Delaware County and other Pennsylvania counties confront a severe teacher shortage; community college program seeks to address the issue.
In response to Pennsylvania’s teacher shortage, the Delaware County Community College (DCCC) has launched an innovative Teacher Education Program aimed at cultivating future educators directly from local high schools. This initiative, described by Council Chair Monica Taylor as an opportunity to “grow your own,” addresses pressing challenges in the educational landscape, including declining interest in teaching among younger generations and rapidly changing career aspirations exacerbated by the COVID-19 pandemic.
The ongoing teacher shortage has become a critical concern in both Delaware County and statewide. Recent statistics indicate a 10% teacher attrition rate in Delaware County from 2022 to 2023, with schools struggling to fill vacancies. According to the Penn State Center for Evaluation and Education Policy Analysis, the county reported 99 teacher vacancies, and the state issued 519 emergency teaching permits as schools were unable to find fully qualified candidates.
Recognizing these challenges, the DCCC developed a dual-enrollment program that enables eligible students from high schools across Delaware County to earn up to 38 college credits tuition-free, providing a significant head start towards a degree in education. The program’s excellence is demonstrated by its rapid growth; its inaugural cohort of 12 students graduated recently, while its upcoming third cohort will be three times larger.
The program not only emphasizes academic coursework—including subjects like early childhood development and educational psychology—but also incorporates mentorship and fieldwork opportunities within local classrooms. This holistic approach is designed to not only attract new candidates to teaching but also to provide them with the comprehensive support necessary to thrive in the profession.
The national teacher shortage is underscored by a broader trend of diminishing interest in education careers, attributed to stagnant wages, rising living costs, and increased political scrutiny on educational institutions. As educators and analysts point out, many prospective teachers are deterred by the challenges associated with classroom management and safety, as well as the perceived lack of support from administration and parents alike.
Within this context, administrators at DCCC view the Teacher Education Program as a transformative solution in erecting a pipeline for future educators—one that can serve as a model for other communities experiencing similar challenges. As the first cohort prepares to transition into colleges like West Chester University and Lafayette College, the program aims to provide a flexible pathway for students, acknowledging that not every participant may choose to become a teacher.
By continuing to refine and expand the program’s offerings, DCCC and local leaders are not only aiming to alleviate the teacher shortage but are also creating a sustainable framework to nurture and retain talent in the educational sector. Taylor asserts that this initiative could serve as a roadmap for districts across Pennsylvania, aiming to retain the brightest minds within the community and ensure a robust future for education in the region.
This innovative approach reflects a growing national movement among educational institutions to rethink and reshape career pathways in response to evolving workforce demands, ultimately striving to equip students for both educational and professional success.
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