Developing a Staff With STEM Expertise

Amid all of the “shiny objects” that come and go in education, one thing remains constant: Hiring and developing educator talent is essential to securing educational opportunity for students. And attracting and retaining teachers is one of the most important things a principal does.

Recruiting teachers has particular barriers, such as certification requirements that can be time-consuming, costly, and a disincentive to people pursuing an education career. To be sure, these rules—typically set by state departments of education and legislatures—help ensure that teachers are versed in the topics they teach. That’s especially important at the elementary level, where teachers instruct on a range of subjects in self-contained classrooms.

The effect of certification requirements and other obstacles can be particularly acute for potential educators with science, technology, engineering, and math (STEM) backgrounds. Many might enjoy easier entry into higher-paying private sector jobs.

How can we attract more teachers in general, and more with STEM qualifications specifically? More to the point, how can we attract these teachers to elementary schools, where the seeds of future student success in math and science are planted? And how can we train current teachers in STEM subject matter expertise?

External variables can frustrate your efforts to attract and retain teachers. We can’t offer a magic solution to those limitations, but we can highlight options to attract, retain, and develop STEM expertise in your building. Below are a few actionable ideas.

Certification and Licensure

Educators must typically satisfy state certification requirements to acquire a license to teach. For elementary teachers, these regulations are intended to ensure that educators have the preparation and capacity to teach a range of subjects—language, math, science, social studies, and so on.

To address teacher shortages, states have started to waive certain certification requirements. California, for example, removed the requirement of passing the CBEST standardized test of math and literacy knowledge, permitting the substitution of a bachelor’s degree in its place. While alternative certifications are sometimes an option, states—especially in high-growth, hard-to-staff areas—have been more aggressive in waiving preexisting requirements.

This might reduce entry barriers to the profession, but it might also produce an unintended consequence: more teachers without adequate preparation in math and science subjects and the exacerbation of existing gaps, especially in districts that most need well-prepared teachers.

Early STEM Training

Elementary education generalists typically haven’t completed as many years of science or math courses as their secondary education counterparts. That is not to suggest that they can’t succeed in classrooms—they can. But why is an early-grade emphasis on STEM subjects important?

STEM fields are some of the fastest-growing sectors in the job market. Careers in areas such as engineering, architecture, and tech offer above-average wages and stability. Thus, by investing early, you lay a cornerstone for students’ future economic opportunity. On a related point, research says that a deficiency in STEM teacher preparation disproportionately affects low-income students and urban communities.

Third, private companies, universities, and federal and nonprofit programs are investing in opportunities to increase access to STEM classes at the high-school level. To tap into these opportunities, students need preparation at the elementary level.

Research also says that student interest and engagement in STEM subjects need to be cultivated early. Robust engagement in science and technology in the first years of schooling creates a foundation for future success. And an emphasis on math and science topics has spillover effects into other areas.

Lead With Leverage

How can we get people with STEM backgrounds to consider careers in education and, in particular, at the elementary level? You might start by leveraging some external resources. Private foundations such as the National Math and Science Initiative provide resources to address STEM gaps. Universities such as the University of Wisconsin provide free tuition to select students who commit to entering the teaching profession. See what’s available in your area.

There might also be district-level options. Some districts use different compensation incentives to attract teachers with science and math backgrounds. These include sign-on bonuses, higher starting salaries, or annual stipends. While typically targeted to secondary school teachers, there’s no reason these same incentives couldn’t be applied to attract people with math or science backgrounds to the elementary level.

Ironically, reductions in certification requirements can be leveraged with pay incentives. Your district might have opportunities to seek out people who might be ready for a career change but are unable to complete typical certification hurdles. Engage with your central office; it is worth asking where they might see opportunities.

Getting Current Staff Up to Speed

How can you develop STEM instruction for existing staff at the elementary level? Promote professional development that embraces collaborative, problem-based learning strategies and connect with external partners to create real-world interactions.

For example, working with a community garden or involving local health professionals in the classroom allows students to grapple with current issues and incorporate different perspectives into project designs. Working alongside community partners also exposes students to an array of tangible scientific concepts they can apply in their own neighborhoods.

Staff can model effective teaching strategies and share successful instructional practices, including problem-​based learning approaches. Provide teachers with time to reflect on their PD—a proven strategy in all subjects. This also presents mentorship opportunities critical to sustaining newer teachers through the challenging early years of their career.

In the year ahead, assess how your school addresses the need to build student capacity in science and math, especially in light of teacher shortages. Start a conversation with your district’s central office about opportunities to find new talent. What changes in state regulations might you leverage in the name of recruitment? What gaps exist for current staff, and can you address them by providing new professional development?

A focus on STEM education is now more necessary than ever to prepare students for continued growth in the tech and engineering sectors. And setting an educational foundation to tap into these areas begins at the elementary building level.

Mark Paige is chair and professor of Public Policy and Education Law at the University of Massachusetts–Dartmouth.

Sarah Pallito is a chemistry teacher in Oakland, California.