In this report, Hanover Research discusses best practices in teacher recruitment at the state and local levels. The state of California is currently experiencing a teacher shortage, particularly in critical subject areas (e.g., mathematics, science, special education) and in high-need schools. Moreover, some experts believe the state will “remain at elevated levels of teacher demand for the foreseeable future.”
Addressing this shortage may require comprehensive efforts on the part of state, county, and school district leaders. This report, which seeks to help inform those efforts by discussing the evidence base of several recruitment programs and practices, includes two sections:
Section I: State-Based Programs reviews several programs that states may implement to combat teacher shortages, including: loan repayment assistance and forgiveness, alternative teacher certification, and teacher centers.
Section II: Locally-Based Programs reviews several programs that school districts may implement to combat teacher shortages, including: financial incentives, grow-your-own programs, and marketing initiatives.
Numerous studies indicate that the challenges faced by new teachers and administrators may contribute to the high rates of attrition observed during the first few years of employment.1 Induction programs – defined as post-hire, in-service training programs completed during the few years of employment – provide additional support and foster skill acquisition among teachers and administrators. However, the nature and scope of teacher and administrator induction programs vary greatly between states and districts. This report discusses findings regarding best practices in teacher and administrator induction and outlines statewide induction standards in 5 states: Ohio, North Carolina, Illinois, New Jersey, and New York. In addition, we highlight common themes in teacher and administrator induction programs identified in our research.
For additional information, please contact Amanda Dickey