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First edition planned for 2023, it will support teachers and quality teaching with up-to-date knowledge and analysis., #teacherstransform campaign, the ttf is calling on the international community to put teachers at the centre of education transformation, investing in teachers is investing in learning, a prerequisite for the transformative power of education, the teacher task force launches its new 2022-2025 strategic plan, learn how our unique global alliance plans to support teachers in the next four years, every learner deserves a qualified teacher.
Teachers are the most important in-school factor when it comes to learning.
The International Task Force on Teachers for Education 2030, also known as the Teacher Task Force (TTF), is a unique partnership created in 2008 to advocate for teachers and the teaching profession around the world. It is dedicated to raising awareness, expanding knowledge and supporting countries towards achieving target 4.c of SDG 4.
The Teacher Task Force is hosted by UNESCO at its Headquarters in Paris.
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The TTF has over 160 members (including national governments, international organisations, international NGOs and CSOs and foundations) working together to ensure there is a qualified, motivated and empowered teacher in every classroom.
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Task force unveils recommendations for boosting SC teacher recruitment, retention
COLUMBIA, S.C. (WCSC) - South Carolina’s teacher shortage has only worsened over the last several years, but a comprehensive new report aims to set the policy that could end that trend.
According to an annual report from the Center for Educator Recruitment, Retention, & Advancement, there were 1,474 unfilled K-12 educator jobs at the start of the 2022-2023 school year, nearly a 40% increase from the year before and more than double the figure from two years prior.
Now a group made up of a former state superintendent, lawmakers, current teachers and district superintendents, and other education leaders has released its recommendations for turning that troubling trend around.
“I think what’s really driving this train right now is the teacher shortage is showing up every August,” Sherry East of the South Carolina Education Association said.
For the last several months, the statewide Teacher Recruitment and Retention Task Force has been meeting, taking testimony from experts and the public, and studying South Carolina’s educator shortage.
In total, the committee is now making 23 recommendations to address teacher recruitment and retention.
“This was a significant investment of time, to make sure the recommendations in this report were begin responsive to the needs of educators, as identified by the experts themselves, the teachers of South Carolina,” Patrick Kelly, a high school teacher in Richland County and task force member, who also works for the Palmetto State Teachers Association, said.
The 23 recommendations are divided among four main categories: compensation and evaluation, recruitment, educator preparation, and working conditions.
Under compensation and evaluation, they include raising the statewide starting salary for teachers to $50,000 by 2026 and revamping the salary structure.
“It’s not just the same call for more funding. It’s more funding in order to achieve innovative ideas,” Kelly said.
Recommendations to boost recruitment involve a public relations campaign to enhance public respect for the profession and bringing more retired teachers back to the classroom.
They also want to better prepare educators through steps like improving mentor programs and eliminating the current requirement for would-be teachers to pass a basic skills assessment to enter a preparation program.
Finally, they are looking to improve working conditions, with recommendations including expanding unencumbered time policies, guaranteeing more teachers get a daily break or planning period, and ensuring accountability for student behavior.
“Especially post-pandemic, we’ve really heard a lot that there’s a lot of violence going on, a lot of disruptive behavior that keep you from teaching and a lack of support from administrators,” East said.
Some of these recommendations would require legislative action, so they would not be able to be taken up before next year, with the General Assembly’s 2023 regular session over.
Others would only need approval from the state Department of Education or individual districts to implement.
“Every vacant teaching position in South Carolina impacts a child who’s going through a K-12 education progression that they don’t get to do over, so the urgency has to be great,” Kelly said.
In a statement, South Carolina Superintendent of Education Ellen Weaver called the recommendations a “roadmap,” saying, “This important report speaks powerfully to key themes I’ve heard from educators across the state. We must pursue clarity of vision and alignment of resources to reimagine how we recruit, prepare, and support new educators; equip and grow our teachers as classroom leaders and our principals as school culture builders; and ensure that when it comes to student discipline, our educators know that we have their back.”
Gov. Henry McMaster said Tuesday he had not yet reviewed the full recommendations but added he supports proposals like raising the statewide starting salary to $50,000 by 2026.
“We’re doing the things that we set out to do, and there’s more to do,” McMaster said. “We know we have the best students in the whole world; we want to have the very best teachers in our schools.”
Copyright 2023 WCSC. All rights reserved.
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Task force tries to turn around South Carolina teacher shortage
COLUMBIA, S.C. (WRDW/WAGT) - South Carolina’s teacher shortage has only gotten worse in recent years.
Now a group made up of lawmakers, teachers, superintendents, and other education leaders has released its recommendations for turning that around.
For the past several months – the task force has been meeting, taking testimony from experts and the public, and studying South Carolina’s educator shortage.
In total – it’s making 23 recommendations to address teacher recruitment and retention.
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“This was a significant investment of time, to make sure the recommendations in this report were begin responsive to the needs of educators, as identified by the experts themselves, the teachers of South Carolina,” said Patrick Kelly, a task force member from the Palmetto State Teachers Association,
Sherry East of the South Carolina Education Association said: “I think what’s really driving this train right now is the teacher shortage is showing up every August.”
The 23 recommendations are divided among four main categories.
Under compensation – they include raising the statewide starting salary and revamping the salary structure.
“It’s not just the same call for more funding. It’s more funding in order to achieve innovative ideas,” Kelly said.
Recommendations to boost recruitment involve a public relations campaign to enhance public respect for the profession … and bringing more retired teachers back to the classroom.
Task force members also want to better prepare educators through steps like improving mentor programs and eliminating the current requirement for would-be teachers to pass a basic skills assessment to enter a preparation program.
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Finally, they’re looking to improve working conditions – with recommendations like expanding unencumbered time policies … ensuring accountability for student behavior.
“Especially post-pandemic, we’ve really heard a lot that there’s a lot of violence going on, a lot of disruptive behavior that keep you from teaching and a lack of support from administrators,” East said.
Some of the recommendations would require legislative action – meaning they wouldn’t be able to be taken up before next year.
Others would only need action from the state Department of Education or individual districts to implement.
“Every vacant teaching position in South Carolina impact a child who’s going through a K-12 education progression that they don’t get to do over, so the urgency has to be great,” Kelly said.
Copyright 2023 WRDW/WAGT. All rights reserved.
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SC teacher recruitment & retention task force releases their recommendations
by: Jason Raven
Posted: Jun 5, 2023 / 03:00 PM EDT
Updated: Jun 5, 2023 / 05:36 PM EDT
COLUMBIA, S.C. (WSPA) – A task force created last year to study the best ways to recruit and retain teachers in South Carolina has released its recommendations to state leaders.
At the start of the 2022-23 school year, school districts in South Carolina reported more than 1,400 vacant teaching positions. An update to that report released this year, shows there were more than 1,200 open teaching jobs in February.
The South Carolina Teacher Recruitment and Retention Task Force began their work last year . The task force was established with a one-year budget provision. It was made up of state lawmakers, state education officials, future, current, and former teachers.
The task force studied and considered policies that increase recruitment to the teaching profession, improve teacher preparation, transform compensation for teachers, enhance the effectiveness of teacher evaluation, and improve working conditions for all teachers.
They released 23 recommendations to state lawmakers and education leaders last week.
SC Education Association President Sherry East said some of these recommendations have been priorities on their legislative agenda, “If you needed fresh data, you have it. If you needed concrete ways to help this problem, you have that now. Some things can be done legislatively and on the local level, let’s do it.”
Officials said the recommendations fit into four broad categories: compensation & evaluation, recruitment, educator preparation, and working conditions. Individual recommendations include defining career ladders for educators, developing a profile of the Prepared SC Educator, and continuing to increase the starting salary for teachers.
Their first recommendation is to increase the starting teacher salary pay to $50,000 by 2026. This was something Governor Henry McMaster has voiced his support for.
Other recommendations include having local school boards revise their policies for student behavior and parental support and expanding loan forgiveness programs for teachers.
“This important report speaks powerfully to key themes I’ve heard from educators across the state. We must pursue clarity of vision and alignment of resources to reimagine how we recruit, prepare, and support new educators; equip and grow our teachers as classroom leaders and our principals as school culture builders; and ensure that when it comes to student discipline, our educators know that we have their back.” State Superintendent of Education Ellen Weaver
You can read the full report here .
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Building peace in the minds of men and women
We pledge to advocate for teachers and education support staff to be supported, protected and recognised during and in the aftermath of the COVID-19 crisis.
International Task Force on Teachers for Education 2030
Paris, france, network or association, established : 2008, education and covid-19 response.
https://teachertaskforce.org/what-we-do/covid-19-reponses
We commit to support teachers through advocacy, knowledge generation and sharing and country support and engagement. The Teacher Task Force has been working in collaboration with the members of its network to provide resources for governments and the teaching community as part of the COVID-19 crisis, including a Call for Action on Teachers, Guidelines for policy-makers and a Toolkit for school leaders as part of back-to-school efforts. We have also provided data and analysis on the digital divide and its implications for teacher preparedness in distance education. Further studies will look at the consequences on teacher salaries for a cross section of teachers, in particular in poor countries.
Regional Focus
Member video.
The vision of the International Task Force on Teachers for Education 2030 is clear: teaching should be a valued profession and every learner should be taught by qualified, motivated and empowered teachers within well-resourced, efficient and effectively governed systems. To achieve this vision, the TTF’s mission is to mobilize governments and other stakeholders for the advancement of teachers and quality teaching, acting as a catalyst of global, regional and national efforts through advocacy, knowledge creation and sharing, and country support and engagement. The Teacher Task Force has been working in collaboration with the members of its network to provide resources for governments and the teaching community as part of the COVID-19 crisis, including a Call for Action on Teachers, Guidelines for policy-makers and a Toolkit for school leaders as part of back-to-school efforts.
Action areas
Learner wellbeing, advocacy and communication.
Primary Contact
Mr. peter wallet.
Senior Contact
Ms. leila loupis.
NHCS forms task force to address its lowest-performing schools
Last month, New Hanover County Schools convened the first Turnaround Task Force meeting to help improve 12 of the district’s lowest-performing schools.
Those are defined as having both a school performance grade of D or F – and an Evaluation Value-Added Assessment System (EVAAS ) growth status of ‘Does Not Meet Expectations’ or ‘Meets Expectations’. (EVAAS is a proprietary analytics software, you can find an in-depth explainer from EdNC here .)
While the North Carolina Department of Public Instruction is looking into ways to improve the components of the school grading system , as of now, 80% comes from a student’s achievement or proficiency on end-of-year tests, and 20% comes from growth based on this EVAAS score.
School Board Member Stephanie Walker, Superintendent Dr. Charles Foust, and Chief Academic Officer Dr. Patrice Faison are leading the task force of 16 members made up of local officials and educational experts. ( *See a full list of members at the end of this story. )
The stated goal of the task force is to find ways to fix these low-performing schools. Faison said the members were assembled not to “blame anyone” or to “change everything,” but to review the data – and let those numbers drive ideas around eventual recommendations.
Task Force’s initial data
During the inaugural meeting of the task force, Faison began by explaining the data on these 12 schools — and the difference between proficiency and growth.
Proficiency, as Faison described, is whether kids make it to the “wall” at the end of the year, essentially their achievement level on end-of-year tests, whereas growth is whether or not the student grew by the end of the school year.
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Faison said that the way to proficiency is ultimately to focus on growth – and if principals and teachers concentrate on growth, they can eventually get students to obtain higher scores on these tests.
Around 30% of schools in New Hanover County are considered low performing. This number has increased dramatically, jumping from 13% in 2019 to 30% in 2022. However, the county’s low-performance trends are consistent with statewide numbers. By comparison, 42% of schools have a low-performing designation in Pender County, and 26% in Brunswick County.
More than half of New Hanover’s low-performing schools are elementary schools. Faison attributes this number, which has been growing, to pandemic-related learning loss.
Last school year, Forest Hills Elementary and Wrightsboro Elementary were the only two elementary schools out of the 12 that scored both an F letter grade and a “Not Met” on the EVAAS growth scale. Snipes, Freeman, and Williston scored an F but maintained a positive “Met” growth status.
Middle schools fared better, with a lower proportion receiving both an F and a “Not Met” designation.
Among proficiency scores, Freeman scored the lowest with a 10% overall score. No other schools fell below 10%, but all elementary schools failed to get above 50%.
Nearly all 12 were lower than the district’s average for both elementary and middle schools. Only one school between the two sets, the Career Readiness Academy, surpassed the district’s average for middle school (55%).
All of the low-performing schools have a student population that is at least half economically disadvantaged. Three have populations that are at least 70% and two, Mosley and Freeman, are at least 90%.
Additionally, the racial makeup of the twelve are largely minority students.
Teacher retention at these low-performing schools is also another issue. Faison said the county has an overall retention rate of 85%; but for a majority of those designated as low performing (eight out of the 12), they have some of the lowest retention rates — with some of them even being as low as 61%.
“We have schools where 39% of our teachers are in and out, in and out, in and out. That's a high attrition rate. How do you develop and build culture and get some stability there?” Faison said.
Addressing teacher retention, issue of retaining students
Faison addressed openly the issue of teachers being attracted to higher-performing schools.
“I want you to think about, what is a school that you think is easy to teach [at]? I don't want you to say anything. I just want you to think. Now what is a school [where] it's challenging to teach? I don’t want you to say anything. You're a teacher, which one are you going to?” Faison said shortly thereafter, “That’s our challenge.”
Faison praised principals like Diego Lehocky at Sunset Park Elementary, who’s slated to take the helm at Forest Hills Elementary next school year, for having some of the highest gains in the district.
She mentioned about half of the student population at Sunset speaks English as a second language but said the “school is so close to a C that they can smell it." She credited Lehocky’s strong leadership, low staff turnover rates, and ‘meeting kids where they are,’ — meaning focusing more on growth than achieving specific grade goals.
Task force member and city councilman Clifford Barnett asked Faison, “What do the principals need to be more successful? Is it more bodies in the school?”
Faison responded, “I'll be honest, I think they would say that, but I would say the data doesn't say that . But I think as a principal, I'm never going to say, ‘I have too much.’ I mean, you’re just not. ‘I can always take more.’ I don't know if you guys are aware, but we [the county] supplement[s] more [positions] than what the state does already.”
Barnett also asked her whether the district is retaining children who are failing — in other words, holding them back to repeat a grade.
She said with the exception of kindergarten and/or first grade, “ the research says the worst thing you can do to our students is to hold them back. The worst thing.”
And with the example of Sunset Park, Barnett asked, could it be the degree of parental involvement that makes the school a success? Barnett mentioned that immigrant communities often expect their children to take advantage of the education they’re provided.
Faison said, “Parenting is critical, but we can do it [improve academic success] in the 7.5 hours that we have them [each day] .”
The real estate problem
Some of the members openly addressed the elephant in the room: middle to upper-class families can just buy or rent homes in neighborhoods with better-performing schools.
Walker said, “So when you do neighborhood schools , if parents that want to move here, they look at the grading of the schools, they go, ‘Oh, I don't want to live here.’ And then you never change anything that way.”
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Dr. Foust agreed — and said he understood the issue.
"Where realtors are looking at the schools, when they are looking to sell a home, ‘this is a high performing school.’ Although we say that the grade, that doesn't matter, parents look at grades of a school when they're moving in, economic development looks at the grade of a school,” Foust said.
But despite this problem, the superintendent said it’s about what expectations are being set in the building.
“How do we make sure that the same expectation that they get at a high-performing school is the expectation that they get at a low-performing school? Why is it that a high-performing school makes or exceeds growth and a low-performing school doesn’t?” He added, “If you are in whatever neighborhood, that's the most prominent neighborhood here, that has the most prominent school, what happens in that school? There's an expectation when you first walk into the community. [...]. So why is it you go six miles down the road, and there's no expectation? That's why our kids get into trouble.”
Beyond expectations, and addressing racial disparities, ACEs
Task force member and former Director of Government Affairs at NHRMC Scott Whisnant said he’s looked at the data extensively and realized, “There are some that are very low performing schools, even more so than the others, and those are the ones, sadly, that to correlate with race. I believe the district has a problem reaching Black children. We've got to put it out there.”
But Whisnant said fixing this issue is complicated.
“Maybe even more complicated than even hiring certain kinds of teachers. We're gonna have to have teachers who want to be in those schools, regardless of experience level. I think we need to understand that when we talk about the difference between the races between the kids – African American children are doing significantly worse – and that's actually through the whole district, but especially when you get them concentrated in a handful of schools to the point where intervention needs to be really multifaceted and very creative,” Whisnant said.
Walker said her reason for the task force’s creation was to address these racial disparities in the schools, as well as to create an adverse childhood experiences (ACEs)-informed district .
Walker openly described to the members details of her traumatic childhood — experiences like parental mental health struggles and sexual abuse.
“And I just want to pause for a second just to say this, ‘How much learning do you think was happening for me when I was in school?’” Walker said.
She added, “I don't believe that it's an exaggeration to say that I am lucky. I'm alive and I survived. So this is why I wanted to talk about ACEs . For kids who deal with a lot of trauma in the home, it's very difficult for them to learn. They're in survival mode. School is a safe place for kids, they get a meal, they get supervision, hopefully, they get some learning done, but it's difficult.”
Related: The Newsroom: ACEs and oxygen masks: A deep dive on Adverse Childhood Events and resiliency work
Walker said she wanted this task force to focus on helping children who are struggling with ACEs. She said that positive adults like her grandmother, teachers, counselors, and an assistant principal at New Hanover High School supported her through these tough times.
Task Force members’ initial ideas
Some of those positive adults in the schools are Communities In Schools (CIS) support specialists . Marrio Jeter, a task force member and director of operations at CIS, said he wanted to see 25% of the low-performing schools become a “full-service community school model.”
“It is through the Department of Education . There's an incentivized pay scale for teachers. The school families receive services and case management supports. The parents of the students receive job training and wellness screenings,” Jeter said.
Other ideas were from Port City United’s Jarett Gattison asking for more community events. Barnett said adults need to have more interactions with kids out in the community. New Hanover County Commissioner Rob Zapple talked more about incentives for teachers in that they could “offer housing subsidies to teachers and staff.”
Cristen Williams of Coastal Horizons said that if the district wants to improve those low-performing schools they have to start with improving educators’ lives.
“And so we were talking about ACEs, we were talking about if we can see them, we can be them, but that also means having a healthy system of educators who have the capacity to reach kids in the way that they need to be reached, so understanding how we can keep kids the focus, but how can we engage kids by engaging grown-ups,” Williams said.
Whisnant said he wanted the task force to support funding universal pre-K and to “fund tools so that all third graders can read whether that's tutors, assistant teachers.”
Member Elizabeth Redenbaugh of Coastal Horizons, who is also a former New Hanover County School Board member, said that in order for the task force to be effective government officials have to be on board.
“We can have all the wonderful ideas in the world from this task force, but if we don't have our school board on with us, our county commissioners, our state representatives, etc., we're not going to get anywhere. So I think that has to be an integral part of what we do,” Redenbaugh said.
Next steps
By the next June meeting, Faison said it’s her hope that task force members have the results of a principal’s needs assessment, detailing what resources would help them the most.
The members also discussed who wasn’t at the “table” to help solve this problem — and whether they needed to add new representatives.
Faison also said she wants to invite different principals to attend these quarterly task force meetings so the members can hear various perspectives on the district’s schools.
They’ll also be re-examining the task force’s mission and vision statements. Some members said they wanted a more concise and pithier statement. One that, Whisnant said, a person could say to “someone in an elevator.”
As the first meeting ended, Walker summarized the main purpose of summoning the members to work on the 12 schools:
“This community [is] changing, but there are some things that just not have changed that need to absolutely change in order for our kids to do well. And I want to see them grow up and be able to get a job and have a life, do something for themselves, be productive members of our society.”
Low Performing Schools Improvement Plan , NHCS
Turnaround Task Force Data Presentation by Ben Schachtman on Scribd
Gov. Murphy issues order to create task force to address teacher shortage
4 minute read.
A task force will be set up to address the shortage of teachers in the state's K-12 public schools, as the problem continues to worsen in New Jersey and across the country.
Gov. Phil Murphy issued an executive order late last week to create the task force to “help the state address the challenges facing our educational workforce” and develop short- and long-term recommendations to increase the number of teachers.
Murphy made the announcement while speaking at the New Jersey Education Association convention in Atlantic City, an annual event hosted by the state’s largest teachers union, a major financial donor to the governor's campaigns.
The number of certified teachers working in New Jersey's public schools in 2019-2020 was about 98,000. In 2020-2021, that number dropped to 96,000, according to data published by the New Jersey Department of Education.
And there has been a decade-long drop in the number of students graduating with education degrees. In New Jersey, the number dropped by 49% between 2009 and 2018, according to a study released in March 2020 by New Jersey Policy Perspective. The main reason is a “teacher pay gap” — the argument that teachers aren’t paid commensurately with people in other professions who have a similar education, advocates said.
New Jersey began recording critical areas of teacher shortages with the federal government in 2004. The shortages have continued.
Shortages began in 2003 and occurred mostly in the state’s poorest districts. The federal government invites states to report teacher shortages for tracking purposes.
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The task force is critically needed, coming at a time when a lack of staff in some large urban districts may have “reached crisis proportions for students,” said Elizabeth Athos, attorney for educational equity at the Education Law Center, a group that advocates for the state’s poorest districts. These students are already in classes without certified teachers, and the districts have been “hemorrhaging teachers and other key staff,” said Athos.
Meanwhile, the state Department of Education is expected to deliver data for a report due in March that will project vacancies in the teacher workforce for the next three to five years, according to a law passed by the Murphy administration in January. The department did not respond to whether it is on track to deliver that data in time. The law requires the Executive Leadership Council of the New Jersey Education to Earnings Data System to provide six-month progress reports to state lawmakers.
The Education Law Center urged the Department of Education to “start collecting and publicly releasing data about staffing vacancies,” and asked the state to include members on the task force with expertise in the areas of special education and bilingual education, since those students are the most highly affected.
The 25-member task force will be chaired by Dennis Zeveloff, Murphy’s chief policy adviser. It will consist of six members from the state’s two teachers unions, four from the NJEA and two from the American Federation of Teachers, and three from the state's associations for superintendents and administrators.
Other lobbying and interest groups represented will be the state’s charter schools, school business officials, parent-teacher association, the Council of County Vocational-Technical Schools, the state Association of Colleges for Teacher Education and the New Jersey Association of State Colleges and Universities. A state senator and Assembly representative will also be on the task force.
Teacher shortages have historically affected school districts in the state’s lowest-income districts, growing worse during the pandemic. The problem has now spread to wealthier areas, a consequence of declining interest and enrollments in teacher preparation programs and stringent certification and state residency requirements, according to advocates.
Since the shortages are also a national problem, the federal government issued advisories encouraging states to use emergency COVID relief funds to hire school staff and teachers as a one-time measure.
Bilingual education teachers and teachers of English as a second language, foreign languages, mathematics, science and special education have had shortages in New Jersey since the early 2000s. Career and technical education teachers have been in short supply since 2020.
The state Legislature has passed bills to reduce certification costs and requirements and make it easier for college students to work as substitute teachers. A teacher residency bill that opens up opportunities for high school seniors to start working toward teacher certification passed the state Senate in 2021 but needs Assembly approval before it moves to Murphy’s desk.
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A bill to eliminate the Educative Teacher Performance Assessment, or edTPA, an expensive and cumbersome certification requirement, received a conditional veto from Murphy. The bill would shift the burden of certifying teachers from the state’s shoulders to the colleges that train them. Though the move was welcomed by interest groups and the NJEA, some said it came too late for the current school year. Teacher educators were lukewarm about the move, saying the conditional veto still created unnecessary pressure with added requirements for student teachers.
New Jersey’s 2023 budget did not allocate money specifically to address the teacher shortage, but it appropriated $550,000 for workforce diversity programs in K-12 schools and $750,000 to support programs for recruiting minority teachers in high-poverty school districts to better reflect the demographics of their students. The federal government allocated $600 million in new funds in June toward addressing the teacher shortage nationally
State postpones teacher training on African…
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Donald trump stored, showed off and refused to return classified documents, indictment says, news education, state postpones teacher training on african american history, upsetting some who feel ‘chilling effect’.
Florida postponed an African American history institute for public school teachers a week before its start next week, a move that upset long-standing members of the state’s African American history task force who fear it will add to the “angst” already felt about teaching the subject.
The decision to postpone the annual summer institute — a virtual teacher-training event more than 300 people registered to attend — came at a task force meeting Wednesday.
Six new task force members attending their first meeting voted for canceling the event next week and rescheduling it for later in the summer. The four long-standing members voted to hold the session June 14-15, as planned but were outnumbered. All 10 members are Black.
The new members, appointed by Education Commissioner Manny Diaz on May 11 , said they wanted the institute delayed until after the State Board of Education’s planned vote in July on new African American history standards.
The others said that was not necessary and that the department could provide information about the new standards at a later date. They argued that postponing the event on short notice would send a bad message to teachers.
They also questioned how and why six new members all came to their first meeting with the same view that the 2023 summer institute needed to be postponed. The board is subject to the state’s Sunshine Law, which prohibits members from discussing issues among themselves in private.
‘Angst’ about teaching subject
Teachers already feel “angst about teaching African and African-American history,” said Brenda Walker, an education professor at the University of South Florida who has been on the task force for years. “They’re talking about what’s happening in our state.”
Walker said the institute’s two-day program included “wonderful content” that would be helpful to teachers. “Canceling at this late date, I think would be detrimental,” she said.
Samuel Wright, a retired USF administrator, was more blunt. “I’m a little livid,” he said, noting he and others who planned to speak or attend the institute next week would not necessarily be available later in the summer and saying it was wrong to cancel a week before the event.
Later in the meeting, when it was clear the event would be postponed, Wright said: “I think this has been one of the most asinine discussions I’ve had in a long time as a professional.”
The new members said they did not talk about the issue ahead of time . But all thought the new standards should be part of the teacher training event. State Rep. Berny Jacques, a Republican from Pinellas County and newly appointed member, said he had conversations with education department staff and thought it would “be prudent” to delay.
The new standards aim to “strengthen” and “reinforce the teaching of the African American history” in Florida’s public schools, said John Duebel, the education department’s director of social studies, who ran the task force meeting.
Florida law for years required the teaching of African American history, but the new law (HB 551) passed this spring requires school districts to document their instruction plans to help make sure those lessons are being taught.
The agenda for next week’s event included sessions on the state standards and talks by education department staff. There were also sessions on “best practices” for teaching African American history, Black inventors, “the journey to Juneteenth: Contextualizing Emancipation for Students,” Black history sites in Florida and “What’s Right? What’s Wrong? What Can We Do? Voices from the Classroom.”
“We’re going to have to have some tough conversations and what’s going on and how it has chilled the teaching of African American and African history, and I’m really looking forward to those conversations and the institute,” Walker said as the meeting opened.
Previous controversies
The teaching of African American history has been a controversial topic in Florida in recent years.
Gov. Ron DeSantis earlier this year rejected the Advanced Placement African American studies course under development by the College Board and last year championed a law that bans critical race theory and limits some race-related lessons. Both were criticized as attempts to whitewash history.
The new law prompted th e Osceola County school district to cancel a teacher workshop on the civil rights movement and the Duval County school district to temporarily keep from library shelves books on baseball stars Roberto Clemente and Hank Aaron for fear they might violate the new rules.
In May the NAACP in May issued a travel advisory for Florida, criticizing the governor’s “aggressive attempts to erase Black history.”
State leaders say Florida supports the teaching of African American history, including tough subjects such as slavery, and objected only to “woke” topics in the AP course, such as “Black queer studies,” that they said pushed a left-leaning agenda.
“Part of the work of this task force is certainly going to be correcting some misinformation that is out there,” Duebel said.
Frances Presley Rice, a new member, agreed the institute should be postponed until the new standards were approved and all task force members could provide input.
Rice, co-founder of an African American history association and chair of the National Black Republican Association, wanted to make sure “truthful African American history” was taught and that “we can be a credible task force,” she said.
“I think it’s very important when we have the summer institute that the new standards be in place,” Rice said. “That will help address a lot of the misinformation that is out there that’s being pushed, unfortunately by the media, that the governor and the depart of education are somehow stifling the teaching of African American history and the teachers are being suppressed and that they cannot teach the truth about African American history.”
Glen Gilzean, who had been president of the Central Florida Urban League, was the first new member to suggest postponing the institute. He wrote an opinion piece for the Orlando Sentinel in February , defending DeSantis’ rejection of the AP course and praising the governor’s commitment to Black Floridians.
Gilzean on May 10 was named administrator of the Central Florida Tourism Oversight District, the DeSantis-appointed board that replaced Disney World’s Reedy Creek Improvement District amid the governor’s feud with Disney. Gilzean will make $400,000 a year.
‘We’ve always been credible’
Tracy Oliver, an assistant principal at a Duval County school who has been on the task force since 2015, said she was troubled by the push to postpone and offended by comments that suggested the task force’s work was unreliable.
The task force always followed state law and “worked diligently” to follow its mission of helping schools teach African American history.
“We’ve always been credible,” Oliver said.
“It’s bringing me pause that we’re getting new members, and now we’re being faced with postponing our institute,” she added. “We’ve been at this for a year, so absolutely we are very, very concerned, frankly offended, we’re getting newcomers and then they’re questioning the credibility of the institute.”
Rep. Kimberly Davis, D-Jacksonville, another new member, denied there was an orchestrated effort to postpone the event. “I haven’t talked to anybody. I haven’t gotten any instruction from anybody. There’s no conspiracy,” she said.
Donna Austin, another established task force member, urged the group not to postpone. “People are looking forward to this,” she said. “Let’s not validate the fear of the people by coming in and stopping the summer institute.”
New members wanted to postpone an event “that many of them have said they don’t know anything about it,” she said later in the meeting.
“I can’t even wrap my head around what you’re pausing,” said Austin, a former school guidance counselor who now runs an education consulting firm. “How did you guys come up with your decision to put it on pause? I don’t think you guys are supposed to meet as a group and decide about pausing this.”
The new members also include Torey Alston, a Broward County School Board member appointed by DeSantis last year to that position, and John Davis, secretary of the Florida Lottery, who was appointed to that position in 2020 by DeSantis.
Leslie Postal | Journalist
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Texas’ task force tackling teacher shortages expands … to include more teachers
The move follows widespread criticism that the group’s original makeup included mostly administrators..
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By Emily Donaldson
4:46 PM on Mar 15, 2022 CDT — Updated at 7:24 PM on Mar 15, 2022 CDT
Texas’ task force charged with developing solutions to address the state’s teacher shortage is expanding after criticism that only two classroom teachers were part of the original 28-person group.
The Texas Education Agency announced late Tuesday that the task force will add two dozen members so the group includes an “equal representation” of teachers and school administrators. The original appointments consisted of 26 administrators.
This move comes after the task force’s first meeting and widespread criticism from educator groups who felt like their voices weren’t being heard.
“We are extremely disappointed at the lack of representation of classroom teachers and campus-level educators on this committee,” said Shannon Holmes, the executive director of the Association of Texas Professional Educators, after the initial announcement.
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Zeph Capo, the president of Texas American Federation of Teachers, called the makeup of the original task force “disrespectful and degrading.”
Related: Gov. Greg Abbott asks for task force to address Texas’ teacher shortage
Meanwhile, Dallas ISD teacher Josue Torres will serve as the chair of the task force and the new group will be organized into several workgroups to address the different challenges contributing to the teacher shortages.
“It is imperative that we include the insights and recommendations of current classroom teachers as the task force works to identify strong recommendations that can address the staffing shortages facing school systems across Texas,” Education Commissioner Mike Morath said in a statement. “This expansion strengthens the Task Force and includes more perspectives as we work to find far-reaching solutions to these challenges.”
Gov. Greg Abbott called for the creation of the task force last week just days after Democratic challenger Beto O’Rourke outlined his own education policies at a Dallas town hall. O’Rourke had stressed the importance of teacher recruitment and retention.
Staff shortages have forced campuses to close for several school days throughout the pandemic and sent administrators subbing into the classrooms. School leaders have called for help for months.
In his letter to the Texas Education Agency, Abbott wrote that the task force “should investigate the challenges teacher vacancies are causing for school districts, explore best practices for addressing this shortage, and research the possibility for flexibility of certification, placement, and hiring.”
Abbott charged the task force with developing policy and regulatory solutions for the shortages.
Criticism of the initial appointments went beyond just teacher groups as educators expressed frustration across social media platforms.
“Teacher retention is a real and pressing problem for Texas schools,” said Texas PTA President Suzi Kennon in a statement posted to Twitter. “While we applaud Gov. Abbott for bringing light to this issue and suggesting an approach to help alleviate it, TEA’s task force should be more representative of those who are impacted most — teachers.”
The group will meet every other month for a year. The first meeting took place last week, although details of what was discussed were not shared publicly at the time.
The DMN Education Lab deepens the coverage and conversation about urgent education issues critical to the future of North Texas.
The DMN Education Lab is a community-funded journalism initiative, with support from The Beck Group, Bobby and Lottye Lyle, Communities Foundation of Texas, The Dallas Foundation, Dallas Regional Chamber, Deedie Rose, Garrett and Cecilia Boone, The Meadows Foundation, Solutions Journalism Network, Southern Methodist University and Todd A. Williams Family Foundation. The Dallas Morning News retains full editorial control of the Education Lab’s journalism.
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Emily Donaldson , staff writer . Emily is an education reporter for Education Lab at The Dallas Morning News.
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TEA Commissioner Morath explains latest decision to add 24 teachers to Teacher Vacancy Task Force
by: Maggie Glynn
Posted: Mar 16, 2022 / 03:57 PM CDT
Updated: Mar 16, 2022 / 08:02 PM CDT
AUSTIN (KXAN) — This week, the Texas Education Agency announced it will be adding 24 teachers to its Teacher Vacancy Task Force, which is aimed at addressing teacher shortages statewide.
When it was first established, the task force only had two teachers on its 28-member team.
At the time, teachers like Stephanie Soebe, a fourth-grade teacher in Round Rock, expressed disappointment with the imbalance of teachers versus administrators on the task force.
“I was kind of disappointed when I saw that. Teachers know about the reality of the classroom more than the superintendent,” Soebe said last week.
TEA Commissioner Mike Morath explained, though, teachers were always going to be part of the process, in the form of presenting to the task force. That changed after the first meeting.
“We have teachers that come in front of the task force and sort of opine on their experience,” Morath said. “But during the first deliberation meeting of the task force members, it became clear that rather than just have teachers present to the task force, and in fact, we have an independent teacher advisory group here as well.”
The goal of the task force is to improve both teacher retention and recruitment across the state coming out of the pandemic.
“What we’ve seen during the during the last 24 months is a notable increase in attrition rates. So teachers who are retiring effectively or teachers who are leaving the profession. The annual attrition rate is up about 1% from its historic average,” Morath explained.
In the 2020-21 school year, there were a total of about 370,000 teachers across Texas. That means an uptick of 1% leaving the profession would mean 3,700 more teachers are leaving the workforce annually compared to years past.
“Part of that can be explained right now, because the economy is fairly hot, but it’s also the disruption of the pandemic was difficult. I mean, last year, teachers were teaching roomies and Zoomies, as it were the kids in the classroom and kids that were remote, sometimes at the same time, and that is quite difficult,” Morath said.
The task force will spend 12 months examining what specific operational changes the state can recommend to improve the professional experience teachers have in Texas schools.
“What kind of first year experience do you need to have? What kind of preparation do you need to have to be successful? What are the specific duties and workload that happen each day to make sure that you have enough time to bring your ‘A’ game to your kids while you’re in front of them, but you also have time to sort of reflect, to think about what the kids will need tomorrow?” Morath said.
Lampasas ISD Superintendent Chane Rascoe, who is already on the task force, said he welcomes any hiring help his district can get.
“10 years ago, we would have candidates that would apply numerous candidates, probably 10-15 candidates that would apply for a given teaching position. With COVID, it’s gotten to the point now to where we simply just don’t have applicants to pick from,” Rascoe explained.
He said he’s glad the task force decided to add more teachers.
“It’s hard as an administrator, I’ve been a principal before and moved up to the superintendency. It’s hard to see a group of kids in a classroom that that is not taught by quality teacher, because you simply don’t have the supply that’s there. And as a system, we have to work to fix that issue. And I’m hoping that the work of this taskforce will be able to achieve that or at least make it better,” Rascoe said.
At the end of the 12-month period, the TEA will provide a summation of its findings and offer recommendations to lawmakers in time for the 88th Regular Legislative Session.
In the meantime, school districts can follow updates online.
“Between each meeting, we’ll be posting updates related to promising practices and other sort of best-practice policy approaches that have been gleaned from each task force meeting,” Morath said.
The TEA is currently in the process of accepting applications for the 24 new teacher spots.
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The International Task Force on Teachers for Education 2030, also known as the Teacher Task Force (TTF), is a unique partnership created in 2008 to advocate for teachers and the teaching profession around the world. It is dedicated to raising awareness, expanding knowledge and supporting countries towards achieving target 4.c of SDG 4.
Texas Schools Health, Safety, & Discipline Teacher Vacancy Task Force Overview Task Force Final Report The Teacher Vacancy Task Force's (TVTF) final report, Developing a Thriving Teacher Workforce in Texas, includes policy recommendations to address teacher vacancies throughout Texas.
For the last several months, the statewide Teacher Recruitment and Retention Task Force has been meeting, taking testimony from experts and the public, and studying South Carolina's educator shortage.. In total, the committee is now making 23 recommendations to address teacher recruitment and retention. "This was a significant investment of time, to make sure the recommendations in this ...
Task force members also want to better prepare educators through steps like improving mentor programs and eliminating the current requirement for would-be teachers to pass a basic skills ...
COLUMBIA, S.C. (WSPA) - A task force created last year to study the best ways to recruit and retain teachers in South Carolina has released its recommendations to state leaders. At the start of ...
The Task Force is comprised of teachers and school system leaders in public education hailing from a variety of districts and geographies, and serving student populations that are representative of the diversity of Texas.
The Teacher Task Force has been working in collaboration with the members of its network to provide resources for governments and the teaching community as part of the COVID-19 crisis, including a Call for Action on Teachers, Guidelines for policy-makers and a Toolkit for school leaders as part of back-to-school efforts.
Governor Greg Abbott today announced the release of the Final Report of the Teacher Vacancy Task Force that focuses on three primary areas of policy recommendations to address school district staffing challenges in Texas. Press Release. Feb 23. Governor Abbott, TxDOT Announce Record $100 Billion 10-Year Transportation Plan ...
The Teacher Vacancy Task Force is working to find teacher-shaped solutions to these challenges - blending a variety of perspectives and experiences from current classroom teachers and school administrators - into thoughtful policy recommendations and an innovative way forward that firmly supports the needs of our teachers.
o: 202-393-8637 | c: 607-280-6603 [email protected] WASHINGTON —The American Federation of Teachers convened a new national taskforce Thursday to tackle widespread educator and support staff shortages imperiling the future of public schools and public education.
Task Force. The truth is we call it a teacher shortage, but in reality, we have a shortage of respect for teachers and all school staff. We have a shortage of the professional working conditions teachers and school staff deserve, conditions that allow teachers and school staff to do their best for their students.
by The Educator 02 Jun 2020. New data released by UNESCO's Teacher Task Force shows that 9.1 million teachers across the world who have been impacted by coronavirus school closures (out of 63 million affected teachers in total) are untrained. This is only exacerbating the impact of the crisis as teachers are forced to adapt to remote learning.
The first task force meeting is Wednesday, April 5, 2023 at 4 p.m. at the State Capitol's second floor conference room. Please RSVP at [email protected]. The Educator Retention Task Force Members include: An educator from a Tribal community - Lynette Stant, Lead Teacher, Third Grade, Salt River Elementary School
School violence is a global epidemic that affects educators and school personnel in Pre-K through 12 grades. The American Psychological Association (APA) Task Force on Violence against Educators and School Personnel conducted a comprehensive assessment of nearly 15,000 teacher, school psychologist, school social worker, administrator, and staff perspectives of school violence during COVID-19 ...
Whisnant said he wanted the task force to support funding universal pre-K and to "fund tools so that all third graders can read whether that's tutors, assistant teachers." Member Elizabeth Redenbaugh of Coastal Horizons, who is also a former New Hanover County School Board member, said that in order for the task force to be effective ...
A task force will be set up to address the shortage of teachers in the state's K-12 public schools, as the problem continues to worsen in New Jersey and across the country. Gov. Phil Murphy issued ...
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A divided task force on African American history voted to postpone its annual summer institute for Florida teachers, scheduled for next week, after six new board members joined the group.
The Texas Education Agency announced late Tuesday that the task force will add two dozen members so the group includes an "equal representation" of teachers and school administrators. The...
The task force will spend 12 months examining what specific operational changes the state can recommend to improve the professional experience teachers have in Texas schools.
Six new task force members appointed by Florida Education Commissioner Manny Diaz voted to postpone an African American history teacher training event next week, overruling the four long-standing members who voted to hold the session. 10 Jun 2023 04:55:39