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Pathways to the Teaching Profession: Teaching Assistants’ and Substitute Teachers’ Transitions into the Teacher Workforce

Hannah C. Kistler,
Bila Djamaoeddin,
Kate Donohue,
John P. Papay,
Nathaniel L. Schwartz

Teacher shortages and lack of teacher diversity have led to growing efforts nationally to recruit teaching assistants (TAs) to be classroom teachers. Substitute teachers are not typically considered in these efforts. We pair longitudinal administrative data from a mid-sized urban district with survey follow-up to address how TAs and substitute teachers contribute to filling staffing shortages and diversifying the teacher workforce. While substitute teachers are rarely included in formal Grow-Your-Own efforts, they bring racial and ethnic diversity to the district in similar ways to TAs yet face fewer barriers to becoming classroom teachers. As a result, they do so at much higher rates and help prevent vacancies in hard-to-staff classrooms.

Keywords
Teacher workforce, Teachers Aides, Substitute Teachers, Paraprofessionals, Teacher Diversity
Education level
K-12 Education
Topics
Staffing, Finance, and Operations
Tags
Human capital,
Teacher hiring and retention
Download 11/2024
Document Object Identifier (DOI)
10.26300/cb5b-aq50
EdWorkingPaper suggested citation:
Kistler, Hannah C., Bila Djamaoeddin, Kate Donohue, John P. Papay, and Nathaniel L. Schwartz. (). Pathways to the Teaching Profession: Teaching Assistants’ and Substitute Teachers’ Transitions into the Teacher Workforce. (EdWorkingPaper: -1089). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/cb5b-aq50

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