As the teacher staffing crisis deepens, Pennsylvania lawmakers have unveiled a series of proposals for long-term investments in the teaching profession in hopes of attracting and retaining up-to-date talent in K-12 classrooms.
AND up-to-date analysis shows that Pennsylvania will see a record low number of teacher certifications — 4,220 for graduates of state-level teacher preparation programs — in the 2021-2022 school year, according to Penn State associate professor Ed Fuller, who published research on the topic this month. This is a acute decline from the more than 16,000 certificates issued in 2012–2013.
Since 2010, teaching certifications in Pennsylvania have declined by more than 60 percent, and lawmakers have taken steps to address the staffing crisis, including: it expands temporarily qualification requirements to fill certain job positions by the end of the 2022–2023 academic year.
But now officials are considering more specific ways to address the state’s dwindling teacher enrollment, which leaves teachers who still attend classrooms and support staff with increased workloadmaking long-term investments in the teaching profession.
Earlier this month House Education Committeenow governed by a narrow Democratic majority in the lower house, hosted a hearing on the staffing crisis and heard testimony from the Shapiro-Davis administration, educators, administrators and advocates on possible solutions, including a bipartisan package of bills to improve working conditions.
Here are some existing proposals that educators and advocates say could help address the shortages and make teaching more attractive.
Paying student teachers
Lawmakers in the House and Senate have proposed removing some of the financial burden for beginning teachers who have: scholarship program for students and teachers.
Sense. Ryan Aument of Lancaster and Vincent Hughes of Philadelphia are pushing for the Educator Pipeline Program to award a stipend to student teachers participating in a preparatory program at a Pennsylvania college or university.
The payment would help novice teachers during their unpaid but required work in the classroom and help connect school districts with potential talent, lawmakers said in their statement. note seeking legislative support.
State Rep. Danielle Friel Otten, R-Chester, introduced the companion legislation in the Chamber.
Pennsylvania requires 12 weeks of student teaching to graduate. While it provides hands-on classroom experience, Pennsylvania State Education Association President Rich Askey said the current model is not feasible for people living on their own or without family support.
“Some higher education institutions require students to sign agreements stating that they will not work full-time or part-time during the student-teacher partnership,” Askey said. “Consider that 65% of black students are independent, meaning they work full-time, pay for school or care for family. A three-month unpaid internship is simply impossible.”
He added that time and transportation also present challenges depending on how far a student teacher must commute to their district while juggling other activities and responsibilities.
“Additionally, we should recognize that beginning teachers pay tuition not only to earn a teaching certificate,” Askey said. “There are fees associated with assessments leading to certification, certification fees to PDEs, costs for the 24 post-baccalaureate credits required to obtain Instruction II certification, and finally, ongoing costs associated with professional development for the rest of a teacher’s career. “
Askey told lawmakers that a student member of PSEA reported spending $1,128 two years ago to earn certification in Pennsylvania along with four state certifications – including Instructional I. And that was before they started earning money, he said.
Raising the minimum teacher salary
In February, PSEA called on lawmakers to raise the minimum wage for certified teachers to $60,000 – the current minimum is $18,500 – and set a minimum wage of $20 an hour for support professionals such as caregivers, paraprofessionals, bus drivers and cafeteria workers.
PSEA’s analysis shows that there are seven school districts in Pennsylvania that have a minimum wage of less than $30,000.
State Rep. Patty Kim, D-Dauphin, previously announced plans on the provisions implementing the boost within five years, citing: report from the National Center for Education and Economy and Teach Plus describing challenges related to recruiting and retaining teachers.
Amy Morton, executive director of the Pennsylvania chapter of the National Center for Education and the Economy, said Pennsylvania was losing teachers to states with more competitive salaries while the commonwealth “was the largest exporter of teachers.”
The current salary structure in elementary and middle schools determines pay based on seniority and credits. Morton told lawmakers that Pennsylvania should consider ways to reward teachers based on competency rather than age or experience.
“If this became the basis for promotion, we might be able to attract the same people who did not attach so much importance to remuneration, but who care about career development in which they are actually treated like professionals,” she said.
Earlier this year, U.S. Sen. Bernie Sanders, I-Vt. presented Act on paying teacherswhich would raise teachers’ annual salaries to at least $60,000. A number of educational organizations including American Federation of Teachers and National Education Associationsupport the motion.
Several other states do or has passed similar regulations or are considering increasing the starting salary of teachers.
Pennsylvania American Federation of Teachers President Arthur Steinberg said lawmakers should focus on improving conditions, pay, climate and culture to address staffing shortages.
Better pay, he said, would encourage teachers to continue working in the classroom, adding that teachers are more likely to stay in the field if they have “very competitive and acceptable pay.”
“A lower salary makes you more likely to look for something else,” Steinberg said.
Debt reduction
Education advocates support efforts to remove financial barriers to entering and remaining in the education profession through incentives such as scholarship programs and student loan forgiveness.
Pennsylvania Teach Plus Executive Director Laura Boyce said eliminating debt is a “strong model” for encouraging people to enter and stay in the profession.
State Rep. Regina Young, Philadelphia, draftee legislation give teachers loan forgiveness of up to $40,000 in exchange for working in a Pennsylvania school for at least four years.
“As a former teacher, I know from my own experience how important it is that we employ teachers who are committed and passionate about educating our students,” she wrote in a note asking for legal support. “But to achieve this, we need to know that our educators are appreciated for their hard work.”
Offers scholarships
Libertine. Mark Rozzi, D-Berks, introduced legislation Creating a Pennsylvania Teacher Scholarship Program that would offer a scholarship of up to $7,000 per year – a total of $28,000 – to eligible students attending a Pennsylvania school.
To qualify, a student must be working to become an elementary or secondary school teacher or serve as a student teacher.
Cedar Crest College President Elizabeth Meade said Rozzi’s bill would make a “tremendous amount” in terms of covering the cost of attending school combined with financial aid, especially for adult students who often have families to support while attending college. school.
Allentown-based Cedar Crest College seeks to award student teachers additional stipends during their senior year – once they meet student teaching requirements – “because no one wants a student to drop out of college for one semester due to financial strain,” he said. Meade.
She added that additional support will reduce costs and eliminate financial barriers.
Another option, according to Thomas Butler, executive director of Intermediate Unit 8 in Altoona, is to partner with colleges such as Mount Aloysius College — starting the teacher certification process by passing secondary school students.
Creating models to improve recruitment, retention and diversity
Finally, educators and advocates say lawmakers should focus on creating channels for students to become teachers in their communities as a long-term solution to staff shortages.
Grow Your Own programs—partnerships between schools, community groups, and higher education institutions—can help recruit and retain people within your school district or local community.
PSEA believes the programs are also effective in creating a more diverse field because “recruiting from local communities means that school staff [is] are more likely to reflect student demographics,” Askey said.
State Rep. Mike Schlossberg, D-Lehigh, plans to introduce it legislation offering financial assistance to high-need schools in areas where teaching positions are hard to fill.
“The program would provide beginning teachers with the support necessary to become certified teachers,” he wrote in a memo, asking for legal support. “As we see the decline in the number of people seeking teaching certification in this commonwealth, and the fact that the commonwealth has one of the least diverse teaching workforces in the country, we must increase the number of high-quality and diverse future teachers.”
Askey said the proposal could also help cover the costs of tuition, paid internships and mentoring programs.
“The most important thing for policymakers to remember as they consider ways to address the teacher staffing crisis is that increasing salaries, reducing student debt, paid internships and GYO programs are proven solutions,” Askey said. (*5*)
