Addressing Teacher Shortages and Retention: Insights from a National Panel Discussion
I participated in a panel discussion sponsored by the U.S. Department of Education that addressed the growing shortage of expert teachers in various subject areas and focused on retaining teachers. The Department sought insights from a small group of teachers about effective retention strategies that could be implemented nationwide and ongoing challenges that educators face that must be addressed. This discussion was especially relevant to my Ed.D. capstone project, which focuses on teacher retention. Additionally, examining teacher attrition is crucial since the national teacher attrition rate in the United States has increased by 50% since 1989 and remains steady at around 8% annually. (Ingersoll, Merrill, & Stuckey, 2014).
The panel was a powerhouse of nine passionate educators from diverse backgrounds, including three past State Teachers of the Year and one current Teacher of the Year. Two of the panelists, who are the focus of my capstone, had less than five years of teaching experience. Six were National Board Certified Teachers, and all, except me, were currently classroom teachers. Their unwavering love for teaching and the insightful advice they offered on increasing teacher retention was truly inspiring.
Many of the topics discussed during the session, such as providing mentoring and coaching for all teachers, better pay, increased opportunities for collaboration, and greater autonomy in selecting teaching materials and resources, were already familiar to me. However, other topics the newer educators brought to the conversation offered fresh ideas that expanded my perspective. One such insight was recognizing the abilities of all educators, regardless of their years in the profession. Having been in education for over 30 years, I realized how much I had internalized the hierarchy that often exists in teaching—the belief that more time in the classroom equates to greater expertise. While I still value the experience that comes with time, I was challenged to embrace the idea that new teachers also bring fresh perspectives, innovative ideas, and valuable contributions to the table.
This discussion on valuing the contributions of new teachers aligns with the experiences shared by a panelist who began her career during the challenges of the COVID-19 pandemic, highlighting how shifting perspectives can create a more inclusive and collaborative teaching environment. According to the U.S. Department of Education, the pandemic exacerbated teacher shortages, losing an estimated 730,000 local public education positions between February and May 2020. The experiences of a panelist who began her teaching career during the 2019–2020 school year amid the unprecedented challenges of the COVID-19 pandemic offer valuable insights into why she chose to continue her career as a teacher. She noted that her proficiency with technology, which many of her colleagues did not possess, led her colleagues to value her input. This shift in perception was significant for her, as she had previously felt marginalized as a novice educator, feeling like her colleagues thought she had little to contribute as a new teacher. She stated that teaching her peers to use various types of technology during the pandemic elevated her to professional status in her colleague's eyes.
Self-efficacy, which refers to a person's belief in their ability to perform the actions necessary for achieving specific outcomes, was another issue raised by the second educator with fewer than five years of teaching experience. Teacher Effectiveness Through Self-Eficiency, Collaboration, and Principal Leadership found that the three aspects of teacher effectiveness—the instructor's ability to present course material, facilitate teacher-student interactions, and control students' learning—correlate positively with teacher self-efficacy. (Sehgal, Nambudiri, & Mishra, 2017). The educator shared that selecting factual, updated materials was vital to him. He wanted to be able to generate new ideas and use the resources of his selection to make his ideas a reality. I believe this is important. I know that many school systems only allow teachers to use preselected materials. I understand the rationale behind this practice. I am not entirely comfortable with teachers having the freedom to choose any instructional materials. I know this may seem contradictory, but based on the book bans and social unrest our country faces, I understand how the anomie surrounding the selection of resources can lead to a slippery slope. However, after listening to this educator, I recognize the importance of allowing educators some autonomy in choosing materials. For this to be successful, teachers should have access to thoroughly vetted choices that offer better opportunities for the self-efficacy they desire.
Another impactful takeaway was the urgent need to allocate resources to ensure educators are aware of and sensitive to cultural differences. Having worked in a diverse environment that prioritizes honoring all cultures, I initially felt confident that these resources were available in many districts. Listening to the educators on the panel highlighted the pressing need for more professional learning in cultural responsiveness. This session, which combined familiar concepts with new and eye-opening insights, emphasized the importance of continuous learning and reflection, regardless of how long one has been in the profession. It was an enriching and thought-provoking experience that I am excited to integrate into my work, underscoring the significance of ongoing professional development in the field of education.
