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Rethinking Teacher Preparation: Empowering Local Schools to Solve California’s Teacher Shortage and Better Develop Teachers

Sara Mead, Chad Aldeman, Carolyn Chuong, and Julie Obbard

After years of cuts to the teaching workforce, California districts are beginning to hire again. This positive change is offset, however, by the fact that teacher preparation programs are producing fewer graduates than the state’s schools and districts want to hire. As a growing number of districts face teacher shortages, or the prospect of them, California needs new strategies to improve both the supply and the quality of new teachers prepared in the state.

California lacks a coherent strategy to grow the supply of high-quality teachers. A variety of organizations have identified weaknesses in the state’s teacher preparation programs and policies, but many of their recommendations would impose new requirements that lack research support and could further reduce the number and diversity of teacher candidates. The Commission on Teacher Credentialing, which oversees teacher preparation, is initiating reforms designed to reduce the focus on inputs in teacher preparation and increase attention to outcomes—but they may not go far enough. And none of these proposals would address the state’s most fundamental teacher preparation problems: a highly fragmented approach to preparation and an excessive focus on credential type, rather than on actual classroom effectiveness, as the sole measure of teacher quality.

Improving the quality of teacher preparation in California will require a profound shift in the way that key players in the system—districts and charter schools, preparation programs, state regulators, and candidates themselves—think about their roles in teacher hiring and recruitment. Districts and charter schools need to take on a greater role in cultivating their own teacher supply. Preparation programs need to reframe the focus of their work around meeting the needs of K-12 schools and candidates—the consumers of teacher preparation. This will require both a wider variety of preparation programs and real, robust local partnerships between districts or charter schools and the programs that prepare their teachers. State policies can encourage and support these partnerships, while also providing greater flexibility for them to customize preparation to candidate and local needs.

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Leslie Kan
Chad Aldeman

In terms of retirement benefits, now is the worst time in at least three decades to become a teacher. After years of expansion, a number of states enacted legislation cutting benefits for workers in response to financial pressures.


We are happy to launch Ahead of the Heard, the team blog of Bellwether Education Partners!

Ahead of the Heard will be a regular home for commentary, analysis, and original insights from our team. We are confident that the education policy debate will benefit from the voices and perspectives of our staff.