ERIC Number: ED663661
Record Type: Non-Journal
Publication Date: 2024-Nov
Pages: 62
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Pathways to the Teaching Profession: Teaching Assistants' and Substitute Teachers' Transitions into the Teacher Workforce. EdWorkingPaper No. 24-1089
Hannah C. Kistler; Bila Djamaoeddin; Kate Donohue; John P. Papay; Nathaniel L. Schwartz
Annenberg Institute for School Reform at Brown University
Teacher shortages and lack of teacher diversity have led to growing efforts nationally to recruit teaching assistants (TAs) to be classroom teachers. Substitute teachers are not typically considered in these efforts. We pair longitudinal administrative data from a mid-sized urban district with survey follow-up to address how TAs and substitute teachers contribute to filling staffing shortages and diversifying the teacher workforce. While substitute teachers are rarely included in formal Grow-Your-Own efforts, they bring racial and ethnic diversity to the district in similar ways to TAs yet face fewer barriers to becoming classroom teachers. As a result, they do so at much higher rates and help prevent vacancies in hard-to-staff classrooms.
Descriptors: Teaching Assistants, Substitute Teachers, Teacher Shortage, Teacher Recruitment, Elementary Secondary Education, Diversity (Faculty), Longitudinal Studies, Career Pathways
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Grant or Contract Numbers: N/A