Hiring teachers is becoming more and more difficult. Unfortunately, with the negativism K-12 education is facing and the stress teachers feel, many are leaving the field and fewer candidates are entering preparation programs. It is unlikely, without major change regarding how society respects, compensates, and supports teachers; and K-12 education in general, that this situation will change in the foreseeable future.
What will change? A “new” teacher workforce will enter our K-12 classrooms. In part due to the realities of what was discussed above, but also based upon societal changes regarding how people view the workplace. Let me outline below my thoughts on this topic and provide some challenging questions to consider.
To address the reality of a dwindling teacher workforce many states are watering down certification standards to get educators in the classroom. Individuals being certified are often coming from outside of K-12 education with an idealized view of what teaching entails and end up stunned by the reality of how hard teachers work.
At this same time, Generation Z, the oldest of which are 24 years old this year, are graduating from college and starting their careers in education. Based upon what we know about this group they will likely be more mobile (changing jobs more often), demand different resources (more tech oriented) and expect greater opportunity for growth and advancement (not necessarily seeing a move into administration as advancement).
So, the reality is that the “new” teacher workforce, in general, is likely to be less prepared (due to lower certification standards), more mobile (Generation Z) and requiring different types of support than we have provided in the past. If this is true, one must ask is your district ready? What, if any, changes is your district making to address these realities? Are your hiring and PD systems set up for a Baby Boomer teaching force, or this “new” group which is entering the system?
Although there are several issues to consider as the teacher workforce shifts, here are a few which likely cut across school district contexts, states, and locations (rural, suburban, urban).
Hire for Attitude and Aptitude: In an environment where a greater number of teachers will have less preparation, hiring systems will need to shift from finding individuals with expertise to those with a willingness, desire, and ability to learn. Baby Boomer hiring practices focused on expertise. If your school system is still oriented in this manner you will want to consider how to make the necessary adjustments.
Professional Development (PD): PD will need to change in dramatic ways and likely has already started to shift in most school districts. Two factors regarding the “new” teaching force will require a shift. First, if individuals are entering the school system having not spent much time learning the concepts of student discipline, appropriate behavior, working with parents, how to operate within a bureaucracy…etc., lots of training will be required. A greater emphasis must focus on the individual’s foundational understanding of what it means to be a teacher, along with the ever-important concepts of teaching pedagogy. Additionally, if the teaching force is going to be more mobile (leading to ongoing turnover) PD resources will need to be increasingly available online for future reference. The days of PD sessions offered in person, without being recorded for review later, will be gone.
Workplace Flexibility: I am not sure how this will look as time progresses but know that it is coming. We see it happening in the private sector and everything I read indicates that it is here to stay. To be competitive in hiring and retaining teachers I believe workplace flexibility will need to include, at a minimum, increased use (availability) of tech resources, flexibility in the work schedule, and 24 x 7 PD and learning opportunities.
To accomplish flexibility literally everything from a teacher’s hard drive, to completing required paperwork, to working with one’s PLC must be available online. Additionally, to the extent possible, there will need to be flexibility built into the work schedule. Maybe prep time can become more flexible, or there can be a rotation of teachers which leave the school site once the day ends, or PD can be delivered remotely in new and innovative ways. Of course, any change in the teacher work schedule will be a function of local context, but to retain teachers’ creative thought will be required.
I truly believe, based upon what we are beginning to see and experience, that the “new” teacher workforce is coming. School districts which take the time to grapple with these challenges will be ahead five years from now in terms of both the recruitment and retention of teaching staff. I challenge you to take time to think this concept through with your leadership team wish you the best with that process!