Global Education
Teaching at the Right Level is a ‘smart buy’ for learning, but we need to rethink how we support teachers
In the wake of the pandemic, the supply of teachers into U.S. schools has emerged as a critical vulnerability, hampering schools’ ability to offer quality instruction and support learning recovery efforts. K-12 teaching positions in science, technology, engineering, and math (STEM subjects) continue to account for a disproportionate share of hard-to-staff positions, with national trendlines showing a quickly shrinking supply of newly certified teacher candidates in these fields over the past decade. The weak supply of teachers coincides with high expected growth in STEM fields and increasing demand for more STEM instruction to prepare students for 21st century occupations.
On May 8, the Brown Center on Education Policy at Brookings hosted a webinar on how leaders can navigate the competing pressures on the STEM teacher pipeline.
Viewers submitted questions for speakers by emailing [email protected] and via Twitter at @BrookingsGov by using #STEMteacherPipeline.
Agenda
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May 8
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Panel
Ann Cavallo Distinguished Research Professor of Science Education - University of Texas-Arlington
Talia Milgrom-Elcott Founder and Executive Director - Beyond100K
Tuan Nguyen Associate Professor, Department of Educational Leadership and Policy Analysis - University of Missouri
Iris R. Wagstaff STEM Program Director - The American Association for the Advancement of Science (AAAS)Moderator
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