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Reshaping Teacher Licensure: Lessons from the Pandemic

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Manage episode 411774291 series 164183
Контент предоставлен Harvard EdCast and Harvard Graduate School of Education. Весь контент подкастов, включая эпизоды, графику и описания подкастов, загружается и предоставляется непосредственно компанией Harvard EdCast and Harvard Graduate School of Education или ее партнером по платформе подкастов. Если вы считаете, что кто-то использует вашу работу, защищенную авторским правом, без вашего разрешения, вы можете выполнить процедуру, описанную здесь https://ru.player.fm/legal.

With looming threats of high teacher turnover rates during COVID-19, Olivia Chi, an assistant professor at Boston University, wanted to study how the pandemic shaped who decided to become a teacher.

Many states foresaw serious disruptions to the teacher pipeline as testing centers and schools closed around the county. While teacher requirements differ by state, many require a bachelor’s or master’s teacher education program, student teaching, state teaching exams, or some type of alternative certification program. Massachusetts sought innovative solutions to sustain their teaching workforce by issuing emergency teaching licenses. “In order to prevent a stopgap essentially in the teacher pipeline, Massachusetts issued what they called emergency teaching licenses. And these began in June of 2020, in response to all of the closures during the pandemic,” Chi says. “And the emergency teaching license is different from the others because it only requires a bachelor's degree to be eligible for the license. In other words, you did not have to complete and pass these teacher licensure exams in order to get the license. So if you have a bachelor's degree and you went through the typical checks, you could get that license and be eligible to be a Massachusetts classroom teacher in a public school.”

Chi's research, conducted in collaboration with the Massachusetts Department of Elementary and Secondary Education, demonstrates how emergency licenses influenced the demographics and effectiveness of the teaching workforce.

“I think our results would put forth to consider more flexibility, particularly for those who have already engaged in the teacher pipeline or may already have lots of experience working in public schools as paraprofessionals or in other staff positions,” Chi says. “That being said, I don't necessarily think our results suggest we should just do away with all of the requirements and let anybody in.”

In this episode of the EdCast, we discuss the study’s findings and what emergency teaching licenses can tell us about teacher requirements given the current state of the teaching workforce today.

  continue reading

446 эпизодов

Artwork
iconПоделиться
 
Manage episode 411774291 series 164183
Контент предоставлен Harvard EdCast and Harvard Graduate School of Education. Весь контент подкастов, включая эпизоды, графику и описания подкастов, загружается и предоставляется непосредственно компанией Harvard EdCast and Harvard Graduate School of Education или ее партнером по платформе подкастов. Если вы считаете, что кто-то использует вашу работу, защищенную авторским правом, без вашего разрешения, вы можете выполнить процедуру, описанную здесь https://ru.player.fm/legal.

With looming threats of high teacher turnover rates during COVID-19, Olivia Chi, an assistant professor at Boston University, wanted to study how the pandemic shaped who decided to become a teacher.

Many states foresaw serious disruptions to the teacher pipeline as testing centers and schools closed around the county. While teacher requirements differ by state, many require a bachelor’s or master’s teacher education program, student teaching, state teaching exams, or some type of alternative certification program. Massachusetts sought innovative solutions to sustain their teaching workforce by issuing emergency teaching licenses. “In order to prevent a stopgap essentially in the teacher pipeline, Massachusetts issued what they called emergency teaching licenses. And these began in June of 2020, in response to all of the closures during the pandemic,” Chi says. “And the emergency teaching license is different from the others because it only requires a bachelor's degree to be eligible for the license. In other words, you did not have to complete and pass these teacher licensure exams in order to get the license. So if you have a bachelor's degree and you went through the typical checks, you could get that license and be eligible to be a Massachusetts classroom teacher in a public school.”

Chi's research, conducted in collaboration with the Massachusetts Department of Elementary and Secondary Education, demonstrates how emergency licenses influenced the demographics and effectiveness of the teaching workforce.

“I think our results would put forth to consider more flexibility, particularly for those who have already engaged in the teacher pipeline or may already have lots of experience working in public schools as paraprofessionals or in other staff positions,” Chi says. “That being said, I don't necessarily think our results suggest we should just do away with all of the requirements and let anybody in.”

In this episode of the EdCast, we discuss the study’s findings and what emergency teaching licenses can tell us about teacher requirements given the current state of the teaching workforce today.

  continue reading

446 эпизодов

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