Oct. 1, Stephanie Knight, dean of the Simmons School of Education and Human Development at SMU Dallas along with Amy Richardson, director of Educator Preparation and Scholarship of Teaching at SMU Simmons, for a piece advocating Texas school districts should aim to certify new teachers and thereby contribute to a long-term solution to our teacher shortage. Published in the Dallas Morning News under the heading The right partnerships for teacher certifications lead to better outcomes: https://tinyurl.com/4fvmmudj
Recently, former Mesquite ISD superintendent David Vroonland highlighted in The Dallas Morning News the importance of quality Texas teachers for our future and economy, and the critical need to get all of our classroom leaders certified. In Texas, 34% of teachers hired in 2023 were not certified.
Uncertified teachers have missed out on the rigors and additional training covered during the one- to two-year certification process. For this reason, they are at a high risk of quickly burning out and dropping out of the profession.
The Texas Education Agency data shows that “hiring noncertified individuals contributes to retention challenges with only 37% of uncertified teachers still working in public education after five years.”
Alternative programs such as SMU’s with Teach For America also address teacher shortage
By Stephanie Knight and Amy Richardson
Recently, former Mesquite ISD superintendent David Vroonland highlighted in The Dallas Morning News the importance of quality Texas teachers for our future and economy, and the critical need to get all of our classroom leaders certified. In Texas, 34% of teachers hired in 2023 were not certified.
Uncertified teachers have missed out on the rigors and additional training covered during the one- to two-year certification process. For this reason, they are at a high risk of quickly burning out and dropping out of the profession.
The Texas Education Agency data shows that “hiring noncertified individuals contributes to retention challenges with only 37% of uncertified teachers still working in public education after five years.”
It will take creative partnerships to address the teacher certification problem. One way that Southern Methodist University attempts to solve this is through our partnership with Teach For America. For the past 10 years, the SMU Simmons School of Education and Human Development has been the certification partner for Teach For America in Dallas and Fort Worth and has committed to expand to two other major metropolitan areas in Texas.
Although criticism of high TFA teacher turnover is a common refrain, a recent study determined that 88% of TFA teachers continue after their first year compared to 82% of non-TFA and perform as well or better than non-TFA teachers in that first year.
The study, which appeared in a recent article in Education Next, concluded that while TFA teachers leave at a higher percentage in years 3-5 than their non-TFA counterparts, they improve at double the rate. The authors of that study conclude that despite the lower retention in five years, overall achievement of students will be higher if districts replace TFA teachers who leave with new TFA teachers. And an added benefit is that those who leave often take jobs in education at a higher level and/or create high-performing charter schools.
We understand the staffing pressures prompting Texas school districts to waive certification requirements, but our research and experience at SMU Simmons informs us that many of these new educators parachute into classroom settings without the benefit of mentors or adequate support. These new, uncertified teachers face overwhelming challenges. Even though they have bachelor’s degrees, some from top institutions, these new hires are not prepared for the complexities of the classroom. Though they may be experts in their subject matter, there are too many other areas of knowledge necessary to be successful.
Studies show that students suffer when poorly supported, uncertified teachers are employed. That is especially true for students with disabilities and language challenges. Students can lose up to four months of learning when their teacher has not undergone the proper training or certification process, studies show.
So, moving forward, how do we address the dual problems of teacher shortages and the stop-gap solution of installing uncertified teachers?
Many alternative certification programs have become available to people with a bachelor’s degree who wish to become teachers. But many of these programs have not performed well and students are at risk of falling even further behind with these teachers.
We have committed to a partnership with TFA because we believe that together we can provide the best and most affordable alternative certification, and this partnership will produce teachers who will embrace the profession in the long run.
In addition, our recent research demonstrates several advantages by using TFA-affiliated teachers:
- Students were as likely as, or more likely to pass the STAAR assessment than students of non-TFA-affiliated teachers.
- Students of TFA-affiliated teachers receive the overall greatest benefit in the high school-tested subjects.
- Studies show TFA-trained teachers get better results with students of color and those with limited English proficiency.
Over the past five years, 358 of the Teach For America members who have engaged in the SMU Teacher Preparation Program have earned a standard teacher certificate. In addition, SMU Simmons has provided 75% of our TFA alumni the opportunity to complete a master’s degree at the TFA reduced rate, increasing the amount of time they stay in the classroom and adding to their expertise. This helps Texas chip away at our teacher shortage and up the certification percentage.
The Texas Education Agency needs to hold both alternative and traditional certification programs to the same set of standards, and incentivize partnerships between school districts and quality alternative certification programs, including universities.
For this process to be successful, teachers also need to be given financial support while they obtain certification.
We applaud other universities around the state who offer quality certification programs.
The more schools and districts who get behind programs like TFA, the more quickly Texas will make progress on its teacher shortage.
Texas Legislators need to understand that more — not less — funding and support going toward the certification of teachers is the ultimate solution. It is essential for today’s students to receive the best education possible from qualified teachers in the classroom. A solution must be found for this big and growing problem that can impact Texas for years to come.
Stephanie Knight is the dean of the Simmons School of Education and Human Development at Southern Methodist University. Amy Richardson, who contributed information for this piece, is director of Educator Preparation and Scholarship of Teaching at SMU Simmons.