Across the world teacher shortages continue to worsen. The pandemic has certainly made this situation worse. A poll, published by The Guardian, shows nearly half (44%) of teachers in England plan to quit within the next five years. Domestically, we have similar issues with teacher retention that must be addressed.
If you are looking for an expert to speak specifically about this issue, please consider Joshua L. Glazer, Associate Professor, Education Policy School at Graduate School of Education and Human Development, the George Washington University.
Dr. Glazer’s research and teaching examine multiple approaches to improving under-performing schools in high-poverty, urban environments. Dr. Glazer has published on a wide range of topics, including the replication of effective school improvement models, the role of external interveners in large-scale reform, the challenges confronting charter management organizations that operate neighborhood schools, and the dynamics of race and class in state takeover of schools, among others.
“This has been a tough time to be a teacher for many obvious reasons. What might offset that, however, is the extent to which schools are organized to manage this burden collectively or whether every teacher is on her own. That’s a general issue in US schools— most often the enormous challenges of teaching and learning are handled by teachers in isolation— but it’s become even more problematic as the stresses and difficulties of the job have gone through the roof.
We could expect that in schools that are organized collectively, teachers are having an easier time.”
If you are looking for context on this matter or would like to speak with Professor Glazer, please contact GW Media Relations at [email protected] or 202-994-6460.
-GW-