Addressing Teacher Shortages in Urban Schools through Partnerships
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| Title: | Addressing Teacher Shortages in Urban Schools through Partnerships |
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| Language: | English |
| Authors: | Mary E. Little, Bridget Williams |
| Source: | Journal of Urban Learning, Teaching, and Research. Dec 2024. |
| Availability: | AERA SIG: Urban Learning, Teaching, and Research. Tel: 323-343-4393; Web site: https://jultr.online/about |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Teacher Shortage, Urban Schools, Partnerships in Education, School Districts, Teacher Education Programs, Faculty Development, Coaching (Performance), Mentors, Disadvantaged Schools, College School Cooperation, College Faculty, Elementary Secondary Education, Preservice Teachers, Teacher Supervision, Teacher Recruitment, Teacher Orientation, Program Development |
| ISSN: | 1946-2077 2766-497X |
| Abstract: | Partnerships among professionals within urban school districts and teacher preparation programs are necessary to address teacher shortages through innovative and sustained professional learning from initial clinical experiences through induction (Yendol-Hoppey & Hoppey, 2018). A collaborative model of teacher preparation was envisioned and implemented by faculty and administrators in a large, urban school district to address teacher shortages through continued professional learning, coaching, mentoring, and supports within High Need Schools (HNS). The focus of this manuscript describes an enhanced partnership model and specific programmatic components of a reconceptualized continuum of professional learning and roles by university faculty, supervising teachers, and preservice teachers. Specific impacts from program implementation are shared. Lastly, considerations for enhancement and sustainability of the innovative model are described. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1457741 |
| Database: | ERIC |
| Abstract: | Partnerships among professionals within urban school districts and teacher preparation programs are necessary to address teacher shortages through innovative and sustained professional learning from initial clinical experiences through induction (Yendol-Hoppey & Hoppey, 2018). A collaborative model of teacher preparation was envisioned and implemented by faculty and administrators in a large, urban school district to address teacher shortages through continued professional learning, coaching, mentoring, and supports within High Need Schools (HNS). The focus of this manuscript describes an enhanced partnership model and specific programmatic components of a reconceptualized continuum of professional learning and roles by university faculty, supervising teachers, and preservice teachers. Specific impacts from program implementation are shared. Lastly, considerations for enhancement and sustainability of the innovative model are described. |
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| ISSN: | 1946-2077 2766-497X |
