National Early Care and Education Workforce Center’s Post

CSCCE's new data snapshot shows how California’s early educators change jobs and sometimes leave the field. The findings are drawn from the California ECE Workforce Study surveys in 2020 and 2023. Low wages are the top driver for leaving direct care and supervision jobs in ECE, and they are also the most important change that could lure workers back. https://lnkd.in/gnjE5U-H

This series of briefs from the Building and Sustaining the Child Care and Early Education Workforce project and our research partners MDRC, Chapin Hall at the University of Chicago, and MEF Associates shares findings from a knowledge review designed to increase understanding of factors that drive workforce turnover in child care and early education (CCEE) and current strategies to stabilize the workforce. The briefs include: • A review of the current landscape of strategies currently being used to build a sustained, qualified CCEE workforce; • A scan of existing data sources that could be used to address key questions about the workforce; • A conceptual framework consisting of three components to better understand hypothesized factors and mechanisms that influence CCEE workforce stability; • A review of recommendations and cross-cutting themes from a literature review, environmental scan, and data scan; and • An annotated bibliography. https://buff.ly/3IIyYc7 #CCEE #ECE #Workforce

Annual Cyngor y Gweithlu Addysg | Education Workforce Council Statistics 2024 stakeholder briefing event 15 October 2024 | 11:00-12:00 The briefing follows the publication of the Annual #Education Workforce #Statistics 2024 The presenters will provide attendees with an overview of the data, with a particular focus on the key trends identified. For the first time in 2024, this includes information on teachers and learning support staff who work in independent schools and colleges. The Annual Education Workforce Statistics for Wales 2024 contains our most comprehensive set of data to date, covering over 90,000 registered practitioners across schools, further education (FE), adult/work-based learning, and youth work in Wales. The data comes from our Register of Education Practitioners and provides valuable insights into the make-up of the education workforce such as age, ethnicity, gender, and qualifications. Following the main presentation, attendees will be able to ask questions on the information presented. This event is suitable for education leaders and senior staff, policy makers, and EWC registrants. Book your free place now. https://ow.ly/SzTP50TEU5H

Good morning, Fellow Educators!👩🏫 A couple of months ago The Department for Education announcement of a fully funded 5.5% pay increase for teachers! This is undoubtedly fantastic news and a significant step towards addressing the challenges within the education system. However, from conversations with school leaders & teachers, it's clear that while this move is welcome, other key areas need urgent attention to truly improve education in the UK. Number 1 - Promoting a Positive Image of the Teaching Profession! A long-term, nationwide campaign is essential to improve the public perception of teaching. Recruitment and retention won’t see real progress until the profession is seen as more than just a challenging job. Teaching needs to be portrayed as a respected and valued career path. Highlighting success stories, and the impact teachers have on shaping future generations and showcasing teaching as a dynamic, fulfilling profession could attract new talent and restore pride among current staff. Number 2 - Collaborative Strategic Planning with Educational Leaders! The government should commit to regular, meaningful consultations with school and MAT leaders, unions, and educators to understand their most pressing concerns. By actively listening to those on the ground, policymakers can co-create a clear roadmap for the future, focusing on practical solutions that will have a real impact in classrooms. Number 3 - Improving SEN and Mental Health Support! SEN and mental health services are severely under-resourced, and this places enormous pressure on schools. The government needs to provide better funding, training, and resources for SEN departments and make mental health support more accessible for students. Schools should not be left to bear the burden alone. These changes, alongside the pay increase, would help create a more sustainable, respected, and effective teaching workforce. A pay rise is a step forward, but comprehensive reform is needed to tackle the deeper, structural issues within the education system. Also, extremely keen to hear people’s views on what they might think needs changing. #morganhunt #education #departmentofeducation #support #QTS

This series of briefs from the Building and Sustaining the Child Care and Early Education Workforce (BASE) project and our research partners MDRC, Chapin Hall at the University of Chicago and MEF Associates shares findings about educators’ credential attainment, entry, earnings, tenure, and exits in the child care and early education (CCEE) field based on analyses of administrative data from three states. The briefs cover the following topics: • Workers’ entry, exit, and wages in the CCEE sector in Illinois; • Individuals’ enrollment in and completion of early childhood education postsecondary programs in Colorado, as well as the characteristics of these students and their CCEE employment outcomes; • Retention and credential attainment of educators in the CCEE field in Montana; and • Methods for using states’ UI wage data to better understand the experiences of the CCEE workforce over time. https://buff.ly/46IAvdr #ECE #Workforce #DataAnalysis #EarlyLearning

Check out this article by KQED about CSCCE's new Workforce Index. Featuring Yohana I. Quiróz, Ed.D. , Caitlin McLean & Lea Austin on the state of the child care workforce and what's needed to support these critical educators! https://lnkd.in/diwVAdi8

🔥 𝗘𝗗𝗨𝗖𝗔𝗧𝗜𝗢𝗡 𝗡𝗘𝗪𝗦 🔥 Very insightful article discussing the Australia-wide teacher shortage and how crucial increasing teacher numbers will be for the future of our nation. Key data points: ⭐ 391,000 workers in Australia are classified as school teacher - just 3.3% of all workers ⭐ As the population of school-aged children continues to grow, we will need more than 391,000 school teachers by 2034 ⭐  Recent reports showing many teachers are leaving the classroom behind for a career switch & more teachers than ever before claim they intend to leave the industry at some point ⭐ Due to simple demographics, secondary school teachers and special needs teachers will be in particularly high demand. ⭐ Nationwide, 80 per cent of workers are aged 15 to 54 and will likely be part of the workforce in the coming decade, 15 per cent are aged 55 to 64 and are likely to retire in the coming decade, and 5 per cent are already of retirement age (65+) but are still working. Check it out here & share to your feeds to raise awareness to evoke some much-needed action with the education space! https://lnkd.in/gMT3QEYT #NSWTeachers #NSWEducation #TeacherShortage #SkillShortage #EmploymentGap

💡 We've been busy here at the D.C. Policy Center! Here's a quick round-up of our recent publications: 📊 On Friday, Education Policy Initiative Director Chelsea Coffin put together an analysis of the most recent D.C. school absenteeism data. The data indicated some good news: Compared to the same period in the previous school year, chronic absenteeism decreased by 4.3 percentage points. Read more: https://lnkd.in/eCcZA_mu 🏘 Executive Director Yesim Sayin and Director of Policy & Research Emilia Calma wrote "Priced out: Where can D.C.’s essential workers afford to live?" The report examines housing affordability for essential workers in the District, noting workers are often "priced out" of housing in many wards. For the full report: https://lnkd.in/eegVamn2 📈 In "Long-term unemployment in the District of Columbia: What it means, how it has changed, and whom it affects," Rivlin Initiative Director Daniel Burge examines the rate of long-term (27 or more weeks) unemployment in D.C. The most notable finding is that, of the total unemployed population in the District, around 39% are long-term unemployed, compared to the national share of 19%. Read the full report: https://lnkd.in/eZ-PJ-WW ➡ For more of our recent publications: https://lnkd.in/eiBRqNek

Reading this article is a stark reminder of the immense pressures placed on our educators, who are entrusted with the crucial task of shaping our future leaders. It’s disheartening to see that despite their pivotal role in society, teachers are often overwhelmed with excessive workloads that extend far beyond the classroom. These are the individuals who mold our next generation, yet they are frequently left unsupported, their contributions undervalued. The release of CommuniKids has the potential to revolutionize this dynamic globally. 🌍 By creating an environment where students are more engaged and teachers’ workloads are significantly reduced, we can foster a much-needed sense of balance and well-being among educators. Happier students, coupled with a reduced workload, will lead to happier teachers, ultimately brightening the future for all. ☀️ Key Findings from Recent Research: 🧐 👩🏿🏫 Most teachers feel overworked: During the 2022–2023 school year, teachers worked more hours per week, on average, than working adults — 53 hours compared with 46. 👩🏽🏫 On average, teachers reported working 15 hours per week longer than required by contract. 👩🏫 One out of every four hours that teachers worked per week, on average, was uncompensated. 👩🏾🏫 Perhaps as a result, only 24 percent of teachers were satisfied with the total number of hours they work per week, compared with 55 percent of the general working adult population. 👩🏻🏫 Most teachers feel underpaid: Only 34 percent of teachers said that their base salary was adequate, compared with 61 percent of working adults. 👩🏿🏫 Teachers who said that their base salary was inadequate desired, on average, a $17,000 increase in base pay. 👩🏼🏫 Teachers in high cost-of-living areas desired higher base salaries, on average, than their counterparts. Recent gains in racial and ethnic diversity in the teacher workforce could be in jeopardy — 👩🏽🏫 Black teachers reported working more hours per week and were less satisfied than White teachers with their base salary. 👩🏾🏫 Black teachers were more likely than White teachers to consider leaving their jobs. 👩🏼🏫 Teacher dissatisfaction with hours, salary, and working conditions appears to drive poor well-being and lead teachers to consider leaving their jobs. 👩🏿🏫 Pay increases alone – without improvements in teachers’ working hours or conditions—are unlikely to induce large shifts in teachers’ well-being or intentions to leave. This transformation is not just a possibility; it’s a necessity if we are to honor the vital role teachers play in our society and ensure a brighter future for generations to come. 💫 https://lnkd.in/gEzrER7V

A staggering 73% of UK teachers are considering leaving due to financial strain and overwhelming workloads, raising alarms about a potential teacher shortage crisis. 👩🏫 With nearly half feeling unprepared for the new school year and 66% considering second jobs, the pressure is mounting. Tom Nash, HR Business Partner at Pluxee UK, warns: “Without addressing financial pressures, workloads and wellbeing, we risk jeopardising the future of education in the UK.” 👨🏫 Our educators need us. The future of education depends on it. Read full article now to explore more in this topic 📌 https://lnkd.in/eTp9vKaf #SupportTeachers #TeacherCrisis #EducationMatters #WellbeingAtWork #FinancialWellbeing #HR #workload #Financial