Prioritizing an Integrated Approach to Educator Shortages and Workforce Diversity, Part 2 - Innovative Strategies and Examples Across the Talent Development Continuum

Oct 15, 2026

Uploaded by James

Report outlines integrated strategies for addressing educator shortages alongside workforce diversity across the talent development continuum. It frames three interconnected realities linking shortages to racially marginalized and minoritized students, systemic racism and educational disparities affecting recruitment and retention, and the necessity of ethnoracially diverse educators. The document organizes state, district, and educator preparation program approaches around the career phases: attract, prepare, develop, support, and retain.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages29

Reading Time1 h 13 min

AccessFree to download

Introduction

Attract

Prepare

Develop, Support, and Retain

End notes

Prioritizing an Integrated Approach to Educator Shortages and Workforce Diversity, Part 2 Innovative Strategies and Examples Across the Talent Development Continuum SEPTEMBER 2023 Lisa Lachlan-Haché, EdD, D’mari Creque, and Lois Kimmel, Center on Great Teachers and Leaders Sharif El-Mekki, and Maryann Corsello, PhD, Center for Black Educator Development Acknowledgments The authors would like to thank our colleagues Tammie Causey-Konaté, Betheny Lyke, Marissa Spang, Cheryl Harris, Roddy Theobald, Laura Brady, Alicia Espinoza, Shauntice Wheeler, Dean Gerdeman, Tammie Knights, Jenni Fipaza, Lynn Holdheide, and Veronica Tate for their input and review. The authors also would like to thank the following experts for their thoughtful reviews as well as their important scholarship in this field: Constance A. Lindsay (UNC Chapel Hill School of Education), Ryan Saunders (Learning Policy Institute), Kerry Tom (Hawaii Department of Education), Margarita Bianco (Pathways2Teaching), Ellen Moir (founder of the New Teacher Center) and Ramon Goings (University of Maryland, Baltimore County) . A special thanks to the mentors and leaders who planted a seed in each of us that led to our commitment to this shared vision: Betty Achinstein, Ashanta M. Woodard, Leslie T. Fenwick, Gerry LeTendre, Yvonne Savior, and Marion Wright Edelman. A Note on Terminology This report includes a number of terms that may be challenging to the reader. In general, we are navigating the complexity of language by using the terms “racially marginalized and minoritized” to refer to educators, teachers, students, and other populations of focus here (1) to call into question the inaccurate assignment of the inferior social status associated with group-specific characteristics or so-called “deficiencies” linked to certain individuals and groups; and (2) to push against the [mis]use of the term “minority” as something other than an indication of numerical representation or something that attempts to normalize the collective stigmatization and subjugation of particular individuals and groups. We further recognize the limitations of this language and would like to highlight that specific racialized groups and the individuals therein are rich in history, culture, and pride and have been racially marginalized and minoritized by White supremacy. In some circumstances, we use the language of the research community as defined within their studies. For example, the National Center for Education Statistics uses the term "students of color" and we use this terminology in this report when referring to their data sets. That said, we recognize that “educators/teachers of color” and “students of color” both have value and are also inappropriate for reasons noted by a number of leading scholars.1,2 The authors recognize, with their apologies, that these terms may be offensive to some due to the lack of centering around the systemic racism that continues to oppress, invalidate, and deeply affect the lives of Black and Indigenous people in ways that other people who are racially marginalized and minoritized may experience differently. Furthermore, we would like to note that the language herein is problematic for federally recognized tribes (i.e., those of American Indian and Alaska Native descent) who possess a distinct, legal political status from other groups who are racialized in the United States. As the language evolves, we will continue to pursue better options. Contents Acknowledgments ................................................... ii Introduction ........................................................ 1 Attract ......................................................... 2 Prepare ........................................................ 8 Develop, Support, and Retain ........................................ 14 End notes ......................................................... 21 List of Exhibits Exhibit 1. The GTL Center’s Talent D

FAQs

What core argument connects educator shortages and workforce diversity in this report?

The report argues that educator shortages and workforce diversity are inextricably linked and should be addressed together through integrated policies, programs, and practices across the talent development continuum.

Which three realities does the report highlight?

It highlights: (1) shortages disproportionately affecting racially marginalized and minoritized students, (2) recruitment and retention being influenced by systemic racism and racial disparities, and (3) ethnoracially diverse educators being critical to current classrooms.

How are the strategies organized within the teacher career continuum?

Strategies and examples are organized by major phases: attract, prepare, and develop, support, and retain, based on the GTL Center’s Talent Development Framework.

Oct 15, 2026

Uploaded by James