Across the country, teachers are leaving the classroom in droves for a variety of reasons. Low pay has long been lamented as one of the reasons, but there is more to it than this.
You don’t have to look too far to see headlines about educator shortages across the country. Michigan is no outlier. K-12 schools across the state are facing extreme staffing challenges. Research indicates that vacancies for teaching positions have nearly doubled and schools are seeing far fewer qualified applicants; these shortages are particularly pronounced in districts that serve historically marginalized student populations, like mine. At Detroit Academy of Arts and Sciences, our student population is 99% Black and a majority of our students come from low income homes. The need to recruit and retain high-impact teachers is real and it is urgent, because the stakes have never been higher: post-Covid achievement gaps are wide, chronic absenteeism is at an all-time-high, and youth mental health concerns are skyrocketing. As a former teacher and administrator, I bring a unique perspective to staff recruitment and retention because I’ve been in their shoes.
While the state of Michigan is taking important steps to address the critical educator shortage, including over $575 million towards programs focused on attracting, retaining, and training educators in Michigan schools, schools are still feeling the direct impact of the educator shortage on a daily basis. The investments being made now may have strong returns in the long run, but they do little to address the challenges we face in our schools today when we have an unexpected teaching vacancy in the middle of a school year and no qualified candidates in our applicant pool. Vacancies and turnover not only negatively impact student learning, but also affect student and staff culture and the flow of school operations. A substitute teacher doesn’t always know which exit they’re supposed to direct their class to use when there is a surprise fire drill. A new teacher starting the year in February is at a disadvantage when it comes to building relationships with their kids and setting the routines and procedures of the class. When one teacher leaves, it puts more stress on the shoulders of their (already stressed) teammates to carry the extra weight of their absence, creating a snowball effect.
Across the country, teachers are leaving the classroom in droves for a variety of reasons. Low pay has long been lamented as one of the reasons, but there is more to it than this. (After all, most teachers who enter the profession are aware of the salary expectations when they start out – this may help explain the lack of candidates entering the field but there is more to the equation explaining why teachers leave). During the 2023-24 school year, three educators from my district have left for roles in other districts, while five have left to pursue careers outside of the classroom. School administrators are working tirelessly to find new ways to ensure that teachers are feeling supported, but despite best efforts, morale feels low. Teaching is easily some of the most rewarding work that one could do, but it is also arguably the hardest.
As a part of this fellowship, I am seeking to research and implement creative new ways to make sure teachers feel supported in their roles, bringing greater satisfaction and sustainability to the teaching profession. How can innovative, strategic staffing solutions help us attract and keep the best teachers in the classroom?