Education Week - June 19, 2024 - 7

In your district or school, what-if anything-has
presented a barrier to teaching math and science from
a problem-solving perspective using math and science
lessons to encourage students to tackle real-world
problems? Select all that apply.
Concerns about the amount of
time it takes to teach new
material using this approach
Insufficient professional
development
Reading and writing are bigger
priorities
Insufficient student background
knowledge or skills
Too little time to learn a different
approach
Challenges finding instructional
material aligned with this
approach
Belief that our students' behavior
is so poor that this approach
would not be feasible
Lack of emphasis by teacherpreparation
programs
33%
32%
28%
25%
23%
19%
19%
Low parent support
19%
Not assessed by or compatible
with standardized exams
Teachers' lack of confidence in
their own problem-solving skills
19%
19%
35%
4 Keys to Building
A Pipeline from
High School to the
Teaching Profession
By Sarah D. Sparks
Starting the formal path to teaching in high school
may deepen the pool of new teachers and fight the
public perception of teaching as a poor financial
choice for a career, new research suggests.
Programs to recruit and train teachers locally,
called " grow-your -0wn " models, have expanded
rapidly in the last decade, spurred in part by teacher
shortages, the greying of the existing workforce,
and new financial support from states and federal
pandemic relief grants. In a 2022 interview with
Education Week, U.S. Secretary of Education Miguel
Cardona voiced particular support for the programs.
As of 2022, more than 900 school districts and 200
higher education institutions operated some kind
of grow-your-own program, recruiting and training
teachers from the local community. But grow-yourown
programs vary significantly around the country.
They can range in recruiting focus from high school
to college students to paraprofessionals and other
workers, in models ranging from mentoring to
full curriculum pathways like those used in South
Carolina's Teacher Cadets or Educators Rising, a
nonprofit division of Phi Delta Kappa, International
that provides curriculum and microcredentials for
high school teacher-education programs.
A new study finds promise in one of the larg*Respondents
are teachers, principals, and district leaders
Data source: Edweek Research Center Survey, April 2024
have to teach straight from the book. "
Some students may seem very difficult
to get engaged in STEM. But educators
should not give up on them too
quickly, Rosenzweig recommends.
There's a common misconception
that motivation comes solely from
within students, when really their
environments do a lot to shape motivation-such
as classrooms that give
students more autonomy and opportunities
to see the real world application
of what they're learning.
Another big misconception: If a student
seems disinterested, then they're
probably not motivated to learn about
STEM subjects.
" If a student seems to be not paying
attention, seems to be kind of disengaged,
it could be because that student
doesn't like the subject and doesn't
want do it, " Rosenzweig said. " But it
could also be that the student has a
more complex profile. Like, they really
think this is important, but they're
struggling with their confidence for it.
Or they feel like this is something they
can do, but they were up late doing
work for a different class. "
And even if a student doesn't seem
destined for a career in a STEM field,
competency-and confidence-in
STEM subjects is still important for
them, too, Rosenzweig said.
The critical thinking and problemsolving
skills developed in STEM subjects
apply to virtually all other fields
and pursuits. And you can never really
know when or how a student might
find their way into a STEM field. A
student may not follow a straight trajectory
from high school, to college, to
a career in engineering, said Rosenzweig.
They might find their STEM calling
later in life.
" In my opinion, the more we can do
to cultivate that interest and confidence
early, so students continue to see it as
for them and continue to develop the
basic competencies that leave the door
open to lots of paths that they might
discover later, the better, " she said.
Coverage of problem solving and student
motivation is supported in part by a
grant from the Lemelson Foundation,
at www.lemelson.org. Education Week
retains sole editorial control over the
content of this coverage.
EXCLUSIVE REPORT
Motivating All Students
To Be STEM Problem Solvers
> edweek.org
est of these state grow-your-own programs, the
Teacher Academy of Maryland, which creates a
formal career-technical education pathway for high
school students interested in going into teaching. A
new working paper finds the Teacher Academy of
Maryland widened the pipeline of students choosing
to teach, as well as increased graduation rates, and
boosted the pay of those in the teacher-academy
program once they reached the classroom.
The Teacher Academy of Maryland, operating in
school districts with support from the state, provides
a four-class teaching sequence, with student-teaching
practice and the opportunity for dual high school
and college credit.
David Blazar, an associate professor of education
policy at the University of Maryland, College
Park and co-author of the study, tracked students'
participation and completion of the program, as well
as their high school graduation rates, choice of field,
and whether they ultimately entered the teaching
profession.
Statewide, the researchers found that students
who participated in one of the teaching academies
were 0.6 percentage points more likely to choose a
teaching career after high school. That's a seemingly
small amount, but with so few students entering
teaching overall, it marks a jump of 47 percent. Overall,
teacher-academy students also had higher high
school graduation rates, and made 5 percent more
per quarter once they entered the classroom than
those who did not attend academies.
Closing teaching pipeline gaps
As in the teaching field overall, female students
formed the overwhelming majority of the teaching
academies statewide, and the program did not
significantly improve the pipeline of young men
entering the teaching field.
However, the Teacher Academy of Maryland
did close the gap between young white and Black
women becoming teachers. Among students who
did not participate in the teacher academy, four
times as many white girls became teachers after high
school as Black girls (3.6 percent versus 0.9 percent).
Among teaching academy students, the racial gap
was only threefold between white and Black girls,
with 5 percent of white girls and 1.6 percent of Black
girls teaching after high school. Black girls participating
in a teaching academy were 80 percent more
likely to become teachers after high school.
Once they entered the workforce, Black teachers
who had gone through the Maryland academies
earned on average more than $640 more per quarter,
or 18 percent of their quarterly wage, than Black
teachers who had not participated.
Based on Maryland's experience, districts like Baltimore
County public schools have moved to expand
their teacher academies to every high school.
Blazar recommended that district leaders interested
in creating a local teacher education pathway:
Plan ways to recruit and support young men,
students of color, and students interested in highneed
areas such as science, technology, engineering,
and math. " We need to give a lot of thought to who is
taking part in the program, " he said, " and tweak the
design and professional development for teachers in
ways to support recruitment " of men and teachers
of color.
Include a clear course sequence, such as learning
theory and development.
Give students practical experience in classrooms-such
as via district early-childhood centers
or tutoring-with mentorship. " Maryland is a pretty
intensive, high-touch program, " Blazar said, " and I
would imagine that that plays into its success. "
Help students and their families think about
financial planning for higher education and licensing
costs after high school.
That financial and college-planning guidance may
be particularly important, as Blazar said it could be one
of the key barriers to teacher academy recruitment.
" I hear a lot that students and their parents are
pretty wary of kids wanting to pursue a teaching career
... due to big concerns that teaching is not going
to be a financially viable career, " he said.
The study found white girls were more likely to
complete all four courses and pass the final teacherlicensing
exam than were Black girls. White girls are
also more likely to earn college credits than their
Black peers. This indicates that white girls in the
teaching academy were more likely to go on to receive
a bachelor's degree in education, while the vast
majority of Black girls in the academy later entered
the classroom through alternative certification.
From academic recovery to student mental health, teachers
and education leaders are grappling with big questions
and challenges. This research column aims to help readers
understand what the research says-and doesn't say-
about the current context for learning and learning in
general. If you have a question, please send it to ssparks@
educationweek.org.
EDUCATION WEEK | June 19, 2024 | www.edweek.org | 7
E+
http://www.lemelson.org http://www.edweek.org http://www.edweek.org

Education Week - June 19, 2024

Table of Contents for the Digital Edition of Education Week - June 19, 2024

Education Week - June 19, 2024
Briefly Stated
How Teachers Build Confidence To Motivate Middle Schoolers in STEM
What the Research Says
Should Voters Decide What Schools Teach?
What Does It Mean for Teachers To Dress ‘Professionally’?
‘Politics Does Not Belong In Education,’ Says a Departing State Schools Chief
What Is Restorative Justice, And How Can It Be Implemented In Schools?
The AI Tools for Teachers Are Getting More Robust. Here’s How
What Is Title IX? Schools, Sports, And Sex Discrimination
Teachers Aren’t ‘Silicon Valley’s Lackeys’
AI Do’s and Don’ts for Teachers
EdWeek Top School Jobs
My Life as a Substitute Teacher In Suburbia: Chaos and Cruelty
Education Week - June 19, 2024 - Education Week - June 19, 2024
Education Week - June 19, 2024 - 2
Education Week - June 19, 2024 - Briefly Stated
Education Week - June 19, 2024 - 4
Education Week - June 19, 2024 - 5
Education Week - June 19, 2024 - How Teachers Build Confidence To Motivate Middle Schoolers in STEM
Education Week - June 19, 2024 - What the Research Says
Education Week - June 19, 2024 - Should Voters Decide What Schools Teach?
Education Week - June 19, 2024 - What Does It Mean for Teachers To Dress ‘Professionally’?
Education Week - June 19, 2024 - ‘Politics Does Not Belong In Education,’ Says a Departing State Schools Chief
Education Week - June 19, 2024 - 11
Education Week - June 19, 2024 - What Is Restorative Justice, And How Can It Be Implemented In Schools?
Education Week - June 19, 2024 - 13
Education Week - June 19, 2024 - 14
Education Week - June 19, 2024 - The AI Tools for Teachers Are Getting More Robust. Here’s How
Education Week - June 19, 2024 - What Is Title IX? Schools, Sports, And Sex Discrimination
Education Week - June 19, 2024 - 17
Education Week - June 19, 2024 - 18
Education Week - June 19, 2024 - Teachers Aren’t ‘Silicon Valley’s Lackeys’
Education Week - June 19, 2024 - AI Do’s and Don’ts for Teachers
Education Week - June 19, 2024 - 21
Education Week - June 19, 2024 - EdWeek Top School Jobs
Education Week - June 19, 2024 - 23
Education Week - June 19, 2024 - My Life as a Substitute Teacher In Suburbia: Chaos and Cruelty
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