Volume 22, No. 3
There is no profession with a greater impact on our collective future than teaching. It is at once a creative pursuit and an awesome responsibility. However, teaching is a complex pursuit. What works for one student may not work for another. And education leaders have neither perfected nor aligned ways in which they recruit, develop, support, and reward teachers to reach optimum results.
Long before the pandemic, teacher recruitment, preparation, and retention topped the list of NASBE members’ priorities for better information to guide state board policymaking and convening. The authors in this issue answer that call with diverse perspectives on policies affecting educators and the school systems where they work.
State policymakers looking to increase recruitment and retention should keep an eye on these long-term trends.
State statutes impede students' equitable access to profession-ready teachers.
Lowering teacher standards may fail to solve actual pipeline problems and can create new ones.
State leaders have a role in ensuring that educator preparation both models and reflects the science of learning and development.
State leaders commit to efforts to attract and keep teachers in the classroom.
State-level criteria for programs' design can yield better outcomes in preparing and retaining diverse teachers.
State boards can set the stage for learning environments that connect and engage all students.
Four practices to increase the pool of skilled early educators stand out as promising.