Building a Diverse Teacher Workforce: The Power of Wonky Policy Tools
As a former teacher, I am still grappling with the realization that I may not have done enough for my students during my brief time in the classroom. After completing two years as an intern and obtaining a preliminary credential, I felt prepared to lead my sixth-grade class. However, due to declining enrollment at the Los Angeles Unified School District (LAUSD), I was abruptly reassigned to an eighth-grade class. Just like my students, I felt out of place and uncertain in this new setting. Despite my dedication and hard work, I often reflect on a student named Luis, a bright young man who struggled with reading but grasped complex concepts with ease.
Both Luis and I put in tremendous effort, but we lacked the necessary support to truly thrive. As we approached the end of the school year and Luis’ eighth-grade promotion, I found myself waking up at 3 a.m. daily, desperately trying to devise a plan to reach him before time ran out. Unfortunately, the impact of a recession began to reverberate through our city, state, and nation, leading to widespread job cuts, including in the education sector. Faced with other opportunities, I made the difficult decision to leave teaching behind.
Now, nearly two decades later, I work as an advocate dedicated to improving student learning outcomes and enhancing teacher working conditions. Despite ongoing challenges such as economic instability, declining enrollment, and teacher shortages exacerbated by the COVID-19 pandemic, there is one game-changing tool that has emerged – the Teaching Assignment Monitoring Outcomes (TAMO) data set. This tool provides valuable insights into student access to appropriately assigned and fully credentialed teachers, highlighting areas where greater focus and investment in teacher recruitment and retention are needed.
The most recent TAMO data, now available on DataQuest, revealed that 83% of the state’s teachers are fully prepared. While this is a promising statistic, it also means that approximately 1 in 7 classes are taught by teachers who are not fully credentialed or properly assigned. Moreover, a deeper analysis of the data within and across districts is essential to ensure equitable access to qualified teachers for all students, particularly those from low-income backgrounds, students of color, English learners, and other underserved student populations.
One impactful tool that has emerged from this data is the TAMO Data Dashboard developed by The Education Trust–West (Ed Trust-West). This dashboard sheds light on disparities within districts, revealing that schools with higher percentages of students of color and low-income students tend to have limited access to fully prepared and properly assigned teachers. Conversely, schools with a higher proportion of high-need students often benefit from greater access to qualified educators. By leveraging this data, we can identify successful policies and practices that effectively recruit and retain fully prepared teachers in diverse school settings.
While statewide data tools like TAMO are invaluable, districts also have their own systems in place to monitor teacher hiring, retention, and vacancies. Publicly accessible teacher data systems, such as the one implemented by Oakland Unified School District, are crucial for ensuring that schools are adequately staffed with qualified educators. Oakland’s public dashboard tracks teacher retention data disaggregated by race and ethnicity, offering valuable insights into potential systemic issues affecting teacher working conditions. By addressing teacher stress and providing targeted support to new educators early on, schools can prevent burnout and retain talented staff members.
District, county, and state leaders who leverage data to identify and address teacher workforce challenges are better equipped to devise effective solutions. Initiatives like the California Educator Diversity Roadmap provide a roadmap for promoting diversity and equity within the teaching profession, ultimately benefiting students and communities at large.
As someone who once stood in front of a classroom filled with eager young minds, I understand the profound impact that teachers have on individual lives and society as a whole. It is imperative that we prioritize and invest in our teachers, ensuring they have the support and resources needed to help students reach their full potential.
While my own teaching journey may have been cut short, I am encouraged by the progress we have made in leveraging data and policy tools to build a more diverse and effective teacher workforce. With the right strategies in place, we can empower teachers like Luis and ensure they have the resources and support they need to succeed. Let us continue to harness the power of data and take meaningful action to create a brighter future for our students and educators alike.