COVID-19 and the K-12 Teacher Workforce: Seizing the Moment to Reimagine Education Proceedings of a Workshop–in Brief (2021) / Chapter Skim
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COVID-19 and the K12 Teacher Workforce: Seizing the Moment to Reimagine Education: Proceedings of a Workshop - in Brief
COVID-19 and the K12 Teacher Workforce: Seizing the Moment to Reimagine Education: Proceedings of a Workshop - in Brief
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opened the meeting by presenting its goals: hearing the experiences of teachers and principals, sharing new research conducted during the pandemic, and providing a forum for considering how both the pandemic and the movement for racial justice may alter priorities for education research and practice moving forward. In her introduction to the keynote presentation, Keisha Scarlett (Seattle Public Schools, planning committee member)
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Following the keynote address, the first workshop session featured two practitioners and three researchers who examined and described the experiences of teachers over the past year, including how teachers pivoted to remote learning and then back to in-person learning, how teachers adapted curricula and instruction in response to world events, and how these experiences varied by context and groups of teachers. PRACTICE Alexis Miller (Southridge Elementary School, Lewisville, TX)
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, it is necessary to understand their experiences of the pandemic. Kraft told participants about research he and colleagues conducted that leveraged large-scale survey data to examine the challenges that emergency remote teaching presented for teachers and the role of their working conditions in supporting their efforts.2 Teachers reported a number of challenges that arose during the spring of 2020, when school buildings closed abruptly and teachers pivoted to emergency remote teaching, said Kraft.
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Kraft attributed this turnover to a number of factors, including the fact that teachers of color disproportionately teach in the highest-need schools, carry higher debt loads, are more likely to enter with alternative routes of preparation, are less likely to have the opportunity for mentorship, and may experience a hostile race environment and microaggressions. Teachers of color can experience social-emotional challenges due to racially hostile environments; Bristol said that Black male teachers interviewed during the past year reported feeling alienated because of the anti-Black racist beliefs of their colleagues.
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at such high rates." Students of color will not seek teaching as a profession if they view schools as a "place of anxiety," she said. THE TEACHER WORKFORCE Jason Grissom (Vanderbilt University, planning committee member)
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We now have an opportunity to transform schooling, said Brown, and our action or inaction will impact whether or not we create conditions to "recruit and retain the most passionate, knowledgeable, and prepared teachers for responsive and just schooling." THE ROLE OF PRESERVICE TEACHER EDUCATION According to Susan Gomez-Zwiep (BSCS Science Learning, planning committee member) , the goal of this session was to look at how the events of the past year impacted teacher education programs and to examine the capacity of these programs to recruit and retain a diverse pool of prospective teachers, prepare teachers to work with a diverse student population, and equip teachers to work for equity and social justice.
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She added that to recruit and support a diverse student body, it is necessary to recruit and support diverse teacher education faculty so that "our colleges of education are actually taught by people who look like the students." PROFESSIONAL DEVELOPMENT AND WORKPLACE SUPPORTS John Papay (Brown University, planning committee member) , stated that the 2020 National Academies' report noted that teachers will require "substantial changes to what they do on a daily basis if they are to respond productively to .
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" ClimeTime is an initiative in Washington State that focuses on teacher professional development and links science learning standards with climate science education, said Ellen Ebert (Washington Office of Superintendent of Public Instruction)
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We must use this chance, and if we don't, then we have missed the one opportunity that we were given over this last year." POLICY AND LEADERSHIP RESPONSES AND INITIATIVES Tiffany Neill (Oklahoma State Department of Education, planning committee member) identified policy changes that have impacted the teacher workforce over the last 20 years, including No Child Left Behind, Race to the Top, and the Every Student Succeeds Act.
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The American Federation of Teachers provided resources and support in these areas by facilitating peer-to-peer professional learning, holding a virtual conference, and developing a train-thetrainer professional learning program in racial literacy. In addition, there was a newfound emphasis on SEL in response to teachers' concerns about the health and well-being of their students and themselves, said Ucelli-Kashap.
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This dual pandemic has brought attention to systemic racism and inequities and has emphasized the importance of schools and teachers, said Erica Turner (University of Wisconsin–Madison, planning committee member)
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The planning committee was responsible only for organizing the public session, identifying the topics, and choosing speakers. REVIEWERS: To ensure that it meets institutional standards for quality and objectivity, this Proceedings of a Workshop -- in Brief was reviewed by Kara J
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