Make The Most Of Job-embedded Teacher Preparation

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Make the most of job-embedded teacher preparation

A significant teacher shortage persists in K-12 education, with estimates of vacancies ranging from 36,000 to 52,000 across the United States (Nguyen et al., 2022). To tackle this issue many states have developed ways to boost the teacher supply, such as non-traditional licensure pathways. These pathways allow individuals to complete teaching certification outside of a traditional four-year undergraduate degree. In Tennessee, one type of non-traditional educator preparation program is a job-embedded program where candidates take coursework while working as a teacher of record, fully responsible for student learning (Tennessee Department of Education, 2023; Tooley, 2023). This allows teachers to start their educator preparation program and begin their teaching careers at the same time. For example, one middle school special education teacher with a background as

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References

Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3), 300-314.

Ginel, C. (2024). Job-embedded teachers’ perspectives on professional learning: A case study of job-embedded secondary teachers and their education leaders in a local Tennessee school district [Doctoral dissertation]. University of Virginia.

Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider, M., & Jacobus, M. (2010). Impacts of comprehensive teacher induction: Final results from a randomized controlled study. Institute of Education Sciences, U.S. Department of Education.

Ingersoll, R.M. (2001). Teacher turnover and teacher shortages: An organizational analysis. American Educational Research Journal, 38(3), 499-534.

Ingersoll, R.M. & Smith, T.M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), 28-40.

Ingersoll, R.M. & Strong, M. (2011). The impact of induction and mentoring programs for beginning teachers: A critical review of the research. Review of Educational Research, 81(2), 201-233.

Keese, J., Thompson, C.G., Waxman, H.C., McIntush, K., & Svajda-Hardy, M. (2023). A worthwhile endeavor? A meta-analysis of research on formalized novice teacher induction programs. Educational Research Review, 38, 100505.

Learning Forward. (2022). Standards for Professional Learning.

Mertens, D.M. & Wilson, A.T. (2019). Program evaluation theory and practice: A comprehensive guide (2nd ed.). Guilford Press.

Nguyen, T.D., Lam, C.B., & Bruno, P. (2022). Is there a national teacher shortage? A systematic examination of reports of teacher shortages in the United States (EdWorkingPaper, 22-631). Annenberg Institute at Brown University.

Opfer, V.D. & Pedder, D. (2011). Conceptualizing teacher professional learning. Review of Educational Research, 81(3), 376-407.

Tennessee Department of Education. (2023). Job-embedded vs. teacher apprentice pathways. tinyurl.com/bdeeyfyf

Tooley, M. (2023). National scan of pathways to becoming a first-time teacher. New America. tinyurl.com/mszj9yx7

Tournaki, N., Lyublinskaya, I., & Carolan, B.V. (2009). Pathways to teacher certification: Does it really matter when it comes to efficacy and effectiveness? Action in Teacher Education, 30(4), 96-109.

Wong, H. (2005). New teacher induction: The foundation for comprehensive, coherent, and sustained professional development. In H. Portner (Ed.), Teacher mentoring and induction: The state of the art and beyond (pp. 41-59). Corwin.

Catherine Ginel

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Dr. Ginel is a school administrator in Knox County Schools, Tennessee. She served for three years on the Tennessee Governor Haslam and Commissioner McQueen’s Teacher Cabinet, was an inaugural educator fellow with the Tennessee State Collaborative on Reforming Education (SCORE), and presented at the Learning Forward National Conference in 2023. She holds an Ed.D. from the University of Virginia, an Ed.S. from the University of Tennessee, and M.A.T. in Science Education and a B.A. in Biology from Boston University.