
22
20
18
18
17
10
9
7

36
34
32
29

54
51
50
48
45

Improve pay and benefits

SOURCE: Education Week analysis of data from U.S. Department of Education Office
of Postsecondary Education

Center for Education Data
and Research,
University of Washington

36%

Offer more professional autonomy, greater
respect, and better working conditions

26

Improve job interview, screening,
and selection process

22

Provide mentoring, support, and training

NOTE: Data include all
50 states, the District
of Columbia, American
Samoa, Guam, the Northern
Mariana Islands, Palau,
Puerto Rico, and the U.S.
Virgin Islands.

DAN GOLDHABER

Data Specialist/Staff Writer Francisco Vara-Orta and the
Education Week Research Center contributed to this report.

SHORTAGE

Special Ed
Math
Computer Science
Science
Foreign languages
English/Language Arts
ESL-Bilingual Ed
Career Technical Education
Arts
Social Studies
Pre-K
Health/PE
Home Economics
Librarians
Counselors
Nurses
Gifted and Talented
Industrial Arts

"If we try to
apply a generic
solution
to what is
a nuanced
problem,
we're not very
likely to move
the needle
very much."

17

Increase outreach and recruiting

10

Other

11

N/A

2

Don't know

3

NOTE: These results are based on a September 2017 online survey of a
nationally representative sample of more than 500 K-12 teachers.
The margin of error is plus or minus 4 percent.
Data does not add to 100 percent. Respondents were asked to select all
answers that applied.
SOURCE: Education Week Research Center

Getting and Keeping Good Teachers / www.edweek.org/go/GoodTeachers

|5


http://www.edweek.org/go/GoodTeachers

Table of Contents for the Digital Edition of Education Week - January 24, 2018

Education Week - January 24, 2018
Teaching Shortages: Many Answers for a Complex Problem
Can Child-Care Perks Keep Teachers on the Job?
High school English teacher Ashley Amelianovich says goodbye to her son Miles, who is almost 2 years old, at the day-care center housed at her high school in Skokie, Ill. District leaders see the child-care center as a teacherretention tool
N.C. District Trains Its Own STEM Teachers
Latino Male Teachers: Building the Pipeline
Angel Magana works as a paid paraprofessional in a Denver elementary school as he studies to become a teacher.
Why Special Educators Really Leave the Classroom
Are Teacher Housing Perks A Good Idea?
From Teachers’ Villages To Tiny Homes
Staffing Schools in No-Stoplight Towns
Education Week - January 24, 2018 - Education Week - January 24, 2018
Education Week - January 24, 2018 - Cover2
Education Week - January 24, 2018 - 1
Education Week - January 24, 2018 - 2
Education Week - January 24, 2018 - 3
Education Week - January 24, 2018 - Teaching Shortages: Many Answers for a Complex Problem
Education Week - January 24, 2018 - 5
Education Week - January 24, 2018 - High school English teacher Ashley Amelianovich says goodbye to her son Miles, who is almost 2 years old, at the day-care center housed at her high school in Skokie, Ill. District leaders see the child-care center as a teacherretention tool
Education Week - January 24, 2018 - 7
Education Week - January 24, 2018 - 8
Education Week - January 24, 2018 - N.C. District Trains Its Own STEM Teachers
Education Week - January 24, 2018 - 10
Education Week - January 24, 2018 - 11
Education Week - January 24, 2018 - Angel Magana works as a paid paraprofessional in a Denver elementary school as he studies to become a teacher.
Education Week - January 24, 2018 - 13
Education Week - January 24, 2018 - 14
Education Week - January 24, 2018 - Why Special Educators Really Leave the Classroom
Education Week - January 24, 2018 - 16
Education Week - January 24, 2018 - 17
Education Week - January 24, 2018 - Are Teacher Housing Perks A Good Idea?
Education Week - January 24, 2018 - 19
Education Week - January 24, 2018 - From Teachers’ Villages To Tiny Homes
Education Week - January 24, 2018 - 21
Education Week - January 24, 2018 - Staffing Schools in No-Stoplight Towns
Education Week - January 24, 2018 - 23
Education Week - January 24, 2018 - 24
Education Week - January 24, 2018 - 25
Education Week - January 24, 2018 - 26
Education Week - January 24, 2018 - 27
Education Week - January 24, 2018 - 28
Education Week - January 24, 2018 - Cover3
Education Week - January 24, 2018 - Cover4
Education Week - January 24, 2018 - CW1
Education Week - January 24, 2018 - CW2
Education Week - January 24, 2018 - CW3
Education Week - January 24, 2018 - CW4
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http://www.nxtbookMEDIA.com