Penn Graduate School of Education has enhanced its teacher training and prep programs amid a nationwide teacher shortage.
GSE's three teacher preparation programs have not experienced a decline in applications, according to program organizers. The three preparation programs include the Urban Teaching Residency Program, the Independent School Teaching Resident Program, and the Urban Teaching Apprenticeship Program.
Nicole Carl, director of the Urban Teaching Residency Program, said that the program supports full-time teachers financially during their training, which could explain the steady interest.
Similarly, the Independent School Teaching Residency Program offers full-time employment, potentially contributing to an increase in applications, according to Carl.
Adapting to the challenges of COVID-19, the Urban Teaching Residency Program shifted to a hybrid model, balancing online and in-person instruction. Patrick Sexton, Executive Director of the Teacher Education Program, mentioned efforts to raise funds for K-12 teacher scholarships.
In contrast, the Urban Teaching Apprenticeship program, where participants work as apprentices without full-time salaries, has seen fluctuating application numbers. Last year, applications dropped, but there has been a slight increase this year. Sexton attributes this volatility to the lack of financial security.
Sexton acknowledged the need for better alumni tracking, stating, “We don't have super good numbers on our alumni,” and emphasized plans for more rigorous data collection for accountability.
Sexton and Carl are also focused on fostering a sense of community among teachers amidst the current political and cultural climate pressures.
They believe in the importance of connecting teachers with each other and ensuring support from Penn and school administrations. This is partly achieved through panels where alumni currently teaching in Philadelphia share their experiences with current and undergraduate students.
“To have people who are still in it, who are committed to the profession... It's really important for my students to hear," Carl said.
Additionally, Sexton underlines the significance of building relationships with school administrators to empower new teachers. He explained how this can provide a platform to address issues such as restrictive school practices.
For undergraduate students, Aspiring Educators, a club run by College junior Faith Applegate, College senior Ivy Wen, and College sophomore Danielle Kohn, aims to provide a space that encourages students to pursue careers in the field of education with a particular emphasis on teaching.
Applegate said that the University's culture of emphasizing certain prestigious and higher-paying jobs contributes to the teacher shortage.
“What's happening here at Penn is just a microcosm of teacher de-professionalization. This perception has led to things like low wages, lack of respect that has led to burnout, attrition, and the shortages,” Applegate said.
Carl said that GSE is grateful and supportive of this club providing pathways for undergraduate students to get involved with teaching.
“What we're able to accomplish right now as a new student group is to start conversations around teaching and question this narrative of teaching as a vocational profession or something that isn't sustainable or valuable,” Kohn said.
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