Examining Rising Teacher Shortages in the United States

Guest blog by Razan Alayed, Aleena Ali, Ryan S. Herman, Cecilia Liang, Krizia Lopez

There were many lessons to be extracted from this course and through applying the Problem-Driven Iterative Adaptation (PDIA) approach to our concurrently ordinary and extraordinary problem. The issue of teacher shortage has existed for many years and is persisting in the United States, with the pandemic exacerbating and laying bare the public education system. Through iterative thinking and discussions, we as a team were able to narrow and focus our problem to what was relevant to our authorizer and her context, as well as surface the causes that continue to influence the issue at hand. Specifically, the PDIA process has taught us to dig deeper into root causes and distill them into comprehensive understandings; in fact, we discovered along the way that some sub-causes are shared among larger entry points, which was pivotal to defining our ideas and action steps. This process taught us that starting with small ideas and growing them is key to the iterative approach, since we were able to take frequent pauses, reflect, modify and then go back into the solution space. This also allowed us to experiment with our ideas and to obtain timely feedback through stakeholder interviews prior to investing time and resources on ideas that may not work in our context. Suffice to say that this experience has been fruitful for our professional journeys, and we will be taking these learnings as we move forward in our careers.

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