Pathways To the Profession

Dr. Cara Malone Chief of Schools

Hutto ISD

The Problem

As the fifth fastest-growing school district in Central Texas, Hutto ISD has the unique opportunity to think innovatively about staffing our schools.

Hutto ISD passed a 522 million dollar bond in May of 2023 to meet the needs of our growing community through the completion of their second high school and next two elementary schools. This growth has taken Hutto ISD from celebrating the ten thousandth student in the fall of 2023 to approximately 10,700 students in the fall of 2024, with a projected enrollment of 17,800 students by 2033-34.

While student growth brings opportunity to the district, staffing new buildings presents a challenge. Hutto ISD has an average teacher attrition rate of 18% and adds 30-40 new teaching positions annually to accommodate growth.

The Data

According to the National Education Association, the gap between the supply and demand for teachers has widened. As those entering the profession have declined across the nation, there is an increase in the need for more. In addition, many teachers choose the route of alternative certification to become a teacher, and while enrollments in programs have declined, even fewer are completing alternative programs (National Education Agency; US Department of Education, 2022).

The Charles Butt Foundation Survey since 2022 has shown high rates of teachers considering leaving the field (77% in 2022; 75% in 2023 and 78% in 2024). In 2022, of the 77% who considered leaving the profession, 93% had taken at least one step to do so (Charles Butt Foundation, 2022). Nationally, only 37% of parents say they would like their children to be educators (Education Week, 2022).

In Hutto ISD alone, there were 42 open positions at the end of August 2022, 26 vacancies at the end of August 2023 (with 46 new positions added), and 21 vacancies at the end of August 2024

(with 26 new positions and 30 repurposed positions)

Failure to find appropriately certified teachers has led Texas schools to certification exemptions largely through District of Innovation Plans. Uncertified teachers made up 52% of all teachers in Texas during the 2023-2024 school year, creating challenges that could ultimately affect student accountability and definitely affect student learning loss (Texas Tech University, 2024). While Hutto ISD has 16% of teachers on the road to certification, we are aware that this can easily increase and feel very fortunate to have 63% of our teachers with more than five years of experience.

With teachers leaving the profession nationwide, fewer experienced teachers remain in the field, and more have substandard credentials. This teacher shortage and decrease in certified teachers creates increased workloads for remaining teachers and a revolving door of teachers leaving the profession. Recent data from the University of Texas shows potential learning loss in classrooms with uncertified teachers of record, which equates to an average of 6 months in high school English and almost 4 months in high school math (2024).

This study, along with a study from Texas Tech, shows three months of learning loss in elementary math and 4 months in elementary reading unless the teacher has had some experience, such as substituting or working as a teacher’s aide (University of Texas, 2024).

Kirsten Olsen advised, “If students have a poor teacher for one year, it may take two years for a student to catch up. If a student has a poor teacher for two years in a row, they may never catch up” (Olsen, 2009).

Pathway Solutions

These challenges have led Hutto ISD to respond by creating multiple pathways to the classroom. Hutto has created pathways for exploring teaching models, job-sharing opportunities, international teachers, support in the transition to teaching, clinical student teaching, teacher residency, ambassadorship, preapprenticeship, and registered apprenticeship.

New Teaching Models

Exploration of new teaching models is one way that Hutto ISD is responding. While the oneteacher-one classroom model prevails in the profession, it also creates isolation within the field. While teachers are involved in professional learning communities, they still close their doors and work primarily alone in the classroom. Programs such as Opportunity Culture and Next Generation Workforce provide possibilities for doing things differently and for creating systems that allow the certified teachers within a system to find ways to support not only each other but also the diverse needs of students within the system.

Thinking differently, such as exploring ways to divide students and teachers based on student needs instead of the traditional one-teacher-one-classroom model, can enhance differentiation and allow more time for students’ varied needs.

Job Share

Many teachers in the profession desire flexibility. Ultimately, with the profession’s demands, it is difficult for a teacher to be out of the classroom. Job sharing means having two people make one FTE, allowing two teachers to share either a classroom, such as in elementary, or different classroom periods in secondary. Whether a person is starting a business, attending to children or a parent, or whatever the reason, job sharing allows two people to work together to meet their own needs as well as the needs of students in the classroom.

International Teachers

Hutto has welcomed twelve International Teachers over the past two years to Hutto ISD in bilingual and special education classrooms. Teachers receiving a J-1 Visa can qualify for a Visiting International Teacher certification from TEA, allowing the local district to determine appropriate classroom placement.

Clinical Student Teaching

Hutto ISD has ten clinical student teaching slots. Student teachers in these spots receive a semester stipend that includes student teaching and tutoring. Those desiring to student teach in high-needs areas can qualify for one of these stipends. Upon completing the student teaching experience, they must commit to Hutto ISD for at least two years.

Teacher Residency

Hutto ISD began a residency program with Texas State University and Region 13 using TCLAS funds in 2022-2023. To date, 61% of the residents have signed to complete their first year in Hutto ISD. The residency offers a one-year student teaching experience while students complete their university program as they work under a cooperating teacher. This program allows students the time that is needed to prepare for the classroom under the direction of a veteran teacher. Such development increases the efficacy of teachers when they enter the profession.

Hippo Ambassadors for Education

One of our greatest and most often overlooked recruiting tools lies within our own system. Hutto

ISD has begun identifying elementary school students as future teachers. Our teaching clubs on elementary campuses and summer camp are both ways students begin to envision themselves in the profession. We started this program in grades 3-5, but it will eventually expand to K-8.

Pre-Apprenticeship

In the fall of 2025, Hutto ISD will launch its first pre-apprenticeship through the high school education and training program. The preapprenticeship will work in conjunction with our Early College High School to offer two pathways (a CTE and an associate degree) to the teaching profession. Students who complete this program will have an associate’s degree by the time of high school graduation. The program aims to offer extensive dual credit coursework and/or a degree to accelerate students toward a teaching career.

Apprenticeship

Teacher apprenticeship is currently the highlighted pathway for the district and possibly the pathway with the most significant future promise. It is not an immediate solution but rather a long-term approach to meet the demand for teachers in our district. Hutto ISD joined a fellowship with five other districts in Texas during the 20232024 school year to learn about teacher apprenticeship. In January of 2024, we launched our information evening about the program. We welcomed 197 individuals who were interested in becoming teachers but just did not know the path to do so. Over 90 applied, over 70 were interviewed, and 2024-2025 has brought 67 teacher apprentices to Hutto ISD. Teacher apprentices are hired into paraprofessional positions with Hutto ISD, complete their degrees, and receive on-thejob teacher training. Additionally, Hutto ISD pays our apprentices’ tuition. Our apprentices work on campuses and are definitely future teachers. They receive full benefits and progression of wages, and they will complete the Department of Labor recognized program as fully certified teachers. Apprentices join four different on-ramps and come to us with no hours to somewhere in between or with a completed degree. They work under the direction of one or more certified teachers and do not work in the classroom alone but with supervision. The goals of our apprenticeship program are to improve student outcomes, reduce barriers, reduce vacancies, increase educator diversity, increase educator retention, and increase economic mobility. Most of our apprentices live in the area. Thirteen of our apprentices were already employed by Hutto ISD before applying for the program, and eighteen were former Hutto High School graduates.

Conclusion

Staffing our classrooms is not as simple as it used to be, and how we decide to do so affects future student achievement. We have a tremendous responsibility to do our best for our students, so we have to think differently about bringing talent into our classrooms.

Resources:

• 6 Charts that Explain the Education Shortage, National Education Agency https://www.nea.org/advocating-forchange/new-from-nea/6-charts-explain-educator-shortage

• US Department of Education https://title2ed.gov/Public/ Home.aspx

• Teacher Certification at Time of Hire, University of Houston Research https://www.uh.edu/education/research/

• The 2024 Texas Teacher Poll: The Value of the Texas Teaching Profession Charles Butt Foundation,2024

• AASA NCE Session Next Generation Workforce Accelerator, NCE February 15, 2023, Brent Madden, Arizona State University

• Amid Rising Number of Uncertified Teachers, Previous Classroom Experience Proves Vital in Texas, Jacob Kirksey, Texas Tech University, 2024

• Rise of Uncertified Teachers, Michael Marder, University of Texas, 2024

• Teacher Career Pathways and Advancement Options — September 2024 SREB

• Strengthening Pathways Into the Teaching Profession in Texas: Challenges and Opportunities, Bland, Wojcikiewicz, Darling-Hammond, Wei, February 22, 2023

• Most Parents Don’t Want Their Kids to Become Teachers, Poll Finds, Libby Stanford, August 25, 2022; September 1, 2022

• Wounded by School, Olsen, Kirsten, 2009.