Earlier this month, dear ol’ Eduflack had the honor and privilege of testifying before the New Jersey General Assembly’s Higher Education Committee. The topic? How to improve the recruitment, preparation, and support of STEM teachers for the state’s high-need schools. While I almost never speak with prepared remarks, this time, I did. While I strayed a little (including talking about chasing education unicorns), here is the totality of what I intended to say:
Five years ago, New Jersey committed to becoming a national leader in recruiting, preparing, and supporting exemplary STEM teachers.
Through the New Jersey Teaching Fellows program, innovative teacher preparation efforts are currently underway at The College of New Jersey, Montclair State University, Rowan University, Rutgers University-Camden, and William Paterson University. The Woodrow Wilson National Fellowship Foundation is working with these institutions of higher education to create a more effective teacher education model focused on a yearlong classroom experience, rigorous academic work, and ongoing mentoring and support.
By focusing on clinical experience and giving prospective teachers as much time in K-12 classrooms as possible, these programs ensure all of their graduates understand the challenges of teaching in a high-need school, and all are prepared to succeed as teachers of record from day one.
New Jersey is one of five states to offer the Teaching Fellows program, including Indiana, Michigan, Ohio, and Georgia. The New Jersey program has grown from the previous work of these states, learning from their challenges and building on their successes from the start.
Looking at these other programs, we can see the impact the New Jersey Teaching Fellows program can have long term. A future where effective teachers remain in high-need schools as a career, not just for a year or three. A future where colleges and school districts work together to ensure a pipeline of strong STEM teachers prepared to meet the needs of our local schools and the expectations of an ever-changing workforce.
The Teaching Fellows program is not a cookie cutter effort. Far from it. The New Jersey Teaching Fellows program was created specifically to meet the needs and expectations of New Jersey, its schools, and its communities. This program is New Jersey, and its graduates reflect the very best the state has to offer. It should be no surprise that the Woodrow Wilson Foundation calls New Jersey home, with our headquarters located just a few miles up Route 1.
As you all know, New Jersey has 24 traditional teacher education programs, housed in the state’s colleges and universities. In recent years, across all of those programs, the state has produced as few as 9 physics teachers and 16 chemistry teachers annually. These numbers are hardly enough to fill all of the STEM hiring needs in the state’s 600+ school districts. The problems of filling these teaching positions are even greater in high-need districts.
The Woodrow Wilson Foundation partners with colleges and universities to create a more effective teacher education program focused on a yearlong classroom experience, rigorous academic work, and ongoing mentoring. The year-long program includes:
- Admission to a master’s degree program at a well-established NJ partner university
- Preparation for teacher certification in science, math, or technology education
- Extensive clinical experience teaching in a high-need urban or rural secondary school for one full year prior to becoming the teacher-of-record in a high-need science or math classroom
- Support and mentoring throughout the first three years as teacher of record
In Woodrow Wilson’s past eight years of work, we have been helping states like New Jersey strengthen the pipeline to provide excellent teachers for high-need schools. And we have done it while increasing the number of teachers of color assuming STEM teaching positions in New Jersey classrooms.
Nationally, approximately 16 percent of all teachers are people of color. Those numbers are notably smaller when it comes to individuals teaching science, technology, engineering, and math in our secondary schools. Targeting only those with strong STEM backgrounds, 41 percent of New Jersey Teaching Fellows are people of color.
The value of the New Jersey Teaching Fellowship model can be seen in the teacher preparation regulations adopted by the state a little more than a year ago. In focusing on the value of clinical experience, mentoring, and the overall quality of teacher candidates, the state is now looking to all seeking to become New Jersey educators to follow a preparation path similar to those taken by New Jersey Teaching Fellows.
Later this year, the Woodrow Wilson Foundation will announce its fourth and final class of New Jersey Teaching Fellows. As of last year, the Woodrow Wilson Foundation awarded 180 Fellowships to high-achieving STEM students to become science, technology, engineering and math teachers in the New Jersey schools and districts that need them most.
Let me share a few facts from the New Jersey Teaching Fellows program with you, in addition to the 41 percent statistic offered earlier. In a profession where three-quarters of all educators are female, 43 percent of New Jersey Teaching Fellows are male. Last year alone, 25 percent of all Teaching Fellows already held advanced degrees, including Ph.Ds, law degrees, and M.Ds. They are a mix of recent college graduates, career changers, and former military. All bring real STEM content knowledge to New Jersey classrooms. All are committing to careers, not stints, as New Jersey public school teachers.
The educators produced through the Teaching Fellowship are enough to fill the STEM vacancies in the state’s highest-need school districts. Among the people who received these Fellowships are a Ph.D. cancer researcher who has taught at Princeton University, and a geologist and veteran of the U.S. Marine Corps, now teaching in Orange. The Fellowship draws on in-state talent: 82 percent of our Fellows are New Jersey residents.
Each Fellow is committed to teaching for at least three years in New Jersey’s urban and rural schools ̶ in cities and towns such as Bridgeton, Camden, Newark, New Brunswick, Orange, Passaic, Paterson, Trenton, and dozens more. We know from other states where we have been doing this work longer, that roughly 80 percent of Woodrow Wilson Teaching Fellows remain in teaching after finishing their three-year commitment, far surpassing national trends that show rates of teacher attrition as high as 40–60 percent in the first three years on the job.
A coalition of support for the Woodrow Wilson New Jersey Teaching Fellowship program has also been developed, which includes the Governor, key legislators on both sides of the aisle, the Commissioner of Education, the Secretary of Higher Education, school districts, universities, the NJEA, the business community, and philanthropy.
When the program was invited to New Jersey, our promise to the state was simple. We would work with our partner universities to help transform their STEM teacher preparation efforts. We would work with local school districts to ensure they, and their students, are getting the STEM teachers they need. And we would help prepare three cohorts of teachers for New Jersey schools.
The success on each of our partner campuses, coupled with the new state teacher preparation regs, demonstrate success on point one. The more than 20 high-need districts currently employing New Jersey Teaching Fellows answer point two. And our commitment to now add a fourth cohort of New Jersey Teaching Fellows to ensure ongoing staffing needs are met moves beyond our promise in point three.
In each Woodrow Wilson Teaching Fellow state, program sustainability is always a non-negotiable. The program is constructed so that outside philanthropy funds the first three years of Teaching Fellows. In New Jersey, we were able to extend that to four. Currently, each of our university partners has identified and committed to a plan to keep the program going on their campuses, whether that be through an increased focus on the clinical experience, a robust mentoring program, or the continuation of a stipended Fellowship program.
It is our hope that the Legislature sees the value this program plays in recruiting and preparing excellent educators, particularly those from disadvantaged groups, who may otherwise have never considered teaching as a profession. It is our hope that we all can see the impact this program is currently having. And it is our hope that the state continues this program, sustaining the New Jersey Teaching Fellows effort and ensuring generations of effective STEM teachers for the state’s high-need schools.