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Project Information

Project Information


Understanding the Changing Structure of the K-12 Teacher Workforce


Project Scope:

An ad hoc committee under the auspices of BHEW and BOSE will conduct a 15-month fast-track study of the changing structure of the K-12 teacher workforce and the implications of such change for teacher pre-service and in-service education.   The study will examine a number of issues within three research questions: • The Landscape of K-12 Education: How has the demographics of the K-12 teacher workforce changed over the past 10-20 years?  How have the expectations of K-12 education shifted, in terms of the knowledge and skills students are expected to develop, and how are those changes reflected in the expectations of teachers and school leaders? What do the current workforce demographics and current and expectations of the teacher workforce suggest about how the future workforce will change? 
• The Implications of the Changing Landscape for Pre-Service and In-Service Teacher Education: What does the changing nature of the teacher workforce mean for the way higher education and other providers address K-12 teacher pre-service and in-service education? These changes may include the effects of requirements and credentials for teachers, teacher evaluation, incentive and salary structures, teacher mobility, teacher career structures, demographic composition, recruitment and retention, and the effect of education standards.   • Taking Teacher Education Programs and Practices to Scale:  In light of the current and anticipated structural changes in the teacher workforce, how can effective models, programs, and practices for teacher education (including principles from deeper learning) be sustained and expanded? 


Status: Current

PIN: PGA-BHEW-18-05

Project Duration (months): 15 month(s)

RSO: Scherer, Layne

Topic(s):

Education
Industry and Labor
Policy for Science and Technology



Geographic Focus:
North America

Committee Membership

Committee Post Date: 04/18/2018

Robert E. Floden - (Chair)
Robert E. Floden, Ph.D., is Dean of the College of Education and Distinguished Professor at Michigan State University. Dean Floden is also a University Distinguished Professor of teacher education, measurement and quantitative methods, mathematics education, educational psychology and educational policy. He has studied teacher education and other influences on teaching and learning, including work on the cultures of teaching, teacher development, the character and effects of teacher education and how policy is linked to classroom practice. He is a member of the National Academy of Education, for which he serves as Secretary-Treasurer. He is co-editor of the Journal of Teacher Education and serves on the Board of Directors for the American Association of Colleges for Teacher Education. Dr. Floden received both his MS (1976) in Statistics from Stanford University and PhD (1979) in Philosophy of Education from Stanford University.
Anne M. Bergen
Anne Marie Bergen is a science teaching specialist at Cal Poly State University in San Luis Obispo, California, where she educates the next generation of STEM teachers using the experience she gained during a 23-year career as an elementary school science instructor. She has won several awards for her skill in the classroom, including the California Teacher of the Year award, the Amgen Award for Science Teaching Excellence, and the Presidential Award for Excellence in Science and Math.
Malcolm Butler
Malcolm Butler, Ph.D., is Professor of Science Education and Program Coordinator at the School of Teaching, Learning, and Leadership at the University of Central Florida. Dr. Butler is a professor and coordinator of the masters programs in secondary science education (MAT and MEd). He has taught and learned mathematics and science from elementary, middle and high school students. Dr. Butler earned a BS in Physics from Southern University in Baton Rouge in 1989; a M.Ed in 1991 from the University of Florida, and his PhD (1995) in Curriculum and Instruction with an emphasis in Science Education from the University of Florida.
Marcy G. Davis
Marcy Garza Davis has worked in education more than 20 years and has spent 12 of those years as a school administrator. She is currently the Principal at John F. Kennedy Elementary School in West Oso Independent School District in Corpus Christi, Texas. Garza Davis earned her B.A. and M.S. at Texas A&M University, Corpus Christi, and was a student of the same pre-service teaching program she currently hosts on her campus. As a result of her outstanding work serving students, teachers, and her community, West Oso ISD has nominated Ms. Davis for the 2019 HEB Excellence in Education Award, a prestigious award in Texas that celebrates and provides remunerations to the award recipient.
Dan Goldhaber
Dan Goldhaber, Ph.D. is a Vice President and Director of Analysis of Longitudinal Data in Education Research at the American Institutes for Research. He is also a professor in Interdisciplinary Arts and Sciences at the University of Washington Bothell, the director of the Center for Education Data & Research, and the co-editor of Education Finance and Policy. Dr. Goldhaber's work focuses on issues of educational productivity and reform at the K-12 level; the broad array of human capital policies that influence the composition, distribution, and quality of teachers in the workforce; and connections between students' K-12 experiences and postsecondary outcomes. His previous work has covered topics such as the relative efficiency of public and private schools, and the effects of accountability systems and market competition on K-12 schooling. Dr. Goldhaber received in Ph.D. in Labor Economics from Cornell University (1994).
Susan Gomez-Zwiep
Susan Gomez-Zwiep, Ph.D., is Professor of Science Technology at California State University, Long Beach. She is also a Regional Director for the K-12 Alliance in the Southern California area. Dr. Gomez-Zwiep consistently works toward establishing equitable access for all students to rigorous, inquiry-based science instruction and supporting teachers in their journey to become advocates for students, science education, and their own professional development. She has developed professional development programs for both K-12 teachers and university faculty around teaching and assessment. Dr. Gomez-Zwiep has a passion for science, science teaching and science learners of all ages. She earned her Ph.D. in science education from University of Southern California in 2005.


Jason Grissom
Jason Grissom, Ph.D., is Associate Professor at Vanderbilt University. Dr. Grissom's research uses large data sets and draws on the perspectives of political science, public administration, and economics to study the governance of K-12 education, including both its leadership/management and political dimensions. He is particularly interested in identifying the impacts of school and district leaders on teacher and student outcomes and has conducted research on principal effectiveness, human capital decision-making in schools, school board governance, and turnover among teachers, principals, and superintendents. He has also published a stream of articles on the implications of the race and gender composition of the public education workforce and the public bureaucracy more generally for the distribution of resources and outcomes among diverse groups. Dr. Grissom received his Ph.D. in Political Science from Stanford University (2007).
Anna-Lise Halvorsen
Anne-Lise Halvorsen is an Associate Professor in the Department of Teacher Education and Ph.D. Coordinator of the Curriculum, Instruction, and Teacher Education Program at Michigan State University. Her research interests are elementary social studies education, historical inquiry, project-based learning, the history of education, the integration of social studies and literacy, and teacher preparation in the social studies. She is the co-author of Reasoning with Democratic Values: Ethical Issues in American History (Teachers College Press, 2018) and the author of A History of Elementary Social Studies: Romance and Reality (Peter Lang, 2013). Her work has been published in Journal of Curriculum Studies, Teachers College Record, Theory and Research in Social Education, Social Education, and Social Studies and the Young Learner and has been funded by the George Lucas Educational Foundation, the Michigan Department of Education, and the Spencer Foundation. Anne-Lise was awarded the Michigan Council for the Social Studies College Educator of the Year in 2017. She is a former kindergarten teacher and a former curriculum writer for the State of Michigan.
Kara Jackson
Kara Jackson, Ph.D., is Associate Professor at the University of Washington. Her work as a mathematics educator is principally concerned with understanding how to improve mathematics teaching and learning – especially in the middle-grades – to support youth from historically underserved communities to participate substantially in and identify with academically rigorous mathematics. She attends to both what is necessary on the part of classroom teaching and how teachers can be supported to develop such forms of practice. Dr. Jackson earned her Ph.D. in Education, Culture, and Society; University of Pennsylvania Graduate School of Education (2007).
Bruce Johnson
Bruce Johnson, Ph.D,, is Professor of Environmental Learning and Science Education in the department of Teaching, Learning and Sociocultural Studies, Dean of the College of Education, and the Paul L. Lindsey and Kathy J. Alexander Chair at the University of Arizona. He was previously an elementary and middle school teacher in Arizona and New Mexico and director of outdoor schools in New Mexico and Australia. Dr. Johnson’s research includes the teaching and learning of ecological concepts, development of environmental values/attitudes and actions, and curriculum development, and teacher preparation and development. Dr. Johnson teaches in graduate programs in environmental learning and science education and also teaches courses in research design and elementary science methods. Dr. Johnson has a MS in Environmental Education from George Williams College and a BS in Elementary Education from Northern Arizona University, and a PhD (1998) in Educational Psychology with a minor in Science Education from the University of New Mexico.
Deena Khalil
Deena Khalil, Ph.D., is Associate Professor or Mathematics Education at Howard University. Deena Khalil is an assistant professor at Howard University School of Education. She completed her doctoral studies in Urban Systems with a focus on education policy and mathematics education. Her scholarship focuses on how issues of equity, diversity, and social justice relate to the challenge of recruiting, hiring, and retaining teachers in urban districts. She earned her PhD from Rutgers University in Urban Systems (2012).


Tiffany Neill
Tiffany Neill, Ph.D., serves as the Executive Director of Curriculum and Instruction and the Director of Science and Engineering Education at the Oklahoma State Department of Education. She is also the President for the Council of State Science Supervisors, an organization comprised of state leaders for science education. Tiffany is the Co-Principle Investigator for the National Science Foundation Project, ACESSE, working directly with thirteen states to promote equity and coherence in state science education systems. In her role at the Oklahoma State Department of Education, she works to support districts and educators in aligning their curriculum and instruction to standards and supports thirteen curriculum directors in similar efforts with various disciplines. In addition to her work at the state and national level, Tiffany is also completing a Ph.D. in Science Curriculum and Instruction at the University of Oklahoma..
Judith Warren Little

Judith Warren Little, Ph.D., is the Carol Liu Professor of Education Policy, emerita at the University of California Berkeley. Judith Warren Little's research interests center on the organizational and occupational contexts of teaching, with special attention to teachers' collegial relationships and to the contexts, policies, and practices of teachers' professional development. In pursuing these interests, she attempts to balance attention to the daily life of schools and locally situated meanings, identities, and relationships with a broader view of the social, institutional, and policy environments in which the work of teaching resides. She earned her PhD (1978) in sociology from the University of Colorado, Boulder.

Layne Scherer - (Staff Officer)
Layne Scherer is a Program Officer with the Board on Higher Education and Workforce at the National Academies of Sciences, Engineering, and Medicine. Prior to joining the Academies, Ms. Scherer supported strategic initiatives, conducted program analysis, and managed cross-agency partnerships for the Office of the Assistant Director for Education and Human Resources at the National Science Foundation. Ms. Scherer served as the National Science and Technology Council Executive Secretary for the Federal Coordination in Science, Technology, Engineering, and Mathematics Task Force responsible for overseeing the governance and communication between fifteen participating agencies working to improve federal investment in STEM education. As a result of the cross-agency work, Ms. Scherer developed an interest in performance management and completed training as a group facilitator and graphic recorder from the Performance Improvement Council. Ms. Scherer earned her M.P.P from the Gerald R. Ford School of Public Policy at the University of Michigan, and she focused her studies on education policy, non-profit management, and quantitative analysis. She earned her B.A. from the University of Michigan. Outside of work, Ms. Scherer is committed to the development of women’s sports and is an assistant coach for the women’s ultimate Frisbee team at Catholic University of Americ

Events


Event Type :  
Meeting

Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  Layne Scherer
Contact Email:  LScherer@nas.edu
Contact Phone:  (202) 334-2833

Supporting File(s)
-
Is it a Closed Session Event?
Yes

Closed Session Summary Posted After the Event

The following committee members were present at the closed sessions of the event:

All members of the committee aside from the chair
Robert Floden
attended the meeting virtually. The following committee members were in attendance:

Robert Floden
Jason Grissom
Bruce Johnson
Dan Goldhaber
Anne-Lise Halvorsen
Kara Jackson
Malcolm Butler
Susan Gomez-Zweip
Tiffany Neill

The following topics were discussed in the closed sessions:

The committee discussed the draft chapters and the story arc of the report in addition to the conclusions, recommendations, and research agenda.

Date of posting of Closed Session Summary:
August 19, 2019
Publication(s) resulting from the event:

-

Event Type :  
Meeting

Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  -
Contact Email:  -
Contact Phone:  -

Supporting File(s)
-
Is it a Closed Session Event?
Some sessions are open and some sessions are closed

Closed Session Summary Posted After the Event

The following committee members were present at the closed sessions of the event:

Robert Floden
Malcolm Butler
Dan Goldhaber
Susan Gomez-Zweip
Jason Grissom
Deena Khalil
Kara Jackson
Bruce Johnson
Judith Warren Little
Tiffany Neill

The following topics were discussed in the closed sessions:

Overview of the National Academies, Bias and committee composition, Statement of task, Potential audiences, and Assignments.

Date of posting of Closed Session Summary:
July 11, 2019
Publication(s) resulting from the event:

-


Location:

Keck Center
500 5th St NW, Washington, DC 20001
Event Type :  
Meeting

Description :   

Open Session Details:

10:30 pm         Discussion with Hewlett Foundation

Kent McGuire, President, William and Flora Hewlett Foundation (virtual)

Charmaine Mercer, Program Officer, Education, William and Flora Hewlett Foundation (virtual)

11:45 am         Lunch

12:45 pm         Welcome and Overview of the Study

                        Robert Floden, Study Chair, Distinguished Professor and Dean, College of Education, Michigan State University

1:00 pm           Perspectives on the K-12 Teacher and School Leader Workforce and Discussion

  • Chad Alderman, Senior Associate Partner, Bellweather Education Partners
  • Heather Hill, Jerome T. Murphy Professor, Harvard Graduate School of Education
  • Elena Silva, Director, PreK-12 Education Policy, New America Foundation

2:30 pm           Adjourn Open Session


Registration for Online Attendance :   
NA

Registration for in Person Attendance :   
NA


If you would like to attend the sessions of this event that are open to the public or need more information please contact

Contact Name:  -
Contact Email:  -
Contact Phone:  -

Supporting File(s)
-
Is it a Closed Session Event?
Some sessions are open and some sessions are closed

Closed Session Summary Posted After the Event

The following committee members were present at the closed sessions of the event:

Robert Floden
Anne Marie Bergen
Marcy Garza Davis
Dan Goldhaber
Susan Gomez Zweip
Jason Grissom
Anne-Lise Halvorsen
Deena Khalil
Kara Jackson
Bruce Johnson
Judith Warren Little
Tiffany Neill

The following topics were discussed in the closed sessions:

Potential chunks of the report; Areas for additional information gathering; and Assigments

Publication(s) resulting from the event:

-

Publications

  • Publications having no URL can be seen at the Public Access Records Office
Publications

No data present.