California’s Teacher Shortage and Diversity Crisis: A Call for Action
The shortage of teachers in California has been a longstanding issue that has only been exacerbated by the challenges brought on by the pandemic. While there are various factors contributing to this shortage, one key barrier that stands out is the high-stakes teaching performance assessments (TPAs) required in the state. These assessments, such as the California Teaching Performance Assessment (CalTPA), the Educative Teacher Performance Assessment (edTPA), and the Reading Instruction Competency Assessment (RICA), have been identified as restrictive barriers preventing the state from addressing not only the teacher shortage but also the significant lack of diversity among educators.
The introduction of Senate Bill 1263 last year was seen as a glimmer of hope and a step in the right direction to address these issues. Initially, the bill aimed to eliminate the use of TPAs in California, a move that was strongly supported by organizations such as the California Alliance of Researchers for Equity in Education (CARE-ED) and the California Teachers Association (CTA). However, the bill has since been modified to retain TPAs but establish a review panel to oversee the assessments and provide recommendations to the California Commission on Teacher Credentialing (CTC), the agency responsible for overseeing TPAs.
This modification has been met with disappointment by CARE-ED and the CTA, as it falls short of addressing the fundamental issues posed by TPAs. While there are differing perspectives on the effectiveness of TPAs, it is crucial to consider the insights of education researchers and practicing teachers who have firsthand experience with the impact of these assessments on classroom pedagogy.
In theory, TPAs are designed to evaluate the knowledge, skills, and readiness of teachers and predict their effectiveness in the classroom. They are also intended to serve as a learning tool by providing feedback to student teachers on their performance. However, in practice, TPAs often create significant stress and burden on student teachers, particularly those from disadvantaged or underrepresented backgrounds who are already facing numerous challenges.
Recent research by CARE-ED has revealed consistent racial disparities in the pass rates of TPAs among different demographic groups. This highlights how TPAs can act as barriers for candidates of color, including Black, Hispanic, Native American, Pacific Islander, and Southeast Asian individuals, hindering their path to certification and exacerbating the lack of diversity in the teaching workforce.
Moreover, the financial costs associated with TPAs further compound the challenges faced by student teachers. While these fees were temporarily waived during the pandemic, they have since been reinstated, adding to the financial burden on aspiring educators. The cost of completing TPAs, which includes multiple cycles and additional assessments such as the California Subject Examinations for Teachers (CSET) and the Reading Instruction Competence Assessment (RICA), can create significant financial strain for student teachers already struggling to meet educational expenses.
In addition to the financial costs, student teachers also grapple with the lack of support from teacher preparation programs and government entities, further intensifying the challenges they face. As interim dean of the school of education at Notre Dame de Namur University, addressing these issues is a top priority for me. Providing financial assistance and educational support to student teachers navigating the TPA process is essential in easing their burden and ensuring their success.
Moving forward, it is crucial to consider the original intent of SB 1263 and the need for reform in the TPA process. While the establishment of a review panel may offer some oversight, it is imperative that this panel includes fair representation from teacher educators and practicing teachers who can provide valuable insights on the impact of TPAs on the teaching profession. Without adequate representation and meaningful reform, there is a risk of missing a critical opportunity to address California’s teacher shortage and lack of diversity in a meaningful way.
As we look towards the future of education in California, it is essential to prioritize the needs of student teachers and aspiring educators, ensuring they have the support and resources necessary to succeed in their chosen profession. By working together to address the challenges posed by TPAs and promote diversity in the teaching workforce, we can create a more equitable and inclusive education system for all students.
