California’s Teacher Shortage and Diversity Problem: A Call to Action
For years, California has been grappling with a shortage of teachers that has been exacerbated by the ongoing pandemic. The state’s high-stakes teaching performance assessments (TPAs) have been identified as a key factor contributing to this shortage, along with the significant lack of teacher diversity. The use of TPAs such as the California Teaching Performance Assessment (CalTPA), the Educative Teacher Performance Assessment (edTPA), and the Reading Instruction Competency Assessment (RICA) have been highlighted as barriers preventing the resolution of these pressing issues.
Senate Bill 1263, introduced last year, was initially seen as a beacon of hope and a step in the right direction towards addressing these challenges. However, the bill has since been modified to keep TPAs intact and instead implement a review panel to oversee the assessments and make recommendations to the California Commission on Teacher Credentialing (CTC). This development has been met with disappointment by advocates at the California Alliance of Researchers for Equity in Education (CARE-ED) and the California Teachers Association (CTA).
While there are differing viewpoints on the effectiveness of TPAs, it is crucial to consider the perspectives of education researchers and teachers who are directly impacted by these assessments. The reality is that TPAs have become sources of stress and strain for student teachers, particularly those from disadvantaged or underrepresented backgrounds. These assessments have also been found to perpetuate racial disparities, systematically hindering candidates of color from obtaining certification.
In addition to the challenges posed by TPAs, the financial burden on student teachers is another significant concern. The costs associated with the TPA process, including fees for each cycle of assessment and additional exams such as the California Subject Examinations for Teachers (CSET) and the Reading Instruction Competence Assessment (RICA), can add up to a substantial amount. This financial strain, coupled with the demands of coursework and the responsibilities of leading a classroom, creates a significant barrier for aspiring teachers.
As interim dean of the school of education at Notre Dame de Namur University, providing support for student teachers is a top priority for Dr. Tseh-sien Kelly Vaughn. While the ideal scenario would be the passage of SB 1263 in its original form, advocating for fair representation on the proposed review panel is crucial. Ensuring that teacher educators and frontline teachers have a substantial voice in the assessment process is essential to addressing the teacher shortage and lack of diversity in California’s education system.
Moving forward, it is imperative that concrete support, both financial and educational, be provided to student teachers as they navigate the challenges posed by TPAs. By alleviating the financial burden and offering robust educational support, we can empower aspiring teachers to succeed in their training and ultimately contribute to a more diverse and qualified teaching workforce in California.
In conclusion, addressing California’s teacher shortage and diversity problem requires a comprehensive and collaborative effort from all stakeholders involved. By reevaluating the role of TPAs, providing adequate support for student teachers, and prioritizing fair representation in assessment processes, we can work towards a more inclusive and equitable education system in the state. It is time to take action and make meaningful changes that will benefit both aspiring teachers and the students they will serve.