Maryland's Public System of Higher Education

The USM in 2010: 

Responding to the Challenges that Lie Ahead

K-12 Teacher Shortages

Within the next decade, Maryland's elementary and secondary schools will experience a record number of enrollments at the same time that more than half the teaching force becomes eligible for retirement.

Maryland faces a shortage of certified teachers. As described in "Demographic Changes" within the next decade, Maryland will experience record numbers of elementary, middle, and high school students. Unfortunately, this comes at the same time as accelerated teacher retirements and will result in teacher shortages over the next three years. Of the State's current 48,963 teachers, more than half (52%) will retire or be eligible to retire by 2003. Maryland colleges and universities currently graduate only 2,500 students from teacher preparation programs each year, 70% of whom come from USM institutions.

Of even greater concern than the overall numbers, however, are specific geographic and subject area shortages. Teacher shortages already exist in 20 of 24 Maryland counties (Kent, Caroline, Somerset, and Worcester being the exceptions), and are already acute in the following subject areas: career and technology education, computer science, English for speakers of other languages (ESOL), German, Spanish, mathematics, chemistry, earth/space science, physics, special education, and speech.

In addition, issues surrounding the sheer quantity of teachers must be carefully weighed against quality concerns and the drive to raise standards through content majors, Praxis examinations, and extended field experience. Because other higher paying and higher prestige careers often lure in our best and brightest students, the goal of increasing the quality of teachers naturally competes against the goal of producing more teacher candidates.

In addition, the diversity of the teaching force, ideally, should reflect the diversity of the student body. In Maryland, 44% of public school students are ethnic minorities, compared to only 23% of teachers. (Approximately 20% of Maryland teachers are African American, 2% are members of other ethnic groups, and the remaining 77% are White.)

The USM anticipates that new State supported scholarships and legislation approved by the Maryland General Assembly will help increase the number of students seeking degrees in teacher education, but additional measures are needed. For example, alternative, accelerated pathways to certification for career changes and others need to be explored, while at the same time ensuring that "fast tracking" certain groups doesn't lead to sacrifices in quality. Third party vendors (Sylvan learning, for example) are also beginning to offer alternative routes to certification, in collaboration with the Maryland State Department of Education. So far, 14 states have coherent alternative certification programs for rural and urban schools, high need geographic areas, and specific content areas (such as science and mathematics).

The most effective alternative certification programs include the following components:

• A strong academic coursework component.
• Intensive field-based programs allowing candidates to get into classrooms early in their training.
• A close association with qualified mentor teachers.
• A cohort structure facilitating mutual support among candidates.

Individuals entering teaching through alternative routes have higher retention rates than those entering teaching from traditional college-based programs. There are a number of reasons for this success. Teachers coming through alternative routes generally are older, more experienced, and have strong commitment to helping young people learn and develop. They are making a definitive decision to teach at this point in their lives. Moreover, alternative certification preparation provides intense field-based, "on-the-job" classroom training and instruction under the guidance of mentor or master teachers. Strong support is offered by college faculty, school teachers, and peers during the initial training period.

USM Response

USM institutions will:

• Increase the number of highly qualified teacher candidates who graduate from accredited programs, particularly in shortage areas.
• Demonstrate their commitment to educating, preparing, and retaining high quality teachers by ensuring that all faculty are supported and rewarded for work with K-12 schools and that arts and sciences faculty are rewarded for participation in high quality teacher education programs.
• Establish partnerships with K-12 schools and community colleges to recruit more high quality teacher candidates, to provide inservice opportunities, to assist local school systems with serious teacher shortages, and to help teachers gain certification in subject areas that are experiencing shortages through traditional and alternative pathways to certification.
• Work to align teacher education programs with community college programs to ensure seamless transition for teacher candidates. Currently, approximately half of USM teacher candidates, and close to 70% of minority candidates, enter our programs through community colleges.
• Support local school systems in the retention and professional development of current teachers.
• Design, develop, and support alternative pathways to bringing non-traditional candidates into teaching through programs designed to actively recruit liberal arts graduates and put them through school-based programs in collaboration with universities.