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Cover Story: Whose job is it?
By Mike Womochil
Local Program Success specialist
It's the university's responsibility...
The teachers should play the primary role...
State staff has the time and resources to make it happen...
National FFA should be leading the way...
Have you heard these comments in your state when the topic of teacher recruitment arises? While discussions have occurred about whose job it is to recruit teachers, we have quickly entered into a severe shortage of available, quality teachers to fill the middle school and high school classrooms across the country.
We continue to pass the buck on recruitment; meanwhile, we are closing programs, not opening new programs and filling classrooms with any warm body that remotely resembles an agriculture teacher. The number of open positions across the nation is not a true reflection of the total problem. Look around your state and identify how many teachers we have in alternative certification, long-term substituting and retirees returning to the classroom to keep a program open. This is an indication that we are not sending enough students into teacher education, not graduating enough and not getting those who do graduate into the classroom to experience the profession.
Even if we are filling all of our openings with graduates from teacher education programs, we are still deficient. Let's be honest here, not every one entering a university's teacher education program is cut out to teach. Teaching is a talent that some are masterful at and others, well, aren't. We need a large graduate pool from which to select the best and most talented. Those who discover that the profession isn't for them should have the freedom to pursue careers elsewhere without feeling like they've abandoned it in dire straits. Just as a rancher cannot obtain genetic improvement by retaining all offspring for the breeding herd, we cannot improve quality of education in our classrooms by hiring anybody who applies.
Along these same lines, we not only have to get our graduates in the classroom, we have to keep them there. Filling a water barrel with holes in it is a difficult task. Plugging the holes first allows you to fill it quicker, easier and with much less water. The teacher recruitment task is not completed until we have those new teachers established, proficient and comfortable in the profession. Those in the profession must become involved in not only the recruitment, but also in the retention of our teachers if we are to maintain and grow our program strength.
So, the million-dollar question is, “What can I do to solve this problem?” What influence can an agriculture teacher have? Two words: tremendous impact.
Research has shown that the agriculture teacher is the most influential person in the career decision making of the agriculture student—even more so than the parents. If this is true for all agriculture students, then it should be even stronger for those entering the teaching profession. We need to capitalize on this influence and use it to our advantage.
We also need to realize that we are the closest contact a beginning teacher has. We have the power to help that teacher be successful in the profession. It is our responsibility to provide the support for that beginning teacher to allow them to mature in the profession. With this in mind, I've developed a list of the top 10 things agriculture teachers need to do to help solve the teacher supply challenge.
1. Clarify and identify.
Think, for a moment, why you are successful as a teacher of agriculture. Is it your competitive spirit? Your knowledge of agriculture and FFA? Or, is it your personality, your character, your flexibility and your work ethic that make you successful? The traits that make a quality teacher are far more than just our past success in FFA events and a general knowledge of agriculture.
Think about this as you take stock of your classes to look for future teachers. They don't have to be the best students, the best speakers, the most dynamic officer or best judger. The best teacher might be that student who handles adversity well, sticks to the task with passion and has the personality that allows them to interact with all types of students, not just the most talented.
2. Stop complaining.
We work long, hard hours; our salaries aren't as nice as other professions; and principals, coaches, parents and school boards can cause stress. What else is new? Our profession has its challenges—always has and always will. It is not unlike other careers. Other professionals work just as long and as hard as we do. No one is forcing us to teach; we choose to do so. So let's stop complaining! Our future teachers are watching our every move and are very perceptive of our messages.
When we focus on the hours, pay and frustrations of the job, we are sending the message “stay away from this career” to a future generation of potential teachers. Stop wearing your long hours like a badge of honor. Step back and find that purpose that drives us to teach and wear that as your badge. Let the next crop of teachers see that it is the satisfaction of seeing students develop and succeed that provides the motivation to teach. Let them see the emotion that we try to hide as we watch a student walk across the stage at graduation, knowing our involvement in that person's life made a huge impact. Let them see the passion you have and the excitement you feel when your students finally understand a concept, master a skill or excel at an event. This is the message our potential teachers need to see. As for those who are hung up on the negative side of the job, build a bridge and get over it. We've got to much work to do!
3. Maximize on-the-job opportunities.
It has been said that before a new teacher even steps into the classroom, he already has 12 years of on-the-job training. We need to capitalize on that. Experiential learning is a foundation of the agricultural education program. We put tremendous effort into assisting students identify and develop their SAE in entrepreneurship, placement, research and exploratory programs, covering a multitude of agricultural interests. Do we put the same effort into developing the SAE for those students that will become future teachers? Do we stress too much their production programs, their show stock or the job at the feed store as the main SAE for them? While these are important things a future teacher should be exposed to, shouldn't we also provide the opportunity for them to develop an awareness of and skills in teaching?These are the students who can assist with a lesson in the freshman class, train a greenhand team and help with many other educational events in the program. Make sure you work with those potential students to help them identify the activities in agricultural education that provide the experience to build their interest and skills in the profession. We're talking about the “good” things. We don't like to grade papers and record scores, so don't expect your prospective teachers to like it either. There is more to this life than grades and tests, so make sure they experience it.
A perfect example can be found in schools that have a requirement for a senior project. Utilize this as an opportunity for those future teachers to develop their lesson, teach it and assess the learning. Let them find the joy and excitement in helping others learn and then have them present that passion to their senior project panel. This simple process can be the key step in firmly planting the desire to teach.
4. Persist, persist, persist.
Earthworms are great fish bait and are pretty easy to find. All it takes is a flashlight, an early morning rise, a good eye and a quick hand. Those who have caught earthworms know that when you grab the worm, he quickly heads down the hole to escape. If he gets a start into his hole, it is a slow, persistent tug-of-war between you and the worm which, if patient, you'll eventually win. The same applies when selecting potential teachers from your pool of students. Some students come to the profession at first suggestion and pursue it with immediate passion. Others, when approached about a career in teaching, may tell you no way!
In sales we are always told a no doesn't mean no, it just means not yet. The same applies here. If the student has the skills to teach, don't give up. Just like a firm pull on the worm halfway in its hole, keep in contact with the student and keep the teaching option in their view. It may be 2-3 years after high school that they finally decide they want to teach. If we quit at the first no, we'll never get them.
5. Don't be a LTNKDI teacher.
How many times have you been in a meeting of agriculture teachers, and a request is made for someone to chair a committee, host a CDE or run for office? Ever heard someone say with a chuckle, “Let the new kid do it?” Admittedly, I have. Looking back, I realize that letting the young teachers pick up these extra responsibilities and duties does not help them become established in the profession. In fact, it leads to their overflowing plates and, eventually, burnout.
I began teaching 20+ years ago. It was tough, and I remember when we started there was no No Child Left Behind, no high stakes testing, no ELS, no 6 trait writing, etc. Today's beginning teachers are dealing with all of these, plus the demands of the classroom, FFA and SAE. We are not doing them a favor when we pass additional responsibilities on to their plate. Let them become established in their teaching first, and then they can start to assume responsibilities in professional organizations and other events. We have the wisdom of the years; we need to use it in the leadership roles of our professional organizations—hosting the events and serving on the committees.
6. Share and support.
Don't let our competitive spirit and our busy schedules get in the way of sharing with our young teachers. We teach not to win but to educate students. If we withhold lessons, tips, ideas, etc. from young teachers because of our desire to be on top, then we've lost sight of what we are all about. Why should your students be the only beneficiary of the lessons you develop or the teaching aids you've created? If you share with other teachers, you share in the education of many additional students besides the ones who pass through your door.
Participate in the Communities of Practice on NAAE.org, post your lessons on the state file sharing site or through the listserv. We should be teachers for all students in agriculture. Helping our young teachers is the best way to make this happen. Besides, they'll share their wealth with us, and they've got a lot of great ideas that can help us as well. The strength of the agricultural education profession has always been the camaraderie between teachers. Make sure this is extended to beginning teachers and includes those items that can make them successful.
7. Stay in contact.
Moving from high school to college can be a rough transition for some. The agriculture program and FFA is a home in high school that many of our students can't find when they enter college. It is this loss of identity and a home base that lead many students to question their college careers and choice of study. We need to maintain our communication with our future teachers while they are in college. They need to be able to visit with us when they have questions, concerns or complaints. We all know the teacher preparation programs in any university have courses, procedures or policies that can cause students to stress out. Continued communication with you, their high school agriculture teacher, can assist them in working through all the hoops the system presents and keep them headed toward graduation and certification. You need to work in partnership with the teacher educators at the universities to provide the support when needed by the student. Even if that support might be saying, “Suck it up, kid, and get it done.”
8. Pass the wisdom on.
The years in the classroom temper us and make us wiser. Much of this wisdom we've gained has come from the teachers before us. Don't miss the opportunity share it with the new teachers in your state. Simple things that we take for granted can make all the difference to a beginning teacher, such as...
- Don't try to paint the entire barn if you only have enough paint for the door.
- Pick you battles carefully.
- You can win the battle yet lose the war.
- Don't use a 10 pound sledge to do a job requiring a 10 ounce ball peen.
These simple bits of wisdom, when applied to situations young teachers face, can help them make the decisions that will reduce their stress, manage their workload and keep them thriving in the profession.
9. Teach monster management.
We've either seen it happen to others or have done it ourselves: The youthful exuberance of the beginning teacher, doing all he can to build the best FFA chapter, the most successful CDE teams and make sure all students have as many opportunities for success as possible. They throw themselves into the job, are accomplished at reaching their goals and, all of a sudden, they've created a program so large and successful that it controls them and their lives. We need to work with them before they create these monsters. We need to explain to them that slow, controlled growth is critical to long-term success. Pull them aside and visit with them when you see them planting monster seeds in their professional lives and offer a word or two of advisement.
10. Look for outside influence.
Don't forget the power of organizations like FFA alumni associations and state FFA foundations in providing support for beginning teachers, as well as encouraging students to pursue teaching as a career. The financial assistance to conduct recruitment and retention programs provided by the state FFA foundation adds increased impact to the “Teach Ag Ed” message.
When local and state alumni are involved with potential teachers, it nourishes the idea planted by the FFA advisor. More importantly, the alumni members are the closest people to those new teachers. They are the ones present in the local community to provide the assistance, support and advocacy for the program to be successful. Help young teachers effectively utilize the alumni organization and communicate with your state FFA alumni association to become involved in the teacher supply challenge.
(Editors note: So much for only 10 items...)
11. Get involved.
The teacher supply will not be solved by a few, nor will it be overcome quickly. It is an ongoing challenge that requires involvement from everyone in the agricultural education family. Play your role. Every state had a delegation at the National Agricultural Education Inservice. These teams of teachers, state staff, teacher educators, alumni and foundation representatives developed plans of action to implement at the state level to address their state's teacher shortage. Find out what that plan is in your state, determine where you fit into the plan and do your part. No one is going to solve this problem for us. It takes each and every one of us to get involved.