CFEP and Keystone are working internally and with partners in states to advance conversations about two critical questions:
1) How can states elevate the teaching profession to recruit and retain great teachers who advance and improve outcomes for all kids?
2) What policy, system or practices best support these efforts and align state efforts with the needs of students?
To address these questions, we work with states and stakeholders to examine, develop recommendations and pilots to address challenges or opportunities in relevant policies, systems and workforce conditions. Our work with states is focused in three general areas:
While Education Preparation Programs (EPPs) continue efforts in states across the country to improve the classroom readiness of new teachers and schools and districts continue improving their support of new and veteran teachers alike, the teaching profession faces growing shortages. We partner with states and stakeholders to explore the policy, system, and institutional cultural conditions that affect the perception of the profession. Tailored to address the specific challenges and context in each state, our Elevating the Profession convenings are designed to help state leaders understand specific steps that can be taken to improve the perception of the teaching profession. Input is gathered from current and past educators, professionals in other fields, students, families, community and business leaders, and elected officials.
Many policies governing who trains teachers, how they do so and the requirements for licensure have remained largely unchanged as the teaching profession has evolved and new expectations are placed on educators. CFEP is continuing its work with several states and actively exploring opportunities to work with leaders in a number of others states to examine the need, opportunity, challenges and advantages of rethinking each system individually and as an integrated system.
While states take important steps to improve their systems of educator preparation, licensure and early career support, there is also opportunity and a growing need to examine career pathways, broader considerations for the teaching workforce and the role of teacher itself. We are excited to work with state leaders and stakeholders to examine and reconsider the structure and composition of the workforce itself. Unique to each state’s context and goals, this broader examination can include new pathways for paraprofessionals to become teachers, adjunct or part-time roles to provide opportunities for students to learn from those with expertise in areas like STEM, the arts and 21st century CTE skills or other new redesigns of the teaching role and workforce. A broad rethinking of the teaching profession can also empower school leaders to utilize a broader range of adults in the community who can contribute toward a child’s education.