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March 11, 2019
In a small agricultural town on the Olympic Peninsula, Reed, a high school Spanish teacher, works with his students in their outdoor garden to grow a strain of indigenous corn, which students will later use to make homemade tortillas. Reed was born and raised in the community, with strong roots to the local farming heritage, and often incorporates historical and cultural traditions into his Spanish curriculum. From his vibrant classroom decorations, to his personalized and creative approach to teaching, it’s clear Reed successfully identifies ways to inspire his students beyond just testing and textbooks.
 But the Spanish classroom in this rural school district was not always as lively and festive.
Prior to Reed’s employment with the school, the Spanish class went without a teacher for two years. When the previous longtime teacher retired, the position remained opened and unfilled, forcing a series of short and long term substitutes. Additionally, school staff and the principal often forfeited their planning periods to offer instructional support in the classroom. As a result, student learning in the classroom suffered.
Finding a solution
While teacher shortages like this are experienced across Washington State, it can be particularly difficult for school districts in rural areas to fill open positions. While educators express their enjoyment for working in these remote regions, the challenge often lies with districts to attract new individuals to move to their communities for a teaching job.
Reed applied for the position despite not having the required teaching credentials. The district hired him on a conditional certificate, and worked closely with him as he enrolled, and eventually completed, his teaching certificate through an Alternative Route, a job embedded teacher preparation program. Through the program, Reed was able to earn endorsements in Spanish, English language arts, and bilingual education.
While Reed helped mend the shortage gap for his town, educator shortage around the state continues. Several months into the 2018-19 school year, this small district still has open postings for a kindergarten teacher, a math teacher, a paraeducator, a school psychologist, and a school speech language pathologist.
What's in the report?
This story is just one example, from one school, in one small area of Washington. Shortages similar to this are experienced across all geographic regions, in all subject matter content areas, and across specialty support roles.
To better understand the educator shortage, a new report is now available.
Published by the Professional Educator Standards Board, this report examines indicators and approaches to the shortage, explores multilevel complexities, offers descriptive data, and highlights current and future strategies tied to solutions.
It is through a combination of policy, incentives, and partnerships that Washington will move the needle on educator shortage. Collectively, we have an opportunity to elevate our education system and reduce shortages by:
- Supporting diverse pathways into education
- Strategic investment for professional development in the workforce
- Policy change that prioritizes access and retention in the profession
View the report
The report, as well as related data displays, can be found on our website.
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