Starting a thread describing my research to address the #DeafEd #TeacherShortage
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@ace_dhh @AACTE @ceasd1868 @NAD1880
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@ace_dhh @AACTE @ceasd1868 @NAD1880
2/We know there’s a #DeafEd #TeacherShortage...but what do we DO?? #scicomm
My research comprehensively looked at all teachers of the deaf/hard of hearing (TODHH) in one state. Where do they work? Where were they trained? What are their challenges?
My research comprehensively looked at all teachers of the deaf/hard of hearing (TODHH) in one state. Where do they work? Where were they trained? What are their challenges?
3/ What are THEIR ideas for addressing the #DeafEd #TeacherShortage (hmm...asking teachers their opinions on education issues. Novel concept🧐)
4/ Goal: survey EVERY teacher working with #DeafEd students in the state (#deaf schools and itinerant teachers). Due to #COVID19, I couldn't access @HMS1869 (but a few #BostonPublic TODHHs responded when they received the survey from others). Primary work location responses:
6/ MA teachers are highly educated (most have master's degrees in #DeafEd). Most work in #DeafEd schools. Itinerant teachers make up the largest number (either employed by #DeafEd schools or by school districts), however, remember that Horace Mann teachers were not surveyed.
7/ SUPER CONCERNING: 32% of Massachusetts TODHHs graduated from a #DeafEd teacher prep program that no longer exists. Our (AMAZING!) in-state @BUDeafStudies teacher prep program only accounts for 27% of currently working TODHHs.
8/ MORE concerning: 95 survey respondents (out of 119) identified when they would leave #DeafEd classrooms: Nearly 20% by 2024. 46% by 2030. (this survey was completed BEFORE the COVID pandemic closures)
9/Interesting finding: average age to be a teacher: 16.5; average age they wanted to teach #DeafEd: 21 (sig).
MOST hearing TODHHs fell into #DeafEd completely by accident. Teachers who were DHH themselves were explicitly encouraged to become TODHHs (needs further exploring).
MOST hearing TODHHs fell into #DeafEd completely by accident. Teachers who were DHH themselves were explicitly encouraged to become TODHHs (needs further exploring).
10/Interviews further explored working in #DeafEd and becoming a TODHH. These were quotes from hearing teachers:
11/ More quotes from a #Deaf and #HardOfHearing teacher working in #DeafEd (both of these teachers attended mainstream schools):
12/Q2: What are the challenges to becoming certified in MA?
☑️MTELs (passing state licensing tests for DHH AND hearing teacher candidates)
☑️$ and time to take/re-take these tests
☑️"Duplication frustration" - taking MA tests after passing licensure requirements in other states
☑️MTELs (passing state licensing tests for DHH AND hearing teacher candidates)
☑️$ and time to take/re-take these tests
☑️"Duplication frustration" - taking MA tests after passing licensure requirements in other states
13/Q3: Level of satisfaction for different subsets of Massachusetts TODHHs in their work? Overall #DeafEd teachers❤️what they do!
They❤️the students they work with, ages & levels (early childhood, elementary, secondary, itinerant, working with deaf w/disabilities).
They❤️the students they work with, ages & levels (early childhood, elementary, secondary, itinerant, working with deaf w/disabilities).
14/Q4: What ideas do current #DeafEd teachers have to address the Massachusetts #TeacherShortage (Recruitment and Retention responses are compiled from survey and interviews)
15/ As @janewestdc taught me - there always needs to be a policy implications section to your research.
We needs to make a plan. We know that there’s a #DeafEd shortage. We can’t just assume that the shortage will take care of itself with a little extra advertising.
We needs to make a plan. We know that there’s a #DeafEd shortage. We can’t just assume that the shortage will take care of itself with a little extra advertising.
16/ To increase the #DeafEd pipeline, we need to have coordinated collaboration between national organizations (@ceasd1868 @nasdse @NAD1880 @NationalDeafCtr), teacher prep programs (@ace_dhh @TED_CEC @AACTE @GallaudetEDU @DsdeLamar @BUDeafStudies @RITNTID ) & #DeafEd schools
17/ This #DeafEd team can review, adapt & implement research-based solutions created by organizations to address #SPED, general education, and #BIPOC #TeacherShortages (i.e., @CeedarCenter @LPI_Learning @Latinos4Ed)
I have resources. Don't reinvent the wheel...
I have resources. Don't reinvent the wheel...
18/ If we keep going the way we're going...fewer teachers will graduate and more #DeafEd programs will close
(oops...I forgot to include the historical decline of DeafEd programs and graduates...I'll do that in the next tweet)
(oops...I forgot to include the historical decline of DeafEd programs and graduates...I'll do that in the next tweet)
19/ A super-boring table, but important data to know. Again...if we keep doing what we've been doing, what will the number of #DeafEd graduates decline to in 2030? 😱
Another policy approach is coordinated funding advocacy for #DeafEd teacher training
21/ That's all for now...am happy to participate in the #ResearchToPractice process to make things better for our #DeafEd teachers and students.
Ok...not finished. Tweetable solutions to address the #DeafEd #TeacherShortage will be added here. Stay tuned for a website of resources...
https://twitter.com/KymPMeyer/status/1337112303284711426
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