Teacher Shortage

Paper Summary:

In this article, the writer discusses that one of the most influential issues in education is the problem of teacher shortages, though there is a great deal of debate about the nature of the shortages and the nature of the needed reforms to alter the situation. The writer argues against suggested possible solutions that would reduce quality such as relaxing teacher certification guidelines, importing teachers from other states and or nations or fast-tracking teachers. The writer notes that the system as it is does not feed change or value quality teachers and those who are recruited are then sadly disappointed by the reality of going to work every day feeling isolated rather than feeling inspired to teach and learn. The writer maintains that this will likely continue to feed the reversed imbalance between the surplus of quality teachers and the real surplus of positions. The writer concludes that to make the two come together, the system must make the positions as high quality as the teachers they wish to fill them.

Outline:
Introduction
Recruitment
Retention
Empowerment
Conclusion

From the Paper:

"The essential goal of every education system is to provide highly qualified teachers to teach every single student. New legislation has dictated such, though the relative success and or failure of the regulations in the No Child Left Behind act are debated hotly and in short remain inconclusive they do bring to the forefront the need for quality teachers, especially in undesirable locations and in specialty fields, a fact that the industry has been aware of for years but the public seems to just be realizing. This work will not debate the validity of legislation but will instead focus on the real needs of the industry and the teachers it recruits and retains to teach the growing numbers of students in a system that is demanding smaller class sizes, better teachers and greater accountability. The education retention expert Barnet Barry points out ten talking points that effect teacher recruitment and retention in hard to staff schools."

Sample of Sources Used:

• Anderson, Lauren, and Brad Olsen. "Investigating Early Career Urban Teachers' Perspectives on and Experiences in Professional Development." Journal of Teacher Education 57.4 (2006): 359.
• Berry, Barnett. "Recruiting and Retaining Board-Certified Teachers for Hard-to-Staff Schools." Phi Delta Kappan 87.4 (2005): 290.
• Blanton, Linda P., Paul T. Sindelar, and Vivian I. Correa. "Models and Measures of Beginning Teacher Quality." Journal of Special Education 40.2 (2006): 115..
• Inman, Duane, and Leslie Marlow. "Teacher Retention: Why Do Beginning Teachers Remain in the Profession?." Education 124.4 (2004): 605.
• Neil, Peter, and Carol Morgan. Continuing Professional Development for Teachers: From Induction to Senior Management. London: Kogan Page, 2003.

More papers on Teacher Shortage:

• Research Paper # 68795 : "The Teacher Shortage"
• Research Paper # 47129 : "Teacher Shortages"
• Research Paper # 48166 : "Male African-American Teacher Shortage"

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