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ERIC Number: ED590213
Record Type: Non-Journal
Publication Date: 2017-Apr
Pages: 20
Abstractor: ERIC
Preparation through Partnership: Strengthening Tennessee's New Teacher Pipeline
Tennessee Department of Education
More than 65,000 teachers show up each day to work in Tennessee's public schools. At the current rate, half of these teachers will leave or retire in the next decade. The positions they vacate will be filled primarily by novice educators. What will it take to ensure Tennessee has a strong and vibrant new teacher pipeline in the years to come? This report looks at the landscape of new teachers in Tennessee to understand more about state needs around teacher preparation. It investigates both the level of demand for teachers with particular subject-area specializations and the effectiveness and comfort level with which new teachers enter the classroom. The report argues that Tennessee must continue to improve its systems to ensure that prepared teachers find their ways into the schools and districts that need them the most and that they continue to develop their skills once they reach the classroom. To improve the pipeline, the report offers several next steps, each of which places specific requirements on Tennessee's state agencies, districts, and educator preparation providers (EPPs). It describes state efforts to provide better data for better decisions and new resources for partnership, collaboration, and enhancement of the pipeline. A series of recommendations are offered for districts and EPPs aimed at addressing teacher shortages and developing high-quality teachers for every classroom.
Tennessee Department of Education. Andrew Johnson Tower 6th Floor, Nashville, TN 37243-0375. Tel: 615-741-2731; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Tennessee Department of Education, Office of Research and Strategy
Identifiers - Location: Tennessee
Grant or Contract Numbers: N/A